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Greek Mythology Family Tree Poster 24x36
greek god mythology family tree - mr. broviak's website - greek god mythology family tree chaos uranus = gaea aphrodite coltus gyges briareus (hecotonochires) arges brontes steropes (cyclops) titans coeus = phoebe mnemosyne crius cronus = rhea hyperion=theia iapetus themis oceanus = tethys the twelve olympians - paris diderot university - family tree 31 glossary 32 introduction who are the twelve olympians you ask? what are their stories and what were the roles they played in classical greek culture? well you'll findthe answers to all those questions here and more in this brief exploration into greek mythology. to specify, greek mythology is the body of myths and teachings ... greek mythology gods & goddesses chart - greek mythology gods & goddesses chart mrs. dianne cline 7th grade grc ela omms, shelby county schools, al . greek name roman name area of power symbols family zeus jupiter jove sky, storms, weather, king of gods, father of men thunderbolt, shield, scepter, eagle, oak introduction to greek mythology - beachwoodschools greek mythology? • the ancient greek culture has been kept alive by the oral and later written stories handed down through thousands of years. • modern plays, novels, television programs, movies and even advertisements refer to greek gods, goddesses, heroes and their stories. • adventurous and exciting stories delight and entertain us. name principle gods of greek mythology - name _____ principle gods of greek mythology answer key directions: fill in the blanks with the appropriate greek god or goddess. uranus = gaea 1. cronus = rhea coeus = pheoebe tethys = oceanus 2. hades 3. poseidon 4. hera = 5. zeus = 6. the twelve olympians - english & french rock! - home - greek mythology, was the home of the gods, specifically the twelve olympians. the twelve olympians the twelve olympians, also called the dodekatheon, were the principal gods in greek mythology. they were said to reside atop mount olympus. the twelve olympians are zeus, hera, poseidon, demeter, ares, athena, apollo, artemis, hephaestus, aphrodite, greek mythology research prompt - greek mythology research project introduction to the odyssey prompt: research one greek god, goddess, or important greek mythological figure, and write a 2-3 page research paper (following mla style conventions) sharing what you have learned. greek mythology - ms. stephanie toledo - invitation to greek mythology greek mythology folders "in the beginning" story story analysis worksheet activities/ learning experience: hook: on rug (15 minutes) o the day before starting this unit, give every student an "invitation to greek mythology". this invitation will tell the kids to research two greek gods/goddesses. 7th grade lesson plan: it's greek to me: greek mythology - it's greek to me: greek mythology greek mythology is not only interesting, but it is also the foundation of allusion and character genesis in literature. in this lesson plan, students will gain an understanding of greek mythology and the olympian gods and goddesses. important note do not give student(s) the filled-in copy of the gods ... beliefs/values of greek mythology - beliefs/values of greek mythology #5: family family loyalty is very highly valued. artemis . beliefs/values of greek mythology #6: hospitality always exhibit the highest level of hospitality to guests, including strangers and beggars. ares . beliefs/values of greek mythology family tree of greek gods and goddesses - cfkcdn - family tree of greek gods and goddesses zeus leto cronus hades rhea demeter hestia zeus hera zeus maia poseidon zeus hera zeus demeter zeus semele zeus dione zeus artemis apollo dionysus ares athena hermes aphrodite eros hephaestus persephone to learn more about each of the gods or goddesses in this family tree click on their name above. iqvetoknow subject guides greek myths - greenwoodlibrary - subject guides greek myths greenwood public library this pathfinder is made to help you find information on the greek gods and myths. the pathfinder is designed for students in grades k-12 or teachers and parents that want to learn more or teach about the subject . this pathfinder includes: keywords, print material, multimedia items, greek mythology and the forms of energy - need - greek mythology is a wonderful literary vehicle with which to integrate the forms of energy. the ... introduce students to the greek gods using the greek gods family tree master. explain that the tree displays the origin of the olympian gods and their antecedents, the titans. discuss family trees and how the family tree of greek gods differs ... greek mythology packet - summer reading challenge - 7 study guide for edith hamilton's mythology the bold page numbers correspond with the blue cover "everbind" edition. the italicized page numbers correspond with the black cover "perma-bound" edition. directions: after reading the listed pages, complete the following questions thoroughly. the underworld of greek mythology in " the gods" (pp. 39-40 / 39-41)
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page 2 / 2 | <urn:uuid:2200a31e-4128-42c8-a6ce-fc5c42d56d08> | CC-MAIN-2019-22 | https://botworks.co/-greek-mythology-family-tree-poster-24x36.pdf | 2019-05-21T01:02:53Z | crawl-data/CC-MAIN-2019-22/segments/1558232256184.17/warc/CC-MAIN-20190521002106-20190521024106-00214.warc.gz | 433,672,882 | 2,689 | eng_Latn | eng_Latn | 0.960965 | eng_Latn | 0.981719 | [
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I Am Going to Kennedy Space Center Social Story
A Social Story accurately describes a context, skill, achievement, or concept according to 10 defining criteria. These criteria guide Story research, development, and implementation to ensure an overall patient and supportive quality, and a format, 'voice', content, and learning experience that is descriptive, meaningful, respectful, and physically, socially, and emotionally safe for the Story audience (a child, adolescent, or adult).
Note to Caregivers: I Am Going to Kennedy Space Center is a Social Story (Story). It may be used "as is" or shortened for a younger or more severely challenged audience by reading the most relevant sentences of each paragraph, omitting some paragraphs, or using a simpler vocabulary.
This Story may be personalized further with additional simple modifications. Caregivers are encouraged to tailor a Story to the temperament, personality, learning style, and interests of the audience. The Kennedy Space Center Autism Awareness Guide contains information that may be helpful in this process, as you plan what to see and what to include in your child's Story. For example, Journey to Mars: Explorers Wanted contains several exhibits that require good fine motor skills or hand-to-eye coordination. In this case, reassuring sentences may be added to the Story, like this: "At Kennedy Space Center, we may visit Journey to Mars. Many children need help with some of the exhibits. This is okay. Mom, Dad, or Mike can help me. Someday, I may help my little sister, Jenna, with these exhibits." The idea is simple: Keep what you know about your child in mind to select and provide information in advance about what lies ahead and ideas about how to respond.
Details can help to prevent upset and disappointment. To demonstrate this, I Am Going to Kennedy Space Center includes two paragraphs that describe the optional bus tour to launch sites and the Apollo/Saturn V Center. Children under age 13 may not sit in the front row of the bus. That's good to know, especially if you are a child who loves to be "first". To share this information in advance, include text that describes the reason first and then the resulting restriction, ending on an upbeat note if possible: "People must be 13 years of age or older to sit in the front row of the bus. It's a safety rule. I am 8 years old. My family may sit in any empty seat from row two to the back of the bus to watch, listen, and learn as we ride." Consider what you know about your child and add details like these as needed. Keep in mind that each piece of information makes a Story longer. Choose details carefully.
You may also change the illustrations in this Story to add meaning. Personal or high interest photos help to hold a child's attention. In addition, photos from your visit can be used to create a follow-up Story of your visit to Kennedy Space Center.
To learn more about Social Stories visit their only official online home at www.CarolGraySocialStories.com.
© Carol Gray 2017. All rights reserved.
I Am Going to Kennedy Space Center
Kennedy Space Center is where many people study, build vehicles and launch missions to explore outer space. It's a place where men and women work on projects, like building and launching rockets. Right now, they are working on a new project to learn more about the sun.
Kennedy Space Center has attractions and tours to help people learn about missions to outer space. For example, there is Heroes and Legends which is about people in space exploration; Astronaut Encounter, with a real astronaut; and NASA Now, with exhibits about what NASA is working on now and in the future. There are many things to see and do.
There is a bus tour to see launch sites and the Apollo/Saturn V Center. People must be thirteen years of age or older to sit in the front row of the bus. It's a safety rule. I am eight. My family may sit in any empty seat from row two to the back of the bus to watch, listen and learn as we ride.
We may have to wait in a large group before entering the Apollo/Saturn V Center. This is okay. Waiting happens a lot with exhibits that many people want to see. The Apollo/Saturn V Center has two short movies. The second movie is about a Saturn V rocket launch, with a loud launch noise and vibrating theatre seats so people can see and hear what it's like to send a spacecraft into space. After the movies, there is a real Saturn V rocket and many other things to see and do, too!
I am going to visit Kennedy Space Center with people who care about me. Many people like to learn about missions into space. There may be many other adults and children there too. Some of the exhibits have loud noises that start and stop. The people with me know about the crowds and the noises. They will help me have a comfortable visit.
Kennedy Space Center is a place where many people work, and other people visit. I will be visiting there soon. There's a lot to see, do and explore! | <urn:uuid:0d7de7d4-d87d-4a83-b630-c2fcff2961b8> | CC-MAIN-2019-22 | https://www.kennedyspacecenter.com/-/media/DNC/KSCVC/PDFs/Others/Kennedy-Space-Center-Social-Story.ashx?la=en | 2019-05-21T00:52:02Z | crawl-data/CC-MAIN-2019-22/segments/1558232256184.17/warc/CC-MAIN-20190521002106-20190521024106-00219.warc.gz | 838,372,702 | 1,074 | eng_Latn | eng_Latn | 0.999241 | eng_Latn | 0.999114 | [
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30-minute Catholic Social Teaching web-based home session for families
Theme: Poverty and Inequality in the U.S., and our response as Catholics
Play "Spent" (7-10 minutes)
+ Ask student to log on to "Spent": http://www.playspent.org
+ Together, move through the simulation, which invites you to imagine that you are living in poverty here in the U.S. You will be prompted to make decisions about work, money, your family, and more. Make your choices together and see what happens.
+ Play a few times, choosing different options each time.
Discuss the Game (5 minutes)
+ What was playing the game like? Was it frustrating? Difficult?
+ No matter how you play, you end up in very challenging circumstances. What do you think the game is trying to teach us?
Possible answer: It is very difficult to break out of poverty, even if someone works hard and makes the right choices.
+ What do you think would be the hardest part of living in poverty here in the U.S.?
Watch "Tour of Poverty, USA" (5 minutes)
+ Introduce it. Say something like: "Now, we'll watch a video that talks about some of the things we saw happening in the Spent game."
+ Ask student to log on to "Poverty, USA": http://www.povertyusa.org
+ On the bottom-left of the screen, click the video in the box titled "Watch the Poverty, USA Tour".
Read Scripture: Matthew 25:31-40 (5 minutes)
+ Key line: For I was hungry and you gave me food, I was thirsty and you gave me drink, a stranger and you welcomed me, naked and you clothed me, ill and you cared for me, in prison and you visited me.
+ Say: Jesus tells us that whenever we see someone in poverty, we see Jesus himself. He also tells us that to be his followers, we must work to end things like hunger, homelessness, and poverty.
Act: Send an Email to an Elected Official (5 minutes)
+ Introduce it. Say something like: "One way we can follow Jesus' command is to provide meals for hungry people. Another way we can follow it is to ask our elected leaders in government to pass laws that help people lift themselves out of poverty."
+ (1) Ask student to scroll up to top of Poverty, USA website. (2) Hover cursor over "Get involved" button. (3) Select "Act." (4) Click "Action Alerts." (These are campaigns run by the U.S. bishops that ask Catholics to contact their legislators about key issues.) (5) Click "Action Center". (6) Click "Congress Must Develop Bipartisan Solutions That Protect Poor and Vulnerable People".
+ Read letter aloud. Discuss any parts the student doesn't understand.
+ Ask student of fill out contact information, and click submit.
Close in Prayer (1 minute)
Christ, who showed great compassion to the poor, give us compassion toward those in poverty. Your wish is for all of your children to live with adequate food, shelter, health care and education. Help us take up your work as a community of faith and guide us as we seek just solutions to the poverty in our midst. Amen. | <urn:uuid:357a87a0-df2f-4b91-af88-ef2cf9294e7d> | CC-MAIN-2019-22 | https://camdenlifejustice.files.wordpress.com/2013/03/poverty-in-the-us-and-our-faith-filled-response-for-families.pdf | 2019-05-21T00:43:16Z | crawl-data/CC-MAIN-2019-22/segments/1558232256184.17/warc/CC-MAIN-20190521002106-20190521024106-00220.warc.gz | 422,297,111 | 676 | eng_Latn | eng_Latn | 0.998668 | eng_Latn | 0.998668 | [
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Deep Breathing Exercises
Deep breathing is a simple and effective way to relieve tension and increase comfort. Use deep breathing to feel less tense before something that you are anxious about such as a medical appointment. It can help you feel more comfortable if you are agitated, fatigued, nauseated, or in pain. You can practice deep breathing exercises standing, while sitting in traffic or waiting for an appointment. You can learn this technique in just a few minutes.
For a guided practice we have Mindfulness & Meditation and Relaxation & Guided Imagery playlists available on Soundcloud - https://soundcloud.com/phsabc using your mobile device or computer. Or download the free Soundcloud app and search BC Cancer tracks.
FOLLOW THESE SIMPLE STEPS:
1. Sit or lie down in a comfortable position. Do not cross your arms or legs.
2. Place the palm of one hand on the middle of your chest. Place your other palm on your abdomen (the area between the bottom of your ribcage and your navel.)
3. Breathe as you normally do. Feel the rise and fall of your hands as you breathe in and out, in and out, in and out…
4. Imagine now as you breathe in that your stomach is a balloon that inflates, raising your hand that is resting on your abdomen. As you breathe out, the balloon should deflate and your hand should fall. (The first few times you try this, it may be helpful to push your abdomen in gently with your hand as you breathe out).
5. Keep breathing from your abdomen for a few minutes. To stay focused on your breathing, silently count each time you breathe in ("1…2…3…") and say "relax" to yourself each time you breathe out.
6. As you breathe from your abdomen, you will feel the comfort that comes from being able to control your breathing.
7. Practice deep breathing at least 5 minutes a day if you can. As you develop this skill, you may not need to always do step number 4. | <urn:uuid:750a3404-b6cd-464a-8ee8-3f7cc0aed2a5> | CC-MAIN-2019-22 | http://www.bccancer.bc.ca/coping-and-support-site/Documents/Deep%20Breathing%20Exercises.pdf | 2019-05-21T00:36:36Z | crawl-data/CC-MAIN-2019-22/segments/1558232256184.17/warc/CC-MAIN-20190521002106-20190521024106-00220.warc.gz | 236,878,641 | 419 | eng_Latn | eng_Latn | 0.998833 | eng_Latn | 0.998833 | [
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Chapter 16 Digestive System Worksheet Answers
chapter 16- digestion and absorption - carried out by our digestive system by mechanical and biochemical methods. digestive system the human digestive system consists of the alimentary canal and the associated glands. the human digestive system alimentary canal the alimentary canal begins with an anterior opening the mouth, and it opens out posteriorly through the anus. chapter 16: section 2 the digestive system katy isd - chapter 16: section 2 the digestive system food is processed in your body in four stages: ingestion (take in) , digestion (break down) , absorption , and elimination . a. _*digestion _ - breaks food down into small molecules that can be carried by __blood_ to cells . 1. __*mechanical___ - food is chewed, mixed, and churned.(physical breakdown of food) chapter 16.3, 16.4, & 16.6 (circulatory, respiratory, and ... chapter 16.3, 16.4, & 16.6 (circulatory, respiratory, and digestive and excretory systems) chapter 16.3 circulatory system vocabulary: circulatory system: a group of organs and tissues that move essential supplies to body cells and remove their waste products. chapter 16 the digestive system - faribault - f. small intestine: 12 ft; duodenum (12 in), jejunum 2.5m, ileum 3.5m 90% of absorption (most in duo & jej. in 3-5 hours) colon figure 4 - the regions of the small intestine approximate daily volumes of fluid (ml) handled by the human gastrointestinal tract. chapter 16-digestive system - weebly - layers of digestive system •digestive system is one large tube from mouth to anus plus the accessory organs 1. mucosa:-innermost layer- secretes mucus 2. submucosa: - above mucosa - contains blood vessels, nerves, small chapter 16 digestive system worksheet answers - bing - chapter 16 digestive system worksheet answers.pdf free pdf download chapter 23 the digestive system flashcards | easy … ... anatomy and physiology of the digestive system chapter 3, medical terminology worksheet - proprofs … ... chapters 16 & 17 digestive system & nutrition - chapters 16 & 17 – digestive system & nutrition independent notes chapter 16, section 1 1. identify the components of the digestive tract and briefly describe the function of each. 2. identify the accessory organs of the digestive system and briefly describe the function of each. 3. illustrate and identify the layers of the digestive tract. 4. chapter 16 digestion and absorption - ncert help - class xi chapter 16 – digestion and absorption biology page 1 of 12 website: vidhyarjan email: contact@vidhyarjan mobile: 9999 249717 ... bile is a digestive juice secreted by the liver and stored in the gall bladder. bile juice has bile salts such as bilirubin and biliverdin. these break down large fat nutrition and the digestive system - cengage learning - 7. name and describe the functions of the organs of the digestive tract. chapter 16 nutrition and the digestive system name: date: 338736_16_ch16_p245-262dd 2458736_16_ch16_p245-262dd 245 88/26/09 12:39:20 pm/26/09 12:39:20 pm chapter 12: the digestive system - career step - chapter 12: the digestive system a. crossword puzzle b. spelling 1. chyme 6. peristalsis 2. deciduous 7. sphincter chapter 17: digestive system - burlington area schools - chapter 17: digestive system objectives (continued) 16. discuss the three portions of the palate, in terms of location and give an overall function for the palate. 17. name the tissue that composes the tonsils and name the overall function of tonsils. 18. name the two sets of teeth we possess as humans, discuss the general structure of a tooth, chapter 2 – digestion and absorption - cengage - chapter 2 – digestion and absorption chapter outline i. anatomy of the digestive tract a. the digestive organs 1. mouth to the esophagus 2. esophagus to the stomach ... 16 . discussion answer the following questions on a separate sheet of paper. see the answer key for correct responses or examples. digestive system crossword answers qld science teachers - 16 l i c 17 e l l u l o s e g 18 y l a 19 c i d u e c 20 a r b o h y d r a t e o o s s 21 a l i v a e across down 3. scientific name for fat and oil.[5] 1. green chemical that breaks fats into smaller ... digestive system crossword answers ... subject: digestive system, biology ... lecture slides prepared by meg flemming austin community ... - chapter 16 learning outcomes • 16-1 • identify the organs of the digestive system, list their major functions, and describe the four layers of the wall of the digestive tract. • 16-2 • discuss the anatomy of the oral cavity, and list the functions of its major structures. • 16-3 • describe the structures and functions of the pharynx and unit v chapter 16 : digestion and absorption - 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Exercise Handout 3: Weekly Activity Record Sheet
Record the nature & length of exercise and other physical activities (e.g. walking – 10 minutes, housework – 30 minutes) carried out for 10 minutes or longer each day.
| Monday | Tuesday | Wednesday | Thursday | Friday | Saturday |
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TOWNSHIPS ODDITIES AND EXTREMES
Text and photography (except where noted): Matthew Farfan
The following tour features fourteen attractions found in the Eastern Townships, each of which is either odd or unique in some way, or else the smallest, largest, longest, shortest, highest, or oldest of its kind. Sites range from a slave burial ground, to the highest village in Quebec, to the largest open-pit asbestos mine in the Western Hemisphere.
1) Slave Burial Ground:
"Nigger Rock" & the Black Community of Saint-Armand
Strong oral tradition and increasing hard evidence suggest that there was once a substantial slave community in Saint-Armand. According to tradition, a large outcrop of rock near the village, known for generations by the derogatory term "Nigger Rock," was a burial ground for slaves two centuries ago. The "Rock" is located on what was once the property of Philip Luke, a Loyalist, who settled in the area after the American Revolution, and who, documents show, arrived with slaves he inherited from his mother.
Oral tradition surrounding the site is strong among Saint-Armand's older residents, some of whom recall stories from their parents or from their childhood about the old slave burial ground or about the blacks in the area. "Nigger Rock" is believed to be the only known burial ground in Canada for blacks who were born and died in slavery. In 2003, a plaque was presented to the municipality by the Government of Quebec. It reads (in French): "Oral tradition holds that near here, at a place known as Nigger Rock, many black slaves were buried between 1794 and 1833. To commemorate the 170th anniversary of the abolition of slavery, the government dedicates this plaque to the memory of the victims of the tragedy of slavery and hopes to restore their human dignity."
Other evidence suggests that there was much more to black Saint-Armand than a slave cemetery. A stone structure, known in local lore as the "black chapel," has sat crumbling and abandoned for decades just west of the village. The Centre historique de Saint-Armand hopes to restore it. In the woods near "Nigger Rock" are the remains of what may have been a black village. Two decades after the abolition of slavery in Canada, the census of 1851 recorded over 280 blacks in the area. Yet no one is sure where they lived. An account book from the first store in Saint-Armand lists the names of a number of black men among its customers – "John the Black Man" and others. There is also a long-standing tradition that escaped slaves from the United States found refuge in the area via the Underground Railway. A plaque at the old Methodist Church in nearby Philipsburg testifies to this fact.
Access: STRICTLY private property and inaccessible by road.
Directions: On a clear day, "Nigger Rock" is visible across the field to the south from the road between Saint-Armand and Philipsburg.
Info (Centre historique de Saint-Armand): (450) 248-3393.
1) "Nigger Rock." (Photo: Missisquoi Museum).
2) "Nigger Rock." (Photo: Missisquoi Museum).
3) The "black chapel."
4) Methodist (United) Church, Philipsburg.
2) Unique 12-Sided Barn:
Walbridge Barn, Mystic
This highly unusual barn, located in the sleepy hamlet of Mystic, was built in 1882 by Alexander Walbridge, a wealthy eccentric. From the 1860s until his death in the 1890s, Walbridge was an inventor, manufacturer, and industrialist. Much of Mystic bears his stamp to this day. Among his projects were an iron works, a dam and pond, the second storey of the local school, the Methodist Church, Lakelet Hall, a splendid 25-room brick mansion overlooking a private lake, and of course, his famous 12-sided barn.
His mansion is long gone, but Walbridge's 12-sided barn still stands, testimony to the imagination of its builder. The barn has a conical roof and twelve separate bays, or mows, each used for a different crop. The inside features a floor that rotated by means of waterpower from a nearby brook. Teams of horses would enter the barn and proceed onto the turntable with their loaded wagons. The turntable would be rotated to the appropriate mow, where the crops would be unloaded. The turntable would then be rotated again to allow the horses to exit the barn. Walbridge's design may have been inspired by turntables used for rotating railway engines.
Besides the barn, the Walbridge farmhouse still stands, as does the elegant brick and iron wall surrounding the property, the Methodist (now United) Church, and the old school.
Access: Private property.
Directions: In the village of Mystic, near Bedford.
1) The Walbridge Barn.
2) The schoolhouse, Mystic.
3) Mystic, c.1910. (Photo: Farfan Collection)
4) Lakelet Hall, c.1900. (Photo: Farfan Collection)
5) Lakelet Hall, barn and lake, c.1900. (Photo: Farfan Collection)
3) Shortest & Oldest Public Covered Bridge in Canada: Guthrie Bridge
Spanning Groat Creek, which meanders its way across the southern part of Missisquoi County, this tiny covered bridge measures a mere 14.9 metres (49 feet) in length, making it the shortest public covered bridge in the country. Built in 1845, it is also the oldest. The bridge has one span and is built according to the lattice design patented by Ithiel Town in 1820.
Access: Public.
Directions: Pigeon Hill/Saint-Armand. 8 km (5 miles) N. of Canada-U.S. border at Morse's Line on Rte. 235; then 2.5 km (1.6 miles) E. on Chevalier Rd.
1) Newly painted in red.
2) A Town lattice structure.
3) The shortest public covered bridge in Quebec.
4) Historic Battle Site: Eccles Hill, Site of 1870 Fenian Raid
The Irish potato famine of the 1840s decimated Ireland's population. Between 1847 and 1861, over two million Irish migrated to North America in search of a better life. In the 1860s, Irish radicals in the U.S. formed the Fenian Brotherhood, whose aim was to force England to grant independence to Ireland by invading Canada.
In 1866, the Fenians launched a series of raids on Canadian territory. One was at Pigeon Hill on the Quebec-Vermont border. Led by "General" Samuel Spear, several hundred Fenians marched across the border and planted a flag. Meeting no soldiers, they busied themselves by stealing livestock and liquor from farms in the area, plundering Saint-Armand and Frelighsburg, and abusing the local population. Upon hearing that Canadian forces were approaching, the Fenians retreated back across the border. The last 200 stragglers were charged by a volunteer cavalry troop who managed to capture sixteen prisoners. Once back on American soil, the remainder of the Fenians had their guns confiscated by American soldiers.
Another Fenian raid occurred in 1870 at Eccles Hill. This time, some 400 men, under the command of "General" John O'Neill, President of the Fenian Brotherhood, were repulsed by a small group of Canadian Home Guard and militiamen. Two Fenians were killed and nine injured. No Canadians were hurt or killed. O'Neill's words to his troops were: "Men of Ireland, I am ashamed of you."
In 1902, Eccles Hill was designated a national historic site by the Historic Sites and Monuments Board of Canada, making it the only designated "battle site" in the Eastern Townships. A plaque marks the spot.
Access: Public.
Directions: 3 km (2 miles) W. of Frelighsburg; then 2 km (1.2 miles) S. on Eccles Hill Rd.
1) The battle of Eccles Hill, 1870. (Photo: Missisquoi Museum)
2) Members of the Home Guard. (Photo: Missisquoi Museum)
3) The Fenian Monument, Eccles Hill.
5) World's Only Natural Masonic Lodge Room:
Summit, Mount Owl's Head
Masons from far and wide have been climbing Owl's Head in June every summer for nearly 150 years. In a ceremony that is shrouded in secrecy, they initiate new members to their mysterious rites. At the summit of the mountain is a natural rock formation known as the "World's Only Natural Masonic Lodge Room."
Lichen-coated symbols may still be seen etched in the rocks.
Access: Private property.
Directions: From Mansonville, follow the signs to Owl's Head Mountain.
1) The Natural Masonic Lodge Room, c.1900. (Photo: Farfan Collection)
2) Hikers, c.1915. (Photo: Farfan Collection)
3) The view from the summit, c.1900. (Photo: Farfan Collection)
6) Quebec's Only Monastic Municipality:
Saint-Benoît-du-Lac
St-Benoît-du-Lac (population 51) is a curiosity. St-Benoît Abbey, along with its 225 hectares (556 acres) of land, is actually a municipality unto itself, a kind of Vatican in miniature. Carved out of the municipality of Austin in 1939, St-Benoît was created in part because Austin, itself carved out of Bolton East the year before, was worried about having to provide the monks with water, electricity and other services, while the monks would legally be required to pay no municipal taxes. The people of Austin and the monks agreed that it would be in everyone's best interest for the monastery to form its own municipality. Back then it was extremely rare for an institution to become a municipality; today it would be unheard of.
Today St-Benoît still maintains its independence. A representative from the monastery attends regular meetings of the Memphremagog Regional County (MRC). The monastery, however, forgoes the traditional municipal organization and is administered by a corporation composed of Benedictine monks. Dom Jacques Bolduc, the current mayor, is not worried about the government's recent municipal mergers. He explains that since its creation, the enclave has rarely, if ever, asked the province for anything. "In 1958, we were the first ones in the area to build a water treatment plant. We had to, because, with our cheese making, we didn't want to cause any pollution. We didn't ask the government for a cent and paid for everything ourselves. No, we're not worried. We ask for nothing, so they leave us alone."
Access: Public.
Directions: 3 km (2 miles) S. of Austin.
Information: (819) 843-4080.
1) St-Benoit-du-Lac Abbey.
2) The clock tower.
3) Abbey church, interior.
4) The view from the abbey.
7) The Sea Serpent of Lake Memphremagog:
Lake Memphremagog is located partly in Canada and partly in the United States. Europeans have been living around the lake for only the last two centuries. Before their arrival, the area was occupied by the Abenakis, the indigenous people, who gave the lake its name, which roughly translates as "beautiful waters." Lake Memphremagog is steeped in legend. One legend pertains to a creature that is said to inhabit the depths beneath Owl's Head Mountain.
According to a document from 1816, when the first settlers arrived from New England, the Native people told them that they were afraid to bathe or swim in the lake because it was inhabited by a sea serpent. Over the past two centuries, more than 225 sightings of the monster have been recorded. One of the earliest reports dates to 1847 when The Stanstead Journal proclaimed that "a strange animal, something of a sea serpent... exists in Lake Memphremagog." Known in the past by such names as the "Sea Serpent," "the Anaconda," or "the Lake Memphremagog Monster," in recent years, the creature has been dubbed "Memphré." A look-out tower in Magog has been dedicated to Memphré.
Directions: Magog, Georgeville, and other locations around the lake are all excellent vantage points for spotting Memphré.
1) An early rendition of the Lake Memphremagog Monster. (Source: Uriah Jewett and the Sea Serpent of Lake Memphremagog, 1917.)
2) Memphré Tower, Magog.
3) Mount Orford from Memphré Tower, Magog.
4) The view of Lake Memphremagog, south of Georgeville.
8) (Former) World's Only International Post Office: Beebe Plain (Stanstead), Quebec & Beebe Plain, Vermont
Across the street from both the Canadian and the American Customs in Beebe is an imposing building made out of blocks of locally-quarried granite. Known as a "line house" because it was erected directly astride the Canada-US border, the building was built as a store in the 1820s by Horace Stewart, who lived in the elegant red brick house next door. In the 1860s, the store was converted into a post office. It had one postmaster, but two doors and two postal counters, each serving customers from a different country. The "World's Only International Post Office," as it was dubbed by Ripley's Believe It Or Not, functioned into the 20 th century. Today it is a private home. The iron post that marks the border may still be seen to the right of the front door.
Access: Private property.
Directions: At the foot of Canusa Street, Beebe Plain (Stanstead), across from the Canada Customs.
1) The Double Post Office, c.1900. (Photo: Farfan Collection)
2) The former Double Post Office as it looks today.
9) Unique International Street:
Canusa Street, Beebe Plain (Stanstead), Quebec & Beebe Plain, Vermont
Canusa Street is split in two – right up the middle. The homes on one side of this famous street are situated in Beebe Plain (Stanstead), Canada; the homes just across the street are in Beebe Plain, USA -- hence, the name CAN-USA. Both the Canadian and American customs are to be found at the bottom of Canusa Street, and residents on either side of Canusa must report to the appropriate customs if they intend to cross the street. Canusa Street has been widely written up and is a popular local curiosity.
Directions: In Beebe Plain (Stanstead).
1) "Canusa Street."
2) Straddling the line on Canusa Street.
3) U.S. and Canadian Customs. (Photo: Farfan Collection)
4) A splendid home on Canusa Street.
10) World's Only International Library and Opera House: Haskell Free Library and Opera House, Rock Island (Stanstead), Quebec & Derby Line,
Vermont)
After three years of construction, the Haskell Free Library and Opera House was opened to the public amid much fanfare in 1904. Designated a historic site by the governments of Canada, the U.S., and the province of Quebec, the Haskell draws visitors from all around the world. Featured in everything from the New York Times to Canadian Geographic to Ripley's Believe It Or Not , the Haskell is the only library and opera house built directly on an international border. The entrance, main office, and most of the seats in the 400seat opera house are in the U.S., but the library books and opera house stage are in Canada. Each summer, the Haskell hosts a full schedule of concerts and plays. Visitors, who do not need to pass through customs, will notice the granite border marker on the corner.
Access: Public.
Directions: 1 Church Street, Stanstead.
Information: (819) 876-2471.
1) The Haskell, exterior.
2) Stage, Haskell Opera House. (Photo: Don Whipple)
3) Reading room, Haskell Free Library. The black line on the floor marks the international boundary.
4) Stained glass window dedicated to Haskell co-founder Martha Stewart Haskell.
5) The international boundary marker outside the Haskell.
11) Eugene Baldwin's Long Barn
La Ferme du Plateau, Coaticook.
Reputedly the longest barn in the world in its day (according to Guinness), Baldwin's Long Barn was built in 1912 by Eugene Orson Baldwin, a wealthy cattle farmer, who was famous for his splendid herd of Jersey cows. Baldwin was known as an eccentric, and it is said that it was his wish that the top of his barn, built on a plateau overlooking Coaticook, would be higher than the steeple of the Catholic Church.
Originally measuring 85.3 metres (280 feet), the barn was later extended to 103.6 metres (340 feet). The barn roof features sixteen dormer windows (eight on each side), seven cupolas, is made of tin, and features a highly unusual maple leaf design. In 1989, the barn was purchased by the Town of Coaticook. In 1992, it was acquired by an agricultural school, the Centre d'initiative en agriculture de la region de Coaticook, as a field training site. In 1999, the barn was designated a historic site by the province of Quebec.
The Ferme du Plateau is the site of Coaticook's annual summer fair, the Festival du lait (milk festival). As well, each summer a giant labyrinth is created in a nearby cornfield. The first of its kind in Quebec, the maze is dubbed the Lait-byrinthe and is open to the public during the summer.
Access: Public. Admission fee to the Lait-byrinthe.
Directions: 129 Morgan Street, Coaticook.
Info: (819) 849-9588 (ext. 247)
1) The barn.
2) Oculus.
3) Tin roof, detail. Note the maple leaf design throughout.
4) Plaque.
5) Eugene Orson Baldwin. (Source: Men of Today in the Eastern Townships, 1917.)
12) World's Longest Pedestrian Suspension Bridge: Coaticook Gorge Bridge, Coaticook
A popular local attraction, this single-span bridge spans the Coaticook River in the Coaticook Gorge Park. Built in 1988 and listed in the Guinness Book of Records, the bridge measures a whopping 169 metres (554 feet), and towers over the gorge below. Other attractions in the park include 10 km (6 miles) of trails, lookouts, an interpretation centre, and splendid scenery.
Access: Public. Admission fee.
Directions: In Coaticook, follow the signs for the Gorge.
Info: (819) 849-2331.
1) The bridge from above the gorge.
2) Through the trees.
3) Map of the Coaticook Gorge Park.
4) Publicity, Coaticook Gorge Park. (Source: Coaticook Gorge Park)
13) Highest Village in Quebec: Saint-Malo
The tiny agricultural community of Saint-Malo, named after the parish founded here in 1863, is tucked away in the southeast corner of the Eastern Townships near the New Hampshire border. Saint-Malo (population 530) has the distinction of being the highest village in the province of Quebec, and is situated at an elevation ranging from 370 to 640 metres (1215 to 2100 feet) above sea level. La Montagnaise, an observation tower, is situated at a high point in the village (585 metres / 1920 feet), and provides, on a clear day, exceptional panoramas of the surrounding countryside all the way from Mount Orford in the west to Mount Megantic in the northeast, with lots of rolling farmland and forest in between. Interpretive plaques at the tower explain the history of Saint-Malo and surrounding areas, including the ill-fated breakaway Indian Stream Republic (1832 to 1836), which was established east of Saint-Malo in what is now New Hampshire territory.
Access: The look-out is public.
Directions: For Saint-Malo, travel E. of Coaticook via Rtes. 208 and 253, or S. from Cookshire via Rte. 253.
1) The observation tower, altitude 585 metres (1920 feet).
2) The village from the tower.
3) The view to the northeast.
4) The Catholic Church.
5) Atop the tower.
14) Largest Open-Pit Asbestos Mine in the Western Hemisphere: Jeffrey Mine, Asbestos
Asbestos was originally discovered in this vicinity in 1879. Commercial mining began two years later, and since then, the Jeffrey Mine has changed hands several times. In recent years, the asbestos industry has experienced financial problems, resulting from a falling world demand for the mineral, brought on by health risks associated with it.
Jeffrey Mine is two kilometres in diameter, 350 metres (1150 feet) in depth, and six square kilometres in total area, making it the largest open pit asbestos mine in the Western hemisphere. The only larger mine of this type is located in the town of Asbest, Russia.
The name "Asbestos" was first applied to the post office here in 1884, and transferred to the village (later the town) of Asbestos in 1899. The town, which has grown up around the mine, has had large chunks of its territory swallowed up by the expanding pit. In fact, downtown Asbestos has disappeared several times over the years, and a number of streets now lead right to the edge of the pit, vanish, and then continue on the other side.
Access: Private property. A nearby public lookout offers excellent views of the pit.
Note: Also worth a visit is the Asbestos Mineral Museum (341 Boul. St-Luc). Seasonal. Entry fee.
Directions: Town of Asbestos.
Info (Museum): (819) 879-6444; (819) 879-5308.
1) The Asbestos Mine. (Photo: Les cartes François Laroche
)
2) Publicity, Ville d'Asbestos. (Source: Ville d'Asbestos)
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Project Perch's mission is to protect and nurture the Burrowing Owl in SE Florida.
A real life HOOT, join now!
Project Perch's BuOw Blog 15
Re-Nesting, Double-Brooding, Nesting Success and Fledgling Rates
Re-nesting versus Double-brooding
When an initial nesting attempt fails, several species re-nest. 1 Re-nesting has been documented in numerous birds, including Western and Florida burrowing owls. 2, 3 Two successful nests during the same breeding season is called "double-brooding" and was defined by Marti in 1969. 4 Double-brooding is rare in raptors and is thought to be uncommon because of the length of the breeding cycle. 4 The definition used by Millsap and Bear in 1990 was slightly different; raising two broods in the same calendar year versus the same breeding season. 2
Double-Brooding in Western Burrowing Owls
Western burrowing owls are migratory and live in climates that make multiple breeding attempts more difficult. 2 Studies of non-migratory Western burrowing owls revealed re-nesting attempts following the destruction of their burrow, the loss of eggs or hatchlings. 2 The true frequency of re-nesting and second nesting attempts is likely underestimated because the female has to be individually marked and observed at both nests. 3 Distances moved between first and second breeding attempts within a nesting season are frequently not available and are likely underestimated for most, if not all species. 3
In California Gervais and Rosenberg documented a pair that produced a second brood of chicks in 1999. 5 In 2004 Caitlin documented two pairs that produced three and four clutches after their eggs were experimentally removed. 6 In Texcoco, Mexico, A.M. Romero and M. Olivas documented a banded pair of burrowing owls that raised two broods with three young each in March and December of 2006. 3 There were also two instances at a Tucson study site where females left young nestlings and moved to initiate second nests with new mates. 3
In May of 2003, at the Tucson study site they also documented a female burrowing owl that hatched a nestling that she left behind with the male owl. 3 By July she had migrated to Saskatchewan and had a second clutch of seven young. 3 In two and a half months she had migrated 1,860km north and crossed between two migration corridors, the one east of the Rocky Mountains through the Great Plains and the second for British Columbia along the West coast of North America. 3 She arrived in Saskatchewan fit enough to breed and brood seven young. 3 This is the first time a second brood has been documented following a long distance migration by a burrowing owl. 3 These long distance dispersals have important implications for population genetics, especially in colonies that have become genetically isolated. 3
Friday, April 11, 2014
Double-Brooding in Florida Burrowing Owls
In 1986 Wesemann suggested that the stable prey densities and sub-tropical climates in Southern Florida might allow for double-brooding, but he noticed no instances of it in his study. 7 Millsap and Bear studied the same population from 1987-1991 and were the first to document double-brooding in Florida burrowing owls. 2 They defined double-brooding as the raising of two broods in the same calendar year and documented five instances of it. 2 The approximate interval between fledgling of first broods and initiation of second clutches was 29 days at nests A and D, 26 days at nest B, 16 days at nest C and approximately 150 days at Nest E. 2 The pairs at nest A and C remained paired and raised two broods successfully. 2 The father owls at nest B, D and E took up with new females and had second clutches. 2 Although it appeared to be a rare event, 1% of the occupied nests in their study population were able to successfully brood two clutches in one year. 2
The Prolific Pair
In May of 2009, the school had just one family of owls. There was an adult pair and 4 owlets or an adult pair, 3 owlets and 1 juvenile from the previous batch of young. They had produced young in the previous breeding season and also right after Thanksgiving and that is why it was so hard to tell if the largest juvenile was from the current or previous batch of young. They were so successful they were nicknamed the Prolific Pair. They were successful double-brooders using Millsap and Bear's definition because the two nests were within the same calendar year. 2 Their nests were at least 150 days apart and was similar to what Millsap and Bear documented at Nest E. 2
The Cam Owls
The Cam Owls were new parents during the 2013 breeding season. They had laid their eggs later than the other owls at the school. By May, they were on eggs and by June they had at least one owlet. On June 7, 2013, Tropical Storm Andrea hit and the burrow was flooded and the owls lost all of their owlets. We would only be able to confirm one, but there is no reason to believe they didn't have 3-5 more babies down there. Millsap and Bear's study of owls in Cape Coral had flooding as the third most prevalent cause of nesting failure. 8 In Mealey's study of Florida burrowing owls in Broward and Dade counties, the primary cause of the known nesting failures was flooding or 63% of the failed nests had flooded. 9
By December, the Cam Owls had re-nested and were on eggs again. Their nests were also about 150 days apart. By mid-February 2014, owlets would emerge from the burrow. We were thrilled when we confirmed 5 owlets in total but their success wouldn't last. The Cooper's hawk got two of the owlets while at the same time the two littlest ones were outcompeted for food. The middle owlet would grow up and fledge and so the Cam Owl's second nesting would be considered a success. A territory is successful if one or more young fledge from it. 9 Millsap and Bear wrote the young needed to survive to fledge or 40 days of age. 8 The percentage of successful nests from residential areas in Mealey's study ranged from 38% - 58% in 1988-1990. 9 So far 50% of the Cam Owl's nests had been successful.
Fledgling Rates
Millsap and Mealey reported fledgling rates per breeding pair of 1.59-2.75 for the Florida burrowing owl. 8,9 These rates were much lower than those previously reported for Western burrowing owls. 9 In Millsap and Bear's study brood size ranged from 0 to 6 and 30% of nests failed, 11% of the nests fledged 1 young, 18% fledged 2, 18% fledged 3, 15% fledged 4, 6% fledged 5 and 2% fledged 6. 8 The mean number of young fledged per breeding attempt per occupied nest site was 2 and 2.9 per successful nest site. 8 The fledgling rate for the Cam Owls is 1 and that is low, but they are young parents and this was their first nesting season. The Prolific Pair have had several nests with a fledgling rate of 3 and at least one with 4, but that is high, and they are very experienced parents. In April of 2014 the Prolific Pair's six owlets starting showing themselves. They were very large and already able to flap their wings and hop. The dad always sits guard on the nearby tree or fence and sends the owlets into the burrow whenever anybody comes near, making it difficult to get a good picture of the babies even from outside of the fence. We hope they will be able to fledge all of their young and continue to raise the colony's fledging rates up.
The Cam Owl's Fledge - February 26, 2014
Mate Fidelity
Five weeks after the owlets were born, the mother owl from the Cam Pair moved next door to the natural burrow. We thought at first she was excavating and cleaning up that burrow, so she and dad could move next door, but soon she had a new mate. The Cam Pair divorced. Millsap and Bear's study from 1987 to 1990 looked at mate fidelity in burrowing owls. For instances where both pair members were known to have survived into the next breeding season, 92% of the pairs remained together and 9% of the pairs divorced. 10 There were no consistent patterns that preceded territory shifts in instances where the first territory was still intact. 10 More territory moves followed successful breeding attempts (58%) than unsuccessful breeding attempts (42%). 10 Why mother owl left and moved next door is unknown, but we wonder if she will be nesting in that burrow in the near future and able to produce a third brood within the same calendar year.
Sources:
1 Newton, I. 1979. Population Ecology of Raptors. T. & A.D. Poyser Ltd., London, United Kingdom.
2 Millsap, Brian and Cindy Bear. June, 1990. Double-Brooding by Florida Burrowing Owls. The Wilson Bulletin, Vol 102, No 2, pp. 313-317.
3 Holroyd, Geoffrey L., Conway, Courtney J. and Helen E. Trefry. June 1, 2011. Breeding Dispersal of a Burrowing owl from Arizona to Saskatchewan. The Wilson Journal of Ornithology. http://www.thefreelibrary.com/Breeding+dispersal+of+a+Burrowing+Owl+from+Arizona+to+Saskatchewan.a0259154991
4 Marti, C.D. 1969. Renesting by Barn and Great Horned Owls. Wilson Bulletin Vol 111, pp. 273-276.
5 Gervais, J.A. and D.K. Rosenberg. 1999. Western Burrowing Owls in California produce a second brood of chicks. Wilson Bulletin Vol 111, pp. 569-571.
6 Catlin, D.H. 2004. Factors affecting within-season and between-season breeding dispersal of Burrowing Owls in California. Thesis. Oregon State University, Corvallis, USA.
7 Wesemann, T. 1986. Factors influencing the distribution and abundance of Burrowing Owls (Athene cunicularia) in Cape Coral, Florida. M.S. thesis, Appalachian State University, Boone, North Carolina.
8 Millsap, Brian and Cindy Bear. January, 2000. Density and Reproduction of Burrowing Owls along an Urban Development Gradient. The Journal of Wildlife Management, Vol 64, No 1, pp. 33-41.
9 Mealey, Brian. 1997. Reproductive Ecology of the Burrowing Owls, Speotyto Cunicularia Floridana, in Dade and Broward Counties, Florida. Falcon Batchelor Bird of Prey Bird of Prey Center, Miami Museum of Science, Florida. http://www.instwildlifesciences.org/Mealey.BUOW1997.pdf
10 Millsap, Brian and Cindy Bear. May, 1997. Territory Fidelity, Mate Fidelity, and Dispersal in an Urban-Nesting Population of Florida Burrowing Owls. Journal Raptor Research Report 9, pp. 91-98. | <urn:uuid:609a1cdb-6420-4467-9f22-3cbc432a0642> | CC-MAIN-2019-22 | https://www.birdingadventures.com/livecam/blog/blogentry26.pdf | 2019-05-21T01:04:14Z | crawl-data/CC-MAIN-2019-22/segments/1558232256184.17/warc/CC-MAIN-20190521002106-20190521024106-00222.warc.gz | 745,806,741 | 2,527 | eng_Latn | eng_Latn | 0.898279 | eng_Latn | 0.998239 | [
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Examination-style questions
Chapter 14 Classifi cation
1 The mammals form a class called the Mammalia within the animal kingdom. The grey wolf is a species of mammal. Figure 1 shows the groups within the Mammalia to which the wolf (labelled W) belongs.
Figure 1
(a) (i) Name the groups labelled A, B and C in Figure 1.
(ii) The lion, Panthera leo, belongs to another group in the Carnivora, called the Felidae. Describe how the information could be added to Figure 1, using the letter L to represent the lion species.
(3 marks)
(b) The diagrams below show two systems of classifi cation of mammals. Figure 2 shows a simple hierarchy. Figure 3 shows a phylogenetic system.
Animals
Chordates
Reptiles Birds
Mammals
Reptiles
Birds
Mammals
Figure 2
Figure 3
(i) What is meant by a hierarchy?
(ii) By reference to Figures 2 and 3, explain how a phylogenetic system differs from a simple hierarchy.
(4 marks)
AQA, 2004 | <urn:uuid:0657c759-0b25-4f98-9107-3c255a2c736f> | CC-MAIN-2019-22 | https://chemstuff.files.wordpress.com/2014/12/ch-14-questions.pdf | 2019-05-21T01:19:14Z | crawl-data/CC-MAIN-2019-22/segments/1558232256184.17/warc/CC-MAIN-20190521002106-20190521024106-00222.warc.gz | 447,228,144 | 253 | eng_Latn | eng_Latn | 0.979813 | eng_Latn | 0.979813 | [
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Published Monthly
May 2019
The Major John C. Hutto Camp, Walker Co., of the Sons of Confederate Veterans sponsored a memorial service at the Confederate Monument on the Walker County Courthouse square on April 9.
A wreath was laid in honor of the 1,900 Walker Countians who served in defense of their State in the War For Southern Independence. Photo Special to the Eagle
Please join the Major John C. Hutto Camp on Sunday, May 19, 2019, at 2:00 pm for our regular camp meeting
Speaker is Dr. Michal LeVasseur, a retired alliance liaison for the National Geographic Society, will speak on
"The Sanders' Civil War Letters."
During her career as a geographer and a geography and science educator, Dr. LeVasseur maintained faculty positions at the University of South Florida, the University of Alabama at Birmingham and Jacksonville State University.
Michal formerly served as the Executive Director of the National Council for Geographic Education before joining the National Geographic Society as Director of National Teacher Institutes in Washington, D. C. and as geography education liaison to several states.
Dr. LeVasseur is the author of several geography books, research articles, chapters in books and atlases and was program author for a middle-school geography book series. Her current Civil War research is focused on the publication of the Sanders' letters, an article focused on the 11th Alabama and 11th Pennsylvania regiments at the Battle of Frayzer's Farm, and an article focused on the provisions of artificial limbs for Alabama Civil War veterans.
May 15, 1862 The Battle of Drewry's Bluff
View from within Fort Drewry of the James River taken during the Civil War. Library of Congress
During the Civil War, Drewry's Bluff was known as a "Perfect Gibraltar" along the James River protecting the city of Richmond. In May of 1862, while the defenses at Drewry's Bluff were still under construction, a Federal fleet including the famous ironclad USS Monitor sailed up the James with plans to shell Richmond into submission. On May 15 that fleet was stopped at Richmond's last line of defense – Drewry's Bluff.
Union forces were stationed aboard warships in the river and Confederate forces were high on a fortified bluff.
A bloody Civil War clash between Union Navy ships and Confederates defending a promontory overlooking Virginia's James River was the only time in history when U.S. Marines tangled directly with Marines.
Richmond was the Confederate capital and vulnerable to attack by the Union
Army on land, and by the Union Navy through the navigable James River. In March 1862, Confederate Captain Augustus H. Drewry ordered the construction of fortifications and the installation of large guns on his property, which was on a 90-foot bluff above the James River, and just seven miles from Richmond.
Of course, it was only a matter of time until such a clash would unfold. Once the states of the deep and upper South left the Union during the secession crisis of 1860-61, like the other military services, the U.S. Marine Corps suffered its share of defections.
In sheer numbers, however, the resignations were few compared to the Army and Navy, if for no other reason than the Corps itself was the smallest
branch of the U.S. military. Its prewar strength was around 1,800 men, a little more than 10 percent the size of the Army and 20 percent of the Navy.
Confederate Marine Corps
Example of Confederate Marine Corps uniform (Confederate Marine Lt Frances
H. Cameron in 1864)
Despite its slim numbers, the Corps was hit hard. While few enlisted men quit, this was not the case in terms of officer defections, especially on the junior level. For whatever reason, the states of the upper South were a primary source of Marine officers, and once the states severed bonds with the Union, most of their native sons followed suit. Nearly one-third (20 of 63) of its officers left. Of those, 19 served as the principal architects and leaders of the newly created Confederate States Marine Corps.
The Corps lost some of its most promising and brightest officers, many from Virginia. First Lieutenant Israel Greene was perhaps the best known at the time because he had led the Marines who subdued John Brown and his followers in 1859 at Harpers Ferry. Another son of the Old Dominion, Captain George H. Terrett, had distinguished himself at the battle of Chapultepec in the Mexican
War. And still another Virginian and hero of Chapultepec was First Lieutenant John D. Simms, who, along with First Lieutenant Julius E. Meiere of Maryland, would see action at the Battle of Drewry's Bluff.
Defections notwithstanding, the role Marines played in the Civil War would be the same as it had been since the creation of the Corps in 1798. Unlike 20th- and 21st-century Leathernecks, who would serve (and continue to serve) on extended expeditionary missions or as amphibious strike forces, 19th-century Marines functioned primarily as an arm of the Navy.
Whether it be ashore or afloat, Marines performed a variety of tasks, such as guarding shipyards, enforcing shipboard discipline, serving on deck as sharpshooters, repelling boarders, manning guns on ships, and occasionally joining landing parties for brief operations ashore. In fact, if Union commanders had recognized the tactical import of this last role, the outcome at Drewry's Bluff might have been different.
Following the repulse of the Union flotilla in May 1862, Drewry's Bluff saw no battle action for two years. Captain Sydney Smith Lee (General Robert E. Lee's brother) took command of the site and supervised its expansion and strengthening into a permanent fort.
While some workers constructed an outer line of entrenchments to protect the land approach to Richmond, others built improvements for the fort, including a chapel, barracks, and quarters for the officers.
During this time, Drewry's Bluff became an important training ground for the Confederate Naval Academy and the Confederate Marine Corps Camp of Instruction.
HUTTO CAMP OFFICERS
Website: www.huttocamp.com
Email: email@example.com
Visit Hutto Camp Facebook Page
The Rebel Underground, is the official monthly publication of the Major John C. Hutto Camp #443. Articles published are not necessarily the views or opinions of the Executive Board or the Editor.
The fair use of any included copyrighted work is for purposes such as criticism, comment, news reporting, teaching, scholarship, or research, and is for nonprofit educational purposes only. 17 U.S. Code § 107
The Rebel Underground is dedicated to bringing our readers the very best of important news concerning Confederate History and Southern Heritage. We are not ashamed of our Confederate History and Southern Heritage. We dare to defend our rights. | <urn:uuid:5f225b7c-3f59-4185-b5ea-bea4ccd8881b> | CC-MAIN-2019-22 | http://huttocamp.com/news/2019MayNewsltr.pdf | 2019-05-21T00:45:49Z | crawl-data/CC-MAIN-2019-22/segments/1558232256184.17/warc/CC-MAIN-20190521002106-20190521024106-00222.warc.gz | 100,680,014 | 1,436 | eng_Latn | eng_Latn | 0.99502 | eng_Latn | 0.997153 | [
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June 2007
Since Reuniting Jerusalem in 1967, Israel Has Opened the City and Safeguarded All Religious Holy Sites
Since Israel reunified Jerusalem during the 1967 Six-Day War, the city has been open for worshippers and visitors of all nationalities and religions. During 19 years of Jordanian rule from 1948 to 1967, religious sites in the Arab-occupied areas were desecrated, destroyed and placed off-limits. Jerusalem today is a diverse city where Christian, Muslim and Jewish holy sites are protected by Israeli law. Recognizing Jerusalem as the undivided capital of Israel and spiritual center of the Jewish people, Congress has passed legislation calling for a U.S. embassy to be established in the city.
For more than three millennia, Jerusalem has played a central role in the lives of Jews throughout the world.
* Jews have maintained a continuous presence in Jerusalem for 3,000 years.
* There are nearly 700 mentions of Jerusalem in the Hebrew Bible, and literally thousands of references to the city throughout more than 2,000 years of rabbinic literature.
* There has been a Jewish majority in Jerusalem for nearly 150 years—since the Ottoman Empire.
* Since the Romans destroyed the Jewish Temple in Jerusalem in 70 C.E., generations of dispersed Jews have prayed three times a day for the rebuilding of Jerusalem and their return to it.
Under Jordanian control, Jerusalem was divided and holy sites were desecrated, destroyed and placed off-limits.
* Jews were denied access to their holiest site, the Temple Mount, upon which stood the second Temple that was destroyed by the Romans in 70 C.E.
* Jews were completely banned from visiting the Western Wall, Judaism's most important prayer site.
* Jordanian soldiers desecrated the Mount of Olives—an ancient Jewish cemetery and holy site for Christians—by destroying tombstones and using them to build roads, walls and latrines.
* The Jordanian army used barbed wire and ditches to separate east and west Jerusalem, severing movement between Israeli- and Jordanian-controlled areas.
* Two days after conquering Jerusalem's Jewish Quarter 1948, the Jordanians dynamited the Hurva synagogue—the most prominent synagogue in Jerusalem for over 300 years.
* Israeli Christians were permitted to visit their holy sites once a year—on Christmas—while Israeli Muslims were banned from visiting Islamic holy shrines under Jordanian control and Jewish Israelis were forbidden from entering East Jerusalem.
The State of Israel guarantees open access to Jerusalem's holy sites for worshippers and tourists of all nationalities and religions.
* Christians, Muslims and Jews from all over the world can today visit the holy sites in a unified Jerusalem under Israeli sovereignty.
* Despite gaining control over Jerusalem in the Six-Day War, Israel decided to allow Muslim religious authorities to retain administrative control over the Temple Mount—Israel's holiest site— recognizing that Muslims had built mosques there.
* Israel's parliament, the Knesset, has passed a law protecting all holy places under Israeli control.
Congress has passed legislation recognizing Jerusalem as Israel's undivided capital and calling for a U.S. Embassy to be established there.
* In 1995, Congress passed the Jerusalem Embassy Relocation Act, which stated that Jerusalem should be recognized as Israel's capital and required the United States to move its embassy from Tel Aviv to Jerusalem no later than May 31, 1999.
* Israel remains the only country in the world in which the United States neither recognizes the nation's designated capital nor locates its embassy there.
* Members of Congress play a key role in pressing the administration to follow through on the legislation and move America's embassy to Israel's capital—Jerusalem.
Basic Facts Summary
* For more than three millennia, Jerusalem has played a central role in the lives of Jews throughout the world.
* The State of Israel has opened Jerusalem to worshippers and visitors of all nationalities and religions.
* Israel safeguards Jerusalem's Christian, Muslim and Jewish holy sites.
* Under Jordanian control from 1948 to1967, Jerusalem was divided, holy sites were desecrated and destroyed and access to them was restricted.
* Congress has passed legislation recognizing Jerusalem as Israel's undivided capital and calling for a U.S. Embassy to be established there. | <urn:uuid:f7a31daa-0638-4263-aa97-996d8631d1c8> | CC-MAIN-2019-22 | https://www.aipac.org/-/media/publications/policy-and-politics/aipac-analyses/issue-memos/2007/05/aipac_memo_reunited_jerusalem.pdf | 2019-05-21T01:17:08Z | crawl-data/CC-MAIN-2019-22/segments/1558232256184.17/warc/CC-MAIN-20190521002106-20190521024106-00223.warc.gz | 693,549,170 | 873 | eng_Latn | eng_Latn | 0.996971 | eng_Latn | 0.997007 | [
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Objectives
Run, catch, pass.
U10 Session 3
Tackle.
Space.
Warm Up
Butt Kicks.
High Knees.
Fast Feet + (turns / down).
Knee Boxing.
Lunge Push.
Jump and Land.
Dog and Bone.
Hop & Land.
Alphabet game.
LOG / BIG.
Rock n' Roll.
Army Army.
Grab It (on your feet).
Bear Crawls.
Duck Walks.
Here-There-Where.
Monkey Run.
Mountain Climber.
Bench Ball.
Gotcha Name.
Shoulder Bumps.
BECOME FAMILIAR WITH THESE SMALL BLACKS WARM UPS ON SMALLBLACKS.COM
Activity 1: 2 to score
Objective:
Practice the draw and pass or dummy.
Equipment:
One ball per two attackers.
Group size:
3 - 4 defenders / 10 - 12 attackers.
Area:
7 x 20 metre grid.
Drill explanation:
Two attackers run up the grid with the ball..
The attacker's aim is to score at the other end.
Defenders are placed every five metres but can only move sideways - not forwards or backwards.
The attackers and the defenders swap positions after the attackers have been up and down the channel twice.
Observation:
Questions:
Run straight with the ball.
Pass the ball out in front.
How can we get the defender to move?
Why is this harder with opposition?
COACHING TOOLBOX SESSION PLAN U10
U10 Session 3
Progression:
Defenders move forward or back to put pressure on the defenders.
Decrease the grid size to give the attackers less time and space.
Activity 2: Grid Tackling
Objective:
To practice tackling from a side-on approach.
Equipment:
Four cones and 3 balls.
Group size:
6-7 players.
Area:
10 x 10 metre grid.
Drill explanation:
The aim of the players at cone A is to pass through the grid and to run though to cone C, and for players at cone B to pass through the grid and run through to cone D.
The tackler stands/kneels in the middle of the grid with three players lined up on cones A and B.
The player in the middle of the grid attempts to tackle alternating runners.
As soon as the tackler stands up from making the tackle the next player from the opposite cone sets off.
Observation:
Questions:
Head on correct side.
Good wrap.
Progression:
All standing.
Game Activity: Memory
Objective:
To practise ball handling skills remembering who you passed it to.
Equipment:
2 or more balls.
Group size:
5–15 players.
How do we remember what side to put our head?
How do we fall in a tackle?
COACHING TOOLBOX SESSION PLAN U10
Area:
Circle of players 1m apart.
Drill explanation:
First player runs, passes ball to another player and stays standing (Cannot be someone NEXT to themselves).
Make a circle with players all sitting down – one person starts with ball.
Continue with this pattern until
U10 Session 3
all players have had the ball, then ball goers to player who started it all.
On "GO" player goes to player who they REMEMBER got the ball. Drill keeps going.
When pattern is set this will be repeated but all players are standing, and tempo is fast.
Observation:
Questions:
Accurate pass.
Soft hands.
Progression:
Introduce more than one ball.
Reverse pattern so you go to person who you received it from first.
Make it a pass first then run.
COACHING TOOLBOX SESSION PLAN U10
How do we let the passer know where we are?
How do we avoid bumping into each other? | <urn:uuid:e2ca6020-96c7-4df3-9861-ea4ff046521f> | CC-MAIN-2019-22 | https://www.coachingtoolbox.co.nz/uploads/media/default/9e/03/52e4bf50dbf01cb286f2dc8044be394604fcf87d.pdf | 2019-05-21T01:19:33Z | crawl-data/CC-MAIN-2019-22/segments/1558232256184.17/warc/CC-MAIN-20190521002106-20190521024106-00223.warc.gz | 744,987,233 | 760 | eng_Latn | eng_Latn | 0.9973 | eng_Latn | 0.998336 | [
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Exercise Prompt: Inspired by a Lesson from the Mattress Factory Contemporary Art Museum.
Discuss with students how a room feels when light is taken away.
Have students cover their eyes with their hands and try to block out all possible light keeping their eyes open. Is any light coming through?
Discuss how it is hard to find complete darkness in the daylight.
Provide students with opaque black paper ask them to hold their paper up to the window or the ceiling light. Is any light coming through the paper?
Instruct students that they will be given materials to allow small amounts of light to come through to make pinhole drawings with light. Demonstrate how the tools can carefully poke through the paper and hold it up to the light.
Pass out materials (push pins or sewing needles, 5"X 7" black construction paper).
Ask students to think about where they want to poke holes to allow light to come through. Do they want to make a pattern with the light or something recognizable?
How much light do they want to come through?
Think about the effect that is created by allowing small amounts of light to come through. How does it change when more light is coming through?
Follow the pin hole light drawings with materials to make light viewer/drawings in which the black paper is used with scissors to cut out larger shapes allowing more light to come through.
Students trace the light coming through from their viewer to create non-objective form and shape. | <urn:uuid:a905bce6-a174-442f-9749-7c146e64b132> | CC-MAIN-2019-22 | http://contemporaryartideasforteachers.weebly.com/uploads/1/0/3/5/10359261/pin_hole_lesson.pdf | 2019-05-21T00:25:42Z | crawl-data/CC-MAIN-2019-22/segments/1558232256184.17/warc/CC-MAIN-20190521002106-20190521024106-00222.warc.gz | 48,122,386 | 288 | eng_Latn | eng_Latn | 0.998274 | eng_Latn | 0.998274 | [
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EXCHANGE EVERYDAY
08/14/2014
Facilitating Child Investigation
In their article "Beyond Nature Hikes and Butterflies," which is part of the new Exchange Essentials, Taking Play Outdoors, Kelly K. Twibell and Diane Harkins note...
"Some parents and early childhood educators avoid science because they think they need to have all the answers to children's questions. Perhaps they also think children are incapable of comprehending scientific phenomena. Both assumptions are incorrect.... New attention is now being drawn to the importance of wondering alongside children. In particular, older preschoolers are eager to engage in inquiry, often referring to such experiments as 'real science.'
"When children observe a pattern of outcomes or experience disorder in a perceived pattern, adults can encourage them to form a hypothesis about what they observe to be true and then prompt them to test their idea.... It is important for adults to facilitate, rather than direct, a child's investigations; quality science experiences develop out of a child's own interests, not the agenda of an adult." | <urn:uuid:46f3b1c0-726f-49c9-9c3a-5da4aeb55076> | CC-MAIN-2019-22 | https://4fcf73c7f7596d6e4bb7-f5acf848ed8cf1ad2a35c0e96be32480.ssl.cf2.rackcdn.com/uploaded/e/0e5490575_1475528070_exchange-everyday-science1.pdf | 2019-05-21T01:17:40Z | crawl-data/CC-MAIN-2019-22/segments/1558232256184.17/warc/CC-MAIN-20190521002106-20190521024106-00224.warc.gz | 387,902,566 | 209 | eng_Latn | eng_Latn | 0.997969 | eng_Latn | 0.997969 | [
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EnviroTech: Enhancing Environmental Literacy and Technology Assessment Skills
Mary Annette Rose
It is no coincidence that many of the Grand Challenges for Engineering (National Academy of Engineering, 2007-2010)—such as carbon sequestration—address environmental problems that were precipitated by human inventiveness and engineering achievements. Although we recognize our dependence upon environmental processes to provide essential resources and ecosystem services, such as food and air purification, our understanding of the interconnections between the environment and our technological activities has often been insufficient to predict technological impacts upon the environment. As evidence mounts that our technological actions threaten the viability of ecosystems and public health (e.g. U.S.EPA, 2010a), it is imperative that all citizens improve their environmental literacy and technology assessment skills if
As characterized by Excellence in Environmental Education: Guidelines for Learning (K-12), a standards project of the North American Association for Environmental Education (NAAEE, 2010), environmental literacy refers to a unique combination of knowledge and skills that enables informed decisionmaking. These essential attributes include knowledge of environmental processes and the environmental consequences of human action, inquiry and analysis skills, and an ability and commitment to act. Technological literacy—"the ability to use, manage, assess, and understand technology" (ITEA, 2000) — is the explicit mission of technology education programs in the U.S.. As articulated within Standards for Technological Literacy (ITEA, 2000), two content standards and their associated benchmarks mutually support environmental education guidelines (NAAEE, 2010), including:
we are to break this untenable cycle and make progress toward sustainability.
5. Students will develop an understanding of the effects of technology on the environment.
Without interdisciplinary understandings and assessment skills that stress the interconnectedness of the human-built and natural environments, teachers and students of technology will not be able to understand or assess how these systems interact and influence each other.
13. Students will develop the abilities to assess the impact of products and systems. (ITEA, 2000)
Including the aforementioned standards within Standards for Technological Literacy (STL) marked new content for technology education (TE) curriculum. Daughtery's (2005) study of technology teacher educators indicates widespread support for these standards and some graduate programs have included relevant coursework (e.g., Rose & Flowers, 2008). As with most curricular change
Mary Annette Rose (firstname.lastname@example.org) is an Associate Professor in the Department of Technology at Ball State University.
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initiatives, the most critical need rests with the estimated 26-36,000 practicing technology teachers (Dugger, 2007) who may not have had formal education related to these standards.
EnviroTech Mission and Goals
Unfortunately, practicing technology teachers have had few opportunities to build sophisticated levels of environmental literacy, especially within their formal science coursework. McAlister's (2005) survey of 24 technology teacher preparation programs in the U.S. indicated that preservice technology teachers take an average of 8 credits of science (range = 6 to 13) with physics (10 of 24) being the most commonly reported requirement, followed by chemistry (4), and biology (3). Only single occurrences of environmental, life, natural science, and biotechnology were evident in these survey results. This combined evidence suggests that practicing technology educators need professional development opportunities to enhance both their environmental and technological literacy. The EnviroTech Project, made possible by a grant by the United States Environmental protection Agency and Ball State University, aimed to address this need.
EnviroTech was a web-enabled professional development project, which occurred in the spring of 2009. This document describes the results of EnviroTech in terms of the impact it had upon a cohort of 19 practicing technology teachers. The mission of EnviroTech was to develop (1) understandings of environmental processes and systems; (2) skills for identifying, analyzing, and assessing the impacts of technology upon the environment; and (3) skills in the use of guided inquiry, an instructional strategy where teachers structure and scaffold the examination of problems and gaps in knowledge. The semester-long project facilitated guided inquiry into two essential questions:
* What strategies might individuals and communities use to reduce the negative impacts of replacing incandescents with CFLs?
* How might replacing incandescent lamps with compact fluorescent lamps (CFL) impact the environment and society?
The adoption of CFLs is a fruitful technology assessment theme because it is conceptually rich in terms of the environment, timely (Energy Independence and Security Act, 2007), accessible to students, relevant to personal health and safety, and relevant to civic responsibility. It is the mercury within CFLs—an average of 4 mg per bulb (Energy Star, 2008)—and the emissions of mercury from coal-fired electricity production—an estimated 0.012 mg/kWh (Energy Star, 2008) —that has the greatest potential for impacting the environment and human health. Mercury, like carbon, naturally cycles through the atmosphere to the soils and water through a process known as mercury deposition. Once back on earth, mercury can be transformed to methylmercury through microbial activity and bioaccumulate in fish and the animals that eat fish, including humans (U.S.EPA, 2010b).
These results may inform professional development providers about the efficacy of this distributed model and provide practicing teachers with instructional models that simultaneously address environmental and technological literacy goals.
As described below, the one-year EnviroTech project included four distinct phases.
Methods
Planning, Recruiting, and Developing
(http://envirotech.iweb.bsu.edu), evaluation instruments, and teaching and learning resources. Several instructional materials—an instructional guide and a web-based tool for generating a force field analysis—were developed and provided to participating teachers. The instructional guide, Impacts of Technology on the Environment: Resources for Decision Making (Rose, 2009), employs life cycle assessment as a framework for teaching and learning. The document is arranged into background information for the teacher, 10 activity sheets for students, and worked examples.
During the fall semester of 2008, project staff planned five web-based seminars, recruited teachers, and developed a web-based portal
A call for participation generated 26 applications from interested technology teachers; 19 teachers, including 6 females, completed the semester-long project. Teachers resided in nine different states, located within the Eastern Seaboard/Mid-Atlantic (7) and Midwest (7) regions, followed by the South (4) and West (1). The average teaching experience was 15 years (range = 2-34 years). Fifty-three percent (n = 10) were middle school teachers who taught introductory technology courses (e.g., Inventions and Innovations or Technology Today); high school teachers (32%) and an elementary teacher (5%) also participated in the project. Most teachers (74%) had never taken an ecology or environmental studies course. On a 3-point scale from no competence (1) to extremely competent (3), the average rating for teaching others about environmental impacts of technology was 1.8, interpreted as less than competent. However, 18 of 19 teachers reported having formal educational experiences addressing technology assessment; the average competence rating regarding technology assessment was 2.2, interpreted as competent. Webinars
During the spring of 2009, teachers met once per month for five virtual webinars using IHETS Interactive, a technology service of Indiana Higher Education Telecommunication System based upon Adobe Connect web conferencing software. These 70-80 minute webinars enabled synchronous audio and video communications among the hosting instructor, participating teachers, and three guest speakers who were experts in solid waste, environmental education, mercury pollution, and technology assessment. Webinar topics included life cycle assessment, guided inquiry, the mercury deposition cycle, recycling of lamps, hazardous waste collection systems, and forecasting.
Guiding Student Inquiry
All participating teachers planned and implemented a guided inquiry experience with their students, which also addressed the aforementioned essential questions. Sometime between April and June of 2009, about 420 students from 26 separate classrooms participated in EnviroTech inquiry activities. As indicated in Table 1, the largest group of participants was the 10 teachers who delivered instruction to 244 middle school students (6-8 th graders).
Table 1. Teachers and Students by School Level, Sex, and Courses
As one would expect from an inquiry approach to instruction, the nature of these teacher-planned instructional experiences was quite varied. A content analysis of teachers' end-of-project teaching portfolios was conducted to identify the types of analytical strategies they integrated into instruction. Teachers guided students through experiments with lamps (68%), calculations of the efficiency of lamps (32%), and the analysis of data using graphs and charts (32%) and life cycle analysis (26%). Only two teachers (11%) explicitly noted the use of force field analysis or forecasting as it applied to predicting the potential mercury released into the environment from coal-generated electrical power. Some classes documented their inquiry by producing videos or developing posters about the proper way to dispose of CFLs. Others conducted a home or school
inventory of lamps or surveyed parents, neighbors, and custodians to discover the disposal practices for mercury-containing lamps. Teachers invited guest speakers (a lamp recycler and a physician) into their classrooms or took students on a field trip to a fish hatchery to highlight mercury deposition and bioaccumulation in fish. In one instance, a school's Technology Student Association chapter entered their CFL inquiry activity in the Environmental Challenge competition at the state level and took first place.
Evidence from pretests provides insight into how EnviroTech teachers supported environmental literacy within their classrooms. Comparison of preand post-tests also helped gauge the impact of the EnviroTech project upon teachers' knowledge, instructional practices, attitudes, and behaviors. Data were analyzed using SPSS 16.0 and Wilcoxon Matched-Pairs Signed-Rank test, a nonparametric procedure for repeated measures that does not make assumptions about the normality of distributions.
Insights from the Evaluation Study
Impact on Teachers: Knowledge Changes
When all knowledge items were aggregated, a Wilcoxon Signed-Rank test indicated statistically significant differences (Z = -3.839, p < .000) between pre(Median, Mdnn = 11, Range = 9) and post-assessments (Mdn = 15.4, Range = 8). As shown in Table 2, the percentage of correct responses increased on all 18 knowledge items, with the highest gain (95% difference) occurring for the item that assessed reasons for replacing incandescents with CFLs. Positive gains, albeit more modest, were seen for other items, including those which measured environmental understandings, such as the transformation of mercury into methyl mercury through bacterial action, the mercury deposition cycle, and bioaccumulation.
The knowledge assessments, including 18 multiple-choice items, examined teachers' understandings of environmental processes, technological concepts, and technology assessment. Pretest percentages indicated low preexisting understandings on environmental and technology items, including items related to the transformation of mercury into methyl mercury, mercury deposition, retorting, energy efficiency of lamps, and the reason for replacing incandescents with CFLs. In contrast, teachers' knowledge of disposal issues related to mercury-containing lamps was high. For example, over 80% of teachers classified CFLs as household hazardous waste, indicated how to properly dispose of mercury-containing lamps, and correctly identified when mercury was likely to be released into the environment.
Table 2. Comparison of Knowledge Items on Teachers' Pre- and PostAssessments
Positive knowledge outcomes were also supported by teachers' responses to attitudinal questions. As shown in Figure 1, teachers reported substantial-toextensive knowledge gains in regards to the advantages and disadvantages of CFLs (Mdn = 3.5, Range = 2), routes of mercury exposure (Mdn = 3.4, Range = 2), mercury deposition (Mdn = 3.3, Range = 2), and describing the impacts of mercury upon the environment in terms of the bioaccumulation of mercury in fish (Mdn = 3.3, Range = 2).
Figure 1. Self-reported improvements in teacher knowledge and skills
An open-ended question was also posed to teachers: "What is the most important thing you have learned about assessing the impacts of technology on the environment?" The most frequent response related to the value of taking a life cycle or systems approach to teaching about impacts. One teacher wrote, "[we] must consider overall impact, not of the device after manufacture and during its useful lifespan alone, but impacts surrounding creation and final disposition of the device as well." Another teacher pointed out the importance of data-based decision-making when he stated "teaching students to use data collection and analysis in every phase of a product life cycle will enable them to make much more accurate asses[s]ments and informed decisions about technology."
In an open-ended pretest question, teachers were asked to "identify and describe the strategies you have used to help students assess and understand the connections between technological decisions and environmental impacts." Class discussions (47% of teachers) were the most commonly cited instructional strategy, followed by literature research (37%), reflection activities (16%), and reports/presentations (16%). To probe directly at the teaching practices
Impact on Teachers: Instructional and Curriculum Practices
advocated by the EnviroTech project, teachers were also asked to identify the frequency that they used guided inquiry, experimentation, forecasting, decisionmaking techniques, and life cycle assessment. Teachers' reported use of guided inquiry (Mdn = 3-5 times/semester) and experimentation (Mdn = 3-5) was high with only 11% and 16% of teachers, respectively, reporting that they have NOT used these strategies in the past year. Reported use of forecasting (Mdn = 1-2) and decision techniques (Mdn = less than 1), such as force field analysis, was lower with 37% and 53% of teachers, respectively, reporting that they have NOT used these strategies.
To better gauge the impact of EnviroTech, items on the posttest asked teachers to think toward the future, and indicate how likely they would be to use these practices with their students. Response items were on a 5-point scale, ranging from extremely unlikely (-2), undecided (0), to extremely likely (+2). As shown in Figure 2, average reported intentions ranged from likely to extremely likely for all instructional strategies, including guided inquiry, experimentation, life cycle analysis, decision techniques, and community-based learning. Given that teachers' past usage of forecasting techniques and decision techniques were low, their intentions to use forecasting techniques (Mdn = 1.3, Range = 2) and decision techniques (Mdn = 1.4, Range = 2) suggest a positive impact of the project.
Figure 2. Post Test: Likelihood of Using Instructional Strategies and Content
Additionally, an open-ended question was asked; "What is the most important thing you have learned about the guided inquiry approach to instruction?" Teachers pointed to the value of posing relevant essential questions and requiring students to gather and analyze evidence. One teacher wrote, "students feel the responsibility inherent in pursuing answers to questions that the adults in their lives have yet to answer as well. We need to engage learners in the pursuit of these answers and let them know that we are counting on them to do their best to help find solutions." Another stated, "The guided-inquiry approach has the ability to deepen student engagement in a significant way. By asking students to gather the data that they use to base their decisions, instructors give their students the chance to discover, question, and analyze, all of which are higher-level thinking skills."
Responses from the pretest indicated that opportunities to build environmental literacy within technology courses are inconsistent. When asked how strongly teachers agreed or disagreed with the statement "My students have the opportunity to develop environmental literacy," the average response was tending to agree (Mdn = .64, Range 4) on a 5-point scale, where +2 = strongly agree, 0 = neutral, and -2 = strongly disagree. However, when asked to "list the environmental concepts and principles that you address in your technology courses," 21% of teachers indicated that no environmental concepts and principles were taught. A thematic review of the teachers' responses to this question yielded five main themes, including ethics/responsibility/action (53% of responding teachers), energy (47%), impacts of human activity on the environment (47%), wastes/pollution/disposal issues (42%), and environmental issues and concepts (37%). Within the ethics/responsibility/action theme, common responses revolved around individual decision-making as it related to the green design, production (e.g., building green), consumption, recycling of products and structures, and one's carbon footprint.
Environmental Concepts and Principles
The most elaborate expressions occurred within the energy theme. Teachers indicated that they compared alternative and traditional sources of energy, addressed the impacts of extracting and converting energy to produce electricity, and focused students upon energy efficiency. Within the environmental issues and systems category, most descriptions were undeveloped with only general references to ecosystems and ecology. Greenhouse gases/global warming (f = 4 examples) and ground water (f = 3) issues were the most frequently occurring topics. Only single references were made to such important environmental issues as deforestation, acidification, and over-population; no explicit references were made to interdependence of systems, food chains, or bioaccumulation.
Nine items asked teachers to indicate how frequently teachers required students to address sustainability concepts when designing or assessing products. Response items were on a 4-point scale ranging from Always (+3) to Never (+0). As indicated in Table 3, the most frequently emphasized concept was economic value (Mdn = 2.0, Range = 3.0). The least emphasized concepts were toxicity (Mdn = 1.0, Range = 3.0) and embedded energy (Mdn = 1.0, Range = 3.0), with 37% of teachers indicating that they never required their students to address these concepts.
Table 3. Pretest: Frequency that Teachers Require Students to Address Sustainability Concepts
| When students design or | | Frequency1 | | | | | | | | | |
|---|---|---|---|---|---|---|---|---|---|---|---|
| assess a product or system, | | N=19 | | | | | | | | | |
| how often do you require | | | | | | Occasion- | | | | | |
| them to consider the | | Always | | Often | | ally | | Never | | | |
| | | | | | | | | | | Median2 | |
| following sustainability | | f | | f | | f | | f | | | |
| concepts? | | (%) | | (%) | | (%) | | (%) | | | |
| | | | 0 | | 9 | | 5 | | 5 | | 1.3 |
| | Energy Efficiency | | | | | | | | | | |
| | | | (0) | | (47) | | (26) | | (26) | | (2.0) |
| | | | 2 | | 8 | | 6 | | 3 | | 1.5 |
| | Reusability | | | | | | | | | | |
| | | | (11) | | (42) | | (32) | | (16) | | (3.0) |
| | | | 2 | | 5 | | 7 | | 5 | | 1.2 |
| | Local Availability | | | | | | | | | | |
| | | | (11) | | (26) | | (37) | | (26) | | (3.0) |
| | | | 1 | | 7 | | 6 | | 5 | | 1.2 |
| | Renewability | | | | | | | | | | |
| | | | (5) | | (37) | | (32) | | (26) | | (3.0) |
| | | | 2 | | 3 | | 8 | | 6 | | 0.9 |
| | Biodegradability | | | | | | | | | | |
| | | | (11) | | (16) | | (42) | | (32) | | (3.0) |
| | | | 1 | | 4 | | 7 | | 7 | | 0.9 |
| | Toxicity | | | | | | | | | | |
| | | | (5) | | (21) | | (37) | | (37) | | (3.0) |
| | | | 5 | | 6 | | 6 | | 2 | | 1.8 |
| | Value ($) | | | | | | | | | | |
| | | | (26) | | (32) | | (32) | | (11) | | (3.0) |
| | | | 1 | | 7 | | 8 | | 3 | | 1.3 |
| | Recyclability | | | | | | | | | | |
| | | | (5) | | (37) | | (42) | | (16) | | (3.0) |
| | | | 1 | | 4 | | 7 | | 7 | | 0.8 |
| | Embedded Energy | | | | | | | | | | |
| | | | (5) | | (21) | | (37) | | (37) | | (3.0) |
2 Calculated from grouped data.
1 Responses ranged from "Always (+3), to Never (0)".
Several items on the posttest attempted to gauge the impact of EnviroTech on teacher's commitment to addressing sustainability concepts and principles in the future. As indicated in Table 4, the likelihood that teachers will require students to address energy efficiency, reusability, biodegradability, and toxicity when assessing technology (Mdn = 1.6, Range = 1) and designing products and systems (Mdn = 1.6, Range = 2) is toward extremely likely and suggests an intent to integrate these concepts into the technology curriculum.
Table 4. Post Test: Likelihood of Addressing Sustainability Concepts and Principles
1 Responses ranged from "Strongly Agree (+2), Tend to Agree, Don't Know (0), Tend to Disagree, to Strongly Disagree (-2)"; 2 Calculated from grouped data.
| Thinking toward the future, how likely are you to: | Likelihood Responses1 Extremely Extremely Likely Likely Undecided Unlikely Unlikely f f f f f (%) (%) (%) (%) (%) |
|---|---|
| Require students to address sustainability principles (e.g., energy efficiency, reusability, biodegradability, and toxicity) when assessing technology? Require students to address sustainability principles (e.g., energy efficiency, reusability, biodegradability, and toxicity) when designing products and systems? Require students to study hazardous waste management systems? | 11 8 0 0 0 (58) (42) 11 7 1 0 0 (58) (37) (5.3) 9 5 4 1 0 (47) (26) (21) (5) |
Teachers were also asked to state their agreement with statements that probed teachers' judgments about the appropriateness, or value of, specific actions advocated by the project. As shown in Table 5, 68% of teachers strongly agreed that sustainability concepts and principles should be emphasized in the technology education curriculum. Furthermore, 74% of teachers strongly agreed that examining the impact of CFLs and fluorescent lamps on the environment is a meaningful way to meet Standards 5 and 13 of Standards for Technological Literacy (ITEA, 2000). To a lesser degree, teachers were in agreement that the CFL activity improved the environment literacy (Mdn = 1.35, Range = 4) and technological literacy (Mdn = 1.1, Range = 4) of their students.
Table 5. Post Test: Teacher agreement
1 Responses ranged from "Strongly Agree (+2), Tend to Agree, Don't Know (0), Tend to Disagree, to Strongly Disagree (-2)"; 2 Calculated from grouped data.
| Please indicate how strongly you agree or disagree with the following statements: | Agreement Responses1 Strongly Strongly Agree Agree Neutral Disagree Disagree f f f f f (%) (%) (%) (%) (%) | Median2 (Range) |
|---|---|---|
| Examining the impacts of adopting and disposing of CFLs and fluorescent lamps is a meaningful way for students to meet Standard #5 and 13 of the Standards for Technological Literacy (ITEA, 2000). The technology education curriculum should emphasize sustainability concepts and practices. This activity improved my students’ environmental literacy. This activity improved my students’ technological literacy | 14 4 0 0 1 (73.7) (21.1) (5.3) 13 5 0 0 1 (68.4) (26.3) (5.3) 8 9 0 0 2 (42.1) (47.4) (10.5) 3 14 0 0 2 (15.8) (73.7) (10.5) | 1.7 (4.0) 1.7 (4.0) 1.4 (4.0) 1.1 (4.0) |
Attitudes and Behaviors about the Impacts of Technology
In regards to the purchase and disposal of CFLs, however, evidence indicates that the EnviroTech project impacted personal decision-making. On the pretest, only 47% of teachers reported that they dispose of CFLs by taking them to a hazardous waste collection site. On the posttest, 100% of teachers responded that were extremely likely (79%) or likely (21%) to take a spent CFL or fluorescent tube to a hazardous waste collection site. While 95% of teachers indicated that they were likely (32%) or extremely likely (63%) to replace incandescent lamps with CFLs on the posttest.
Teachers were asked to state their level of agreement to nine general statements about relationships among the environment, technology, and society. For example, "The way people dispose of products can negatively impact the health of others." Items were aggregated and statistical comparisons of pre- and post-tests were conducted using the Wilcoxon Signed-Rank test. No significant differences (Z = -.243, p = .808) were found between pre- and post-tests. Given the self-selected nature of participation in EnviroTech, participants may have been predisposed toward these issues.
Teacher Attitudes: Most and Least Effective Elements
In regards to the distributed webinar format, teachers overwhelmingly appreciated the ability to participate in a discussion with people from across the U.S. (f = 8), noted the convenience of "anytime-anyplace" access (f = 5), and the recordings of webinars (f = 3). Comments regarding ineffective elements of the webinar included technical difficulties regarding the audio elements of the conferencing system (f = 9). When asked "how likely are you to enroll in another professional development course which uses a webinar format," all teachers responded in the affirmative with 79% of teachers indicating that they were extremely likely to do so.
The final items on the posttest asked teachers to identify the most and least effective elements of the EnviroTech project and the webinar format. According to frequency of teacher responses, the most effective elements for improving professional skills were: an appreciation for the information presented in webinars (f = 7), working and sharing with other teachers (f = 5), the technology assessment methods, and information about CFLs and mercury (f = 4). For instance, one teacher noted it was the "knowledge gained through webinars regarding Mercury, but also what students found on-line as they answered their own questions." When asked about the least effective element, the only reoccurring comment related to the difficulty of some topics (f = 2), such as forecasting, force field analysis, and the mercury deposition cycle. One teacher stated, "Not sure that the forecasting, at least as demonstrated, would be something I could get students to do, I struggled to keep my attention focused, and I am sure the students would have more trouble than I."
Conclusion
Prior to starting the project, participating technology teachers reported narrow examples of environmental concepts and teaching strategies used to help students learn how to assess the impacts of technology on the environment. As evidenced by teacher portfolios and pre-/post-assessments, teachers expanded their understanding of environmental processes—especially the mercury
Several Standards for Technological Literacy (ITEA, 2000) share common elements with environmental education guidelines (NAAEE, 2010) including the standards/guidelines that speak to examining the environmental impacts of technologies and technological systems and to developing inquiry and analysis skills. However, technology teachers may be ill-prepared, lacking the prerequisite knowledge and skills they need to integrate environmental concepts and processes into their curriculum and teach technology assessment skills. The EnviroTech project—with its use of distributed webinars, semester-long engagement, and local implementation of guided inquiry projects—demonstrated a viable model for addressing these professional development needs. EnviroTech focused teachers and their students upon a single contemporary consumer decision (adoption of CFL vs. incandescent lamps) and then provided the information, resources, and examples they would need to help their students assess the impacts this decision might have upon the environment and human health.
deposition cycle and bioaccumulation—and sources of human exposure to mercury, and expanded their repertoire of instructional strategies to include experimentation, calculations of energy efficiency, and comparing lamps and sources of mercury using graphs. Teachers reported strong commitments to implement a broader range of instructional strategies (e.g., life cycle analysis and forecasting) and strong intentions to integrate sustainability principles (e.g., energy efficiency, recyclability, toxicity, and biodegradability) into their student's assessment and engineering tasks in the future.
Although these teachers strongly agreed that examining the impact of CFLs and fluorescent lamps on the environment is a meaningful context by which to meet Standards 5 and 13 of STL (ITEA, 2000), it is clear that achieving these standards will require much more focused efforts from curriculum developers, researchers, teacher educators, and others who deliver professional development experiences to technology teachers. Assessing technology requires sophisticated understandings of the environment and technology, as well as the inquiry and mathematical skills that enable learners to analyze and predict potential impacts. We need to test promising pedagogies that weave together multidisciplinary knowledge sets and engage students in authentic assessment tasks. Life cycle analysis, forecasting, and data-driven decision-making—such as force field analysis—are powerful tools for assessing the impact of technology on the environment. We still have much to learn about how and when to use these analysis tools in a technology classroom. An examination of lighting choices, coal-fired electricity generation, and the mercury deposition cycle is but one example of how we could simultaneously enhance the environmental and technological literacy of teachers and their students. But the important outcome is that we develop both the skills and will to make environmentally-sound, better-informed decisions about the technology we adopt, design, use, and discard.
References
Dugger, W.E. Jr. (2007). The status of technology education in the United States: A triennial report of the findings from the states. The Technology Teacher, 67(1), 14-21.
Daughtery, M. (2005). A changing role for technology teacher education. Journal of Industrial Teacher Education, 42(1), 41-53.
Energy Independence and Security Act of 2007. U.S. Public Law 110-140.
in/getdoc.cgi?dbname=110_cong_public_laws&docid=f:publ140.110.pdf Energy Star, United States Environmental Protection Agency. (2008). Frequently asked questions: Information on compact fluorescent light bulbs (CFLs) and mercury. Retrieved from
Retrieved from http://frwebgate.access.gpo.gov/cgi-
http://www.energystar.gov/ia/partners/promotions/change_light/downloads/ Fact_Sheet_Mercury.pdf
International Technology Education Association, Technology for All Americans Project. (2000). Standards for technological literacy: Content for the study of technology. Reston, Virginia: Author.
North American Association for Environmental Education. (2010). Excellence in environmental education--Guidelines for learning (K-12). Retrieved from http://www.naaee.org/
McAlister, B.K. (2005, April). Are technology education teachers prepared to teach engineering design and analytical methods? Paper presented at the 2005 International Technology Education Association Conference, Kansas City, Missouri.
National Academy of Engineering. (2010). Grand challenges for engineering. Available at http://www.engineeringchallenges.org/
Rose, M.A. & Flowers, J.C. (2008). Technology assessment: A graduate course to build decision-making skills. Proceedings of the 2008 Conference of the American Society for Engineering Education. Retrieved from http://www.asee.org/
Rose, M.A. (2009). Impacts of technology on the environment: Resources for decision making. [Unpublished instructional plan]. Available at http://envirotech.iweb.bsu.edu/instruction/LCA_Rose_April.pdf
United States Environmental Protection Agency. (2010a). Climate change indicators in the United States. Retrieved from http://www.epa.gov/climatechange/indicators/pdfs/ClimateIndicators_full.pd f
United States Environmental Protection Agency. (2010b). Environmental effects: Fate and transport and ecological effects of mercury. Retrieved from http://www.epa.gov/mercury/eco.htm | <urn:uuid:27b1ead9-ecff-4b90-9f97-aeb9d67bbfea> | CC-MAIN-2019-22 | https://scholar.lib.vt.edu/ejournals/JTE/v22n1/pdf/rose.pdf | 2019-05-21T01:35:28Z | crawl-data/CC-MAIN-2019-22/segments/1558232256184.17/warc/CC-MAIN-20190521002106-20190521024106-00224.warc.gz | 625,786,992 | 7,435 | eng_Latn | eng_Latn | 0.943369 | eng_Latn | 0.992679 | [
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Sample Class Guidelines for Persons With Intellectual Disabilities
1. People may share private things. Please do not tell others what people say here today.
2. Please listen when other people talk.
3. Please do not comment on what anybody else has said.
4. Step up, step back. If you have talked a lot, give other people time to talk too. If you have not talked at all and have something to say, we want to hear it.
5. You do not have to share if you do not want to.
Note to educator; if it is okay in the setting, add this:
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Essential Words Record Worksheet
Essential Words
essential literacy for all ages
www.workposters.com
Use the Record Worksheet to monitor student progress towards mastering the 400 Essential Words.
Student Name
Age/Grade
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VIVO-Disaster Management
Disasters can happen anywhere and anytime. It is imperative to be prepared for one when it happens. This program is aimed at training the Emergency Response Team to deal with natural and man-made disasters and to perform first aid.
Intended Audience
Hospital and pre-hospital health care workers, Medical and Paramedical professionals.
Course Description
* Types of disasters
– Natural Disasters
* Fire
* Earthquake
* Flood
* Severe Weather
– Man-made Disasters
* Suicide Attempts
* Hostage/ Intruders
* Causes of disasters
* How to deal with different types of disasters?
* Do's & Don't's during disasters
* Emergency planning for disasters
* Documentation
Participants will learn through
* Audio visual classroom training
* Group Activities
* Group Discussions
* Simulations
* Role plays
* Practice while watching (PWW)
Highlights
Duration:
4 Hours
Certification: VIVO Healthcare
Validity:
1 Year
/vivohealthcare
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ETC Holidays
A project about environmentally friendly holidays by Y3 / 4.
Overview:
This term Lower Key Stage 2 pupils undertook a cross curricula project covering core aspects of geography and history,
The children formed a company called 'ETC Holidays' and received a commission from Rigoberta Menchu, Noble Peace Prize winner in 1992, asking them to design a holiday package which takes into consideration the protection of the beautiful ancient cities built by the Mayas in Mexico.
The children researched key aspects of human and physical characteristics of World Heritage sites in North America and Mexico which helped them to come up with a variety of ways to 'stop the human footprint'.
As part of literacy they learnt how to skim and scan information and use bullet points. These skills then helped then to produce leaflets which promoted the ancient Mayan civilisation and environmentally friendly holidays.
Facilitator Reflection:
This was an exciting project where the children became specialists in the World Heritage sites of North America and Mexico. They engaged themselves in an in depth study of the Mayas including: ancient temples, art and artefacts, murals, etc. They worked independently to find out about the landscapes of Mexico and in small groups to produce information booklets promoting the protection of the tourist sites in Mexico.
Pupil Reflection:
"It was great finding out about the Mayan Civilisation especially the murals which decorated the temples. They were a blood thirsty lot!"
" I loved finding out about new places like, the Everglades, Redwood Forest, Niagara Falls, the Grand Canyon. | <urn:uuid:05721274-e8a6-460e-b757-593b4b13668b> | CC-MAIN-2017-43 | http://eagleprimary.org.uk/media/class%203/Project%20Cards_Etc%20Holidays.pdf | 2017-10-23T18:50:48Z | crawl-data/CC-MAIN-2017-43/segments/1508187826283.88/warc/CC-MAIN-20171023183146-20171023203146-00318.warc.gz | 96,589,862 | 317 | eng_Latn | eng_Latn | 0.997839 | eng_Latn | 0.997839 | [
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Baraboo School District Mary Loveless / Food Service Director
Mason jar omelet
Here's a fun breakfast to make with your youngster. Crack 2 eggs into a Mason jar. Add chopped veggies like bell pepper and tomatoes, plus 1 tsp. shredded cheese. Screw the lid on tightly, and let him shake it well. Remove the lid. Microwave 2–3 minutes until eggs are set. Cool, and enjoy. Note: You can also make this in a mug. Whisk the mixture instead of shaking.
Burpees for kids
Show your child how to do burpees, a great cardio exercise with a silly name.
Stand up straight, then squat down and place your hands palmsdown in front of your feet. Kick back and do a push-up. Jump your feet back toward your hands and leap up. How many burpees can she do?
Quinoa (pronounced "keen-wah") is prepared like a grain, but it's actually a seed from the same plant family as spinach and beets. It packs a whopping 8 grams of protein and 5 grams of fiber in each 1 cup serving! Consider tossing cooked quinoa into your youngster's favorite soup, casserole, or salad for a healthy (and tasty) twist.
Just for fun
Q: What has eight wheels but carries only one passenger?
A: A pair of roller skates.
Encourage active time
Want to get your child away from video games, television, or computers? Try these tips for helping her spend less time in front of screens and more time being active.
Involve everyone
At breakfast, have family members talk about how they'll get exercise that day. You might mention a lunchtime walk you've planned with coworkers, and your youngster could explain a game she's going to play at recess. Tip: Let your child see you being active. When you put away your laptop and announce you're going for a run, you're setting a great example.
Set ground rules
Come up with rules that encourage physical activity and limit electronics. For example, you might require your youngster to do at least 60 minutes of physical activity before playing video games—and limit video game time to 30 minutes a day. Your child could write the rules on signs to post around the house, perhaps on the
Screen-free alternatives
Let your youngster plan activities that don't involve sitting in front of a screen. She might:
* create a workout routine that you can record for your family to follow along with later.
* map out new routes through your neighborhood for family bike rides.
* organize a neighborhood kickball or softball game.
front door or by the TV. Encourage her to use clever wording ("Turn me off. I need a break!") and illustrations (a drawing of a tired TV).
A puzzle full of nutrition
Help your youngster "puzzle" out what a balanced meal looks like with this food-group activity.
First, talk about what makes up a healthy meal. Tip: Show him the MyPlate guide at choosemyplate.gov/ myplate. He'll see that his plate should include about a quarter each of vegetables, fruits, grains, and protein. On a
paper plate or a circle cut from construction paper, he could use crayons to draw a balanced meal. Maybe he'll include chicken, brown rice, green beans, and oranges.
Have your child cut the plate into puzzle pieces, and see if you can put his puzzle back together. Then, create more healthy food puzzles for each other to assemble.
Healthier fast food
When your family's busy schedule leaves you eating on the fly, use these strategies to keep everyone's nutrition on track.
Know the facts
Teach your youngster to spot healthier menu items. Words and phrases to look for include grilled, thin-crust, baked, and roasted. On the other hand, he'll want to stay away from anything labeled fried, loaded, stuffed, or bacon-wrapped.
Split it
Your child asks for french fries, but you want him to eat carrot sticks. The solution? Order both! Get a small order of fries for the whole family so everyone gets just a few—and several orders of carrots so everyone fills up on the good stuff. Or share an oversized sandwich. Ask for it with a whole-grain bun (or wrapped in lettuce), mustard instead of mayo, and extra veggies.
Bring your own
Grab a piece of fruit, string cheese, and a bottle of water for each person before leaving the house. You'll save money, and everyone will be guaranteed healthy side items and drinks to pair with your drive-thru order.
Foods can't touch? No problem!
My daughter doesn't like it when the food on her plate touches—even if she loves each food.
After talking with other parents, I learned that my daughter isn't the only one like this. Now I'm trying strategies that have worked for them.
First, I let her spoon her foods into separate tiny bowls. She enjoyed arranging the bowls on her dinner plate, and she ate all the healthy foods—separately. Another time, she put colorful cupcake liners into a muffin tin and filled each one with a different food. Then, just yesterday, we used a carrot stick and a green bean to keep her food apart. When she finished everything else, she even ate the dividers!
With these simple changes, my daughter now eats without a fuss, making mealtimes happier for everyone.
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To provide busy parents with practical ways to promote healthy nutrition and physical activity for their children.
Resources for Educators, a division of CCH Incorporated 128 N. Royal Avenue • Front Royal, VA 22630 800-394-5052 • firstname.lastname@example.org www.rfeonline.com
Nutrition Nuggets™ is reviewed by a registered dietitian. Consult a physician before beginning any major change in diet or exercise. ISSN 1935-4630
© 2017 Resources for Educators, a division of CCH Incorporated
A fitness carnival
Homemade carnival-style games can be a fun and inex- pensive way to be active with your child. Here are two ideas to get him started.
*
Ring toss.
Make rings by cutting the centers from sturdy paper plates. Line
up a few pumpkins with good-sized stems. Step back a few feet, and take turns
trying to toss a ring onto each pumpkin. Idea: For a glowing good time, get glow-inthe-dark necklaces at a dollar store to use as rings, and play after the sun goes down.
* Cup pyramid. Help your youngster build a pyramid with 10 plastic cups (four on the bottom row, then three, then two, and finally one cup on the top). On each turn, throw a Wiffle ball toward the pyramid twice, scoring 1 point for each cup knocked down. Restack. The winner is the first player to reach 50 points.
A harvest feast
Take advantage of fall's harvest with these good-for-you recipes.
Pumpkin apple soup.
In a large pot, heat 2 tbsp. olive oil over medium heat.
Saute 1 cup diced onion and 2 cups diced apples for 3–5 minutes. Add
3 cans (15 oz. each) unsweet-
Pear grilled cheese. Thinly slice 1 pear. On a piece of whole-wheat bread, layer 1 tbsp. shredded cheddar cheese, pear slices, and another 1 tbsp. cheese. Top with a second piece of bread, and brown in a heated skillet (coated with nonstick spray), 2–3 minutes per side.
ened pumpkin puree and
5 cups low-sodium chicken or vegetable broth. Bring
to a boil, then sim- mer 10 minutes.
Leave chunky, or puree in a blender
(a few cups at a time).
Baked butternut squash. Peel
and cube 1 large squash, or buy it already cubed. Toss in a bowl with 1 tbsp. olive oil, spread on a baking sheet, and sprinkle with salt and pepper. Bake 30–40 minutes at 400°, turning once, until golden brown. | <urn:uuid:1f357590-721a-48d9-a279-cbf8995168ba> | CC-MAIN-2017-43 | http://www.baraboo.k12.wi.us/cms_files/resources/Nutrition%20Nuggets%20Oct%202017.pdf | 2017-10-23T18:56:59Z | crawl-data/CC-MAIN-2017-43/segments/1508187826283.88/warc/CC-MAIN-20171023183146-20171023203146-00321.warc.gz | 395,388,791 | 1,716 | eng_Latn | eng_Latn | 0.998292 | eng_Latn | 0.998286 | [
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Making the Child Friendly Justice Guidelines Child Friendly
Project Outputs
1. Methodology Report
Introduction
Understanding what is meant by a 'Child Friendly Version'
1.1. Developing a Child friendly version of the CFJ Guidelines: Overview of the Methodology
1.2. Building on this project
1.3. Seven Key features of a 'Child-Friendly' Resource
2. Agenda Days Reports
2.1. Summary Report
Introduction The Agenda Days Key Messages The value of the Guidelines The presentation of the Guidelines What needs to change? Some ideas about next steps Conclusions
2.2. Agenda Day Report 1
2.3. Agenda Day Report 2
2.4. Agenda Day Report 3
3. Project Documentary
Click on to this link and press play!:
https://www.youtube.com/playlist?list=PLXz7NWZi5SdKcqu4DE6m4MOEL3DqWMl9C
4. Sample Animations
Available at:
https://www.youtube.com/playlist?list=PLXz7NWZi5SdKcq
- Getting Information about your rights
- Training Adults
- Your right to be heard
u4DE6m4MOEL3DqWMl9C
METHODOLOGY REPORT
Helen Stalford, Liam Cairns and Jeremy Marshall
December 2014
Introduction
The Child Friendly Justice (CFJ) Guidelines were adopted by the Council of Europe in 2010 to enhance children's access to and treatment in the justice process. The Guidelines apply to criminal, civil and administrative justice systems. They cover a range of justice contexts, including family, immigration, criminal justice, public administration and civil proceedings. They explain precisely how children's rights should be upheld before, during and after justice proceedings, including their right to information and to be heard, their right to be kept safe, and their right to privacy. The Guidelines also summarise the steps that need to be taken to ensure that professionals uphold children's rights in the justice process.
The Guidelines represent an important effort to make the justice process more amenable to children's rights, interests and needs. They are firmly rooted in the relevant children's rights and human rights provisions, including the Convention on the Rights of the Child, and are informed by online consultation with over 4,000 children from across Europe. That said, 4 years since their adoption, the Guidelines remain largely unknown to both professionals and children in the justice system. As a consequence, the Guidelines have yet to have a discernible, positive impact on how professionals engage with children in the justice process or on how children themselves experience the justice process.
This is perhaps not surprising; the Guidelines run to 15 pages and just under 6,000 words, which includes a preamble, 6 main sections and 83 sub-sections! With this in mind, the CoE requested that a child friendly version of the Guidelines be developed. Responding to this challenge, we proposed a distinctly children's rights-based approach. By this, we mean that the design of the child friendly version is driven by the insights of children and young people as to how the Guidelines, if applied properly, could improve their experiences of the justice process.
Understanding what is meant by a 'Child Friendly Version'
This report explains our approach to developing a child friendly version of the CFJ Guidelines. In doing so, our broader aim has been to develop a methodology that can be applied to any laws or policies relating to children with a view to making them more accessible and meaningful to children and young people.
There are a multitude of examples of so-called 'child friendly versions' of children's rights-related laws, policies and other instruments, a comprehensive review of which is beyond the scope of this report. In short, those that we looked at in the course of this project share two key features: they re-package the text of the original document in simpler language; and they present it in a more visually appealing format (shorter, bigger text, more colourful, and often with animation).
Notable examples include UNICEF's 'UN Convention on the Rights of the Child in Child Friendlly Language', a one-page simple summary of the main provisions with colourful animal animations. UNICEF's 'Little Book of Rights and Responsibilities' builds on this insofar as it explains what a 'Convention' is, summarises the provisions in clear terms, and contains animations that are more directly relevant to the provisions they represent. It is also available in 58 different languages.
Other international NGOs like Save the Children have invested considerable resources in presenting children's rights in a 'child friendly' way. Its 2011 publication, 'You have rights! What rights?', for instance, is described as 'an illustrated and easyto-read child friendly booklet'. In reality, the text contained within the booklet is relatively long-winded and the animations somewhat obtuse. Similarly, Save the Children's Children's Rights Summary aimed at under 8s is 'child friendly' insofar as it is written in a larger font and presents a selection of rights in simple language. It is entirely textual, however (merely a list of 'rights' set against a while background), with no animation or explanatory context that might make it appealing to a younger audience. By contrast, Save the Children's online booklet, 'Time for Change: Working with Young People to Stop Violence' engages the reader with bright cartoons, short bursts of text, useful facts and figures and links to other sources.
One of the most effective child friendly resources is the Council of Europe's 'One in Five' campaign against child abuse. The short film, The Underwear Rule, is designed to help parents explain to children where others should not try to touch them, how to react and where to seek help. The film is less than 1 minute long, contains very little text, and provides a striking illustration of when touching becomes inappropriate. It is also available in 9 different languages and adapted to a number of different media, including a dedicated One in Five website, a YouTube clip, printed leaflets and more detailed guidance for adults.
More specific to our project, the European Union Agency for Fundamental Rights (FRA) has produced a brochure for children explaining the features of child friendly justice 'so that they can be made aware of and learn more about what child-friendly justice should mean for them.' Published in 9 languages with some illustrations, this brochure sets out key principles and procedural issues in simple language, and highlights their practical application by reference to some concrete examples. For example, it provides the following explanation of the 'best interests' principle:
When adults make decisions about you, they should think if this decision is best for you.
For example, when parents are divorcing, the decision where and who the child should live with, should be taken thinking about what is best for the child, not what is best for the mother or the father.
While the FRA's attempts to present justice concepts to children in a way that can be understood are welcome, this resource is not particularly accessible (it is buried in the FRA webpages) and so the likelihood of it being widely used by children and young people, or with professionals working with them in the justice system, is rather slim.
Numerous attempts have also been made to explain children's rights to children through other (online) media. YouTube is a particularly popular platform for presentations of the CRC, for instance. The Children's Rights Alliance for Ireland provides a child-narrated animation that places some of the key CRC principles in context. In the same token, the Federal Ministry for Economic Co-operation and Development have produced numerous linguistic versions of the CRC. These are effective insofar as they are relatively short, simple animations accompanied by key words that have been produced in different languages.
Given the proliferation of online and printed resources that present children's rights in a supposedly 'child friendly' way, why is it that children and young people remain largely unaware of the true nature and extent of their rights? And why is it that children's rights are so commonly ignored or breached, particularly in the context of justice proceedings? We think the answer partly lies in the fact that the messages underpinning children's rights – specifically, how they can and should be used to protect and enhance children's lives – is commonly overlooked, obscured even. While many of the existing child friendly versions we have viewed are appealing visually, they still present rights in relatively abstract terms. In other words, they focus largely on providing children and young people with information about their rights, but they stop short of really enabling children to understand how these rights might be applied in practice. Moreover, unless professionals (lawyers, judges, social workers, teachers, police, probation officers, residential care workers, health professionals) and other adults (parents/carers) tasked with responding to and facilitating the exercise of children's rights are adequately informed of the precise nature and scope of those rights, children will inevitably fail to obtain the necessary support to actually enforce them.
With this in mind, while we acknowledge that translating children's rights into simple language and presenting them in an appealing format are important, they are just two of a number of features that need to be present if abstract principles are to be made more accessible to children.
Our approach to developing a child friendly version of the CFJ guidelines, therefore, aimed to move beyond merely re-presenting the text in simpler language or in a more colourful format. We wanted to develop something that was truly grounded in and responsive to children and young people's experiences and understanding of the justice system. We also wanted to present it in a format that children and young people across Europe would be more likely to access and use, using software that is inexpensive, does not require significant technical knowledge or experience to use, and is readily available.
This report describes in section 1 the various stages we went through to achieve these objectives.
Section 2 makes some suggestions as to what additional work needs to be done to build upon this pilot project.
Section 3 provides a more general summary of the key features that we believe need to accompany any attempt to create a child friendly version of laws, policies or guidance.
1. Developing a Child friendly version of the CFJ Guidelines: Overview of the Methodology
In June 2014, Investing in Children and the European Children's Rights Unit were commissioned by the Council of Europe to work with children and young people to develop more child-friendly materials to support the Guidelines. The agreed time frame for doing this was 6 months.
Two further partners were recruited to allow for cross-national input: colleagues from the University of Nordland, with experience of the child protection system in Norway, and The Youth Advocate Programmes, a voluntary sector organisation working with young people in need of support across Ireland.
All partners approved the design of the methodology and committed to implementing it simultaneously in each country. Insofar as the methodology was borne out of an established method successfully used by Investing in Children UK in their work, it was also endorsed by children and young people.
Mindful of the broad scope of the Child Friendly Justice Guidelines, in terms of the range of judicial and administrative contexts covered and the range of children's rights principles reflected, and bearing in mind the limited time we had to produce some sample outputs, we selected one specific justice context in which to locate children and young people's understanding of the Guidelines: the family justice process. We also focused on one key aspect of the Guidelines: child participation. This enabled us to involve children and young people who had been through family proceedings, i.e. either public child protection proceedings (care, fostering and adoption) or civil proceedings (divorce, custody and access), and to provide a space for them to share real life experiences and insights. We also ensured that young people who might be described as living in marginalised communities were included, e.g. young people in the care system, young people in trouble with police, or young people living in deprived areas.
Our intention was to create spaces (known as 'Agenda Days' – see below) in which children and young people could come together to talk about their own experiences, and to think about and comment on the Guidelines from that perspective. We planned to run two Agenda Days in England, and one each in Norway and Ireland. Unfortunately, the planned event in Norway did not take place 1 though we have continued to include the Norwegian partners in the latter stages of the project (feedback and dissemination).
The child friendly version of the Guidelines was developed in five stages, as follows:
1) Establishment of a Young People's Reference Group. A group of 8 young people between the ages of 14-18 years were recruited to act as a Reference Group. The Reference Group was tasked with recruiting other young people to the Agenda Days, facilitating discussion during the Agenda Days, writing a report on the Agenda Days, and working with the project team to develop the outputs for the Council of Europe.
2) Briefing the Reference Group on the project and the Guidelines. To enable the Young People's Reference Group to fully understand the context and aims of this project, Investing in Children and the European Children's Rights Unit provided face-to-face and online briefings. A four minute animation was produced to support this process, which was made available online so that all project participants in Ireland and the UK could refer to it at any time. An abridged version of the animation is presented at the beginning of the project documentary, and the full version is available at the following link: https://www.youtube.com/watch?v=qxxx98nwdTM
3) 'Agenda Days'. We ran three Agenda days (2 in the UK and 1 in Ireland). An Agenda Day is a technique developed by Investing in Children to create an adult-free opportunity for children and young people to consider a particular issue and develop their ideas about it. 15-20 young people attended each Agenda Day (58 young people in total). They were asked to consider how accessible the Guidelines are, and to make suggestions as to how they can be made more accessible. They were asked to consider how the Guidelines would have assisted them when they were going through their experiences of family proceedings, and to make suggestions about what else might need to be done to make the adoption of the Guidelines more effective.
4) Reporting. The Reference Group drafted a report summarising the key findings of the three Agenda Days with suggestions as to how to make the Guidelines more child-friendly. This was then collated into a single report by the project team (see separate reports on Agenda days). On 26 th November
1 The partners were unable to recruit children and young people within the prescribed time frame.
2014, a video conference was held to link representatives from the Reference Group and project team in the UK with representatives from the Reference Group and project team in Ireland. This enabled us to exchange experiences of the Agenda Days and to consider how the findings could be used to inform the development of the online animations.
5) Development of Child Friendly Outputs. The project team, in partnership with the Young Persons Reference Group, used the reports from the Agenda Days to inform the creation of some draft, child-friendly versions of the Guidelines. These are essentially 3 short (1-2 minute) online animations that can be uploaded onto social media and adapted for downloadable print form. The themes of the animations reflect the key priorities that were identified by the young people during the Agenda Days:
a. The importance of informing children about their rights at different stages of the justice process, and ensuring that they understand them.
b. Training of professionals to enable them to achieve their responsibilities and to empower children to exercise their rights, as set out in the Guidelines;
c. Ensuring that children have a say in decisions that affect their lives.
We also produced a 10 minute documentary, demonstrating how we approached this project and reflecting on the findings of the Agenda Days. This can be accessed at the following link:
https://www.youtube.com/watch?v=Hn8GpOqHh_Q&list=PLXz7NWZi5SdKcq u4DE6m4MOEL3DqWMl9C
6) Initial Dissemination and Feedback. We have sent the documentary and draft animations to other organisations (NGOs and research units) that work with children and young people and to practitioners involved in the justice process in different Council of Europe countries. We have asked them to share these with the children and young people with whom they work to gather their views, in particular, of:
[x] whether the message presented in each animation is clear and easy to understand to a wide range of children of different ages and abilities;
[x] whether the animations would be as effective in another country context (if the language was changed, for instance);
[x] the media through which children and young people would be most likely to access this resource (ex. through YouTube, Facebook or hard copy brochure or a combination of different media)
Feedback from these countries will be made available to the Council of Europe at the end of January 2015.
2. Building on this project
Our aim has been to demonstrate how detailed and relatively abstract Guidelines can be made more accessible to children, adopting a genuine, child-rights based approach. Importantly, we took as our starting point children and young people's lived experiences and views of the justice process. This enabled us to explore the extent to which the rights and obligations set out in the Guidelines were being achieved in practice. It also enabled children and young people to reflect upon how their experiences might have differed had the Guidelines been applied more comprehensively and rigorously.
We recognise, however, that this project is only a starting point. To ensure we could produce meaningful and focused resources in the limited time and budget available, we restricted ourselves to one justice context (family proceedings - public and private) and to one key principle underpinning the Guidelines (the right to be heard). We also used relatively low-cost animation software and recorded and produced all outputs in-house.
Our hope is that, with more investment, this project will provide a springboard for the development of more multi-media child-friendly versions of the Guidelines in other justice contexts (ex. immigration; criminal justice; administrative justice) and to highlight how other key principles should be applied in practice (ex. no delay; detention as a last resource; best interests). We also recognise that the outputs may need to be adapted to ensure they can be understood by younger children.
We also realise that significant effort needs to be invested in raising awareness of the child friendly outputs through targeted dissemination with practitioners and children and young people's advocates. Ideally, the aim should be to encourage practitioners to endorse the Guidelines and integrate the outputs and related resources into their training programmes and everyday practice, at all stages of the justice process.
Simultaneously, children and young people's awareness of the resources needs to enhanced. The young people involved in our project suggested establishing a dedicated Child Friendly Justice Facebook page which could host the animations, provide a platform for ongoing exchange between young people and professionals, and provide updated links to research, good practice and legal and policy developments. Moreover, the outputs produced could be usefully embedded in existing Council of Europe online and printed resources and signposted from other relevant sites and services targeting children and young people.
Finally, more effort needs to be made to adapt and pilot the child friendly resources in other jurisdictional, cultural and linguistic contexts, to ensure they are useful to children and young people across all Council of Europe states. Established networks such as CRIN, Eurochild, the European Social Network and ENOC would provide invaluable dissemination and feedback channels in this regard. Our initial efforts to obtain feedback from NGOs and research organisations in other countries should provide further, useful dissemination links.
3. Seven Key features of a 'Child-Friendly' Resource
In the light of this project, we have identified what we think are the essential features of any child friendly resource. Our hope is that these will inform any attempt to make any law, policy and guidance accessible to children and young people at local, domestic or supra-national level.
1. DIRECT INVOLVEMENT of children and young people as partners in the process. Children and young people's views and lived experiences should be the starting point in any attempt to develop a child friendly version of anything. This ensures that the child friendly resource responds to children's perspectives and experiences in a relevant way, and maximises the likelihood of children engaging with them.
2. EASY TO FOLLOW. The language used has to be easy for children and young people to understand and this can be supported by images that correspond closely with the text. The child friendly resource should not try to capture all of the detail of the original text; instead it has to highlight the key points that will be most relevant and useful to children and young people.
3. FOCUS ON UNDERSTANDING NOT JUST INFORMATION. In addition to using simpler language, a child friendly resource needs to be designed in a way that does not simply inform children and young people about their rights, but enables them to really appreciate how they apply in practice.
4. RELEVANT. To achieve true understanding, a child friendly resource should be made relevant and meaningful to children and young people. It has to respond to the reality of children's everyday experiences of the justice process if it is to move beyond abstract information. The best way of achieving this is to illustrate specific points by reference to concrete examples, drawing on children's real life experiences of the issues covered by the law, policy or guidance.
5. APPEALING. A child friendly resource has to be presented in a format or range of formats that children will want to use. They should not be too lengthy or complicated and the amount of text used should be kept to a minimum. Key points should be emphasised by repetition and supported by voice-over, images, animations, sound effects or a combination of tools. The average attention span of an online viewer is about 2 minutes. We would therefore recommend that an online child friendly resource should last no more than 6090 seconds. The printed version should be no more than the equivalent of 2 sides of A-4 in total.
6. ACCESSIBLE. To ensure that the resource reaches the greatest number of children across the greatest range of contexts (age, region, culture etc.), it should be immediately available, preferably online, but supported by other media (ex. printed leaflets and posters etc). It should ideally be accessible through online sites visited routinely by children and young people (such as YouTube, Facebook or other social networking media), and integrated into practitioners' training programmes and everyday practice resources.
7. ADAPTABLE. For international sources in particular, child friendly versions have to be simple and accessible enough to be applied and adapted to a range of different linguistic and jurisdictional contexts. Well-designed resources could be used by people beyond the justice context too, for example as a teaching resource in schools. The extent to which this is achievable depends on the technology used to create the resource; it has to be cost effective, readily available, and efficient so that resources can be readily adapted whilst still retaining the core identity or 'brand' of the resource.
AGENDA DAYS REPORTS
SUMMARY REPORT
This report was created by:
Kaitlyn Bransford, Jamie Walker, Jake O'Connor and Senan Redding
Supported by
Robert Johnson
December 2014
Introduction
The Children's Rights Team at the Council of Europe (COE) developed the Children Friendly Justice Guidelines in 2010.
The Team wanted to know what children and young people thought of the Guidelines, particularly those with experience of various justice proceedings. They wanted to know how accessible the Guidelines are and whether, had they been available, they might have provided practical support to young people in previous justice proceedings. They were also interested in children and young people's ideas about how the guidelines could be made more accessible and effective.
In order to do this, the Children's Rights Team commissioned the European Children's Rights Unit (ECRU) and Investing in Children (IiC) to explore these issues with children and young people. ECRU and IiC have a history of working together with children and young people in discussions about justice matters, in a European context.
Investing in Children has developed a technique, called an 'Agenda Day', which creates a space for children and young people to come together in an adult-free environment, to debate issues and formulate agendas. ECRU and IiC arranged for two Agenda Days to take place in the North East of England, and worked with the Youth Advocacy Programme (YAP) for a third to take place in Dublin. (A fourth event was planned for Norway, but unfortunately this was cancelled.)
In order to create an adult free environment, Agenda Days are facilitated by young people. In this case, the facilitators were supported by ECRU, IiC and Yap to become familiar with content and purpose of the Guidelines. After each event, the facilitators produced a report, which was then sent to participants for their comment and agreement. A number of the facilitators then came together with workers from ECRU, IiC and YAP in a video conference to consider the contents of the three Agenda Day reports, and summarise the most important points. This is our report.
The original Agenda Day Reports are attached, for reference.
The Agenda Days
Fifty-eight children and young people attended the three events. All of them had personal experience of justice proceedings, such as care proceedings, parental separation and access decisions, and the youth court system. All of them were provided with a copy of the Child Friendly Justice Guidelines. None of them (other than the facilitators) had been aware of the Guidelines before.
The facilitators asked the participants what they thought of the Guidelines. In particular they were invited to think about their own experience, and comment upon how useful the Guidelines might have been to them, had they been aware of them. They were then asked for their suggestions about how the Guidelines could be made more effective.
Key Messages.
The value of the Guidelines.
- All the young people who attended the agenda days agreed that they thought the guidelines were very important.
- They highlighted the difficulties they faced, and continue to face, in participating in decisions that affect them.
- They felt that they were not taken seriously.
- There was strong support for the Guidelines if they produced action that would result in people (key adults) having to listen more to their ideas.
- Many young people identified the need to improve how they are supported to express their ideas and opinions before going in to care, especially about how they think things could be improved at home.
The presentation of the Guidelines.
- Some of the young people had difficulty with reading and understanding the Guidelines. They thought there were too many difficult words.
- There was general agreement that the first page was most useful, as it contained examples from real life.
- Different ways of presenting the Guidelines (see below) will make them more accessible to more children and young people.
What needs to change?
- The Guidelines won't achieve much if children and young people don't know about them. Efforts need to be made to ensure that children and young people know about their rights.
- This will be most effective if people know what their rights are before they are involved in legal proceedings.
- To achieve this, the Guidelines need to be available in a wider range of accessible formats.
- At the same time, key professionals, like lawyers, judges, social workers and police officers need to be made aware, and held to account about how they apply the Guidelines.
- Attention also needs to be paid to ensure that care-providers (residential social workers, reviewing officers, foster parents, etc.) are aware of the Guidelines.
- This may require special training so that there are well-informed adults that children and young people can turn to.
- The right of children and young people to access independent legal advice needs to be clarified and advertised.
- The Guidelines need to be made accessible to children and young people with disabilities.
Some ideas about next steps.
- More children and young people, in different European states, should have the opportunity of considering and commenting on the Guidelines, perhaps by taking part in their own Agenda Days.
- Key professionals need to be made more aware of the Guidelines. Children and young people could play a leading role in this.
- The Guidelines should contain step-by-step descriptions of how they can be used in real life situations.
- Children and young people should be involved in creating more accessible information about the Guidelines, using different media (e.g. Facebook).
Conclusions
All of the participants in the Agenda Days agreed that the Child Friendly Justice Guidelines, if implemented, would make a huge difference to the way that children and young people are treated, not only in formal judicial proceedings, but also in what happens before and after.
However, they also agreed that the Guidelines would have no effect at all unless more was done to inform children and young people themselves, and adults concerned with them, of what they contain.
Not only did those who took part in the Agenda Days come up with ideas about how this might be achieved, they also indicated their willingness to contribute to this process, and suggested that this opportunity should be to made available to other children and young people.
AGENDA DAY REPORT 1
This report captures the views and experiences of some young people about Children Friendly Justice.
Report written by
Kaitlyn Brandford, Jamie Walker and Lean Bailey
Supported by
Robert Johnson
September 2014
Introduction
The team responsible for children rights at the Council of Europe (COE) is interested to know what young people think about the Children Friendly Justice Guidelines developed in 2010. They also wanted to know how accessible the guidelines are and whether they could have supported young people better in previous justice proceedings, including ideas and opinions regarding how the guidelines could be more effective.
In order to do this the team commissioned the European Children's Rights Unit (ECRU) and Investing in Children to find out from different groups of young people what they think about the guidelines, with the intention of further enhancing young people's rights when they are involved in justice proceedings.
Investing in Children has developed a technique, called an 'Agenda Day', which creates a space for children and young people to come together in a child-free environment, to debate issues and formulate agendas.
A series of Agenda days were planned, in the UK Norway and Ireland. ECRU and Investing in Children spent time discussing the issues and helping the young people who would act as facilitators, to develop materials for the sessions.
This is a report on an Agenda Day that took place in Durham City, on the 29 th August 2014. 21 young people attended the agenda day and this group of young people had experience of family justice proceedings, such as parental divorce, separation and access issues.
In this report we have stated all the good and bad points, which were suggested by the young people. The report has been jointly written by young people and staff from Investing in Children. We have written a conclusion based on what the young people told us and we have made some recommendations of which the young people would like the Council of Europe Children's Rights Team to consider and to involve them in further discussions.
Agenda Day Feedback
Q1. What does children friendly justice mean to you?
- It was suggested children friendly justice meant making it easier for young people to be listened to in court.
- They also viewed CFJ as allowing young people to be listened to and taken seriously by the police when reporting a crime.
- Some young people suggested CFJ means better support from adults so that young people understand different laws and how to challenge them if they are not happy with how they are treated.
- We were also told that they viewed CFJ as a way of making sure young people get the right support if something bad happened to them.
- All of the young people said it's about making sure young people are fully involved in decision making and on issues that are important to them.
- Ensuring young people have someone who was good at listening to them was also viewed as very important in regards to how they viewed CFJ.
Q2. What do you think of the document developed to support young people to understand and express their rights better in the justice system?
- We were told by all the young people that they thought it was a good idea as it was written to promote young people's rights but they all expressed a lack of understanding of who they would ask about the guidelines.
- The entire group explained that lots of words throughout the document were very difficult to read and understand.
- All of the young people liked the front cover as it was about real lives and suggested this could be expanded to show young people how to use the guidelines.
- Some young people thought there needed to be more pictures with wording explaining how the guidelines can be useful for young people of different ages.
- Young people also thought that a step by step guide showing young people how to use the guidelines in real life situations would help them to understand their rights better.
- Other young people recommended that better information about how to access support and advice would improve the document; as it only explains what CFJ means.
- It was also suggested the information in the document needed to be more accessible for young people with disabilities.
Q3.What ideas do you have to make the guidelines more accessible and effective in the future?
- Not all of the young people were aware of the guidelines and some suggested that adults who work with young people should have a better understanding of them so that young people can get the best possible advice regarding using the guidelines.
- Several young people recommended that the guidelines needed to be online and in a format designed by young people who have experience of justice meetings with adults.
- Another idea supported by all the young people was to have adult workers available in courts, trained as children friendly justice advisers who could advise them of their rights and help them understand what is happening whilst in court.
- Some young people thought these advisers could run children friendly justice events with young people who have experience of family problems in court.
- None of the young people knew where to go to get free legal advice and recommended that projects who offer this should better promote themselves and the guidelines.
- Some young people who we spoke with did not get a say in who they wanted to live with during their parent's divorce and recommended that solicitors and lawyers should take this into account before decisions are made.
- It was also suggested the guidelines should be displayed in family court rooms.
- Solicitors and lawyers that work with families should make young people aware of their rights and should ask them if they need extra information and support.
- Information should be given that explains how the guidelines should be explained by solicitors and lawyers, as we were told by some young people that they did not understand how they promote their rights in hearings.
- It was explained by several young people that there needs to be better advice given to young people after their parents have divorced. They thought the guidelines did not take this into account and they raised concerns about not being able to see their brothers and sisters and suggested improved information and support on this was very important.
Q4.Can you identify examples of how the guidelines might have helped you within the justice system
- We were told by some young people that the guidelines might have helped them see their siblings and live with the parent of their choice. We were told about brothers and sisters being separated and living in different parts of the country and not being allowed to see each other and thought the guidelines might have helped them understand how this can be changed.
- Another young person explained about having to live with their mother after the courts made the decision and she was not happy with the decision – it was not long before she was removed from her mother's care and sent to live with her Grandma. The young person said that, had she been asked about who to live with, she could have explained that her mother was not good at parenting, but she was not asked about this.
Q5.What would be your group's 3 priorities to increase young people rights in the justice system how are in care?
- The main idea was that they wanted someone available to discuss justice issues with before the court was involved.
- The group's second priority was that they wanted to discuss issues surrounding not seeing their siblings and wanted to be able to do this with people who could do something about this.
- The finale priority was that the people involved in the legal system should have the appropriate training to deal with young people and be able to help them to navigate the justice system and look out for their rights.
Conclusion
All of the young people who attended the agenda day explained that they thought the guidelines were very important. However, many young people were not even aware that the guidelines existed, never mind knowing the details of the guidelines, so they thought they should be better promoted. Also, relevant agencies should ensure that young people involved in family court proceedings are aware of their rights and should be available to the young people to help them with any questions they have.
It is, therefore, important for young people to be involved in giving their ideas when amending the guidelines and involving young people in the design and promotion of the guidelines. It would be good to see these guidelines promoted and used locally, in a way that young people can access them in their real lives, to help them with their own individual family issues.
Hopefully some of these ideas can be taken on board by the Children's Rights Team at the Council of Europe.
AGENDA DAY REPORT 2
This report captures the views and experiences of some young people about Children Friendly Justice.
Report written by
Jake O'Connor, Calvin O'Connor and Che-Di Lella
Supported by
Robert Johnson
September 2014
Introduction
The team responsible for children's rights at the Council of Europe (COE) is interested to know what young people think about the Children Friendly Justice Guidelines that were developed in 2010.They also wanted to know how accessible the Guidelines are for young people and whether, had they been available, the Guidelines would have informed and enabled young people in previous justice proceedings. They wanted to get ideas and opinions regarding how the Guidelines could be more effective.
In order to do this the team commissioned the European Children's Rights Unit (ECRU) and Investing in Children to find out from different groups of young people what they think about the Guidelines, with the intention to further enhance young people's rights with regards to justice proceedings.
Investing in Children has developed a technique, called an 'Agenda Day', which creates a space for children and young people to come together in a child-free environment, to debate issues and formulate agendas.
A series of Agenda days were planned, in the UK Norway and Ireland. ECRU and Investing in Children spent time discussing the issues and helping the young people who would act as facilitators, to develop materials for the sessions.
This is a report on an Agenda Day which took place in Durham City, on the 28 th August 2014. Fifteen young people attended the Agenda Day and all but one of the attendees were in the public care system.
In this report we have stated all the good and bad points which were suggested during the Agenda day. The report has been jointly written by young people and staff from Investing in Children. We have written a conclusion based on what the young people told us and some recommendations have been made throughout the report of which the young people would like the Council of Europe Children's Rights Team to consider and involve them in further discussions.
Agenda Day Feedback Q1.What does children friendly justice mean to you?
- Some young people told us they view children friendly justice (CFJ) as a way to involve young people in big decisions that adults make about their lives.
- The entire group explained that too many adults made decisions regarding what they think is best for young people in care and suggested that CFJ should be about improving ways young people are listened to in care.
- Some young people suggested CFJ means better support and involvement in life changing decisions for young people, when adults make big decisions that impact negatively on some young people lives.
- We were also told that some of them viewed CFJ as a way of making sure young people are not getting blamed or in trouble for things they did not do.
- All of the young people said it's about making sure young people actually get listened to by the police when people have done bad things to young people.
Q2. What do you think of the document developed to support young people to understand and express their rights better in the justice system?
- We were told by all the young people that they thought it was a good idea as it would benefit young people in their right to be heard.
- The entire group thought that much of the text throughout the document was very difficult to read because there were too many difficult words they did not understand.
- All of the young people explained that they liked the front cover and suggested this was the best part of the document as it was about 'real life'.
- Some young people thought the front cover could be developed further to include a section about rights and how to use them and the guidelines in justice proceedings.
- They did like the subtitles, 'What does "child-friendly justice mean?', and, 'What are the guidelines about?', but suggested the text needed changing to include quotes from young people explaining what CFJ means and how the guidelines help individuals.
- Young people also thought that a step by step guide showing young people how to use the guidelines in different situations would have helped them to understand their rights better and how to use them.
- One young person recommended that the document should have included information explaining how young people can access free legal advice.
Q3. What ideas do you have to make the guidelines more accessible and effective in the future?
- None of the young people were aware of the guidelines and recommended that adults, who work with young people, especially in care, should have a better understanding of them so they can support young people to make the best decision for them.
- Several young people recommended that the guidelines needed to be online and in a format young people understand, suggesting cartoons and animation, along with young people talking about what CFJ means, would improve young people's use of them.
- Another idea supported by all the young people was that one or two adult care workers in different councils should be trained to become children friendly justice advisers, who young people could go to for advice.
- None of the young people knew how to get free legal advice or who to go to for this service and suggested a special legal service should be promoted to young people in care, using lawyers who are approved to give free legal advice on CFJ issues.
- Some young people with whom we spoke had been in trouble with the police whilst in care and explained that some care workers got upset with them because of what they had done. They thought better support and advice could be offered by the care services for young people when are dealing with the police rather than purely seeing and treating them as an offender.
- It was suggested the guidelines should be made available by the police when young people are arrested, or if they have been a victim of a crime.
- All the young people explained that the guidelines should be expanded to include examples of how they can be actually used in real life circumstances.
Q4.Can you identify examples of how the guidelines might have helped you within the justice system
- We were told by some young people that the guidelines might have helped them to have their say about how they think things could be improved at home before having to go into care. They suggested knowing more about what different services did for their families might have helped them understand what things could have been done at home and expressed the importance of how they think the guidelines should be used in the future.
- It was also highlighted by some young people that the guidelines would have helped them to be listened to more by social workers when in meetings to discuss seeing their parents, as sometimes there was a delay and things took too long to happen, when they really wanted to see their parents and families.
- Some young people explained that, when they went into care, they were separated from their siblings and thought the guidelines could be used in the future to reduce these things happening to other young people in the future.
Q5.What would be your group's 3 priorities to increase young people's rights in the justice system when in care?
- The main idea was the need to increase young people's knowledge of their rights in care and how they can be supported to use them in the justice system.
- The group's second priority would be to increase young people's rights to be heard more within the family, regarding what the young person thinks the family needs support with, before young people go into care.
- The final priority would be to get children's homes and care providers to promote the children friendly justice guidelines and train some staff to support young people to use them.
Conclusion
All of the young people who attended the Agenda Day explained that they understood the importance of the guidelines and thought that having increased opportunities for young people in care to be listened to was very important.
However, they identified barriers that existed for them to fully achieve this. Many adults made decisions regarding what was best for them as a young person in the care system rather than listening to them about what it is they need as a young person, and thought this was a challenge for existing guidelines to impact on. All the young people explained adults who work with young people in care should be made aware of the guidelines and support young people to understand and use them, and that some workers should be trained to become advisors, allowing young people to be supported in their rights in justice proceedings.
Many young people also expressed the need to improve how they are supported to express their ideas and opinions before going in care, especially with how they think things could be improved at home. They viewed this as very important and thought the guidelines could be developed further to include step by step examples highlighting real life justice situations showing how the guidelines can help young people.
Overall, young people highlighted the difficulty they face to participate in decision making because they felt they were not taken seriously but want people to listen more to their ideas to improve services and opportunities for young people who are in care. They would like consideration to be given by the Children's Rights Team at the Council of Europe about how the guidelines can be further progressed across Europe to address these issues in the future.
AGENDA DAY REPORT 3
This report captures the views and experiences of some young people about Children Friendly Justice.
Report written by
Siobhán O'Dwyer with approval by Teaghen Cummins and Katie McCarville
September 2014
Introduction
The team responsible for children rights at the Council of Europe (COE) is interested to know what young people think about the Children Friendly Justice Guidelines developed in 2010. They also wanted to know how accessible the guidelines are and whether they could have supported young people better in previous justice proceedings, including ideas and opinions regarding how the guidelines could be more effective.
In order to do this the team commissioned the European Children's Rights Unit (ECRU) and Investing in Children to find out from different groups of young people what they think about the guidelines, with the intention of further enhancing young people's rights when they are involved in justice proceedings.
Investing in Children has developed a technique, called an 'Agenda Day', which creates a space for children and young people to come together in a child-free environment, to debate issues and formulate agendas.
A series of Agenda days were planned, in the UK Norway and Ireland. In Ireland the Agenda Day was held by Youth Advocate Programmes Ireland facilitated by two members of the Youth CEO Group who were supported by staff. This was the first Agenda Day held by YAP Ireland and the facilitators and the young people embraced the opportunity whole heartedly and found it a valuable and rewarding experience.
The Agenda Day was held in Dublin on 26 th August and was attended by young people from across the country. 14 young people attended the session and the group of young people had various experience of family justice proceedings, such as care proceedings, parental divorce, separation and access issues and the youth justice system. The young people are aged 13 – 17 and are currently or past participants on the YAP programme.
Agenda Day Feedback
Q. Do the guidelines make sense to children and young people? Are they clear and accessible enough? What changes (if any) might make them more child friendly?
The young people had never seen the guidelines before being sent them prior to the Agenda Day and did not know how young people would even know they are available. They went on to make the following comments.
No they don't make sense, they use too big words.
Will be child friendly when a child can understand what they are being told.
The guidelines are about explaining disciplinary actions concerning the law to people under the age of 18.
The guidelines contain information about protection, privacy and safety.
A collection of good practice and the result of a broad consultation.
The language is not easy to read or clear/child friendly.
The Child Friendly Justice Guidelines need to be better promoted and made available through youth services, Gardai, Social Work, Young People's projects and through young people's websites so that they are being used.
Video clips explaining the main aspects would be helpful and young people could be involved in writing and filming these so that they would use ordinary language.
Conclusion
This was the first Agenda Day held and facilitated by young people at YAP Ireland and they did a great job. All the young people took the opportunity to fully participate and give their views even though they had not known the Child Friendly Justice guidelines existed prior to being sent to them. Overall, they appreciated the opportunity to learn about the guidelines and to give their views. They were also very keen to emphasise that young people should be involved in putting together information for children and young people so that the information is easy to understand and addresses the questions that young people may have in a simple format. | <urn:uuid:75e478cb-045a-44d0-9def-315650f22caf> | CC-MAIN-2017-43 | http://investinginchildren.weebly.com/uploads/5/2/3/4/52347457/making_the_child_friendly_justice_guidelines_child_friendly_full_outputs_final.pdf | 2017-10-23T18:37:33Z | crawl-data/CC-MAIN-2017-43/segments/1508187826283.88/warc/CC-MAIN-20171023183146-20171023203146-00330.warc.gz | 180,571,312 | 10,211 | eng_Latn | eng_Latn | 0.993257 | eng_Latn | 0.998262 | [
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Four Purposes for Learning
* Access
To gain access to information and resources so adults can orient themselves in the world.
* Voice
To be able to express ideas and opinions with the confidence they will be heard and taken into account.
* Independent Action
To solve problems and make decisions on one's own, acting independently, as parents, citizens and workers, for the good of their families, their communities and their nation.
* Bridge to the Future
Learning how to learn in order to be prepared to keep up with the world as it changes. | <urn:uuid:43564ffe-07d4-4fd3-aad3-744d551ad28e> | CC-MAIN-2017-43 | http://eff.clee.utk.edu/PDF/four_purposes.pdf | 2017-10-23T18:54:48Z | crawl-data/CC-MAIN-2017-43/segments/1508187826283.88/warc/CC-MAIN-20171023183146-20171023203146-00331.warc.gz | 104,984,325 | 112 | eng_Latn | eng_Latn | 0.997421 | eng_Latn | 0.997421 | [
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A Level Biology Induction Task
During your studies of Biology at KS3 and KS4 you would have learnt about cell structure and the function of some organelles within a cell. Having sound knowledge of cell structures is vital for many units in A Level Biology.
Your induction task is to create a 'model' that shows the structures and functions of the organelles found in eukaryotic cells (cell with a membrane bound nucleus and membrane bound organelles). Models in science are methods used to help us understand difficult or abstract concepts. This means you do not have to make a physical model of a cell (though you may want to) but you can be more creative. Some ideas include a poster, a cartoon strip, a story, a video or podcast. It is up to you.
In order to include all organelles it will need to be a plant cell.
Success criteria:
You will have a test the week you start to test your knowledge of the organelles to the 'pass' criteria so make sure you understand! You must attain 60% to pass the test.
Where to find information to help you;
http://www.s-cool.co.uk/a-level/biology/cells-and-organelles/revise-it/organelles (Note: There is more detail about the structure of some organelles than you need to know at this point you are only expected to identify them and describe their function)
http://www.mrothery.co.uk/cells/cellnotes.htm http://alevelnotes.com/Cell-Structure/6#/?id=6
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#LanguageIsUs Decolonizing Our Languages and Communities
'When I learn and speak Gumbaynggirr, I am no longer just an Aboriginal man, I am a Gumbaynggirr
man.' 1 With this in mind, it is important to highlight that the terms 'Indigenous', 'Aboriginal' and 'Torres Strait Islander' are terms that have been enforced by the colonial state, so the ability to further clarify one's identity is empowering. 'Decolonization has become one of the most important tools in an indigenous person's survival kit.' 2
Usually, these enforced terms carry negative stereotypes that have been concocted in order to make Aboriginal people believe that we are lesser and that we don't matter. In highlighting that 'Aboriginal' is an enforced term, we understand the irony in continuing to use the term 'Aboriginal', but we do so in order to highlight that the process of decolonization is not immediate.
Decolonization is a gradual process that involves the return to cultural ways of thinking and being, despite the expectation of assimilation to societal norms of the colonial state. 3 Decolonization takes form in lifestyle choices including diet, connectedness to family and country, and methods of teaching and learning. Of particular importance to our #LanguageIsUs campaign, the reclamation of language is decolonization.
The colonial act of indoctrinating oppressed peoples with the idea that they are lesser is a global tactic, as highlighted by Malcolm X in describing the experiences of African Americans:
They always project Africa in a negative light… In hating Africa and in hating the Africans, we ended up hating ourselves, without even realizing it 4
This can be related to experiences in Australia. By continually projecting the idea that Aboriginal cultures and languages are heathen, the colonial state so infected us that we began to become indoctrinated with colonial thought processes and believe that 'white is right.' We began to hate ourselves.
By understanding these colonial tactics, we then understand the importance of our language learner's statement that he is no longer just an Aboriginal man, but a Gumbaynggirr man. This highlights that, through language, this learner has begun to decolonize himself due to his passion and love for his culture.
This love of culture can be heightened through culturally engaging teaching methods as they give credence to the processes that have existed for tens of thousands of years. This in itself makes the statement that, although advertently and inadvertently indoctrinated for just over 200 years with the idea that Aboriginal
1 Lugnan, C., Live Communication at Community Gumbaynggirr Class, 2016
3 ibid
2 https://johansandbergmcguinne.wordpress.com/2013/02/25/decolonisation/
4 X, Malcolm., Malcolm X Talks to Young People: Speeches in the United States, Britain and Africa
BMNAC: Decolonizing Our Languages and Communities | #LanguageIsUs Campaign to Ensure Aboriginal Ownership of Language cultures, languages, concepts and learning processes are heathen and lesser than western values, our 'old people' actually uncovered and instigated highly complex and intelligent processes that ensured community interconnectedness to country, language and each other. This therefore smashes the collusion 5 that Aboriginal cultures are lesser, and that Aboriginal people are not meant to achieve. This is decolonization and it highlights the need for Aboriginal community control of our languages in order to direct how languages are passed on.
In highlighting that no small child is required to read and write the first language they learn, Greymorning asked why any mature learner should be required to read and write the second language they are learning and hence highlighted that the focus should be placed on getting learners to hear, respond and speak the target language.
Indeed, in Indigenous contexts around the world, this notion is of even greater significance given that our languages were never traditionally written. Through our experiences of learning and teaching Gumbaynggirr, we have actually witnessed learners become confused during the process of reading and writing of words they already know due to the perception of how English symbols should sound. Therefore, the frameworks and processes that the NSW Department of Education places on our languages actually inhibits the ability for learners to acquire the target language. 6
In order for learners to acquire language and speak proficiently, we need to challenge them to think outside the dominant western system and worldview. Reading and writing tends to 'study' the structure and technicalities of the language rather than emphasize the importance of speaking and engaging in the culture that it carries. It could be argued that studying the language in this way is cultural appropriation as it considers the language and culture from a western point of view.
When we consider the unfortunate fact that, in general, Aboriginal students lag behind their non-Indigenous peers in terms of literacy we realize that the students most disadvantaged by departmental frameworks of teaching language are the students who actually belong to that target language. In this regard, we have witnessed Aboriginal students' sense of disempowerment at being 'not smart enough' to acquire their language, which therefore leads them to disengage with language learning, citing that 'language is a white thing now.'
Furthermore, the emphasis on reading and writing that the department enforces on our language actually indroctrinates our kids with the yester-year complex that 'white is right.' This isn't intended, but what our children are being told, inadvertently, is that Aboriginal cultural learning processes are not as effective as western methods. This collusion to the notion that Aboriginal is lesser needs to be nullified. We need to instead engage our community and youth with the notion that Aboriginal means success.
State government departments themselves acknowledge that the English language is incapable of carrying the sacredness of our culture and stories. 7 It is only traditional languages that connect to this sacredness as they speak to the country and ancestors, thus highlighting the need to decolonize how our cultures and languages are passed on. By focusing language learning toward hearing, responding, speaking and connecting to country we emphasize and respect the learning processes that have existed since time immemorial and thereby, smash the collusion.
Although our programs are not perfect, upholding cultural ways of teaching Gumbaynggirr is a priority of our corporation. Within just 15 hours of instruction, more than 40 of our students, in both school and community settings, have acquired four songs and multiple phrases completely through visualisation and sound repetition. We purposely resist reading and writing as we want our students to learn through sound recognition. Our students continually highlight their satisfaction and enjoyment at acquiring language through a method that is different to their usual schooling.
5 Lead educator, Chris Sarra, coined the term 'collusion' to describe the process in which some people, both Aboriginal and non-Aboriginal, began to believe that Aboriginal people are lesser.
7 NSW Dept of Health, 2004., Communicating Positively: A Guide to Appropriate Aboriginal Terminology, p3
6 Greymorning, N., Live Communication, 2015
BMNAC: Decolonizing Our Languages and Communities | #LanguageIsUs Campaign to Ensure Aboriginal Ownership of Language
Here, one can ascertain that through language, our students are beginning to decolonize themselves and how they learn. This is the power that our language carries. 'Language is our soul' 8 , 'language is us' 9 and language is our power.
8 Aunty Rose Fernando
9 Uncle John 'Sandy' Atkinson
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Curriculum Units by Fellows of the Yale-New Haven Teachers Institute
1989 Volume VI: Crystals in Science, Math and Technology
Crystals: What Are They and What Holds Them Together
Curriculum Unit 89.06.04 by Carolyn N. Kinder
Introduction
Crystals have changed the world a lot. Crystals occur widely in nature and they are used a great deal in modern technology. Crystals are everywhere. The purpose of designing a unit on "Crystals What Are They And What Holds Them Together" is to help students learn about crystals and their structure.
The unit will deal with what is a crystal, the three states of matter: their properties, structure, ions and salts, and crystal growth.
The students will do some hands on activities with crystal creations, such as crystal on a string and snowflakes. The students will make several crystal system models. The unit will explain that a crystal does not suddenly spring into being; it grows into being.
The unit will deal with two methods of growing crystals. One method is by preparing a saturated solution and the other is growing crystal by evaporation. Both methods have advantages and disadvantages that will be discussed.
The unit can be taught to students in grades five through eight. The science and math teachers are encouraged to use a team teaching approach. Other features that will be included in the unit are content, lesson plans, resources, and a bibliography.
What Is Matter?
Matter is what the world is made of. All materials consist of matter. All matter has its own set of properties or characteristics. Some properties of matter such as color, size, and shape can be observed easily; other properties cannot be observed quite so easily. Properties that can be determined without changing the substance into a new kind of substance are called physical properties. Changes that do not produce a new kind of substance are called physical changes. During a physical change, the physical properties of a substance are altered, but the substance remains the same kind of matter.
Two Basic Properties: Mass and Volume
Mass is the most important physical property of matter in an object. The kilogram is the basic unit of mass in the metric system. For example, there is more matter in a large pool than in a child's play pool. So a large pool has more mass than a child's play pool. To measure small units of mass, we use the gram. One kilogram is equal to 1000 grams. Volume is another important property of matter. Volume is the amount of space an object takes up. Volume is expressed in units called liters (1), milliliters (ml) and cubic centimeters (cm 3 ). One liter is equivalent to 1000 cubic centimeters.
Using the two physical properties of mass and volume, you can define matter as anything that has mass and volume.
Density
Density is the mass per unit volume of a substance. The following formula can be used to find the density of an object. Density is mass/volume. Mass is usually expressed in grams, and volume in milliliters or cubic centimeters. Thus density is g/ml or g/cm 3 . So we can compute the density of a 1-centimeter cube taken from the planet Mars with a mass of 3.96 grams. The average density of mass would be: Density=3.96g (mass)/1 cm 3 (volume)=3.96 g/cm 3 . The density of water is 1g/cm 3 , while the density of gold is 19.32g/cm 3 .
The Three States Of Matter
On the earth, matter can exist in three states. The states of matter are solid, liquid, and gas. A solid has a definite shape. A liquid takes on the shape of its container. A gas does not have a definite volume or a definite shape. A gas fills all the space in a container, regardless of the shape or the size.
Most materials can take any of the three forms, with no change in their chemical composition. Steam, water, and ice are common names for the three forms taken by a single material.
The best way to picture the difference in the states of matter is to think about water which can be changed into a solid by freezing it to produce ice, melting it to produce a liquid, and heating it to produce a vapor or gas.
In order to understand the states of matter, you must know something about molecules. The different substances that exist are made up of small particles. A molecule is the smallest part of any substance that still has all of the properties of that substance. The behavior of solids, liquids, and gases can be explained in terms of the arrangement and movement of molecules.
In the solid, atoms are close together. They vibrate but cannot move past one another. In the liquid the atoms are almost as closely packed as in the solid, but they can move past one another. In the gas the atoms are widely separated, and can move almost independently.
Figure 1.1 The Three States of Master
(figure available in print form)
Molecules Are Small: How Small?
The kinetic theory gives us a clear idea of how molecules in a gas are affected by changes in temperature, volume and pressure and how they change from one state of matter to another. There are other things that we know about molecules; we can calculate their speed, their number, their size and their relative weights with a considerable degree of accuracy. The speed of a molecule will depend upon the temperature; it will also be affected by collisions with other molecules. The molecules in a gas will move at a wide range of speeds. The average is high; it is something like 1,000 miles an hour for oxygen molecule at 0°C. Heavy molecules move more slowly than light ones at the same temperature.
It is easy for us to grasp a figure like 1,000 miles an hour since airplanes have already reached speeds several times greater than that rate. It is harder to have a clear understanding of the very large number of molecules and their extremely small size. For example, in every cubic inch of air about us there are some 500,000,000,000,000,000,000 molecules. Suppose these were apportioned, share and share alike, among all the people of the world. Suppose also that the United Nations offered each person five cents per million for his share, provided he counted his molecules accurately. Would it be worth your while to turn in your share to the UN? The answer would be yes and no. The amount to which you would be entitled would be a respectable $8,500. But if a machine counted your molecules at the rate of three per second, day and night, you would have to wait something like 1,750 years, before you received your money according to The Book of Popular Science , Other Facts About Molecules, volume 1, p. 172.
The great Italian Chemist Count Amadeo Avogadro (1776-1856) calculated that 18 grams of water, which is a little more than half an ounce have 602,000,000,000,000,000,000,000 molecules. This huge figure is known as Avog adro's number; it has proved to be valuable in many calculations. It may be abbreviated to read 6 x 10 23 would be 6 with 23 zeros after it or 602 with 21 zeros after it.. 6 x 10 23 is 602 with 21 zeros after it.
We calculate the volume of a single water molecule by using Avogadro's number. We assume that the molecules are so closely packed in liquid water that the amount of empty space is negligible in comparison to the volume of the molecules themselves. Hence we may divide the total volume of water in 18 grams by the total number of molecules (6 x 10 23 ) in order to find the volume of one molecule which is about 0.000,000,000,000,000,000,000,03 cubic centimeters, or 3 x 10 23 cubic centimeters. This calculation is in terms of the molecules of a liquid. The individual water molecule remains unchanged; it will have the same volume in the gaseous and solid states that it had in the liquid state.
Avogadro's hypothesis is that "equal" volumes of gases at the same temperature and pressure contain equal number of molecules. This means that at a given temperature and pressure, if 6 x 10 23 molecules of water vapor occupy 50 liters, then 50 liters of any other gas, such as oxygen, for example will contain 6 x 10 23 molecules.
There is still more to be learned about molecules. You may want to investigate later how they are transformed in nature, and how man deliberately changes their patterns to produce a large number of useful chemicals.
Inside the Atom
Atoms are made up of even smaller particles called subatomic particles. There are three particles that make up atoms. They are electrons, protons, and neutrons. Protons and neutrons are tiny specks that have almost the same mass. Protons are particles that carry a positive electric charge. Neutrons are particles that have no charge, which means that they are electrically neutral. Together these two kinds of particles make up the
nucleus, the center of the atom. All around the outside of the atom are electrons moving around the nucleus like insects swarming around a street light. In an ordinary uncharged atom there are exactly as many electrons as protons, and there is just as much positive as negative charge.
As small as the atom is, it possesses mass. We cannot weigh an atom as we would weigh flour, or potatoes. The reading of the most delicate scale at our disposal would not be affected in the slightest if we added a thousand atoms to one of its trays. We can weigh an individual atom by indirect methods. We know, for example, that an oxygen atom weighs .000,000,000,000,000,000,000,026 grams. We call the absolute weight of the oxygen atom, because we consider it by itself and not in relation to the weight of the other atoms.
We use the relative weight or atomic weight to compare atoms. For example, we take an isotope of carbon as the basic unit of the system of atomic weights and give it the value of 12,000. When we weigh equal volumes of carbon 12 and hydrogen, we find that the carbon is about 11.905 times as heavy as hydrogen. In the atomic scale, hydrogen has the value of 12,000 divided by 11.905, or 1.008 (1.00797, to be more exact.)
Using the appropriate methods, we can compute the ratio between the weights of all atoms, which are listed in the Periodic Table. There are ninety-two naturally occurring atoms. For example the sulfur atom is 2.672 times heavier than the carbon atom; its atomic weight is 2.672 x 12 or 32.064. The weight of each atom is the sum total of the weights of each of the subatomic particles of which the atom consists. They are held within the atom by electrical forces. When we say that they are held together, we do not mean that they are closely packed. We mean that they occupy very little of the space within the atom since matter is made up of atoms. In spite of the fact that most of the mass of the atom is in the nucleus, the proton and neutron are extremely tiny. In a pound of any substance you think of iron, gold, cork or air as something like having 270,000,000,000,000,000,000,000,000 protons and neutrons.
Atoms are very small in size and in general we have no exact picture of their structure. However, models of atoms have been constructed to help people understand the basic structure and behavior of atoms. See figure 2
(figure available in print form)
(Figure 2. Drawing of a planetary model of an aluminum atom. According to this model, the electrons travel in fixed paths.
Electrons are found in a region called the electron cloud. This represents the space in which electrons are likely to be found. Within the electron clouds, electrons are arranged in energy levels closest to the nucleus. Electrons with higher energy are found in energy levels farther from the nucleus. See figure 3
(figure available in print form)
Figure 3. Drawing of an electron cloud model of an aluminum atom.
What Are Crystals?
Sometimes when a mineral is forming in the earth's crust, it grows into a particular geometric shape. The shape of a crystal results from the way the atoms or molecules of a mineral come together as the mineral is forming. So, each mineral has its own crystal shape. This solid body have a characteristic internal structure and is enclosed by symmetrically arranged plane surfaces, intersecting at definite and characteristic angles.
Fashioned snowflakes, flawless diamonds with glittering facets, the almost perfect cubes of salt grains are all fine examples of crystals bodies with a pattern of flat surfaces that meet at definite angles. The universe is full of almost all nonliving substances in the solid state form crystals. Crystals are ice, snow, sugar, salt and sulfur; in metals like gold, silver, copper, iron and mercury; in precious stone like zircon, emerald, topaz, ruby, and sapphire.
A specific crystal is a collection of fundamental building blocks with atoms and molecules arranged in a unique and always repeated regular space arrangement. Nature has grown crystals over a long span of geological time. The smooth, hard surfaces of a crystal are not shaped by the tools of man.
The Inner Structure
The external differences between crystals are based on differences in internal structure. The particles of matter within a crystal are arranged in a framework called a crystal lattice. There are four types of structural units in crystal lattices. They are small molecules, giant molecules, ions or electrically charged molecules and atoms.
Crystals Made Up Of Small Molecules
In substances like ice, iodine and solid carbon dioxide or dry ice, the structural units of the crystal lattice are small molecules. These are held together by rather weak electrical forces. There is much space between the molecules and the crystals are light in weight. That is why ice is lighter than liquid water, though both substances are built up of the very same water molecules. It is important to know that ice is unique because if ice would sink, life in the ocean would be at stake. Fish and other aquatic life will freeze. Usually, crystals in which small molecules are the structural units have low melting points; they are good insulators and are relatively soft. In some cases the bonds between the molecules are so weak that the solid will change into a gas without first becoming a liquid. This is what happens in the case of dry ice which is solid carbon dioxide.
Crystals Made Up Of Giant Molecules
Some crystals consist of giant molecules. These may be built up in one, two, or three dimensions. Asbestos is a good example of a substance that forms one dimensional giant molecule. The asbestos giant molecule consists of a long chain of atoms; this accounts for the fibrous structure of the mineral. The molecules are set side by side; they are linked together by weak forces of attraction.
The giant molecules of graphite, made up entirely of carbon atoms, are two-dimensional; they are joined together in flat hexagonal plates which lie parallel to each other. See figure 4. The bonds between layers are weak in comparison with those within the hexagons; hence one layer slips easily over the one beneath it. That is why graphite is one of the best lubricants known.
The diamond is a giant molecule built up in three dimensions. Diamond consists exclusively of carbon atoms. Each atom is bonded to four neighboring atoms, which are grouped about it at equal distances. See figure 5, for example, the carbon atom A is bonded to carbon atom B,C,D, and E. B,C,D, and E are each bonded to other atoms in the same way. Since the distances between the atoms in this type of giant molecule are equal, the bonds are of equal strength. The results is a very rigid formation. The diamond is the hardest substance known and it is very difficult to cleave or split it. It has a high melting point; is a good insulator and is transparent.
(figure available in print form
Figure 4. Show the giant molecules of graphite, made up of carbon atoms, form parallel layers of flat, joined hexagonal plates. The bonds between layers are shown by dotted lines in the diagram.
(figure available in print form)
Figure 5. Shows how the atoms of giant diamond molecules are grouped. A,B,C,D and E are carbon atoms.
Crystals Made Up Of Ions
In salts, the unit making up the crystal is an ion, an electrically charged molecule or atom. Each atom has a nucleus or central core made up chiefly of protons, each with a positive electrical charge, and neutrons, which have no charge. Around this central core revolve the electrons, each of which has a negative charge. Normally the charge of an atom is neutral; which means that there will be as many negative charges as there are positive charges. If an atom loses an electron, it has one excess positive charge; it becomes a positive ion. If an atom gains an electron, it has one excess negative charge; it becomes a negative ion. Look at what happens when sodium, normally a metal, and chlorine, normally a gas react to form the solid called sodium chloride, NaCl, which is table salt. Each sodium atom transfers an electron to a chlorine atom. The sodium atom becomes a positive ion since it now has an excess positive charge. Each chlorine atom acquires a single excess negative charge; it is now a negative ion.
Ions with unlike charges attract each other, the chlorine ions will attract the sodium ions; but will hold off the other chlorine ions since ions with like charges repel each other. As a result of the attraction between the oppositely charged particles, each chlorine ion will surround itself with six sodium ions; each sodium ion will surround itself with six chlorine ions. See figure 6
This pattern will be repeated throughout the crystal. Figure 7 shows positive ions (Na + ) and negative chlorine ions (cl-), closely packed together in a crystal lattice of table salt.
Substances that have the ionic type of lattice have moderate insulating properties and high melting points. They are hard, but they can be split along definite lines.
(figure available in print form)
Figure 6. Shows ions (NA+) and negative (clÐ), closely packed together in the crystal lattice table salt.
(figure available in print form)
Figure 7.
Crystals Made Up of Electrically Neutral Atoms
In metals, the atom is the structural unit in the formation of a crystal. The atoms may be thought of as spheres having the same diameter and packed together as closely as possible. To illustrate one arrangement, let us imagine that fifteen billiard balls are racked up to form the base, or foundation layer. See figure 8. Six more are set on top of the first layer of balls; then another ball is placed on the second layer. This shows the closest packing possible in a cube. Iron, lead, gold, silver, and aluminum assume this kind of pattern. There are several other arrangements of atoms in metallic crystal lattices. Lattices of this kind are opaque; they have moderate harness; they have high melting points; they are the best conductors of heat and electricity. These qualities make metals very useful.
(figure available in print form)
Figure 8. Shows how atoms (viewed from above) are packed in the crystal lattice of various metals, such as iron, lead, gold, silver and aluminum.
The Internal Structure Of A Crystal Affects Its Properties
The variation in internal structure shown by different crystals have a direct bearing upon their properties. Different crystals have different lines of cleavage, which are lines along which they split most readily. They conduct heat at different rates. They react differently to magnetic and electrical forces. A few crystals, like those of the mineral Iceland spar, allows only light waves that vibrate in parallel planes to pass through them. This effect is called plane polarized light. For example, try to pass a knife blade between the pages of a closed book. This will be possible only if the knife blade is held parallel to the pages. The book in this case would correspond to the Iceland spar crystal; the knife would correspond to one of the parallel planes in which the light would vibrate.
If a light is allowed to pass through a selected crystal of quartz, the plane of polarized light is twisted to the plane to the same angle to the left. Crystal of the first type are called right-handed, those of the second type, left handed.
The fact that different crystals will rotate the plane of polarized light in different directions forms a reliable means of identifying certain substances. For example, sugars in solution will rotate the planes of light through different angles; the angle of rotation will identify each sugar in question.
Lab Activity: Growing Crystals
There are two simple methods for growing crystals. They can easily be grown from solution and evaporation. A crystal never loses its ability to grow whereas a living cell does. Dry crystals remain dormant. They will always grow more when placed in a solution which is growing similar crystals. A crystal needs substance to grow from. Where there is no substance, for example at points where crystals come in contact, the crystal stops growing. Crystals will now grow from any solution of its own substance. A crystal growing in a drop of solution will begin to dissolve again if a drop of water is added to the drop of solution. The crystal will again start to grow when this added drop of water has evaporated. Crystals are very choosy about the conditions under which they grow.
Two Methods Of Growing Crystals
There are two general methods which are convenient for growing certain crystals. In both, you suspend a seed crystal by a thread in a jar of solution. In one, the sealed jar method, you supersaturate, or make more highly concentrated than the normal saturated solution and seal the jar to keep water from evaporating. The seed will grow as excess salt in the solution slowly crystallizes on it.
In the other method, growing by evaporation, you start with a saturated solution, a solution that is completely filled, and permit it to slowly evaporate. The jar is not sealed, but the top reduces, the rate of evaporation and keeps dust out of the solution. The crystal grows as water evaporates.
In both these methods even temperatures are important because temperature changes alter the amount by which the solution is supersaturated. Refer to growing crystals in the book, Crystals Insects , and Unknown Objects , by John McGavack Jr. and Donald P. LaSalle, Page 143.
The first step in either method is to make a saturated solution, one that is saturated at the temperature at which the crystals will grow. Making saturated solutions requires time and patience. Refer to recipes for crystal growing in the book Crystal and Crystal Growing by Alan Holden and Phyllis Singer, pages 108 to 119.
Both methods of growing crystals have advantages and disadvantages. The evaporation method allows a progressive supersaturated of solution. This allow you to get back all of the solid in the form of a single crystal. The rate of evaporation is hard to control. It depends on the humidity of the environment and how often casual drafts remove the evaporated moisture. Since evaporation takes place at the surface of the solution, the supersaturation tends to be greatest there and factitious or artificial seeds often form at the surface and may drop on the desired crystal. In the sealed jar method, supersaturating the solution by cooling it below its saturation temperature is only as effective as your control of the temperature of the environment. As the crystal grows, the supersaturation declines, and then automatically provides the slower growth rate usually desirable for larger crystals. The amount of material which can be deposited from the solution is limited to that amount originally dissolved in the saturated solution when it was made. Probably the quickest way of growing crystals is by use of the sealed jar method. For more information on crystal growing, refer to the unit developed by Lois R. VanWagner on "More Than Meets the Eye: The Story of Crystals", Crystals in Science and Technology, Yale New Haven Teachers Institute, 1989.
Epilog
This unit is not designed to answer all of the questions you may have about crystals or crystal growing. It is designed to serve as a motivational device for teachers and students who are interested in learning about crystals. The success of this unit relies heavy on activities used or developed by the teacher. As you explore different activities, perhaps you will better understand general information about matter, and atoms and how they relate to crystals and other fascinating things in our universe.
The unit will allow you to formulate and investigate many of your own questions and concerns. It is designed so that the classroom teacher can best determine on a day-to-day basis your discussions, findings, and opinions.
Remember, you are using the unit on "Crystals What Are They And What Holds Them Together", as a vehicle to get students to practice all forms of expression and to help develop improved work skills in dealing with unfamiliar problems. The final goal is not just to know facts about crystals, but to help students in their work with crystals to develop a process. This process will lead to a method of thinking and a scheme through which they learn to organize their own personal experiences.
This is the desire and motivation of which inspires me to share this unit with you. There are six other units written by New Haven Teachers on crystals. You may refer to "Crystals In Science and Technology", Yale New Haven Teachers Institute, 1989; as a resources in studying this unit.
Lesson Plan I
Learning More About Atoms
Objective The student will learn more about the characteristics of the atom.
Activities
1. Display a chart of the atoms. Periodic Chart and note a few of the general characteristics such as, symbols and atomic number.
2. Examine the Periodic Chart of the Elements. What information can be obtained from it? Where are the metals located? Where are the gases in the chart? Can the chart tell something about the size of atoms? There are many other good questions which can be a part of this activity with the Periodic Chart.
3. Construct models of an atom. Select a simple one first. Remember that this is a model and does not have to be identical to the atom in every respect.
Lesson Plan II
Objective The student will be introduced to the basic techniques and procedures which they will follow in their study of crystal growth.
Materials Needed: Inexpensive microscopes, microscope slides, salt and sugar.
Procedure Place some salt on a microscope slide and look at it through the microscope. Describe what you see. Draw a picture of what you see. Next place some sugar on a microscope slide and look at it through the microscope. Describe what you see. Draw a picture of what you see.
Discussion When these substances are dissolved in water they seem to disappear. We know the substances salt and sugar have not been destroyed, for the water tastes salty or sweet. If the water is evaporated the solid substances will be restored.
Follow Up Make a small solution of salt and water. Place a drop of this solution on a microscope slide, use a toothpick. Observe the drop through the microscope as it evaporates. Describe what you see. Repeat using a small solution of sugar and water. Describe what you see.
Lesson Plan III
Objective The student will learn how a crystal will grow.
Observations
1. Do you think crystals will grow from any solution of its own substances. Add a drop of water to a drop of solution you are watching grow under the microscope. What happened?
2. When there is no longer any material for crystals to grow from, and they have stopped growing, do crystals ever lose their ability to grow more?
3. Place a drop of salt solution on a microscope slide and watch the crystals grow as you look at them through the microscope. Drop into the solution a few crystals of salt. Do these crystals grow or disappear?
4. Do crystals ever lose their ability to grow?
Discussion Crystals will not grow from any solution of its own substance. A crystal growing in a drop of solution will begin to dissolve again and again if a drop of water is added to the drop of solution under the microscope. The crystal will again start to grow when this added drop of water has evaporated. Crystals are choosy about the conditions under which they will grow. When there is no longer suitable and sufficient material for a crystal to grow from, and it has stopped growing, the crystal does not lose it capacity to grow. A dry crystal never loses its ability to grow.
Lesson Plan IV
Objective The student will learn to formulate questions and concerns about his/her observations.
Observation Solutions have been made of the substances you viewed earlier. Place a drop of one solution on a microscope slide, use a toothpick, and watch the drop through the microscope as it slowly evaporates. For each solution try answering the following questions:
1. Do you see crystals right away?
2. Do you see them in a half a minute? A minute? More?
3. How fast do the crystals grow?
4. How large to they get?
5. Where do crystals start to grow in the drop?
6. Are the shapes familiar? Compare them with the ones you saw in activity I.
7. Why do the crystals seem to stop growing?
Lesson Plan V
Crystals On A String
Objective The students will observe how some crystals are formed.
Materials Needed A hot plate or other heat source, a kettle, a spoon for stirring, about 500 g of sugar, alum, salt, three fruit jars, water, three pencils, three paper clips, string and scissors.
Procedure Tie a l5cm length of string to the middle of a pencil.
Then tie a paper clip onto the string's other end. Place the pencil across the top of a jar, so that the paper clip hangs in the middle of the jar. If the clip hangs down too far, wind the string around the pencil until you find the correct position. The string and paper clip will act as seeds for the crystals. Pour 250 ml of water into the water, stirring it until it dissolves. Keep adding sugar until no more will dissolve in the water. Now pour the solution into one of the prepared jars, submerging the paper clip. Put the jar in a place where it will not be disturbed and observe it for the next several weeks, watching crystals form on the string. Because sugar crystallizes slowly, the formations will be small if the jar is moved at all. Repeat the procedure using salt and then alum. The alum will crystallize immediately; salt takes a little longer, usually overnight. Have your students observe the crystals with a magnifying glass and under a microscope. Can they see the same shape repeated again and again? How are they alike? How are they different? Why?
Discussion The crystals that the class is creating are formed chemically by putting simple substances into supersaturated solutions using heat and evaporation to change them from liquids to solids. All elements have their own unique crystalline shapes, and they will always form these shapes when solidifying. For example, salt always forms cubes when it crystallizes. This experiment is taken from Nona Whipple and Sherry Whitemore, Science and Children, "crystal Creations: Crystals On A String", January 1989, page 16.
Teacher Reading List
A. Holden, "The Nature Of Solids" Paperback. An introduction to the basic principles needed to understand the properties of solid. Readers with little Science background may find parts of this text somewhat technical.
A. Holden and P. Morrison, "Crystals and Crystal Growing". Paperback. A simple discussion of crystals and some of their properties. This book contains some nice discussions of simple experiments which could be done with a class.
F.H. Pough, "A Field Guide To Rocks and Minerals". Paperback. An introduction to aology and the methods of identifying minerals. Some nice color photos.
E.A. Wood, "Crystals—A Handbook For School Teachers". Paperback. A concise discussion of a number of simple experiments which can be done in class. Simpler than Holden and Morrison with primary emphasis on the experiments.
E.A. Wood, "Crystals and Light" (1977). Paperback. An excellent introduction to the optical properties of crystals.
Teacher Resource List
Computer Materials
"The Great Physical Science Knowledge Race", Grade Level: 7th to 9th. Appropriate for School Use-covers the topics of sound and light, electricity, magnetism, motion and force, chemical properties, atomic structure, the periodic table, and acids and bases. Includes back-up disk. Apple (FM48AP), Price $85.00.
"Chemicals Of Life I: The Structure Of Matter", Grade Level: 7th to l2th, Appropriate for School Use-Discusses the study of molecules, models of atoms, ions and charges, and ion and covalent bonding. Upon completion of this program, students should be able to determine the number of atoms in a compound, calculate the total electrical charge of an atom and explain ion formation oxidation states, stable octets, use the periodic table and describe bonding. Requires IBM PC color display or equivalent. IBM (IBMOlPC), Price $65.00.
Field Trip
Peabody Museum—The Hall of Minerals and Rocks is an excellent resource to take groups of students to learn about geology and mineralogy through the use of the fine exhibits and hand samples. There are museum instructors from the Public Education Department, available to provide educational instructions to classes as they relate to the school's curriculum. Contact Mrs. Willa S. Hemingway at 432-3775.
The museum is located at 170 Whitney Avenue and corner of Sachem Street.
Scientific Companies That Publish Handy Science Catalogs, Newsletters And Other Freebies
"Workshop For Learning Things", 5 Bridge Street, Watertown, MA. 02172. Has simple science equipment including inexpensive
microscopes.
"Science Service", 1719 North Street, N.W., Washington, D.C., Produces many inexpensive small kits and materials, each kit features a related science topic. Order from Things of Science, RD #1, Box 1305, Newtown, PA. Ask company to send their catalog.
"Curriculum Innovations", 501 Lake Forest Avenue, Highwood, IL. 60040, educational periodicals for classroom use. Ask the company to send periodicals that relate to molecules, atoms, and elements, etc.
"Field Enterprise", Merchandise Mart Plaza, Chicago, IL. 60654. Has excellent free reprints from World Book Encyclopedia. Also published Science Year among other useful science books.
Student Reading List
Asimov, Isaac, Building Blocks of the Universe , N.Y., Abelard Schuman, rev. ed., 1961; 280 pp. For beginners. Tells who discovered elements; how they were discovered; how they got names, their uses.
Berry, James, Exploring Crystals , N.Y., Crowell-Collier, 1969; 104 pp. Gives simple elements of crystal form and structure and some of the applications of crystallography; includes home and classroom experiments, with instructions.
Frisch, Otto R., The Nature of Matter . N.Y., Dutton, 1972; 216 pp. Simple introduction to atomic theory and subatomic particles.
Wohlrable, Raymond A., Crystals , Phila., Lippincott, 1962; 128 pp. Simple, well illustrated discussion of crystals from snowflakes to transistors; has directions for growing crystals.
Bibliography
Coble, Charles, Earth Science , "the Nature of Matter", Prentice Hall/Allyn and Bacon, New Jersey, 1987, pp. 126-147
Holden, Alan and Morrison, Phyllis, Crystals and Crystal Growing , The MIT Press, Cambridge, Massachusetts, 1988, pp. 93-108
Holden, Alan, The Nature of Solids , Columbia University Press, New York and London, 1965, pp. 98-117
Knight, Charles and Nancy, Scientific American , "Snow Crystals", January, 1973, pp. 100-107
McGavack, John Jr. and LaSalle, Donald P., Crystals, Insects and Unknown Objects ,Talcott Mountain Science Center Press, Avon, Connecticut, pp 132-146
Grollier, Book of Popular Science , "Symmetry Unlimited." Grolier International, Philippines, 1974, pp. 337-342
Wood, Elizabeth A., Crystals, A Handbook For School Teachers , Elizabeth Wood, 1972, pp. 9-20, 40-41
https://teachersinstitute.yale.edu
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Tentative List Submission
WORLD HERITAGE CONVENTION
TENTATIVE LIST FOR EARTH'S ATMOSPHERE
Name of country: ___________________
List drawn up by: Amy Balkin
Date: 20 May 2010
Name of Property: Earth's Atmosphere
Geographic Location:
From sea level to 50 km above the Earth. The area of the atmosphere to be protected includes the troposphere (0 km – 17 km) and stratosphere (17 km – 50 km) with an outer buffer zone from the stratosphere to the Kármán line (100 km), the recognized boundary of outer space.
Description:
Life on Earth depends on Earth's atmosphere, which is the basis of human survival. The atmosphere is a singular complex system, in which physical and chemical reactions take place and which maintains a dynamic balance. The atmosphere traps radiative heat from solar energy entering the atmosphere from the sun, and radiant energy leaving the atmosphere. It protects life on Earth by absorbing ultraviolet solar radiation and retaining heat at the Earth's surface.
The Earth's atmosphere remained relatively stable over the Cenozoic Era, taking into account glacial and interglacial fluctuations from 100 to 300 parts per million (ppm) in atmospheric carbon dioxide (CO2) levels during the Pleistocene era, which allowed for the flourishing of flowering plants, insects, modern mammals, birds, and humans. Since the end of the last glaciation, roughly 12,500 years ago, atmospheric CO2 levels have risen from 100 ppm to the current level of 392 ppm i .
Anthropogenic production of greenhouse gases in the troposphere is actively altering the dynamic balance of the atmosphere by increasing the amount of heat radiated that bounces back to the ground. Over the last 150 years since the Industrial Revolution began, carbon dioxide concentrations have risen from 280 to 392 ppm, which has been correlated with anthropogenic sources. These sources include burning of hydrocarbon fuels, land use changes including deforestation, and the manufacture of cement and aluminum. The increasing level of CO2 in the stratosphere traps more solar radiation with a range of impacts for global climate. Under current climate change mitigation policies, global greenhouse gas emissions will continue to grow over the next few decades. ii
As of April 2010, the level of greenhouse gas concentration of atmospheric CO2 was 392 ppm. iii It is forecast to increase to 450 ppm by 2050, with biosphere-wide implications resulting from positive radiative forcing of the climate system.
The increase of CO2 and other greenhouse gases in the atmosphere iv has been implicated, along with black carbon, in growing environmental damage, including the deterioration of glaciers crucial to river systems and water supply (e.g., the Himalayas), coral reef bleaching (e.g., the Great Barrier Reef/Palau), loss of keystone species for biodiversity (e.g., American Pika/Capelin v ), decrease of Arctic sea ice extent, sea level rise (e.g., the Maldives/Tokelau), vi weather pattern alteration (e.g., the global monsoon system) and desertification (e.g., Lake Chad/the Aral Sea/the Amazon Rainforest).
The predicted near-future climate destabilization impacts, which vary by scenario, reveal shifts in the distribution and abundances of species vii , loss and extinction of species (e.g., the projected loss of 39% of all lizards by 2080 viii ), and further broad and accelerated environmental destruction. Continued and increasing climate change will increase political and cultural inequity, and is a pretext for human conflict ix resulting in the destruction of intangible cultural heritage, such as the loss of nomadic pastoral cultures in Africa. x
Volatile organic compounds, sulfur oxides, nitrogen oxides and particulate matter emitted from burning hydrocarbon fuels, and other human sources also impact the atmosphere, creating ground level ozone, photochemical smog, and acid rain, while damaging human and environmental health and degrading the built environment.
The conservation of atmospheric chemistry from further anthropogenic insult will enhance and reinforce agriculture and local agrarian traditions, protect species biodiversity, and reduce water conflict, as well as safeguard against potential unforeseeable and explosive implications of rapid climate change, such as dramatic tundra and peat bog outgassing or the breakup of Antarctic ice sheets resulting in sudden sea level rise.
The outstanding universal value of the Earth's atmosphere as the common heritage of humanity requires that "the atmosphere should not be used in any way that threatens or degrades the quality of the resource itself, as well as the survival of humankind." xi Protecting the atmosphere will also enhance principles of environmental justice through the recognition of the atmosphere as a "common heritage by nature," xii and will conserve the present atmosphere, climate, and air quality for future generations.
JUSTIFICATION OF "OUTSTANDING UNIVERSAL VALUE"
The atmosphere is a system that is fundamental for maintenance of essential ecological processes and life-support systems. It is universally important as a fundamental component of the global environment, owing to its unique role in the development and sustenance of life on Earth.
Criteria met:
Cultural Criterion (iv): The Earth's atmosphere has played a central cultural role in human history from the pantheon of creation myths, and wind and sky deities embodying atmospheric properties, to paintings concerned with or reflecting atmospheric conditions, including Caspar David Friedrich's Wanderer Above the Sea of Fog, and works by Pieter Bruegel the Elder, William Turner, Frederic Church, William Ashcroft, and Edvard Munch.
In its centrality to human life, it has provided space for a range of human aesthetic, intellectual, and psychological inquiry and reflection, and in its unboundedness and ambiguity, frames the "discourse of the sublime."
Since the Industrial Revolution, social and environmental movements have been concerned with declining air quality, along the way making contributions to culture. This spectrum of works includes Charles Dickens's Bleak House, Rachel Carson's Silent Spring, Werner Herzog's Lessons of Darkness, and ecofeminist cultural production, along with cultural ephemera marking the atmosphere's degradation, such as the Donora Smog Museum and a growing body of artistic and literary production created in response to climate change.
Human culture also reflects an ongoing fascination with symbolic and functional attempts to control the atmosphere from enhancing agricultural fecundity to political domination. This manifests in works from fertility figurines to hail cannons and conceptual artworks like Fresh Air Cart (1979) by artist Gordon Matta-Clark, who invited residents of Manhattan to inhale unpolluted oxygen from a mobile tank.
Atmospheric pollution will result in the physical loss of sites resulting from the geophysical impacts of damage to the atmosphere (erosion, sinking islands), social failures to protect fragile and vulnerable places and cultures from these impacts (adaptation for some, mitigation for others), and the loss of intangible heritage associated with the loss of place. For example, in the Peruvian Andes, the glacier Apu Pachatusan, one of the most important sites in Incan religion, is in danger of disappearing. xiii
Furthermore, the quality of the Earth's atmosphere is inseparable from the protection of cultural properties currently inscribed on the World Heritage List. Atmospheric pollution degrades existing World Heritage sites, for example by chemical corrosion to the built environment by acid rain and black carbon (e.g., the Parthenon/the Axum Obelisk). It was noted by the World Heritage Committee in 2005 "that the impacts of climate change are affecting many and are likely to affect many more World Heritage properties, both natural and cultural, in the years to come." xiv
Natural Criterion (vii): The atmosphere is a superlative and singular natural phenomenon, making most life on earth viable and cherished current ecosystem states possible. Its exceptional beauty is an unending source of human fascination and aesthetic pleasure.
The atmosphere touches, contains, and makes possible superlative natural phenomena, areas of exceptional natural beauty, and aesthetic importance. Protecting the atmosphere is a pre-condition to ensuring the protection of the most important and significant natural habitats for in-site conservation of biological diversity.
For example, increased levels of greenhouse gases in the atmosphere are forecast to increase sea temperatures in the tropical Atlantic Ocean, creating drought conditions in the Amazon Basin resulting in higher temperatures and less rainfall in tropical forests, a shift from tropical forest to savanna, biodiversity and endangered species loss, and the depletion of crucial "carbon sinks," which are "at risk of being lost entirely." xv The loss of tropical forests in the Amazon is likely to release huge quantities of carbon, creating positive feedback and accelerating warming. xvi This damage would be compounded by the loss of the natural beauty and aesthetic importance of the Amazon Rainforest as it exists now.
Our ability to visually perceive sites of exceptional natural beauty is dependent on air quality, which impacts atmospheric visibility. During the 2008 Olympic Games in Beijing, the final leg of the Olympic torch relay to the Great Wall of China, and the Great Wall itself, which can be seen from space, was obscured by smog with a density of 468 micrograms per cubic meter. xvii
Natural Criterion (viii): The atmosphere represents the present state of Earth's history, and is simultaneously a record of anthropogenic alteration of atmospheric chemistry, specific to the distinct chemical half-life of each compound. xviii It is inseparable from the Earth's geological processes, including the hydrologic cycle and its effects on land, including wind, weathering, and erosion, and ocean-atmosphere interactions including thermohaline circulation.
Ice sheets have trapped ancient atmosphere, allowing for paleoatmospheric sampling of ice cores. Climate change, in melting ice sheets, destroys these irreplaceable remnants of ancient atmosphere, which are irreplaceable data sources, along with the attendant scientific benefits derived from an intact paleoclimatological record.
Natural Criterion (ix): The Earth's atmosphere is a system which makes possible the evolution and development of terrestrial, fresh water, coastal and marine ecosystems and communities of plants and animals. The changing dynamics of the atmosphere caused by atmospheric pollution influence ongoing ecological and biological processes, driving heritable genetic changes to animals, plants and microorganisms; ecosystem-wide changes to the distribution of plants and pathogens; and changes to bird migration patterns xix .
For example, long-range transport of air pollution from industry in the Northern Hemisphere sends pollutants into the Arctic biosphere. There, endocrine-disrupting airborne chemical pollutants move up the food chain, altering sex characteristics in polar bears to create hermaphrodites, further complicating species survival already impacted by declining sea ice extent.
Natural Criterion (x): Important and significant natural habitats for in-site conservation of species are at risk worldwide from anthropogenic pollution of the atmosphere. These risks and their probabilities, based on a range of scenarios for future mitigation, have been extensively documented in reports by the Intergovernmental Panel on Climate Change's Fourth Assessment Working Groups I and II, The Physical Science Basis, and Impacts, Adaptation, and Vulnerability. The United Nations Environment Program's Global Biodiversity Outlook 3 report projects a high risk of biodiversity collapse with extinction rates already 1,000 times higher than the historical background rate. xx Not only is the loss of biodiversity an "issue of profound concern for its own sake," it has major implications as a feedback loop driver for further climate change. Climate change puts pressure on the abundance and distribution of species worldwide with serious consequence for human societies. xxi Protecting the atmosphere would broadly support a worldwide strategy for enhancing biological diversity.
Assurances of authenticity or integrity:
The need to protect the atmosphere from anthropogenic impacts "for present and future generations of humankind" has been increasingly recognized over the last forty years. The atmosphere is a priceless and irreplaceable global commons existing beyond national jurisdictions and is worthy of special protection against further deterioration.
Examples of policies, treaties, and commissions created to conserve and protect the Earth's atmosphere at local, regional, national, and international levels include The Clean Air and Action Plan for the City of Stuttgart (2006),
California's Global Warming Solutions Act of 2006, The Clean Air Act (1963/1970), The Partial Test Ban Treaty (1963), the Environmental Modification Convention (1977), The Montreal Protocol on Substances that Deplete the Ozone Layer (1987), UN Resolution 43/53 (1988) xxii , and the Kyoto Protocol (ratified 2005).
UN Resolution 43/53 (1988) has defined the atmosphere as res communis – space belonging to everyone, with "common heritage" language originating in 1968 with Arvid Pardo. Inscription of the Earth's atmosphere on the World Heritage list would further acknowledge its outstanding universal value as both a unique environmental system central to life, and as res communis xxiii .
This significance has been previously recognized in the 1980 report World Conservation Strategy, where atmosphere and climate were designated as a global commons: "The behavior of the atmosphere, like that of the ocean, is indifferent to political boundaries. Impacts on the atmosphere in one country can affect the living resources of other countries, both directly and by altering climate. Such impacts are increasing." xxiv
Current efforts to adequately preserve and protect the atmosphere from anthropogenic insult have been inadequate to date. In light of the lack of a binding agreement at the 2009 United Nations Climate Change Conference, or other successful collaborative processes to produce a favorable, fair, or adequate outcome to the task at hand to date, every means to further protect the atmosphere must be utilized.
All life depends on the protection of Earth's atmosphere through the equitable conservation of this global commons, a uniquely singular dynamic system, from the adverse effects of neglect in the form of its destruction by anthropogenic pollution.
Comparison with other similar properties:
Earth's Atmosphere is unique; there are no other similar properties.
i Atmospheric CO2 for April 2010, Mauna Loa Observatory: NOAA-ESRL. co2now.org
ii Climate Change 2007: Mitigation. Contribution of Working Group III to the Fourth Assessment Report of the Intergovernmental Panel on Climate Change [B. Metz, O.R. Davidson, P.R. Bosch, R. Dave, L.A. Meyer (eds)], Cambridge University Press, Cambridge, United Kingdom and New York, NY, US
iii Recent Mauna Loa CO2, Dr. Pieter Tans, NOAA/ESRL (www.esrl.noaa.gov/gmd/ccgg/trends/) and Dr. Ralph Keeling, Scripps Institution of Oceanography (scrippsco2.ucsd.edu/)
iv List: Greenhouse Gases (Intergovernmental Panel on Climate Change), scorecard.org. scorecard.org/chemical-groups/onelist.tcl?short_list_name=gg
v Rose, G. A. 2005. Capelin (Mallotus villosus) distribution and climate: a sea ''canary'' for marine ecosystem change. e ICES Journal of Marine Science, 62: 1524e1530. doc.nprb.org/web/BSIERP/Rose_Capelin_Canary_Climate%20Change_2005.pdf
vi McLean, R.F. and d'Aubert, A.M., 1993; Implications of Climate Change and Sea Level Rise for Tokelau, UNEP and the Office of Tokelau Affairs. sprep.org/att/IRC/eCOPIES/countries/tokelau/1.pdf
vii Extinction risk from climate change, Letters to Nature, Nature, Volume 427, January 2004, Chris D. Thomas, Alison Cameron, Rhys E. Green, Michel Bakkenes, Linda J. Beaumont, Yvonne C. Collingham, Barend F. N. Erasmus, Marinez Ferreira de Siqueira, Alan Grainger, Lee Hannah, Lesley Hughes, Brian Huntley, Albert S. van Jaarsveld, Guy F. Midgley, Lera Miles, Miguel A. Ortega-Huerta, A. Townsend Peterson, Oliver L. Phillips & Stephen E. Williams, eprints.whiterose.ac.uk/83/1/thomascd1.pdf
viii Biello, D., May 16, 2010, Lizards Feel the Heat from Climate Change, Scientific American podcast. scientificamerican.com/podcast/episode.cfm?id=lizards-feel-the-heat-from-climate-10-05-16
ix CNA Corporation, 2007: National Security and the Threat of Climate Change. securityandclimate.cna.org/report/National%20Security%20and%20the%20Threat%20of%20Climate%20Change.pdf
x Desanker, P.V., 2010, Impact of Climate Change on Life in Africa, Centre for African Development Solutions. worldwildlife.org/climate/Publications/WWFBinaryitem4926.pdf
xi Beslar, K., 1998, The Concept of the Common Heritage of Mankind in International Law, p. 306
xii Kiss, A., 1999, Nature, the common heritage of humankind, Naturopa No. 91. http://22.214.171.124/coe/pdfopener?smd=1&md=1&did=594641
xiii National Geographic Global Action Atlas. Retrieved May 15, 2010. actionatlas.org/climate-change/reforestation/forests-for-water-in-theandes/summary/paa1C2766DDB04833B21
xiv UNESCO World Heritage Committee, Climate Change and World Heritage. whc.unesco.org/en/climatechange
xv Risto Seppälä, Alexander Buck and Pia Katila. (eds.). 2009. Adaptation of Forests and People to Climate Change. A Global Assessment Report. IUFRO World Series Volume 22, Helsinki. Presented at the UN Forum on Forests, April 20-May 1, 2009. sciencedaily.com/releases/2009/04/090417084128.htm
xvi
Ibid.
xvii Shekhar Bhatia and Kiran Randhawa, Smog all the way to Great Wall, London Evening Standard, August 07, 2008. thisislondon.co.uk/standard-olympics/article-23528389-smog-all-the-way-to-great-wall.do
xviii Climate Institute, Climate Change, climate.org/topics/climate-change/index.html
xix Jenni, L. and Kéry, M., May 30, 2003, Timing of autumn bird migration under climate change: advances in long-distance migrants, delays in short-distance migrants, The Royal Society. www.pubs.royalsoc.ac.uk, cbi.nlm.nih.gov/pmc/articles/PMC1691393/pdf/12965011.pdf
xx Ahmed Djoghlaf, Secretariat of the Convention on Biological Diversity, January 2010. Global Biodiversity Outlook-3. ISBN: 929225-220-8. gbo3.cbd.int/the-outlook/gbo3/executive-summary.aspx
xxi
Ibid.
xxii United Nations General Assembly, 1988, Protection of Global Climate for Present and Future Generations of Mankind, (A/RES/43/53). un.org/documents/ga/res/43/a43r053.htm
xxiii Beslar, K., 1998, The Concept of the Common Heritage of Mankind in International Law, p. 92
xxiv International Union for Conservation of Nature and Natural Resources (IUCN), 1980, World Conservation Strategy. | <urn:uuid:b3e5e624-af7c-45dc-885f-1129c16f0d8c> | CC-MAIN-2017-43 | http://www.tomorrowmorning.net/texts/Earth's%20Atmosphere%20as%20UNESCO%20World%20Heritage_Tentative%20List%20draft%20submission.pdf | 2017-10-23T19:02:54Z | crawl-data/CC-MAIN-2017-43/segments/1508187826283.88/warc/CC-MAIN-20171023183146-20171023203146-00332.warc.gz | 560,903,795 | 4,063 | eng_Latn | eng_Latn | 0.859654 | eng_Latn | 0.973682 | [
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1 Preparing for Midterm 1
* These problems are taken from the lectures to help you prepare for our upcoming midterm exam. You can find solutions to all of these in the lecture sketches.
* I will also post additional practice problems before the end of the week.
Example 1. Determine a basis for the orthogonal complement of span( 2 4 1 0 3 5 ).
Theorem 2. (Fundamental Theorem of Linear Algebra, Part I)
Let A be an m × n matrix of rank r.
*
dim col(A) =
(subspace of )
* dim row ( A ) =
(subspace of )
* dim null ( A ) =
(subspace of )
* dim null ( A T ) =
(subspace of)
Example 3. LetA=
2
4
1 2
2 4
3 6
3
5
. Determine bases for all four fundamental subspaces.
Theorem 4. (Fundamental Theorem of Linear Algebra, Part II)
* null ( A ) is the orthogonal complement of.
* null ( A T ) is the orthogonal complement of.
Example 5. Determine bases for all four fundamental subspaces of
$$A =2 4 1 2 1 3 2 4 0 1 3 6 0 1 3 5 :$$
Verify all parts of the Fundamental Theorem.
Theorem 6. Ax = b is consistent () b is orthogonal to
Example 7. Let A =2 4 1 2 3 1 0 5 3 5 . For which b does Ax = b have a solution?
Theorem 8.
x ^is a least squares solution ofAx=b
()
Example 9. Find the least squares solution to 2 4 1 1 ¡1 1 0 0 3 5 x =2 4 2 1 3 5 .
Example 10. Find the least squares solution to 2 664 1 ¡1 1 0 1 1 1 2 3 775 x =2 664 5 0 5 10 3 775 .
Example 11. Find the least squares solution to 2 4 4 0 0 2 1 1 3 5 x =2 4 2 0 11 3 5 .
The (orthogonal) projectionb
^
ofb
onto col
(A) isb
^
=
Example 13.
(b) What is the orthogonal projection of 2 4 1 2 3 5 onto span( 2 4 1 0 1 3 5 )?
(a) What is the orthogonal projection of 2 4 1 2 3 5 onto span( 2 4 1 0 1 3 5 ;2 4 1 ¡1 3 5 )?
Example 14. Determine the line that best fits the data points (2; 1); (5; 2); (7; 3); (8; 3).
Example 15. Find the line that best fits the points (¡1; 5), (0; 0), (1; 5), (2; 10).
Example 16. Set up a linear system to find values for the parameters a; b; c that result in the quadratic curve y = a + bx + cx 2 that best fits some given points (x1; y1); (x2; y2); :::
Example 17. Find values for the parameters a; b; c such that y = a + bx + cx 2 best fits the points (0; 2); (1; 3); (3; 1); (4; 1). If working by hand, just set up the system.
Example 18. Set up a linear system to find values for the parameters a; b; c such that z = a + bx + cy best fits some given points (x1; y1; z1); (x2; y2; z2); :::
Example 19.
.
(c) Find a;b;c so that y = a + bx + cx 2 best fits the points (1; 3); (¡1; 10); (2; ¡10); (0; 3).
Example 20. What is the orthogonal projection ofv= (1; 2; 3)
T
ontow= (1; 1; 1)
T ?
```
The (orthogonal) projection of v onto w is .
```
Example 21.
2
1 1 0
¡
Are the vectors
1;
1;
0
an orthogonal basis forR
3
? Is it orthonormal?
0
32
0
32
1
3
If not, normalize the vectors to produce an orthonormal basis.
4 54 54 5
```
If v1; :::; vn is an orthogonal basis of V , and w is in V , then w = c1v1 + ::: + cnvn with cj = :
```
To compute the orthogonal projection b ^ of b onto W , we have two options:
* (using least squares) Write W = col(A), where the columns of A are a basis of W . Then, b ^ =
* (using orthogonality) If v1; :::; vm is an orthogonal basis of W , then
^
b =
:
Example 23.
(b) What is the projection of 2 4 3 7 4 3 5 onto W ? ?
P
(a) Determine the projection of 2 4 3 7 4 3 5 onto W = span( 2 4 1 ¡1 0 3 5 ;2 4 0 1 3 5 ).
=
is the projection matrix
for projecting onto col
(A).
Example 24.
4 5
(a) Determine the projection matrix P for projecting onto W = span( 2 4 1 ¡1 0 3 5 ;2 4 0 1 3 5 ) (b) Determine the projection of 2 3 7 3 onto W using the projection matrix.
4
Example 25. If P is a projection matrix, then what is P 2 ?
Example 26.
(b) Using the projection matrix, project 2 4 2 3 3 5 onto W = span( 2 4 1 3 5 ;2 4 1 ¡1 1 3 5 ).
(a) What is the matrix P for projecting onto W = span( 2 4 1 3 5 ;2 4 1 ¡1 1 3 5 )?
Example 27. Find an orthogonal basis for W = span( 2 4 1 3 5 ;2 4 1 ¡1 1 3 5 ).
Example 29.
Example 28. Apply Gram–Schmidt orthogonalization to the basis 2 4 1 3 5 ;2 4 1 ¡1 1 3 5 ;2 4 1 0 2 3 5 .
A matrixAsatisfiesA
T
A=Iif and only if:::
Example 30. What can we say about det(Q) if Q is orthogonal?
(Gram–Schmidt orthonormalization)
Given a basis w1; w2; ::: for W , produce an orthonormal basis q1; q2; ::: for W .
* q
1
=
* •
q
2
q
3
=
=
* q
4
=:::
Example 31. Find an orthonormal basis for W = span 8 < : 2 664 1 0 0 0 3 775 ; 2 664 2 1 0 0 3 775 ; 2 664 1 1 1 1 3 775 9 = ; .
Example 32. Determine the QR decomposition of A =2 664 1 2 1 0 1 1 0 0 1 3 775 .
.
Example 33. Determine the QR decomposition of A =2 4 1 2 4 0 0 5 0 3 6 3 5 | <urn:uuid:28038c0c-d65b-4e39-a943-6034fd78e91e> | CC-MAIN-2017-43 | http://arminstraub.com/downloads/teaching/linearalgebra2-spring17/midterm01-practice-lecture.pdf | 2017-10-23T18:55:25Z | crawl-data/CC-MAIN-2017-43/segments/1508187826283.88/warc/CC-MAIN-20171023183146-20171023203146-00333.warc.gz | 26,288,147 | 1,814 | eng_Latn | eng_Latn | 0.57548 | eng_Latn | 0.624953 | [
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Connection Between the Harappan and the Vedic Age
Why in news?
Recently, a group of archaeologists are collaborating with Sanskrit scholars to decipher the text of the Rigveda that establish a relationship between the Harappan civilisation and the people of the Vedic age.
Overview of Harappaa and Vedic culture
* Harappa culture- It is the earliest known culture of the Indian subcontinent of the kind now called "urban" (or centered on large municipalities).
* It is the largest of the four ancient civilizations, which also included Egypt, Mesopotamia, and China.
* Time period- The society of the Indus River Valley has been dated from the Bronze Age, the time period from approximately 3500 to 2200 BCE.
* Location- In modern-day India and Pakistan, and covered an area as large as Western Europe.
* Vedic culture- A few centuries after the decline of the Harappan civilization, a new culture flourished in the same region and gradually spread across the Ganga-Yamuna plains.
* There were significant differences between this culture and the culture that preceded it.
* The Aryans settled on the banks of rivers Indus (Sindhu) and Saraswati (which is now nonexistent).
* They composed many hymns in honor of the gods and goddesses they worshipped. These were compiled in four Vedas.
What are the key highlights of the recent research?
Debate on the period of origin of the Vedas- One set of historians says that the Vedas originated between 1,500 BC and 2,000 BC.
Another set of historians believe that the Vedas date farther back to 2,500 BC (4,500 years ago).
This would coincide with the age of the genetic evidence from the erstwhile Harappan woman's bone samples tested at the Rakhigarhi site.
Harappan genes- DNA analysis of 3,000 modern South Asians from various linguistic and religious groups revealed genetic similarities to a Harappan woman's skeleton.
This similarity spans from the Andaman and Nicobar Islands to Ladakh, Kashmir, Afghanistan, and Bengal.
Scholars suggest that most Indians carry Harappan genes, typically 25% to 30%, and should be considered descendants of a common "ancient ancestor South Asian" due
to the widespread presence of these genes across India.
What are the similarities between Rig Vedic and Harappan Civilizations?
| Points of similarity | Rig Veda |
|---|---|
| Fire | The site of Rakhigarhi has found evidence of ritual platforms and fire altars. |
| Saraswati | In Rigvedic text of the area where people lived, there is frequent description of the river Saraswati. The mention of the river is recorded at least 71 times in the Rigvedic text. |
| Animal bones | In the Surkotada region of Kutch, Gujarat, bones belonging to a proper domesticated horse were found. |
| Food and Culture | |
| Occupation | |
| Religious front | |
What are the counter arguments against the similarities between Harappa culture and Vedic culture?
Use of Iron- Cities and towns first came into existence during the Harappan times, dating 4,500 to 4,600 years ago.
They again later came into existence 2,400 years ago, by which time proofs of use of iron also emerged but Rigvedic texts do not mention the use of iron.
Animal bones- We don't have strong evidence to prove that the domesticated horse was present during Harappan times.
Those historians who date the Rigveda to after 2,000 BC, believe that the animal bones were that of a wild ass.
South Asian ancestor theory- Contrary to this theory the NCERT textbook revisions mention that the Harappans were indigenous to India, dating back to 10,000 BC.
South Asian ancestor theory states that there was a large scale immigration of 'Aryans' from Europe to central Asia and then to south Asia
Quick facts
River Saraswati
* It is called the Ghagghar-Hakra river and flows only during the monsoon season.
* It originates from the Shivaliks, the foothills of the Himalayas, then flows through
Punjab, Haryana, and a part of Rajasthan before entering what is now
Pakistan.
* The Indian part of the river is named the Ghagghar, while the one in Pakistan is the Hakra.
Reference
The Hindu- Decipher Rigveda text 1.
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TAKE YOUR TIME BREATHE IT THROUGH
breathe in
breathe out
Starting on the dot, follow the breathing prompts while you trace your finger around the star in a clockwise direction.
hold
breathe out
breathe in
breathe out
breathe in
breathe out
breathe in
breathe in
Start here!
breathe in
breathe in
breathe in
breathe out
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CHAPTER I
INTRODUCTION
This chapter presents the discussion on the background of the research, statement of the problem, objective of the research and significance of the research.
A. Background of the Research
Language is the one of the most important things in communication and it is used a tools of communication among nations in all over the world. As an international language, English is very important and has many interrelationship with various aspects of life owned by human being. In Indonesia, English considered as the first foreign language and taught formally from elementary school up to the university level.
Teaching English has developed dramatically in the recent years because globalization impact and everyone should understand English as their International language. The development of English education can also be seen in Indonesia, in which English starts to be taught earlier to young learner.
In English, there are four skills that should be mastered, they are: Listening, speaking, reading, and writing. The reading skill becomes very important in the education field, students need to be exercised and trained in order to have a good reading skill
Reading is the complex of the process cognitive of looking at the symbols and getting meaning from them. Reading is also something crucial and indispensable for the students because the success of their study depends on the greater part of their ability to read. Reading also something crucial and indispensable for the students because the success of their study depends on the the greater part of their ability to read. If their reading skill is poor they are very likely to fail in their study or at least they will have difficulty in making progress. On the other hand, if they have a good ability in reading, they will have a better chance to succed in their study.
Teaching strategies are conceptual frame works that describe systematic procedures in organizing learning experiences to achieve learning goals and the instructors in planning and carrying out learning activities. Since, reading is a phrase where students can get information and knowledge, and the ability to read becomes a window to the world and students' knowledge. In other words, reading officially has been taught starting from Junior High School and in some other schools, which starts from primary schools until Senior High School. Moreover, reading is a good thing to provide the opportunities to study language such as vocabulary, grammar, punctuation, constructs sentences, Some of the problems faced by the students are lack of vocabulary. They generally have limited number of words to understand a text. This may lead to an ability to comprehend the text. Since, vocabulary is one of the important elements of language needed to comprehend the text well.
In teaching reading a teacher need a strategy to share the acknowledge or something the massage on the text to the students. The Strategies is a way that the teacher used in reading learning process. In general, the strategy can be in the form of guidelines to act in an effort to achieve the goals that have been determined.
The other problems that students commonly face in comprehending the text is due to the grammatical aspect. Also, the students' motivation which they have lack of motivation in reading. They are not curious enough to read. Meanwhile, the teachers have taught reading with several strategies in reading skill learning. The teachers only asks students to read aloud and answer the questions that has been given in a text books. Sometimes the teacher only explains the material until learning ends.
The result of this study showed that the implementation of the strategy adopted by the teachers there with the materials, the indicators and the purpose of learning was based on the syllabus and the curriculum. Teachers choose the most suitable strategies which could help the students comprehend the texts well. The teachers' reasons for using those strategies was because the students had difficulties in comprehending the test, especially the aspects of reading such as the main idea, detailed information, making inferences and noting references.
In the other world, a teacher need to choose a learning strategy adequate which can enable the achievement of learning objectives in accordance with predetermined competency standars. But it is not it easy to choose a strategy, there are many factors that must be considered in choosing a learning strategy.
In the learning process a teacher must use strategies, in learning at school according to observation made by researcher that it turn out that most teachers use conventional strategies, there is no particular strategies used, or the strategies used unvarieties.
Therefore researchers want to see what strategies are used by english teacher so that in reading comprehension, student can understand directly the content and purpose of the text. Based on the description above, the researcher intends to conduct a research entitled: " Exploring The Teachers' Strategies in Teaching Reading at SMA Level in Ternate"
B. Scope of the Problem
Based on the background of the research above, the problem of the researches focuses on teachers teaching reading strategy at SMA Level in Ternate.
C. Statement of the Problem
Based on the background of research above, the problem of the researches is as follows :
What are the teachers' strategies that has been used in teaching reading at SMA Level in Ternate.
D. Objective of the Research
To know what strategies are used by the teachers in teaching reading strategies at SMA Level in Ternate.
E. Significance of the Reseacrh
The result of the research is expected to be used theoretically and practically
1. Theoretical Significance
The results of this study are expected to find out what strategies are used by teachers in order to improve teaching skills in the ongoing teaching and learning process.
From the theoretical significance, it is hoped that this research can provide some useful information about English teacher strategies in teaching. This research is expected to be used as a reference for next researcher in English teacher strategy in teaching writing process. Hopefully the results of this research can be useful for students, teachers, and all readers. And the results of this study will also help teachers to improve their strategies in teaching English, especially reading.
2. Practical Significance.
The result of this research is suggested to apply the teacher teaching strategy to increase the students' competence in English teacher strategy. Practical significance, for teachers, of the findings of this study can be used as a reference for learning to improve the teaching strategies of English teachers, in particular reading strategy. and can choose one of the strategies that have been applied by researchers as a source of research reference according to Brown 2001. This research is expected to be a useful contribution that can transferred to the teacher with the characteristics. who understands different strategies in teach. | <urn:uuid:0ff6d0a4-e4ca-4aed-a518-ff562556200e> | CC-MAIN-2024-51 | https://digilib.unkhair.ac.id/2564/2/6%20_%20NURASMI%20BASRI%20_%20BAB%20I.pdf | 2024-12-05T09:34:38+00:00 | crawl-data/CC-MAIN-2024-51/segments/1733066348250.63/warc/CC-MAIN-20241205085107-20241205115107-00713.warc.gz | 183,373,716 | 1,296 | eng_Latn | eng_Latn | 0.998933 | eng_Latn | 0.999115 | [
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Curriculum Units by Fellows of the Yale-New Haven Teachers Institute 2001 Volume II: Art as Evidence: The Interpretation of Objects
Teaching Art to the Blind/A Study of Chairs
Guide for Curriculum Unit 01.02.07 by Joanne R. Pompano
Art is an important but often challenging subject for blind and visually impaired students. However, the absence or restriction of sight should not limit individuals in their study and enjoyment of the arts. Instead students should be provided with a variety of experiences to make art interesting and meaningful. This curriculum will explore the many obstacles visually handicapped individuals encounter as they try to understand and enjoy art and explore ways to circumvent or overcome these impediments.
Developed for students in middle and high school, this unit will assist visually impaired and blind students in their efforts to explore, analyze, and enjoy all types of art. In addition, this curriculum will assist teachers in modifying lessons and providing experiences that will allow visually impaired students to use their remaining senses to gain information about art. It may also be of benefit to art museums aiding handicapped students in their effort to experience art in alternate ways.
This curriculum will:
1. assist blind and visually impaired students in understanding and enjoying art and art museums
2. provide information and suggestions to teachers so they can help blind and visually impaired students enjoy art and art museums
3. compare two periods of American art through Pre-Revolutionary furniture design with Post-Revolutionary pieces, by using the techniques and modifications outlined in the curriculum
4. provide an approach that to art includes more than the visual or physical components of a piece. Instead this curriculum will look at the culture, history, social and political aspects of the artwork
(Recommended for Life Skills for the Blind, History, and Art, grades 6-12.)
https://teachersinstitute.yale.edu
©2019 by the Yale-New Haven Teachers Institute, Yale University For terms of use visit https://teachersinstitute.yale.edu/terms | <urn:uuid:9fdf3acd-b795-466e-a334-4395b9e2dacb> | CC-MAIN-2024-51 | https://teachersinstitute.yale.edu/curriculum/units/files/01.02.07_guide.pdf | 2024-12-05T10:26:04+00:00 | crawl-data/CC-MAIN-2024-51/segments/1733066348250.63/warc/CC-MAIN-20241205085107-20241205115107-00715.warc.gz | 519,516,114 | 423 | eng_Latn | eng_Latn | 0.995958 | eng_Latn | 0.995958 | [
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Birches First School
Believe, Grow, Succeed
School Closure Home Learning Year 2 Daily Tasks
Tuesday 19 th May 2020 (Summer Term, Week 5 - Day 2)
Home learning tasks are designed so they can be read from a screen and completed into Home Learning Books. This reduces/ removes the need for printing. In some cases, questions may need to be copied out into home learning books. Of course you may print the tasks if this is easier for your family but please do not feel that you have to.
Maths Task (Money):
Select Money
Today we will look at selecting the correct coins to make an amount given. We will use our previous learning of coins and notes to help us.
A reminder that the total will be written using 'and' – for example: £5 and 30 pence or 5 pounds and 30 pence. NOT £5.30. Please encourage children to use pence rather than 'p' at this stage. Where 'p' is used in a question, when reading aloud children should read 'pence'.
Example:
Consider the pounds and pence separately.
Task:
1. How many of each coin will you need to make the amount? Draw the coins.
Challenge
Mr Sweet needs to escape the maze! To get across, he needs to collect £8 and 44 pence. He can move in any direction. Help Mr Sweet to find his way out of the maze.
Reading Task (Vocabulary Focus):
You may need to remind yourself of the story of 'The Highway Rat'. Perhaps mute the sound and read the text instead?
https://www.youtube.com/watch?v=bkVoYeCLIXU
Task:
1. The author uses different words to describe how to Highway Rat speaks (e.g. declared, bellowed). Can you find any more?
2. The Highway Rat is described as a 'baddie' and a 'beast'. Can you think of any other words that might be used to describe him?
Writing/ SPAG Task:
Command sentences are direct instructions telling someone to do something. It is a type of sentence which instructs or orders an action to take place. It contains an imperative verb (bossy verb) – used to order someone to do something. For example: 'eat your dinner'. Other examples:
I'm Little Miss Bossy and I tell you what to do. I use an imperative verb at the beginning of my sentences to change them into a command.
Examples of imperative verbs:
hold place
fold tidy
play draw order
sort brush go
wash
What other imperative verbs can you think of?
Task: The Highway Rat's manners were 'rough and rude'. Can you make a list of good manners using commands to help the Highway Rat to be nicer to others? | <urn:uuid:b729d523-9420-4fb8-be8c-327549b4c644> | CC-MAIN-2024-51 | https://www.birches.staffs.sch.uk/wp-content/uploads/2020/05/7.-D2-Daily-Tasks-Y2.pdf | 2024-12-05T10:52:51+00:00 | crawl-data/CC-MAIN-2024-51/segments/1733066348250.63/warc/CC-MAIN-20241205085107-20241205115107-00720.warc.gz | 631,879,944 | 576 | eng_Latn | eng_Latn | 0.998838 | eng_Latn | 0.999048 | [
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THE TRUTH ABOUT GARDEN REMEDIES
For gardeners inclined to save a buck by concocting remedies with rotten eggs or chewing tobacco, or who automatically consult grandma's garden journal at the first sign of aphids -- this is the book for you.
Jeff Gillman's "The Truth About Garden Remedies: What Works, What Doesn't, and Why" (2006) lists a hundred or more remedies for everything from improving poor soil to killing weeds or bugs. He explains what each remedy consists of, how it's applied, and why it's supposed to work. Then he gives "the real story," an evaluation based on experimental data, ranging from "unlikely to be beneficial" to "likely to work if used properly."
Gillman is professor of horticultural science at the University of Minnesota, and when he cannot find evidence in the scientific literature that the remedy has been tested, he sets up his own experiments, carefully explaining what he's doing and why.
Also he gives some solid general gardening guidelines. Water slowly, to give soil particles time for absorption; remember that diseases and bugs seldom kill their hosts, which after all nourish them; note that phosphorus and potassium, often packaged with nitrogen in fertilizers, remain in the soil much longer, and thus don't need replenishing nearly as often.
Select disease and pest resistant varieties, plant them where they'll thrive, water and fertilize them properly, and you should have few problems.
Here's a sampling of Gillman's conclusions about several remedies many of us have probably tried.
Adding coffee grounds to acidify soil, though it contributes organic matter, doesn't affect pH; you're better off using agricultural sulfur.
Adding compost gets the highest marks for soil enrichment and water retention. It's especially important here, where the sun cooks soil nutrients away quickly.
Gypsum is useful where soils are high in sodium, as in many parts of the West. It increases calcium and sulfur without raising soil pH, and may be easily available in drywall scraps, which double as weed barriers.
What about micronutrient additives, often touted as miracle growth boosters? They're useful in containers with non-soil mixes, but organic fertilizers and compost contain all plants need.
How about seaweed and seaweed extracts? They get a feeble two stars, though my daughter once created a lush garden by applying truckloads of it – first carefully washed to remove the salt.
Vitamin B-1? Plants do use it, but make plenty themselves. Dish soaps will desiccate soft-bodied insects like aphids, but may harm plants, so insecticidal soaps are better.
Bringing in insect predators and parasites may have mixed results. Nematodes work well in warm soils. Ladybugs are fine in greenhouses – outdoors they may quickly fly off. Lacewings are voracious, as are Minute pirate bugs, Gillman's favorites, but bring them in before pest populations peak.
Tobacco may carry tobacco mosaic virus, deadly to geraniums and the nightshade family – tomatoes, etc. – so should never be used.
Corn gluten meal can work well as a pre-emergent herbicide, but only if applied 2-3 years running, meanwhile tolerating some weeds.
Bagging fruit against birds and insects, though timeconsuming, works well. I use "maggot barriers," available commercially, for apples, peaches, etc., and lengths of discarded panty hose to foil birds on grapes.
Spraying water on trees, a light mist only, works to prevent frost damage; painting tar to heal tree wounds does not.
Gillman evaluates antitranspirants, hydrogels, packaged micorrhyzae, milk, Epsom salts, garlic, hydrogen peroxide and more. He lists deer-resistant plants, explains and ranks commercial pesticides, and lists the preferred pH for common garden plants.
In short, his book provides a handy reference whenever we're faced with common garden problems, and it deserves a place in any gardener's library.
His take-home message? Take no remedy for granted; test it to see if it works for you, in your yard. | <urn:uuid:83adcbb9-5b3b-4ab1-a2fb-64bc94132f57> | CC-MAIN-2024-51 | https://ucanr.edu/sites/Shasta_College_Master_Gardener/files/230476.pdf | 2024-12-05T09:41:47+00:00 | crawl-data/CC-MAIN-2024-51/segments/1733066348250.63/warc/CC-MAIN-20241205085107-20241205115107-00720.warc.gz | 556,247,898 | 855 | eng_Latn | eng_Latn | 0.998611 | eng_Latn | 0.998549 | [
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2024 ICT USAGE AGREEMENT
I agree to follow the expectations set out below when using ICT at school.
Online Safety
To stay safe online I will:
- Not reveal personal information, including names, addresses, photographs, credit card details and telephone numbers of myself or others.
- Not let anyone else know my password, except for my parents and teachers.
- Not let others use my online services account unless it is with the teacher's permission.
- Know that I am responsible for anything that happens when my online account is used.
- Not access other people's online accounts.
- Tell my teacher if I think someone is using my online account.
- Know that the school and the Department of Education may see anything I send or receive.
- Make sure that any communication that I send or any work that I wish to have published is polite, carefully written and well presented.
- Use material from internet sites or other sources only if I have permission to do so.
- State where any material comes from that I have found on the internet and have used in my work.
- Tell my teacher straight away about any information or images on the computer/other devices that makes me feel uncomfortable.
- Not take or share photos or video without permission.
- Not damage or disable the iPad/computer networks of the school, the Department of Education or any other organisation.
ICT Behaviour
To take care of my ICT devices I will:
- Only use the ICT device for learning as directed by the teacher.
- Follow all instructions from teachers when using ICT devices at school.
- Not use ICT devices to communicate via email or phone/video call, unless I have teacher permission. This also includes all devices that have been loaned to the school (i.e. SEN:D/SEN:BE).
- Not change ICT device settings.
- Tell my teacher if the ICT device is damaged or broken.
I understand that:
o I am responsible for my actions while using online services and may be held responsible for any breaches caused if I allow any other person to use my online account.
o If I misuse any online services and/or ICT I may be held liable and the Principal may take further action as per our Good Standing Policy. | <urn:uuid:3e6d4bfb-b279-40ef-bc4b-2d918cec4722> | CC-MAIN-2024-51 | http://www.waikikips.wa.edu.au/wp-content/uploads/2024/10/ICT-Student-Agreement-2024.pdf | 2024-12-05T09:39:06+00:00 | crawl-data/CC-MAIN-2024-51/segments/1733066348250.63/warc/CC-MAIN-20241205085107-20241205115107-00717.warc.gz | 58,636,937 | 440 | eng_Latn | eng_Latn | 0.998242 | eng_Latn | 0.998242 | [
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Decorate Your Home Safely This Year
The holidays are coming, and that means holiday decorations! Making your home beautiful with twinkling lights, trees, wreaths and more is fun, but must be done safely.
Taking proper precautions, both inside and outside your home, can prevent electrical hazards. Keep these three words in mind while decorating, especially when using equipment like ladders and long tools that extend your reach:
STOP When decorating outdoors, be aware that overhead electrical equipment poses a risk, especially if you are using ladders, long tools or aerial lifts.
LIVE Make sure nothing, including ladders and decorations, can come within 10 feet of any overhead power lines. Stay aware and stay safe.
LOOK Look around for potential electrical hazards and make a plan to avoid electric utility equipment.
Tips to stay safe while decorating for the holidays:
* If a decoration or other object comes in contact with electrical equipment, do not attempt to remove it and call 9-1-1 immediately.
* Be sure that lights and any tools you are using to hang them are completely within your control at all times and cannot contact electric equipment. Always carry your ladder horizontally when moving it from one area to another.
* Never throw lights or other decorations into trees or other tall structures.
* Do not place lights, inflatables or other decorations under or near electric power lines.
* Use lights inspected and approved by Underwriters Laboratory – look for the "UL" on the tag.
More tips on staying safe around electricity and near power lines and equipment are available on FirstEnergy’s “ Stop. Look. Live. ” safety website at firstenergycorp.com/publicsafety . | <urn:uuid:8e020ebf-a744-4798-9466-b4acf1c7467a> | CC-MAIN-2024-51 | https://www.firstenergycorp.com/content/dam/customer/billinserts/2024-10%20FE%20Stop%20Look%20Live%20Holiday%20Lights.pdf | 2024-12-05T09:54:13+00:00 | crawl-data/CC-MAIN-2024-51/segments/1733066348250.63/warc/CC-MAIN-20241205085107-20241205115107-00718.warc.gz | 699,276,894 | 345 | eng_Latn | eng_Latn | 0.999147 | eng_Latn | 0.999161 | [
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Chapter XXIII
DOI: 10.46793/pctja.19.350M
UDK: 37.031-053.6
TEACHING ADOLESCENT STUDENTS: CHALLENGES AND OPPORTUNITIES
Olja R. Milošević* International School of Belgrade, Belgrade, Serbia
Introduction
Abstract: Adolescence is a critical period of life and only if teachers understand its dynamic nature, are they able to identify students' needs and to assist them in the process of growing up and learning. Students are motivated to learn when they see the relevance of the content and if they can find a connection between instruction and the demands of modern society. Therefore, instruction needs to provide an academic challenge and develop the life skills that students need in future. This paper presents findings from some small-scale qualitative research that was carried out with adolescent students and their teachers in two different educational institutions in Serbia. The research had two aims: to establish what competencies adolescent students consider important for their future and to discover how teachers attempt to address the needs of their students. In order to understand what young people view as important for the future, in-depth semi-structured interviews were carried out with 14 students. Indepth interviews with the teachers helped establish what steps teachers should take to assist the adolescents to develop life skills. The findings indicate that collaboration, critical thinking, and taking responsibility for learning are identified as areas that students need to develop in order to be successful in school and later in life. Keywords: adolescence, affective skills, collaboration, critical thinking.
*E-mail: firstname.lastname@example.org
Globalization has introduced a number of critical changes, and as our society undergoes transformation, so should education. The pace of transformation will cause many jobs to disappear in the near future, and unless young people acquire new competencies, they may not be prepared for the professions that will be in demand. Although there is a common agreement that schools need to equip students with a new set of skills, curriculum does not include teaching these skills. Teaching core academic subjects remains vital, but not enough to ensure that students are ready to participate in the modern world as responsible citizens. In such a rapidly changing world, adolescent students are often left to themselves.
Education will be effective for adolescent students if their psychological characteristics are taken into account. Sheppard and Levy (2019: 194) point out that "teachers must have the ability to observe and listen to students' emotional reactions and allow for ambiguity in learning experience". Instruction that relies on lectures, abstract concepts, and that is mainly concerned with transferring knowledge will not be very successful. Interactive teaching that enables students to share their views and that is related to students' experiences will be more appropriate than any attempt to teach from the position of someone who knows everything. The starting point has to be the potential of the young people and what they already know.
Adolescence is the period in life characterized by significant cognitive, physical, and social changes: adolescents become cognitively ready for abstract thinking, their body matures, and their social status changes. All these changes make adolescence a turbulent period of life and this age group is often considered difficult to relate to. Adolescent students experience difficulties at school and teachers may label them as rebels. Unlike children, adolescents are not too eager to please the teacher and will not take part in activities to gain teacher approval. They are also not prepared to show the same understanding for a teacher as adults would do. Only if teachers understand the dynamic nature of adolescence, will they be able to help their students in the process of growing up.
Theoretical Background
Advancements in technology have changed the nature of education. Socket (2014) points to the relative popularity and use of technological tools, both in and out of the classroom. Indeed, many adolescents spend a great amount of time in online environments. They socialize online, seek help through social networks, and establish their identity in the virtual world. In a case study that explores the ways in which technologies assist literacy development, Black (2009: 695) explains that "youths visited online help sites and forums to find information about how to create and maintain various web pages, forums, and
If education is understood as a process that equips students with required knowledge, understanding, skills, and develops attitudes, then current teaching practices need to be re-examined. Bridgestock (2009) explores qualities that students would need in the future, concluding that they currently do not receive adequate preparation. Building of knowledge capacity is not enough, and students need to develop higher order thinking skills, collaboration, resilience, and affective skills (see for example Miri, David, Zoller 2007). In spite of numerous educational reforms that have an increase in student achievement as their aim, necessary life skills seem not to be taught.
LiveJournal accounts." As communication moves online and allows informal learning to take place in the virtual world, students encounter new obstacles. They find the amount of information on the Internet overwhelming and they are unable to evaluate its quality. To help young people, schools should find ways to teach them how to evaluate information from a wide range of sources, that is, to assist students in developing critical thinking skills.
Communication and collaboration are skills that are also valuable for future academic settings and work. Having in mind the importance of social interaction (Vygotsky 1978), the big step forward is the growing emphasis on the dialogue that takes place in the classroom and to its pedagogical value. Sociocultural theories of learning, like those that originate from Vygotsky's research emphasize the importance of conversation as a medium of learning and define successful education as a "long dialogue" (Mercer in Thornbury, Slade 2006). Bruner (in Williams, Burden 1997: 29) points out that the dialogue and cooperation with others enable students to develop a sense of individuality. He believes that effective learning takes place when students are assisted during the conversation and when their minds are developed through dialogue with others.
Critical thinking is a cognitive activity that encourages students to discover deeper meaning. The International Baccalaureate Middle Years Programme defines critical thinking as "Specific cognitive skills, such as analyzing and interpreting, used to consider ideas, arguments and points of view, and to reach a conclusion" (MYP Language acquisition guide 2014: 102). Unfortunately, students do not have "much practice applying knowledge to new contexts, communicating in complex ways, using it to solve problems, or using it as a platform to develop creativity" (Rosefsky Savera, Opfer 2012: 9). To help students develop higher-order thinking skills, teachers need to teach those skills explicitly and provide opportunities for students to practice using them. Ustunluoglu (2004:3) points out that teachers can activate critical thinking by prompting students to be "aware of their perceptions, assumptions, prejudices, and values, and can help students break old habits to construct a new point of view." Tasks that require students to employ more complex thinking would promote discussion and problem solving. Teaching students to think critically is a time consuming process and the results may not be immediately visible. Barahal (2008: 301) maintains that teaching to think "requires a focus on the student and looking for clues as to the current state of their thinking". Tasks that are designed to employ critical thinking skills require teachers to adjust their syllabus, design additional material, and allow students more time to complete them. Analyzing texts, finding flaws with arguments, and looking for commonalities is worth teaching and learning, but these activities may not be easy for students.
Methodology
Context and participants
The study was conducted in two educational institutions in Serbia. The first institution was a privately owned high school where English is the language of instruction. The second institution was a high school that follows the national program. The reason for including two schools with such a different background was to establish what both groups identify as successful teaching practices that promote both second language acquisition and learning in general. The research questions were:
This small-scale study was originally designed as second language acquisition research, and was conducted during the 2014–2015 academic year. It had two aims. The first one was to establish what factors contribute to successful foreign or second language learning, and what competencies adolescent students consider important for their future. The second aim was to discover how teachers address the development of competencies identified as important. The data gathered pointed out that both teachers and students would relate language acquisition to the learning process in general, and their contributions emphasized the importance of assisting students in developing critical thinking, communication, and collaboration.
* What skills do adolescent students consider necessary for success in school and in life?
Data
* What skills do teachers consider necessary for their students' success in school and in life? • How do teachers assist their students in developing those skills?
Qualitative interviews and analysis of students work were used for collecting data.
Qualitative research was a logical choice for achieving the aim of this study. The format of qualitative research enabled the researcher to introduce both students' and teachers' voices into the account. The nature of interaction generated during the interviews allowed students and teachers to explain how they perceived their roles in the educational context. It also prompted them to think about necessary changes. The openness and readiness to talk about their convictions could not have been achieved through other forms of research.
Olja R. Milošević, Teaching Adolescent Students: Challenges and Opportunities
Students' opinions were gathered from fourteen students. The first group of six students came from a school where English was the language of instruction (Student 1 ‒ Student 6). The interviews were conducted in English. The interviewed students were learning English as their second language and they were all intermediate level language learners. The second group consisted of eight students from a Serbian (state) high school that followed the national program (Student 7 ‒ Student 14). The students were lesrning English as a foreign language and the interviews were conducted in Serbian. Two in-depth interviews were conducted with students from the first group and three students took part in each of these interviews. One focus group interview was conducted with students from the second group. Eight students participated in this focus group interview.
Interviews
Teachers' opinions were gathered from six teachers who taught high school students in the same schools that the interviewed students attended. Three teachers worked in the private high school (Teacher 1 ‒ Teacher 3) and three teachers worked in the Serbian high school (Teacher 4 ‒ Teacher 6). All teachers taught languages: two teachers taught English as a foreign language, one teacher taught English language and literature, one taught French, and one taught Serbian as a foreign language. Four individual interviews were conducted and two teachers were interviewed together. In total, there were four indepth interviews with teachers.
All participants were guaranteed anonymity. The interviews were recorded and transcribed with the permission of the teachers and the students, which enabled detailed analysis. The comments that were in English are given verbatim. The comments in Serbian were translated so some of the language nuances might have been lost in the translation. Interviews with students and teachers enabled triangulation.
The in-depth qualitative interviews were conducted to establish aspects related to participants' thoughts and intentions. Through semi-structured interviews, students and teachers answered previously composed questions. The questions were asked in the same order. They were open type questions and participants had the opportunity to express their views on certain problems or occurrences. All participants were asked all questions but during the interviews, additional questions were introduced to clarify participants' views. Semi-structured questions gave an opportunity to teachers to initiate new topics and to discuss possible ways to teach new skills they considered important. After initial interviews were completed, additional interviews with some teachers were requested. In that way, additional data were gathered that were not within the scope of the originally devised research.
PROFESSIONAL COMPETENCES FOR TEACHING IN THE 21
Analysis of students' work
Results
Throughout the school year, students from the private school were asked to reflect on their work during language acquisition classes. Their tasks were part of the syllabus and were not designed to be part of the research. Students were asked to write about the challenges of the world they live in. Some of their reflections are included in this paper.
Digital literacy and critical thinking skills
Teacher 3: When I went to school, there were questions that I could not answer. The students I teach have never experienced this. If my students have a question, they google it and they have an answer. Sometimes they have 30 answers, and they have to figure out the right answer, and that is another of the life skills that we have to teach.
A contemporary society requires educational practices that are different than those used in the past. Both teachers and students identified the use of technology as an important aspect of education. One teacher explained how students know much more than they did in the past.
This comment is aligned with Kessler's warning that, "the wealth of information is both impressive and overwhelming [...] we are likely to misunderstand or miss out on some sources" (Kessler 2013:13). Indeed, adolescents embrace technology and use it abundantly, but they still need teachers' assistance to approach it with critical awareness. The access to technology offers students novel ways of gaining knowledge and interaction and they are not afraid of becoming involved in online communities. Teachers see their role as guiding students to become competent users of modern technologies. However, not all teachers consider themselves ready for this task.
The interviewed students claim that they know how to use technology and that is aligned with teachers' perspective that technology gives a sense of power to young people. They turn to the Internet to find the information they need and take it as authority rather than consulting their teachers. Teachers are concerned that their students have not developed information literacy.
Teacher 1: First of all, they need to learn how to use technology, and secondly, we need to teach them not to be too dependent on it.
Teacher 2: I would like to be more competent. Often I do not know what they are talking about. I don't know how to help them.
Teacher 4: My students can rarely tell me what a reliable source is. Oftentimes, they take for granted that everything they read on the Internet is reliable.
CENTURY
Olja R. Milošević, Teaching Adolescent Students: Challenges and Opportunities
Teacher 3: I need to teach students how to put facts together, how to tell what is important, and what is not so important. But, I don't have time to do that.
Developing critical thinking is vital if information is to be interpreted accurately. Black (2009: 693) points out that students need the "ability to seek out and critically evaluate information across a range of media". Kessler (2013:310) emphasizes that "many social media contexts promote reflective discussion about the content" and to benefit from those opportunities, students need to know how to participate appropriately.
Student 1: Education […] affects the way people see the world. If educated enough, people have the ability to think more critically and judge the situation they are in. (Excerpt from the end of unit assessment)
Teacher 5: I want to show them that everything is a part of a bigger picture. Students are aware of the importance of taking into account different perspectives and evaluate situations. They are also aware that they need to learn how to do so.
The lack of critical thinking skills makes it difficult for students to judge the relevance of information. They cannot synthesize information they have and that often leads to misunderstanding. As Teacher 3 pointed out, skills that students need should be incorporated in instruction. When students think critically they become active learners who draw on their previous experience and new information to construct new knowledge.
Student 3: A person who is able to critically think all the time while seeing advertisements is more likely to be less affected by them, than a "naïve" person who believes most of the information passed to him through advertisements. (Excerpt from the end of unit assessment)
Overall, teachers recognize that print based literacy is not sufficient for students to access learning since learning process increasingly takes place in a virtual environment. Students use technology, yet they need assistance to succeed academically and not to be lost in the vast array of information. Also, as they spend a great amount of time online they need to be taught how to participate effectively in that environment. Although teachers agree that they should assist the students, they are also concerned that they may not be in the position to do so without additional professional development. This point of view is encouraging because teachers view themselves as life-long learners. Developing responsibility for learning and reflecting on learning
Adolescent students are transitioning into adulthood and they want to have more control over what happens in their lives, especially over what happens in school. Young people need to become independent learners and they
need to have choices. However, in order to become mature, they need to take responsibility for their choices and learning.
Students from the Serbian state school display a desire to be given the possibility to make decisions. However, they do not seem to be ready to take on the responsibility for their choices.
Student involvement during the class depends on their perception of whether they can influence what happens to them. They are prepared to do what is expected of them only if they understand why certain things are expected. Based on students' comments, it appears that those who feel that the teacher takes into account their opinion when decisions are made, and those who feel that the teacher creates a safe atmosphere are more successful than students who feel that the teacher is in control.
Students seem to expect teachers to guide them, motivate them, and tell them what they need to do. On the other hand, they resent teachers who are strict and expect them to meet expectations without questioning.
Student 8: It is hard to function in a school that is not serious. There are only ten percent of us who are ready to study and we have to make ourselves study. Teachers should make us study.
Student 10: When they tell me that I must, then I do not want to learn. On the other hand, students from the private school seem to be prepared to take on responsibility for their actions. One student pointed out the importance of having engaging content during the classes. She explained that if she does not like the class, she thinks about something else:
Student 9: I would not like a teacher to tell me that I must learn this and that.
Student 2: I would move my brain to another place. I transfer myself where I want to be. If the teacher calls on me, I am not here. I am there physically, my body is there, but my mind is not."
Independent learners believe that their learning styles and learning preferences and the process of discovering personal strengths and weaknesses help them to draw their own conclusions, make connections, and make transfers. As stated above, not all adolescents are prepared for such a shift. Although they want to be given freedom, many of the interviewed students expressed their appreciation of "strict" teachers who give non-negotiable directions.
She also explained that if she did not pay enough attention in class, then she would have more to study at home. "I only blame myself if I do not pay attention at school." As she reflected on the learning process, she demonstrated readiness to take on responsibility for her actions.
Olja R. Milošević, Teaching Adolescent Students: Challenges and Opportunities
Students from both institutions emphasized that the development of linguistic and intercultural competences plays a key role in education. Although they identified the importance of communication, for them communication skills meant speaking two or more languages. The students from the school in which English was the language of instruction pointed out how important it was to speak other modern languages as well as the language of the host country (Serbian). "I don't understand when people don't try to learn at least some basics". Students from the Serbian school stated that English and German were popular foreign languages. Therefore, young people from both institutions understood the value of multilingualism.
Developing communication skills
Students in the private school identified the importance of mastering English as soon as possible upon their arrival to the new environment. Since English was the language of instruction, students had a dual task before them: they were studying in their second language and at the same time they were learning the language for academic purposes. Their efforts were directed towards their general academic success and towards integration into their school environment. They needed to master English to be accepted by other students and not to be observed as different. All six interviewed students came to the school with insufficient knowledge of English. They talked at great length about the difficulties they had until they had learned enough language so that they could understand basic phrases to engage in short, everyday conversations. Having conversations in English was a daunting experience for them. In all cases, the lack of communication led to a lack of friends.
Student 1: You need to really be smart at the beginning. I had no one to try to talk to. When I learned more, it became better.
Student 2: I know what I want to say, but often I do not say it in a proper way. I decide to keep quiet.
Other students expressed their frustration because they were not able to express themselves in the same way that they could in their own languages. They were all very communicative in their own language and it was difficult to accept that they had limited vocabulary in the second language.
Both students and teachers identified another problem, and that is the language of instruction becoming their dominant language.
Student 4: Sometimes I do not know how to say something in my language when I talk to my parents. I tell them in English. Teacher 2: I am sad to see how students forget their mother tongue.
Student 3: When I say something in English, it seems so simple. Back home, my friends would come to ask me for advice, I was clever. I am not anymore.
Communication skills were understood differently by teachers. Unlike the students who mainly talked about the importance of learning a new language, teachers identified the need to develop negotiating skills.
It became evident that students from the English speaking school were experiencing the loss of their mother tongue. Since their learning was in another language, they would use their first language mostly at home and not for academic purposes. Gradually, it became increasingly difficult for them to express complex ideas in their mother tongue. For those students, English would become their strongest language.
Teacher 6: Young people do not know how to make a decision together. They need to learn what it means to be a team player. They need to learn how to help others to contribute. One person should not be in charge of deciding.
Teacher 5: My students need to learn how to accept perspectives of other people and to adjust their wishes. They need to explain what they want in an appropriate way.
Student 4: There are situations when I need to give up on something so that others would want to finish the project with me. If we do not finish the project, we will all get a bad grade.
One student also reflected on a situation when she had to make sacrifices in order to complete the task.
Communication skills gain prominence in all areas of life and it comes as no surprise that encouraging thoughts and information exchange through class interaction is observed as important. As skills of collaboration and communication are becoming increasingly valued in the workplace, teachers need to guide students and to provide feedback not only on knowledge and understanding, but also on the way they achieve these, bearing in mind that civilized dialogue is vital. Students need to learn how to provide meaningful feedback to their peers but also to learn how to receive feedback from others (see for example, Prolman 2017).
This comment shows that young people are also aware that communication and collaboration are tools that would enable them to perform better and achieve results through teamwork.
Conclusion
The study has a number of limitations. The data was collected for research that attempted to establish what factors contribute to successful language learning and all interviewed teachers taught a foreign or a second language. The collected data represent the personal opinions of fourteen students and six teachers who live in Serbia. Furthermore, the study was conducted in two
Olja R. Milošević, Teaching Adolescent Students: Challenges and Opportunities
The interviewed teachers reflected on student performance in their classes. They all showed a desire to understand the students they taught and to help them develop the social and thinking skills they would need in future. This is aligned with the belief that teachers who know the developmental characteristics of their students and who want to understand them are in a position to create an atmosphere in which independence, creativity, and self-reliance are developed. They also encouraged students to reflect on their actions. By creating a safe environment end encouraging reflection, attention is paid both to the intellectual and emotional needs of the students and content is related to students' interests and previous experience. For teachers, it means that they have to take into account individual differences of their students and design appropriate activities.
schools that, although very different, do not represent all institutions that educate adolescents. Since this research has not been done on a representative sample, it cannot be generalized. However, the study has shown that mastering a new language could not be considered without addressing the needs of students in general. Although the students were asked to provide insights into second language acquisition, the aspects they identified apply to all disciplines.
The study confirms the curriculum should stay academically challenging, but also include the development of life skills since they facilitate effective disciplinary learning. It is essential to integrate skills "deliberately and systematically into [...] education" (Kay 2009: 45). Teachers need to assist their students in developing the necessary skills, but to do that curriculum should incorporate explicit teaching of those skills. If teachers do not teach students how to go beyond surface meaning, students cannot be expected to practice critical thinking. Tasks that require students to use metacognitive strategies and tasks that demand deep processing of knowledge require students to use higher-order thinking, resulting in more effective learning. For students to think that they are developing their abilities, they need to be encouraged and assisted to choose what and how they learn. Teachers could contribute by directing students in a timely manner.
Responding to these challenges would mean that some teaching practices need to change. Students are aware that a new set of skills is needed and that they need help from their teachers to do so. For that reason, teachers are central for implementing appropriate instruction since they know their students and the learning context. They play an important role in equipping students with the tools they will need. Despite the fact that teachers play a vital role in educational process, they are not necessarily prepared for the task of helping students gain new competencies. To accomplish the task, teachers need to have adequate professional development to improve their teaching repertoire.
Barahal S. (2008.) Thinking about Thinking: Preservice teachers strengthen their thinking artfully. Phi Delta Kappan, 90 (4), 298‒302. https://doi. org/10.1177/003172170809000412
References
Black, R. W. (2009). English-Language Learners, Fan Communities, and 21st-Century Skills. Journal of Adolescent and Adult Literacy Association, 52 (8), 688‒697. https://doi.org/10.1598/JAAL.52.8.4
Kay, K. (2009). Middle Schools Preparing Young People for 21st Century Life and Work. Middle School Journal, 40 (5), 41‒45. https://doi.org/10.1080/00940771.2009 .11461691
Bridgstock, R. (2009) The graduate attributes we've overlooked: enhancing graduate employability through career management skills. Higher Education Research & Development, 28:1, 31‒44, http://undergrad.ucf.edu/whatsnext/wp-content/uploads/2016/03/The-Graduate-Attributes-Weve-Overlooked.pdf (Accessed on 25 March 2019).
Middle Years Programme: Language Acquisition Guide (2014). International Baccalaureate Organization.
Kessler, G. (2013). Collaborative Language Learning in Co-constructed Participatory Culture. CALICO Journal, 30 (3), 307‒322.
Prolman, F. (2017). Building Your Instructional Leadership. The Learning Collaborative.
Miri, B., David B. C. & Zoller, U. (2007). Purposely Teaching for the Promotion of Higher-order Thinking Skills: A Case of Critical Thinking. Res Sci Educ , 37, 353–369. https://doi.org/10.1007/s11165-006-9029-2
Sheppard, M. & Levy, S. A. (2019). Emotions and teacher decision-making: An analysis of social studies teachers' perspectives. Teaching and Teacher Education , 77, 193–203.
Thornbury, S. & Slade, D. (2006). Conversation: from Description to Pedagogy Cambridge: CUP. https://doi.org/10.1017/CBO9780511733123.
Rosefsky Saavedra, A. & Opfer, V. D. (2012). Learning 21st-century skills requires 21st-century teaching. The Phi Delta Kappan, 94 (2), 8‒11. https://doi. org/10.1177/003172171209400203
Ustunluoglu, E. (2004). Language Teaching through Critical Thinking and Self-Awareness. English Teaching Forum, 42/3, 1–7. Vygotsky, L. S. (1978) Mind in Society. Cambridge, MA: Harvard University Press. Williams, M. & Burden, R. L. (1997). Psychology for Language Teachers: a Social Constructivist Approach. Cambridge: Cambridge University Press.
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UNIVERSITY OF CAMBRIDGE INTERNATIONAL EXAMINATIONS General Certificate of Education Ordinary Level
SCIENCE (PHYSICS, CHEMISTRY)
Paper 1 Multiple Choice
Additional Materials: Multiple Choice Answer Sheet
Soft clean eraser
Soft pencil (type B or HB is recommended)
READ THESE INSTRUCTIONS FIRST
Write in soft pencil.
Do not use staples, paper clips, highlighters, glue or correction fluid.
Write your name, Centre number and candidate number on the Answer Sheet in the spaces provided unless this has been done for you.
There are forty questions on this paper. Answer all questions. For each question there are four possible answers A , B , C and D .
Choose the one you consider correct and record your choice in soft pencil on the separate Answer Sheet.
Read the instructions on the Answer Sheet very carefully.
Each correct answer will score one mark. A mark will not be deducted for a wrong answer.
Any rough working should be done in this booklet.
A copy of the Periodic Table is printed on page 16.
www.XtremePapers.com
5124/01
October/November 2010
1 hour
1 The diagram shows part of a vernier scale.
What is the correct reading?
A 30.5 mm
B 33.5 mm
C 38.0 mm
D 42.5 mm
2 The gradient of the line on a graph gives the acceleration of a moving object.
What are the quantities on the horizontal and vertical axes of this graph?
| quantity on horizontal axis | quantity on vertical axis |
|---|---|
| speed speed time time | distance time distance speed |
3 The gravitational field strength is 2 N / kg on the Moon and 10 N / kg on the Earth.
An astronaut returns from the Moon to the Earth.
What effect does this have on the astronaut's mass and weight?
| mass | weight |
|---|---|
| less on Earth more on Earth same on Earth and Moon same on Earth and Moon | same on Earth and Moon same on Earth and Moon less on Earth more on Earth |
4 The diagrams show how a spring extends when a weight of 6.0 N is hung on it.
Which weight hanging from the spring causes the length to become 15 cm?
A 7.5 N
B 15 N
C 30 N
D 45 N
A 2 kg mass is moving at constant speed.
The kinetic energy of the mass is 400 J.
What is the speed of the mass?
0.4 m / s
20 m / s
200 m / s
400 m / s
6 An electric motor lifts a weight of 8 N through a height of 5 m in 4 s.
What is the power developed?
A 2.5 W
B 6.4 W
C 10 W
D 40 W
7 To protect a polished table, a cork mat may be put on the table underneath a mug containing hot liquid.
Why is this effective?
A Cork is a good conductor.
B Cork is a good radiator.
C Cork is a poor conductor.
D Cork is a poor radiator.
8 The diagram shows the temperature-time graph obtained when a substance, initially solid is heated steadily.
At which stage does boiling occur?
PQ
QR
RS
ST
9 The diagram shows the view of a ripple tank from above. The bar vibrates up and down at constant frequency to produce waves.
vibrating bar
tank
water
Which wave pattern is seen in the tank?
D
10 What is the angle of refraction for this ray of light moving from glass to air?
11 An object is placed 20 cm from a converging lens of focal length 40 cm.
Which describes the nature of the image formed by the lens?
A real, inverted, diminished
B real, upright, magnified
C virtual, inverted, diminished
D virtual, upright, magnified
12 In an experiment to measure the speed of sound in air, a boy stands 40 m from a wall and bangs two pieces of wood together. At the instant he hears the echo, he bangs them together again. He does this many times. The time taken for 50 intervals between bangs is 12 s.
Which calculation gives the speed of sound in air?
A
B
C
13 Electric current is defined as rate of flow of charge and is measured in amperes, A.
How can the unit of current also be written?
A Cm
B C / m
C Cs
14 Two resistors are connected in series with a 9 V supply.
What is the current flowing in the circuit?
A 2.0 A
B 3.0 A
C 4.5 A
D C / s
6.0 A
15A circuit consists of a battery and four resistors.
The current in three of the resistors is shown.
What is the current in X?
1.5 A
2.0 A
The kilowatt-hour is a unit of
charge
energy
power
voltage
17 A 2 kW appliance is to be connected to the 240 V mains supply.
Which fuse should be fitted in the plug?
A 1 A
B 3 A
C 5 A
D 10 A
18
There are 2000 turns in the secondary coil of a transformer and 500 turns in the primary coil. An alternating voltage of 240 V is applied across the primary coil.
What will be the voltage across the secondary coil?
A 60 V
B 500 V
C 960 V
19What is the nucleon number of a nuclide?
A the number of neutrons
B the number of protons
C the total number of neutrons and protons
D the total number of protons and electrons
D 2000 V
3.0 A
16
5.0 A
20 A radioactive material gives a count rate of 8000 counts per minute.
After 20 days, it gives a count rate of 500 counts per minute.
What is the half-life of the material?
A 4 days
B 5 days
C 20 days
D 80 days
21 A test-tube containing a liquid X is placed in a beaker of boiling water.
The liquid X starts to boil immediately.
The boiling point of liquid X is
A 100°C.
B above 100 °C.
C between 0 °C and room temperature.
D between room temperature and 100 °C.
22 Why are sodium and chlorine in the same period of the Periodic Table?
A Sodium and chlorine combine together to form a compound of formula NaCl.
B Sodium is a reactive metal and chlorine is a reactive non-metal.
C The atoms of both elements have eight electrons in their second electron shell.
D The atoms of both elements have only three electron shells containing electrons.
23 Which substance could be sodium chloride?
| melting point/°C | conduction of electricity | |
|---|---|---|
| | when liquid | in aqueous solution |
24 Which dot and cross diagram is correct for ammonia?
25 7.8 g of an element X react with oxygen to form 9.4 g of an oxide X2O.
What is the relative atomic mass of X ?
78
39
9.4
7.8
26 Magnesium reacts with hydrochloric acid as shown in the equation.
In an experiment the volume of hydrogen produced was measured.
gas syringe
hydrochloric acid
magnesium.
The volume of hydrogen produced was 24 cm 3
Which mass of magnesium was used?
A 24 g
B 12g
C 0.12 g
D 0.024 g
27 Which process is endothermic?
A the formation of a hydrogen-chlorine bond
B the formation of rust
C the formation of water from ice
D the formation of water from oxygen and hydrogen
28 Powdered zinc reacts with dilute sulfuric acid.
Which change will speed up this reaction?
A adding water to the mixture
B cooling the mixture
C heating the mixture
D using larger lumps of zinc
29 The approximate pH values of the aqueous solutions of four substances commonly used in cooking are shown.
Which substance could be taken to neutralise excess acid in the stomach?
30 A new halogen Z is discovered.
Its relative atomic mass is 370.
Which properties is Z likely to have?
A dark green gas, soluble in water
B black solid, high melting point
C grey solid, reacting violently with water
D white solid, reacting with acid giving hydrogen
31 Two statements about argon are shown.
1 Argon is used in light bulbs.
2 Argon is a monatomic gas which has a full outer shell of electrons.
Which statements are correct?
| statement 1 | statement 2 |
|---|---|
| | |
32 The diagram shows a metal X reacting with water.
calcium
B copper
C potassium
D sodium
33 The diagram shows a blast furnace used to extract iron from iron ore.
What is Y?
bauxite
coke
oxygen
sand
34 A 100 cm 3 sample of bottled gas, used for diving, was placed in a gas syringe in the apparatus shown.
The gas was passed backwards and forwards over the heated copper turnings.
The results obtained were used to plot the graph below.
What is the percentage of oxygen in the bottled gas?
35 In the Haber process, nitrogen and hydrogen react to produce ammonia.
The reaction is represented by the equation shown.
Which conditions favour the production of ammonia?
A high temperature and high pressure
B high temperature and low pressure
C low temperature and high pressure
D low temperature and low pressure
36 Which statement about a homologous series is correct?
A The boiling point increases with decreasing relative molecular mass.
B The members have the same empirical formula.
C The members have similar chemical properties.
D The relative molecular masses of consecutive members differ by 12.
37 Which formula represents a compound that undergoes an addition reaction with hydrogen?
C2H6
C2H4
CH4
C2H4Br2
38 The list shows reactions in which ethanol is either a reactant or a product.
1 combustion of ethanol
2 conversion of ethene to ethanol
3 fermentation of glucose
4 oxidation of ethanol to ethanoic acid
In which reactions is water also either a reactant or a product?
A 1, 2 and 4
B 1, 3 and 4
C 2, 3 and 4
D 3 only
39 Which pair of organic compounds could react together and form an ester?
CH3CO2H and HCHO
CH3CH2OH and HOCH2CH2OH
HCO2H and CH3CO2H
HOCH2CH2OH and HO2CCH2CO2H
40 A polymer has the structure shown.
CH
2
CH
3
CH
3
CH
3
CH CH
2
CH CH
2
CH
What is the molecular formula of the monomer?
A
C2H4
B C2H6
C C3H6
D C3H8
Permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. Every reasonable effort has been made by the publisher (UCLES) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the publisher will be pleased to make amends at the earliest possible opportunity.
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Most of us are familiar with First Aid boxes – there's usually one in each classroom. Inside there are boxes and spaces for the hurts, pains, bumps that can be seen on the outside – so a standard First Aid kit will have plasters and creams and bandages.
But we also need a First Aid kit that helps when the hurts, pains and bumps are on the inside; a kit that reminds us of what we need to look after us when we may be feeling overwhelmed, on difficult days or when things build up to bursting point.
This is how we use this idea at Winston's Wish. You can use this template, or draw your own First Aid kit on a piece of paper; it helps to have 8 to 10 boxes of different size and shape. This works best when a child/ children complete their own sheets at the same time as their caring adult does.
Step One
Start by sharing a normal First Aid box (if you have one). Talk about the reasons for having a box for the hurts that can be seen. Then explain that people need a similar kit of ideas of things that can help them feel better on difficult days. "We're each going to have a go at filling a sheet of our own ideas of what can help us feel a little easier and calmer and then we can share them".
Helpline: 08088 020 021 | winstonswish.org
Each person then draws a picture (and can add words) into each box. It's great to come up with your own ideas but here's some starters:
For children:
Hugging a favourite toy; dancing to a favourite upbeat song; eating an apple; speaking to a grandparent; riding a bike; throwing bricks into a box
For young people:
Playing a favourite game for half an hour; thumping a cushion; eating pizza; talking to friends on the phone or online; writing down thoughts in a book; listening to music; climbing a tree; biscuits
For adults:
Bath with bubbles; walk in nature; coffee with friends; chocolate; stroking a cat; playing football
Step Two
The next bit is sharing your kits. We suggest leaving one box empty until this stage because the other person usually has a great idea you want to borrow. ("I wish I'd put 'have a hot drink' on mine"). You are allowed a veto if it's really necessary. For example, the adult could say "You can't have 'kick the cat' but you could have 'hug the cat and kick a cushion' ". (The child can say in return "Then you can't have both chocolate AND cake").
Step Three
Then you find somewhere to put the completed kits so they can be easily accessed. At home, this might be stuck to the fridge with a magnet, or in a drawer.
Step Four
The next stage is using the kits. This may be when someone is feeling very angry or very 'full-up'. Getting the First Aid kits and then deciding what idea to use reminds a child or young person that they do have 'strategies' – ways of coping when things threaten to overwhelm them. It could go like this:
"I think we need our First Aid Kits… where's mine? Where's yours? Right… well, I can't ring Sally because she'll be at work and I can't have a bath because I'm about to take you to school and I guess red wine is out of the question, so it'll have to be a doughnut! How about you?" "Can't have pizza for breakfast, guess I can't go on the X-box because it's school time, can't see the cat… I'll kick a football against the wall for 5 minutes."
In this way, everyone is gently reminded that they do have their own ways to manage their pressure: the hurts, pains and bumps on the inside.
Winston's Wish is a Registered Charity (England and Wales) 1061359, (Scotland) SC041140 | 0151 © Winston's Wish
In a school context
It can be helpful to have a separate 'Look After Myself' First Aid kit for school. This can be created with a class teacher and have some agreed strategies on it to help a bereaved child negotiate their return to school and any subsequent days when things feel too much. This can be kept, for example, in a book tray or school bag.
Sometimes, a whole class creates their own First Aid Kit and has it on display in the classroom. Children who, for whatever reason, are finding themselves overwhelmed can – with permission – use one of the class strategies.
Ideas include:
Running around the playground three times
Five minute hug of the class mascot
Drink of water
Five minutes in the book corner
Tearing a scrap piece of paper into shreds (over a bin!)
Touching a piece of the natural world (leaf, flower, rabbit, grass)
This needs a confident teacher so that not everyone spends the day using a strategy. However, it can be really helpful if the teacher occasionally uses the First Aid kit themselves to show that everyone needs ways to help themselves feel a little calmer.
Helpline: 08088 020 021 | winstonswish.org
Winston's Wish is a Registered Charity (England and Wales) 1061359, (Scotland) SC041140 | 0151
© Winston's Wish look after myself
Helpline: 08088 020 021 | winstonswish.org
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February 2024
We are now taking bookings for the school year commencing September 2023. Please let us know asap what sessions you require. We have limited spaces available. Confirmation emails will be sent out over the Easter holidays.
Term Dates
EYPP – Early Years Pupil Premium
Last term we put money towards Tiny Talk visiting on Tuesday afternoons. The children go to learn nearly a 100 British Sign Language signs. This has supported the children's speech development, confidence and social skills. The children learned the British Sign Language through action songs, stories and puppets. We also brought in Animal Mania to visit nursery. The children got the meet, hold and stroke different types of animals. They learnt new vocabulary, information about where the animals live and how to care for the different animals.
This term we will be putting the money towards Pyjama Drama coming on Tuesday mornings. The sessions will encourage the children to pretend, play and explore real and imaginary worlds by harnessing the power of their imagination. Through games, singing, dancing and imaginative adventures the children develop key skills such as; communication, co-operation, concentration, confidence and imagination.
Funding
From April working parents with 2 year olds can claim 15 hours funded hours. Please check if you qualify and apply for your code on: https://www.childcarechoices.gov.uk/ . Codes need to have been given before 31 st March to qualify for the Summer term. Please ask Heather for further information.
If you qualify for 3 year old 30 hour funding please ensure you keep your code valid / updated, Worcestershire County Council will only guarantee funding if the code is valid prior to the start of the term that you attend so being validated as current for the term.
Planning
During the Spring Term we will be focusing on different cultures/ festivals, oral health, occupations and our body/ physical activity. The first 2 weeks we will be focussing on transition, helping the new children to settle into nursery, building relationships and strong links. We will also be introducing 2 songs, letter sound and book of the week across the term. This will support the children's language development in a fun way.
| Week 1 | n | Superworm |
|---|---|---|
| Week 2 | c/k | Squash And A Squeeze |
| Week 3 | e | Brown Bear, Brown Bear |
| Week 4 | h | Mad About Dinosaurs |
| Week 5 | r | Room On A Broom |
At home to support your child's language development, you can read the books at home as well. Explore the characters with the children i.e. "what they look like?", encourage them to retell the story on their own or join in with the repeated refrains. This will support the children's love of books. If you would like to borrow one of the books of the week please ask on the door.
Why Oral Health?
Keeping your children's teeth healthy will help them to maintain clean and healthy teeth and gums and develop good oral hygiene habits they will need throughout the rest of their lives. We will be supporting this by teaching children this term about healthy foods, show the children how to brush their teeth using a giant model/ toothbrush and in January a dentist will visit nursery to talk to the children as well.
Why Cultures/Festivals?
All children are individuals. They come with a range of past experiences based on their own personal experiences. Cultural background gives the children a sense of who they are. Teaching children in Early Years different cultures allows them to explore similarities and differences to others and how to value everyone/ be respectful of others in the community.
Why Occupations?
In Early Childhood it is important for children to make connections with their local environment as they can last a lifetime. In the Early Years we build connections and values in children that they can take throughout their lives and become community- minded and responsible adults. It is important for the children to understand the people in the community who support us and how to get help in case of an emergency.
Why Our Body/ Physical Activity?
In Early Years teaching children about their body/ physical activity is important as it allows the children to develop confidence and an appreciation for their bodies. Learning about the body is also super important because it helps them to identify what their needs are. It also provides children with the vocabulary they need to communicate these needs. Physical activities support this by developing the children cognitive skills creating healthy brain development from an early age.
A copy of our nursery long term planning will be sent to you shortly. This shows roughly what the children will be learning over the year across the 7 areas of the EYFS. This is only a rough plan as it maybe adapted to allow for the children's interests to flow through the progression.
Home Link
The children are welcome to bring a toy from home for show and tell. If you do not want to bring the toy in, you could also send a photo on Tapestry! Rising Stars children are to bring their homework/ letter sound books on Tuesday's and Thursday's so they can explore these with their keyworker.
Home Learning - Occupations
To help support the children's knowledge of occupations, you can:
* Label different occupations.
* Talk about what people do in different occupations.
* Take the children to community events to meet people who help us.
Home Learning – Oral Health
To help support the children's knowledge of oral health you can:
* Talk about healthy foods.
* Talk about how to brush your teeth.
* Make oral health fun by counting or using songs.
Below are links to apps and songs which can support you and your children with toothbrushing:
https://www.brushdj.com/ An app to make toothbrushing fun!
https://www.e-lfh.org.uk/townscape-oral-health/ Learn about oral health and how you can support children and families https://youtu.be/u3vdGjj89k8 Hey Duggee toothbrushing song (Cbeebies)
Worcestershire Oral Health have a Facebook page and a Twitter account and post on both regularly with tips and news: https://www.facebook.com/HWHCTSmileSquad/
Home Learning – Our Body
To help support the children's knowledge their body you can:
* Name the parts of the body.
* Play eye spy with body parts i.e "I spy something you use to smell something".
* During physical activities talk about how you are feeling/ what you need i.e. "i'm tired, I need to rest" or "I'm thirsty I need a drink".
Home Learning – Cultural Events
To help support the children's knowledge of different cultures and festivals you can:
* Dress in cultural clothes.
* Join in with local celebrations.
* Listen to cultural songs or nursery rhymes.
Holi: https://www.youtube.com/watch?v=V3Ew2ctrWmc
Easter: https://www.youtube.com/watch?v=zs8jyWcnCPc (4.2 mins)
World Book Day: https://www.youtube.com/watch?v=PBcI2ej0zjg
St David's Day: https://www.youtube.com/watch?v=IIzxz2BAmSU
St Patricks Day: https://www.youtube.com/watch?v=C3PKRxke0sc
Home Learning – Letter Sounds
To support the children's learning of letter sounds you could:
* Go on a letter sound treasure hunt in the house/ garden and see how many objects they can find.
*
Go on a walk and she how many things they can find of that letter sound.
* Play letter sound 'eye spy' i.e. "I spy with my little eye something beginning with a". Make sure you
are saying the phonics sound not the letter itself.
Tapestry
Tapestry is our online learning journal that allows us to send the parents observations of what they have done at nursery home, and also for you to send photos from home. Last term we were blown away by the number of photo's and achievements sent to us via Tapestry. We would love to continue this. If you go to a special event, any home learning activities, days out and WOW moments or even if the children want to show us something from home, please do not hesitate to send it via Tapestry. The children enjoy showing these photos's during show and tell. How to upload photos or videos to Tapestry:
https://www.youtube.com/watch?v=espJ96TJHV8. You will receive at least 1 observation a week unless your child is off sick or on holiday. When you receive an observation it will say the areas of development it links too such as: physical development etc.
Wow Board
Last term the children helped create a 'WOW' board in nursery. It contains stars with achievements the children have met in nursery. The children themselves with their key worker add their own stars to the board.
We are looking to put photo's of achievements from outside of nursery onto the board too. When your child has achieved something i.e. a certificate for dance, using the toilet for the first time, learning a new song etc, please can you send us a photo on Tapestry or email so the children can add it to the board.
Post Covid -19 Recovery Plan by Speech and Language
Last term we started the Post Covid-19 Recovery Plan by Speech and Language. This is fantastic opportunity that has only been offered to a few chosen settings (12 across Worcestershire over 2 years). As part of this opportunity we have assessed all the children with a Speech and Language therapist (Kathryn) using the Wellcomm assessment. Kathryn has been attending on Thursday mornings. She has trained the staff on how to do the assessments and how to support the children with different strategies. She has also been doing little language classes with a select few children with consent given by parents for them to take part. She has created a plan of how to support these children going forward which we have passed onto the parents so they can work with the children using the strategies at home as well.
This term Elisa from Speech and Language will be visiting as Kathryn is on maternity leave. She will be visiting to review the children's progress and offer further support and training if needed.
Garden Renovation
We have improved our outdoor book and mark making area by making some book crates and a cable wheel table. We have purchased a spinning cone, whizzy dizzy, bike helmets, wheel trolley and two loose parts sets. Loose parts are materials that can be moved, carried, combined, redesigned, lined up, and taken apart and put back together in multiple ways. Loose Parts open the door to children's self-directed creative and imaginative play. They enhance children's ability to think imaginatively and see solutions and bring a sense of adventure and excitement to children's play.
E-Safety
As a setting we teach children about internet safety by making them aware of what safe use of technology looks like. We choose educational apps that help them to develop their skills. We have an e-safety policy which we follow at nursery. Below are a few links and video's on online safety and how you can support/ protect them at home.
Teaching Your Child about Internet & Online Safety | NSPCC
Pre-school (0-5) online safety tips and advice | Internet Matters https://youtu.be/O3OF-NWDzGo - E-Safety video for parents
https://youtu.be/lqRSaRQqPt0?list=PLJSbhHkqYnrSxHUttYbDAzh4ysG-UC9Dr - Good habits for children with technology and online safety
Early years online safety video guides | Internet Matters online safety videos
Operation Encompass
We are pleased to say that we are an Operation Encompass nursery. Operation Encompass is a national scheme that operates jointly between Early Years Settings, schools and Police forces. It means that as a nursery we will be notified when a child has experienced domestic abuse (seeing or hearing), prior to them arriving at nursery. All staff members have been trained but the designated key adult is Heather (Designated Safeguarding Lead), with back up of Natasha (Deputy Safeguarding Lead) when Heather is not available. We believe being a part of this scheme as a nursery will provide the best support to all our children and will be extremely beneficial for all those involved.
Early Help
At Avoncroft Pre-School Nursery we recognise the challenges that families face in bringing up children. There may be times when you need extra help and support.
Early help is a way of getting extra support when you or your family needs it, but getting it as soon as the difficulties start, rather than waiting until things get worse. Help can come from all kinds of services and organisations who work together to support your family. You might be using some of these services already, but we want to make sure they are providing the right support for you and your family's needs.
It could be that you're worried about your child's health, development or behaviour, or perhaps because you are caring for a disabled child. Maybe your child is affected by domestic abuse, drugs or alcohol. Maybe you have had a bereavement in the family or someone close to your child is ill, or there has been a disruption to your family life and you are worried about the effect on them.
It could be that you yourself find times difficult and need advice with housing, debt, relationships or mental health issues.
If this is the case, please come talk to us. There are many ways our nursery can help and support you and your family.
Useful Links:
NSPCC - Keeping Children Safe Domestic Abuse Support Childline Alcohol / Drugs abuse Emotional Health and Wellbeing Mental Health support
Harmony At Home
ERIC – Toileting Advice
Starting Well Partnership
Child Tax Credit and Childcare Funding
Early Help Family Support
Easter Raffle
We will be holding an Easter Raffle to be drawn at our annual Easter Egg Hunt. Tickets available £1 a ticket. Proceeds towards summer activities for the children.
Easter Raffle donations welcome.
Events
Leapfrog Sports – Amanda from Leapfrog sports will be visiting on Thursday mornings after the Easter holidays. The children will get to learn a new sport every week. The rising stars children will need a P.E kit to change into. The children not going to school 2024 will need to wear suitable shoes but do not need a change of clothes.
Easter Egg Hunt – Wednesday 30 th March 10-12 (Awaiting confirmation). A family fun day out for just £2 per child. Follow the trail around Avoncroft Pre-School Nursery grounds, to find the elusive clues to retrieve your egg prize.
Please contact us by phone 07749477553, email or on Facebook to reserve your ticket.
Brookfield Photography – Wednesday 10 th April and Thursday 11 th April. Group and single photographs have been booked on the Thursday for the Rising Stars children and Wednesday for the children not going to school. Children who do not usually attend can drop in if they would like to take part.
Garden Party – Saturday 22nd June 11-2 (Awaiting confirmation). Donations and help on the day welcome nearer the time. This is our annual 2023 fundraiser for the children, it provides resources and special activities. It's a time when parents and children get together, bring picnic blankets and join in with the fun.
We charge £6 per family to include a bouncy castle, outdoor activities, a treasure hunt and a craft making session (these activities are more suitable for younger children).
Other activities include the BBQ (available from 11.30) where you can purchase hot dogs, and burgers, refreshments, including cakes and cold drinks, match the card on the jar, name the animal, bottle tombola, toys and books. Please contact us by phone 07749477553, email or on Facebook to reserve your ticket. | <urn:uuid:85980f89-04e7-4142-b992-08f435ba73a7> | CC-MAIN-2024-51 | http://avoncroftpreschoolnursery.co.uk/documents/News%20Letters/Newsletter%20-%20Feb%2024.pdf | 2024-12-05T09:45:10+00:00 | crawl-data/CC-MAIN-2024-51/segments/1733066348250.63/warc/CC-MAIN-20241205085107-20241205115107-00722.warc.gz | 2,020,731 | 3,284 | eng_Latn | eng_Latn | 0.997392 | eng_Latn | 0.998416 | [
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OUR CHANGING EARTH
On December 19, 2023, in the journal New Phytologist, French researchers published a study on yet another aspect of the decline of life on Earth. The populations of bees and other pollinators have declined so much that flowering plants that required insects in order to reproduce efficiently have evolved in less than 25 years to become better self-pollinators and to not need insects to reproduce.
Field pansies from seeds collected in the late 1990s and early 2000s were grown next to pansies from seeds collected in 2021. Self-pollination rates were 27% higher in the plants grown from the newer seeds. The flowers were smaller. The petals were shorter. The labella -- the landing platforms that attract insects -- were smaller. The flowering time was shorter. Fewer flowers opened per day. The nectar spurs were shorter, there were fewer nectar guides, and the flowers produced less nectar. More bumblebees visited the flowers that grew from the old seeds than from the new seeds.
The authors warned of cascading effects on insect populations: "These decreases in nectar production may then reinforce pollinator declines if nectar levels fall below those necessary to sustain wild bee populations. Environmental changes may thus present a double jeopardy to pollinator populations, as they become victims of both the changes themselves and of plant trait evolution."
The authors listed only pollution, habitat destruction, and alien species as causes of pollinator collapse. I have sent the authors a letter, with links to literature reviews, informing them that RF radiation is the biggest cause of insect decline. I have invited them to join the coalition of scientists, organizations and individuals that we are forming to address the global radiation emergency.
More reports from around the world of bird and insect declines, etc.
Jean writes from Queensland, Australia: "I live in a retirement village and I have noticed fewer insects this year than before. I rarely see a bee."
Leroi writes from France: "Here too the number of insects and birds has dropped significantly (by 2/3), while 5G has not yet been installed...! The number of births of disabled animals and human beings has been increasing since the 1990s, the beginning of widespread computer use."
Chrisleine writes from Andalusia in Spain: "Many of the symptoms you describe are felt here too: almost no more birds; no doves. This year not a single bee in my garden."
Emma writes from South Africa: "The first 5G tower was put up in 2019, 50 meters from me. Within a few days I had fungal pneumonia. A couple of weeks after that I had palpitations that wouldn't stop. Roll on to now... sick pets, loss of insects, I am more sick. There is also a "bird flu" and rabbit flu outbreak (yeah right!). Lots of dead birds but the entire rabbit population is dead in the Kyalami area. I pray for the release of this planet from the radiation."
Tammy writes from New Brunswick, Canada: "Cell towers killed all the birds and insects at Kings Place where I use to work. We used to have a bird problem there, nested in the rooftops, but not anymore. All the birds are gone. I no longer stay inside of urban areas because they are microwave toxic now. And as such, I am going on 4 years without any asthma puffers, allergy meds, no vaccines, and I have had zero colds, flus, COVID, nothing. It's great. A low EMF life is a healthier life. Period. The Amish were right all along."
Doug writes from North Hollywood, California: "I have noticed fewer birds in my neighborhood. We used to hear a lot of them here in the morning. Now I hardly hear any."
Charles writes from the Himalayas: "I live at a remote ashram and things were fine with the wildlife, even 2G was doable but when 2G jumped to 4G, decimation of the bird and insect populations was noticed by the villagers and the ashramites alike, but as you say, everyone is too busy listening to the music to actually do anything about it."
Karl writes from Germany: "I am 74 and an IT professional. I have observed for 20 years how the cranes cross over our house every autumn on their flight south. Now there is a large transmission tower about 20 kilometers away with a radio link that goes directly past our house. If the migratory birds come into this area, their navigation is at an end. They don't know what to do and end up here on the meadow. Many times, they somehow managed to find their way further later or the next day.
"This year, as the radio network here, like everywhere else, has now been significantly expanded with 5G, among other things, a number of birds ended up here again. But all day long I was able to observe flocks that turned around and flew their way back, because they couldn't find their way any further! The landed birds have still been here for a few weeks and will probably overwinter here if they survive, as it is actually too cold here and there is hardly enough food available."
Linda writes from Tucson, Arizona: "A cell tower was installed 1,000 feet from my home. I didn't even know it was there because it was hidden by trees. ALL insects except beetles and box elder bugs dropped by 1/3. They did not recover, year after year. 10 years later, smart electric meters were installed. Populations of ALL insects declined by half and have kept dropping year after year. Even the beetles are gone."
Pieter writes from the Netherlands: "The beech hedge in front of our house gets the full radiation of a telecom tower at 300 meters distance on which two telecom companies send their radiation to us (thus apparently sending us the double portion). This cell tower was built in December 2020. Gradually the beech hedge deteriorated and this year it became clear that growth nearly completely stopped and nearly all leaves are much smaller and malformed. The dense foliage in the past changed to many gaps in the hedge."
Richard writes from Vancouver, British Columbia, Canada: "I was born in 1952 in Czechoslovakia and when I was about ten I decided to make a collection of butterflies which were plentiful in our garden -- all kinds of varieties to stimulate my interest. Nothing came out of it and I forgot about it. When I was about 18, I remembered my 'plan' from when I was younger and realized that something had changed drastically, as the only butterfly I could see was the common white one and almost no other species. I had no clue what happened. I guessed that possibly increased use of pesticides / herbicides had something to do with it.
"But it was still a time when you had to clean the windshield from various bugs several times a day. This year after a week of travelling on Vancouver Island I had no need to clean the windshield at all -- it managed to "catch" only a bug or two.
"Here in Vancouver the very popular California lilac blooms twice a year. You always heard it buzzing with honey bees and bumblebees. Butterflies are now down to a few of the common "whitish / yellowish" one, the same as in Europe. Maybe a year ago I noticed that I could not 'hear' the lilacs any more, as honey bees have virtually disappeared and only a few bumblebees are visible.
"Last year and this year I went to Queen Elizabeth Park here in Vancouver in the spring when everything was blooming. Except for a fly or two there was NO insect -no honey bee, no bumblebee, no butterfly. Nobody noticed anything, but to me it was almost unreal. Apocalyptic feeling.
"A year ago I went to the park in Surrey by the Fraser River where civilization was some distance away -- you could almost feel you were in nature. I noticed that no insects were visible, not even under rocks. I mentioned this to somebody in the party I was with, and he did not believe me and went to do his own search, with the same result: nothing. He did not say much but I could see it was bothering him, I guess he was in shock.
"The level of denial is truly unbelievable."
Gloria writes from North Carolina: "Someone in the U.S. thought it would be a good idea to put radio-tracking devices on monarch butterflies. I am horrified. As if this endangered species doesn't suffer enough from RF exposure already. How many have perished just flying into a phased-array beam from a 5G antenna? I have raised monarch butterflies from the egg stage (from mother monarch butterflies passing through and visiting my milkweed buffet) and these creatures are more complex and incredible than many people realize. It sickens me to have come across this news. I'm not going to remain silent about it."
Gloria sent this link to the article she had just read: The Sky's the Limit for Monarchs Wearing Solar-Powered Radio Tags. It describes the radio tagging of butterflies at Cape May Point Science Center in New Jersey for "data collection of monarch migratory movement". They were launching "Project Monarch". For a demonstration, they placed a radio tag on a monarch they names Xerces and tracked its movements. The article continues: "Xerces actually ended up coming back to the CMPSC after a few days and that was the last spot where it was detected."
Writes Gloria: "Examining the map of Cape May Island and the sightings depicted, the butterfly that had received the radio tag attached to its thorax had trouble finding its way. This is absolutely cruel. That butterfly in all probability had died. It lasted a few days. A migrating monarch could have lived for over six months. No creature should have to be tagged like this, let alone an insect. Are not the radiofrequency transmissions interfering with the magnetoreception of the monarchs? The butterflies won't know where they're going with this radio tag emitting RF continuously but worse yet, the monarchs are being microwaved to death.
"From the article: 'When a tag remains in the sun, it will continue to transmit about once a second, indefinitely!' Butterflies rely on solar energy to power their wings. While the butterflies will be mobile, being in the sun means the transmissions are unrelenting and I fear, contributing to the premature death of any butterfly equipped with one of these horrific devices."
Laurie from California forwarded this story from her neighbor: "We adopted our dog, Rowdy, from the shelter 5 years ago. He is the sweetest soul and my BFF. For the past week he hasn't been acting like himself. He licked a raw spot on his foot. He was panting constantly. He was pacing. Sunday morning, the pacing and panting got so bad, and I was REALLY nervous that there was something wrong with him. For 45 minutes, he panted like crazy and constantly paced back and forth. He was keeping his tail tucked down all the time. His ears were pinned back. He would not settle down and he wouldn't eat. I tried giving him a trazadone that he takes sometimes when he goes to the groomer. It seemed to take a little bit of the edge off, but not much. He still wouldn't eat and he still wouldn't settle.
"I took off work on Monday and took him to the vet. We did blood work and x-rays. His blood work was great except for some elevated liver enzymes. The x-rays showed no major issues. He got an anti-nausea injection and some Gabapentin to hopefully keep him calm. When we got home, he was okay for a little bit, but eventually started pacing and panting again. We walked around the neighborhood for a long time and he used the bathroom a lot. He seemed pretty happy about that and was in good spirits until we got home and he refused to come back in the house. Every time I took him out that evening, he would hunker down like he didn't want to come back in the house.
"When my vet called and I gave her the update, she suggested there may be some new electronic device in the house that was emitting a high frequency noise that is hurting his ears. We had just put new smart plugs in the house about a week ago. Smart plugs allow you to turn on your electronics with an app or with Alexa. We use ours to turn all our lamps on and off at the same time. His pacing and panting were worse when the lamps were on, so I unplugged all the smart outlets. He stopped panting, stopped pacing, and ate his food. His tail was even up and wagging again. When I plugged the smart plugs all back in and asked Alexa to turn on the lamps, he immediately starting panting and pacing again. We've left the outlets unplugged for two days and have confirmed that it is definitely the smart outlets that are causing his stress and discomfort. He's back to being a totally normal dog again."
Andrea writes from Panama: "I live in Panama, originally from rural Canada where the closest neighbour was 700 feet away but I still got radiation from the bluetooth in her printer! When I was temporarily living in West Palm Beach, Florida surrounded by wifi and 5G I was getting pain across the roof of my mouth between my 2 mercury amalgams, and my dog got deathly sick, anorexic, began having multiple focal seizures a day, and a severe respiratory infection. We were hiking in the state park for 4 hours when he had one of his weird episodes that he had 4 times during the previous year, different from the focal seizures that just began: drooling, almost falling over, won't eat or drink, personality does a 180 -- he is jumpy and scared of us. At the same time my right ovary became painful and both thighs ached, I felt dizzy, nauseous and just horrible. We saw a cell tower behind the trees that we had been walking towards. After walking away for 10 minutes we both recovered."
Eileen writes from Liverpool, England: "My hometown of Liverpool is the city with the largest 5G mesh network in the UK, and the second largest in the world. https://liverpool5g.org.uk/about5g/. The people of Liverpool are part of a huge 5G experiment without any consultation or consent. This is shameful! Makes you wonder about the following headline: "Liverpool hospitals 'overwhelmed' as patients treated in chairs". 'Doctors working in NHS hospitals in Merseyside are treating patients in chairs and on corridors in 'terrible' scenes described as 'like doing medicine in a developing country'."
Another correspondent writes: "I had to put my 2 cats down because of EMF from our router. They got the same symptoms I got. They were indoor only and couldn't escape. One lost her mind (pure bread Maine Coon) and didn't recognize her food and started falling off counters. The other one got cancer in his eye. He lasted 8 months then I had to put him down. It was too sad. It took 4 years to affect me and I got cancer 4 times plus 21 other symptoms. I figured all this out after 18 years of radiation poisoning myself."
Arthur Firstenberg
President,Cellular Phone Task Force
The Invisible Rainbow: A History of Electricity and Life
P.O. Box 6216
Santa Fe, NM 87502
USA
firstname.lastname@example.org
+1 505-471-0129
December 26, 2023
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Curriculum Units by Fellows of the Yale-New Haven Teachers Institute 2000 Volume VI: The Chemistry of Photosynthesis
Introduction
Plants are often the focus of science teaching, beginning in elementary school and continuing through high school. They are familiar, easy to bring into a classroom setting, and can be subjected to various growth conditions in order to teach the scientific method. Plants are also amazing chemical factories, but this is often not appreciated. The focus of this seminar was to provide some answers to the question of how plants make food in the process of photosynthesis. The goal was to develop materials that could be incorporated into the science curriculum of the New Haven Public Schools. My own interest in science stems from my hands-on experiences as a child. Therefore, many demonstrations were included in this seminar. These demonstrations were chosen so that they could actively involve the students and at the same time illustrate many of the chemical processes that occur during photosynthesis.
The book by David Walker entitled Energy, Plants and Man was used as the primary text for the seminar. Photosynthesis by D.O. Hall & K.K. Rao was used as a supplementary text. The discussions in the seminar largely followed the sequence of topics in Walker's book. The seminar began with a historical discussion of the key scientific advances leading to the understanding that plants use light to convert carbon dioxide and water into sugar and oxygen gas. A demonstration on the production of oxygen gas by plants was done under conditions similar to those used in the 18th century. This was followed by discussions on the nature of light and the fundamental steps by which light is absorbed by plants and converted into chemical energy. Demonstrations of chemiluminescence, lasers and holograms aided these discussions. Plant pigments were discussed next, together with demonstrations on light absorption/emission by pigments extracted from plants and algae, and on pigment separation by using paper chromatography. The process of carbon fixation was discussed and was "photographically" illustrated by making starch pictures on geranium leaves. The role of photosynthesis in the evolution of the earth's atmosphere was discussed along with current concerns over the greenhouse effect and ozone depletion. The seminar ended with a discussion of energy use in the future that included progress in development of systems for artificial photosynthesis and fuel cells.
The curriculum units developed from this seminar are suitable for elementary to middle school students. In all of the units, the science content is integrated with language arts, mathematics and social studies to provide a balanced program that meets the literacy requirements of the New Haven Public School system. The Fellows have prepared extensive lists of materials that can be used in the classroom or as resources. These materials include books that the children can read, textbooks that the teachers can use, demonstration sourcebooks, suppliers of equipment, useful computer software, and addresses of sites on the World Wide Web. Several of the Fellows developed units around a theme or activity related to photosynthesis. These include a fact-finding effort on the importance of plants to the atmosphere that culminates in a court case over urban development, studies of plants in order to develop urban gardens, and responses to a letter from Mr. McGregor requesting
help with his garden. The units include a number of excellent activities that will engage the students' interest and teach them about the processes of photosynthesis. This is especially important for students in elementary school.
I would encourage all teachers of elementary through middle school students to review these curriculum units. These materials provide a valuable resource for incorporating the Chemistry of Photosynthesis into the classroom.
Gary Brudvig
Professor of Chemistry
https://teachersinstitute.yale.edu
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Year 4 Reading
Age related Expectations Assessment Grid for Reading: Year 4
Name ______________________________________________ Class- Y1 Y2 Y3 Y4 Y5 Y6
| | | Word Reading | | Comprehension | | Comprehension | | Comprehension |
|---|---|---|---|---|---|---|---|---|
| | | | | I can understand and | | I can comment on | | I can talk about the |
| | | | | interpret | | structure and organisation | | writers style |
| Year 4: Emerging | Read an even greater variety of suffixes (ive, tion, ic etc) and prefixes (anti, co, non, pre, ex etc) Read longer words by testing out different pronunciations. | | Identify and discuss issues, locating evidence from the text Interpret the effects of words and phrases for example to create humour, images and atmosphere Infer reasons for actions and events based upon evidence from the text Distinguishes between fact and opinion Routinely skims, scans and make notes across the curriculum Show understanding through tone, intonation, volume and action within poems and playscripts read aloud or performed. | | Makes comparisons between different texts types and evaluate their usefulness. Use non-fiction texts to extract information across the curriculum. | | Beginning to identify the shades of meaning that create mood and build up tension. Comment upon the use and effect of author’s language. | |
| Year 4: Meeting | Read on sight all the words from year 3 and 4 word list Extend their understanding and interest in the meaning and origin of words. Select and read a range of appropriate texts fluently and accurately. Uses contextual knowledge to determine meaning. Skim and scan to identify key ideas. Understand how the meaning of sentences is shaped by punctuation, word order or connectives. Tackles unfamiliar words using appropriate strategies. | | Identify and draw inferences such as inferring characters feelings, thoughts and motives from their actions, and justifying comments with evidence. Understands how to convey their comprehension of a text by performing and reading aloud with expression. Recognises the impersonal style of factual texts Justifies opinions and elaborates by referring to the text. Shows understanding of significant ideas, themes, events and characters. Re-reads to check accuracy. Can prepare for research by selecting appropriate sources of information. | | Makes comparisons between different texts types and evaluate their usefulness. Identify features of different fiction genres. Routinely and independently uses non-fiction texts to extract information across the curriculum. (Increased challenge within the texts). Compare, contrast and evaluate different non-fiction texts. Able to explain purpose and effect of layout/organisation in non-fiction. Understands how paragraphs and chapters are used to order and build up ideas. | | Replicates the authors style in short narratives or summaries. Routinely discuss the shades of meaning that create mood and build up tension. Routinely discuss the shades of meaning that create mood and build up tension. Able to identify specific techniques eg. simile, metaphor, repetition, exaggeration. | |
| Year 4: Deepening | Read the full range of prefixes and suffixes Routinely extend their understanding and interest in the meaning and origin of words Show awareness of the listener through the use of pauses, giving emphasis and keeping appropriate pace so as to entertain and maintain interest. Take part in peer discussion about book. Compare the language in older texts with modern standard English | | Demonstrate understanding of underlying themes, events etc Discuss the plot and how complications are resolved Empathise with different characters’ point of view Confidently identify and draw inferences such as inferring characters feelings, thoughts and motives from their actions, and justifying actions with evidence. Compares fictional accounts in historical novels with the factual account | | Make critical comparisons between texts and evaluate their effectiveness with reference to the type of text | | Comment on the effect of figurative language to create an effect Confidently discuss the shades of meaning that create mood and build up tension. Evaluates the use and effect of author’s language. Routinely identifies specific techniques eg. simile, metaphor, repetition, exaggeration. | | | <urn:uuid:bd633257-97c9-4eb8-9ad9-918298d58dd5> | CC-MAIN-2017-39 | http://gainsboroughschool.co.uk/serve_file/123151 | 2017-09-25T15:16:12Z | crawl-data/CC-MAIN-2017-39/segments/1505818691977.66/warc/CC-MAIN-20170925145232-20170925165232-00470.warc.gz | 137,116,241 | 894 | eng_Latn | eng_Latn | 0.532629 | eng_Latn | 0.532629 | [
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Flemington Primary School POLICY FOLDER
Student Wellbeing SunSmart Policy
Rationale:
Too much ultraviolet (UV) radiation from the sun can cause sunburn, skin damage, eye damage and skin cancer. Australia has the highest incidence of skin cancer in the world, with two in three Australians developing some form of skin cancer during their lifetime. Overexposure to the sun during childhood and adolescence is known to be a major cause of skin cancer.
Our Sunsmart policy has been developed to ensure that all children attending this school are protected from excessive heat and skin damage caused by the harmful ultra-violet rays of the sun. Children are encouraged to be SunSmart throughout the entire year, however particular SunSmart regulations apply during Term One and Four – the terms when UV radiation is strongest. Particular care is taken between 10 am and 2 pm (11 am and 3 pm daylight saving time) when UV Index levels reach their peak during the day.
Aims:
The policy aims to educate students as to suitable Sunsmart protection strategies and to encourage children, parents and teachers to protect themselves from the harmful effects of the sun while at school. As part of general SunSmart strategies, our school will:
Implementation:
- Require all children to wear broad brim hats which protect the face, neck and ears whenever they are outside (e.g. recess, lunch, sport, excursions) during Terms One and Four. Students are strongly encouraged to wear hats during terms 2 & 3.
- Require all children to wear appropriate clothing at all times, e.g. tops/dresses that cover their stomachs and shoulders.
- Encourage the parent community to provide SPF 30+ broad spectrum, water resistant sunscreen for student use whenever possible and have sunscreen available in each classroom.
- Encourage children to use available areas of shade for outdoor activities.
- Expect children who do not have the appropriate Sunsmart clothing (hat and shoulders covered) to remain in the shelter shed or under shade in a designated place during all outdoor activities and play times.
- Encourage the parent community to support the wearing of hats to and from school during Terms 1 and 4.
- Expect/ request staff and encourage parents to act as role models by practising SunSmart behaviours.
- Expect/request staff to model SunSmart behaviour when participating in outdoor activities and yard duty, especially during terms one and four.
Curriculum
- Incorporate programs on skin cancer prevention and SunSmart behaviours into the curriculum at all grade levels.
- Publish reminders in the school newsletter.
- Regularly reinforce SunSmart behaviour in a positive way through newsletters, parent meetings, student and teacher activities.
- Ensure the Sunsmart policy is reflected in the planning of outdoor events where possible (eg. Camps, excursions, sporting events).
- Have children designing their own hats focusing on the important design issues of a sunsmart hat.
Environment
- Provide sun protective clothing as part of our school uniform.
- Schedule outdoor activities before 11am and after 3pm (10am and 2pm during daylight saving times) during Terms 1 and 4 whenever possible.
- Require children to be inside on days on which it is deemed (by staff/leadership) it to be too hot to be involved in outside activities.
- Schedule outdoor assemblies early in the day or in amphitheatre where students can be in the shade.
- Organize outdoor activities to be held in areas of shade whenever possible.
References:
http://www.education.vic.gov.au/healthwellbeing/childyouth/catalogue/sections/sunprotection- ind1.htm
http://www.education.vic.gov.au/ecsmanagement/careankinder/csg/outdoorguide/landscape/sun.htm http://www.sunsmart.com.au/
http://health.ninemsn.com.au/pregnancy/parenthood/688978/sunsmart-save-your-babys-skin http://www.betterhealth.vic.gov.au/bhcv2/bhcarticles.nsf/pages/Skin_cancer_children?OpenDocument
http://www.sunsmart.com.au/news_and_media/media_releases/media_release_20090302.html
This Policy was ratified by the School Council on 24 th October 2008 and will be reviewed as part of the 3 yearly cycle | <urn:uuid:7419c45a-11c0-4b72-97d4-5d481c2cdc4c> | CC-MAIN-2017-39 | http://flemingtonps.vic.edu.au/uploaded_files/media/1341806037sunsmart_policy.pdf | 2017-09-25T14:58:29Z | crawl-data/CC-MAIN-2017-39/segments/1505818691977.66/warc/CC-MAIN-20170925145232-20170925165232-00475.warc.gz | 134,185,052 | 875 | eng_Latn | eng_Latn | 0.992291 | eng_Latn | 0.99563 | [
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HAITIAN OUTREACH
WHAT IS IT ABOUT ? WHO DOES IT HELP ? OUR GOALS
The Congregation of the Daughters of Mary Queen Immaculate of Haiti was founded in 1971 by Mother Monique,a native Haitian,(then 55 years of age) and young Sister Gibbs.Mother Monique was answering what she felt was a very "strong call " to rescue young homeless street girls,to provide them with shelter,food,and proper training to enable them to find employment. Mother Monique died in 1997.Her final wish was that her "SISTERS" be not forgotten.
The Sisters operate a SHELTER (OUR LADY OF GOOD REFUGE) for homeless girls( 14 to 20 yrs.old),a NOVITIATE(currently 5 novices),a FISH FARM,ELEMENTARY SCHOOL,SEWING SCHOOL at Lilavois,an ELEMENTARY SCHOOL at Saut D'Eau,A SCHOOL (LALUE) IN DOWNTOWN PORT AU PRINCE—1500+ STUDENTS -- ELEMENTARY SCHOOLS IN DAMASSIN,ROCHE A BATEAU,JEREMIE,DES COTEAUX AND A SCHOOL CROIX DES BOUQUETS. ALSO MISSION HOUSES AT EACH LOCATION. The Sisters are 1 of 2 ALL HAITIAN RELIGIOUS ORDER OF WOMEN serving their Homeland.
We met Mother Monique in 1983 and supported her work over the years.Each summer we eagerly awaited her visit with reports of each new project.On her deathbed we promised to visit her beloved people and her work.The needs we witnessed when we visited Haiti in January 1998 prompted us to found HAITIAN OUTREACH Fund raising efforts in 1998 provided a small water filtration system for St.Marie's shelter,a down payment for transportation-medical supplies-110,000 lbs. of relief supplies shipped
1999-2000 provided funds to rebuild and furnish ST.JOSEPH SCHOOL at Roche a Bateau which was destroyed by fire in 1997 keeping the children out of school for 2 years.
2001 Our group hired Haitian labor and we supervised the painting of a Mission House and School situated on the soon to be opened fish farm/school/mission in LILAVOIS.Donations supplied the paint and materials needed.Speaking engagements resulted in a representative from Rotary International joining us to supervise the installation of 32 solar panels to power the new well,which needed electricity to pump the water for the 5 fish basins( a project funded by a group from Martha's Vineyard ) the school in Lilavois opened in September,2001.They also had water.The first 2 of the 5 fish basins (tilapias) were being stocked.What an exciting time! The first fishes were harvested in June,2001.Some of our fund raisers were :PLANT SALES AT ST.CECILIA'S CHURCH—which paid for 4 propane gas stoves with ovens-$1500.00 for transportation of goods to Haiti –
2002 A dining room for the teenage girls at the shelter ( Our Lady of Good Refuge) at Canape Vert.We shipped a kitchen sink –-plumbing-dishes- kitchen suppliesand food.Our goal is to add some variety to their daily diet of cornmeal,beans and rice.The Sisters do not have the funds to provide more than shelter,limited food and a uniform.That is the reason we ship clothes-shoes-food –sewing supplies-toiletries-medicine-etc.
2003 New seats for the out door Toilets were donated for the shelter.SPONSORSHIP PROGRAM for children to go to school began in Saut D'eau a remote mountain village and Croix des Bouquets one of our schools.The Sisters choose the poorest of the poor who could not attend school because school is not free in Haiti. The visitors that traveled with us suggested projects which could be done in the future.
2004more painting done with donations of paint. Window screens were made--doors and benches Haitian labor hired.Schools were visited and more children were signed up for sponsorship.at LALUE,ST.MARIE,CROIX DES BOUQUETS AND LILAVOIS.
2005 shipped over 200 buckets weighing 100lbs.each during the year.w/clothes-shoes-food- filled backpacks for the sponsored children which were distributed More painting done –the girl's dining room –the novitiate at Canape Vert. blackboards and screens at SautD'Eau more children signed up for sponsorship.We now have 242 children in school.Hand rails were made and installed at St.Marie for the safety of everyone.
2006 we visited in March because of turmoil in the Country.Visited the schools to update children's files-measurements-and photos signed up more children for sponsorship we now have 292.new solar panels and car batteries for electricity at St.Marie and Lilavois.Shelter painted and convent at St.Marie with Haitian labor.—more new doors made. 400 buckets shipped and distributed during the year.Thanks to the generosity of many good people we were able to accomplish much good.
2007 WE ARRIVED MARCH 4 WITH 10 TRAVELERS.INTERVIEWED AND PHOTOGRAPHED ALL SPONSORED CHILDREN EXCEPT FOR 2 WHO WERE ILL.DISTRIBUTED BACKPACKS TO 290 CHILDREN . PAINTED THE INSIDE AND OUTSIDE OF THE NOVITIATE.USED 90 GALLONS OF DONATED PAINT.VISITED SCHOOLS (LALUE,CROIX DE BOUQUETS,LILAVOIS,SEAUT D'EAU,ST.MARIE) 2 MORE NOVICES STUDYING TO BE NUNS. SIGNED UP MORE CHILDREN FOR SPONSORSHIP.NOW A TOTAL OF 315. WE LOST 9 CHILDREN AT LILAVOIS BECAUSE FAMILIES MOVED AWAY BECAUSE OF KIDNAPPINGS IN THE AREA.SISTERS REPLACED THE 9 WITH CHILDREN OF THE SAME SIZES AND NEED. WE NOW HAVE SOLAR PANELS,BATTERIES,AND INVERTER AT SAUT D'EAU FOR ELECTRICITY. ALSO THE SAME AT LILAVOIS.A NEW SCHOOL IS BEING BUILT AT CROIX DE BOQUET REPLACING THE OUT DATED ONE.GREAT NEWS! LOUIS COOKED ALIO OLIO FOR ALL AT THE SHELTER AND A GIANT RAFFLE WAS HELD FOR ALL WITH MANY PRIZES DONATED TO HAITIAN OUTREACH AT HOME.THE GIRLS AT THE SHELTER WILL GRADUATE IN JULY 2007 AFTER FINISHING A 2 YEAR PROGRAM.A NEW GROUP WILL ARRIVE THIS COMING SEPTEMBER.ALL GIRLS RECEIVED A PIECE OF LUGGAGE WITH TOILETRIES,CLOTHING.ETC.AS A GRADUATION GIFT.THANK YOU TO ALL WHO SEND GOODS TO OUR ORGANIZATION.
2008
WE VISITED HAITI IN APRIL WITH 13 WORKERS AND SR.JUDITH DUPEE,HEAD OF HAITIAN APOSTOLATE FOR THE DIOCESE OF WORCESTER AS OUR GUEST.WE INTERVIEWED,PHOTOGRAPHED,AND DELIVERED BACKPAKS TO 320 SPONSORED CHILDREN AT LALUE SCHOOL,CROIX DES BOUQUETS,LILAVOIS,SDO,AND ST.MARIE.WE MET THE 57 NEW GIRLS IN THE 2 YEAR SHELTER PROGRAM AT ST.MARIE AND PHOTOGRAPHED THEM AND DISTRIBUTED CLOTHES AND TOILET ARTICLES TO EACH GIRL.OUR 2 WEEK STAY STARTED QUIETLY BUT SOON DEMONSTRATIONS BEGAN IN THE CITY AS HUNGRY HAITIANS MARCHED TO PROTEST THE RISING COST OF RICE WHICH HAS TRIPLED IN AN ECONOMY WHERE 90% OF THE PEOPLE HAVE NO JOBS.WE GOT CAUGHT IN SOME OF THE BURNING TIRES AND ROADBLOCKS,BUT THANKS TO OUR GREAT DRIVERS (RICHARD) AND (YEYE) WE ARRIVED SAFELY BACK TO ST.MARIE.TAKING ADVANTAGE OF OUR LOCKUP AT ST. MARIE DURING THE DEMONSTRATIONS,LOUIS COOKED SPAGHETTI IN OLIVE OIL AND GARLIC FOR THE SISTERS,GIRLS AT THE SHELTER AND ALL THE PEOPLE OF CANAPE VERT.THE NEXT DAY NORMAN,CLAIRE AND NICOLE MADE PANCAKES FOR ALL AND GLORIA COOKED SPAM AND BAKED CAKES.THE FOOD WAS ENJOYED BY ALL.SUNDAY WE CELEBRATED THE GRAND OPENING OF OUR NEWLY CONSTRUCTED BUILDING "BUREAU LECLERC" DEDICATED TO SERVING FAMILIES IN NEED OF FOOD,CLOTHING,SHOES AND SPONSORSHIP WITH DRACK BONHOMME AS OUR HAITIAN REPRESENTATIVE AT THE SITE.WE ALSO HAVE A NEW TRAINEE WINDDCHELEY SATURNE WHO WILL ASSIST DRACK.WE HIRED 7 HAITIAN MEN IO PAINT THE REST OF THE NOVITIATE AS WELL AS OUR NEW BUILDING,THE ENTRANCE WALL,AND SOME PAINTING AT THE SHELTER.THE MEN WERE VERY GRATEFUL TO EARN A WAGE TO FEED THEIR FAMILIES.THIS YEAR 2 YOUNG LADIES CAME TO HAITI WITH US NICOLE (OUR GRANDAUGHTER) AND JESSICA WHO WORKED VERY DILIGENTLY ON THE FILES & PAPERWORK.WE LOST 6 SPONSORED CHILDREN THIS YEAR BECAUSE OF RELOCATION, BUT WE SIGNED UP 30 NEW CHILDREN WHO DESPERATLY NEED SPONSORS.PRAY THAT WE WILL FIND THEM ONE. THANK YOU TO EVERYONE THAT MADE THIS MISSION SO SUCCESSFUL THIS PAST YEAR,THANKS TO YOUR GENEROSITY,WE SHIPPED 450 "100lb." FILLED CONTAINERS FOR THE POOR OF HAITI.THIS YEAR WE LOST OUR BENEFACTOR "STERILITE" WHO DONATED THE CONTAINERS IN THE PAST FOR WHICH WE ARE VERY GRATEFUL.THIS MAKES IT VERY IMPORTANT FOR US TO FIND A SUPPLIER AT A REASONABLE COST OR DONATIONS SO WE MAY CONTINUE OUR MISSION. | <urn:uuid:6ef1288b-03d8-42e3-b271-a8e92693f269> | CC-MAIN-2017-39 | http://bostongringo.com/haiti/files/haitian-outreach/HaitianOutreachGoals2008.pdf | 2017-09-25T15:07:20Z | crawl-data/CC-MAIN-2017-39/segments/1505818691977.66/warc/CC-MAIN-20170925145232-20170925165232-00474.warc.gz | 42,277,024 | 2,221 | eng_Latn | eng_Latn | 0.963669 | eng_Latn | 0.963669 | [
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Maths
Age related expectations Assessment Grid for Maths: Year 2
construct simple pictograms, tally
simple questions categorical data
| Number & Place Value | Addition & Subtraction | Multiplication & Division | Fractions | Measurement | Geometry: Shape Properties | Geometry: Position & Direction |
|---|---|---|---|---|---|---|
| Count in steps of 2 and 5 from 0, and in tens from any number, forward Identify numbers using different representations, including the number line Read numbers to at least 100 in numerals and in words | Solve problems with addition *Using concrete objects and pictorial representations including those involving number, quantities and measures; *applying their increasing knowledge of mental and written methods Recall and use addition facts to 20 and 100: *fluently up to 20 *related facts to 100 Add and subtract numbers using concrete objects, pictorial representations, and mentally, including *a two digit number and ones *a two digit number and tens | Recall and use multiplication facts for the 2,5 and 10 multiplication tables Calculate the mathematical statements for multiplication and division within the multiplication tables and write them using the multiplication (x), division (÷) and equals (=) signs | Recognise, find, name and write fractions ½, ¼, of a length, shape, set of objects or quantity | Compare and order lengths, mass, volume/capacity and record the results using >, < and = Recognise and use symbols for pence (p) Compare and sequence intervals of time | Compare and sort common 2d and 3d shapes and everyday objects | Order and arrange combinations of mathematical objects in patterns and sequences |
| Count in steps of 2,3 and 5 from 0, and in tens from any number, forward and backward Recognise the place value of each digit in a two digit number (tens, ones) Identify, represent and estimate numbers using different representations, including the number line Compare and order numbers from 0 up to 100; use <, > and = signs Read and write numbers to at least 100 in numerals and in words Use place value and number facts to solve problems | Recall and use addition and subtraction facts to 20 and 100: *fluently up to 20 *related facts to 100 Add and subtract numbers using concrete objects, pictorial representations, and mentally, including *a two digit number and ones *a two digit number and tens *two two digit numbers; *adding three one digit number Show that addition of two numbers can be done in any order and subtraction of one number from another cannot Solve problems with addition and subtraction *Using concrete objects and pictorial representations including those involving number, quantities and measures; *applying their increasing knowledge of mental and written methods Recognise and use the inverse relationship between + and – and use this to check calculations and solve missing number problems | Recall and use multiplication and division facts for the 2,5 and 10 multiplication tables, including recognising odd and even numbers Show that multiplication of two numbers can be done in any order and that division of one number by another cannot Calculate the mathematical statements for multiplication and division within the multiplication tables and write them using the multiplication (x), division (÷) and equals (=) signs Solve problems involving multiplication and division using materials, arrays, repeated addition, mental methods and multiplication and division facts including problems in contexts | Recognise, find, name and write fractions 1/3, ¼, 2/4 and ¾ of a length, shape, set of objects or quantity Write simple fractions for example ½ of 6 =3 and recognise the equivalence of 2/4 and 1/2 | Recognise and use symbols pound (£) and pence (p); combine amounts to make a particular value Find different combinations of coins that equal the same amounts of money Solve simple problems in practical context involving addition and subtraction of money of the same unit, including giving change Know the number of minutes in an hour and the number of hours in a day Tell and write the time to five minutes, including quarter past/to the hour and draw the hands on a clock face to show these times Choose and use appropriate standard units to estimate and measure to the nearest appropriate unit, using rulers, scales, thermometers and measuring vessels *length/height in any direction (cm/m) *mass (g/kg) *temperature (°C) *capacity (ml/l) | Identify and describe the properties of 2d shapes, including the number of sides and line symmetry in a vertical line Identify and describe the properties of 3d shapes including the number of edges, vertices and faces Identify 2d shapes on the surface of 3d shapes (for example a circle on a cylinder) | Use mathematical vocabulary to describe position, direction and movement, including distinguishing between rotation as a turn and in terms of right angles for quarter, half and three quarter turns (clockwise and anticlockwise), and movement in a straight line |
| Use an appropriate strategy to add and subtract numbers that move between and through 100 e.g. 97+7 and 103-8 | Add and subtract two 2 digit numbers to 100 Apply knowledge of number up to 100 to solve a one-step problem involving addition and subtraction Use the language of sum and difference in context | Apply knowledge of number up to 100 to solve a one- step problem involving multiplication and division | Add and subtract fractions with a common denominator Use fractions with denominators as above to solve problems within the classroom/ outdoor area | Tell the time to 5 minute intervals in both analogue and digital and relate one to the other Measure, compare, add and subtract using common metric measures Apply knowledge of addition and subtraction to pay for items, up to £10, within a problem solving context | Know about right angles and where they can be seen in the environment | Use the above to plan a route around their environment for others to follow | | <urn:uuid:f8d01b6f-fd10-41c2-b763-faaf9fdf298a> | CC-MAIN-2017-39 | http://gainsboroughschool.co.uk/serve_file/123157 | 2017-09-25T15:15:21Z | crawl-data/CC-MAIN-2017-39/segments/1505818691977.66/warc/CC-MAIN-20170925145232-20170925165232-00476.warc.gz | 134,545,171 | 1,231 | eng_Latn | eng_Latn | 0.906606 | eng_Latn | 0.906606 | [
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Instructor Notes: Building on last month's topic, which discussed the hazards of urban driving, this month we will cover the hazards associated with driving on rural roadways and how they compare. Whether you operate in a rural area or simply visit from time-to-time, it is equally important to talk about the risks of rural driving and what your drivers can do to be as safe as possible.
Safety Meeting 2016 #2 —
BY PATRICK GRATZIANNA, email@example.com
The Hazards of Rural Driving
riving conditions in rural areas differ significantly from those in urban areas, primarily because there is less traffic. Yet rural areas are statistically more deadly. In fact, according to the Insurance Institute for Highway Safety, for the last three decades more than half of the roadway fatalities occur in rural areas compared with urban areas. With that in mind, the following are hazards and driving challenges to think about the next time you are driving in a rural area, on a "country" road. D
Rough Roads
Hidden Hazards
Unmarked field and farm driveways are often hidden because of crops, bushes or trees. Always keep a lookout for these hidden hazards as they can become "instant intersections." Blind curves and dips are also rural driving hazards since the road typically follows the landscape resulting in many dips and rises that create obstructed views. When entering a blind curve, stay as far right as possible.
Reduce Speeds
Some drivers feel they can speed on rural roads because they think the chance of being caught by the police is lower but driving above the speed limit anywhere is dangerous. Something else to consider is how the posted speed limit may dramatically drop as the road passes through a small community. Roadside stands, gas stations, restaurants, grocery stores, rural attractions and local events often create hazards of vehicles slowing down to stop or slow moving vehicles entering the roadway. In either case, reduce your speed and stop as needed.
28
towtimes.com • February 2016
Rural roadways are often rough semi-permanent roads designed for slower speeds. These roads are paved with various materials like asphalt, crushed stone, etc. Fresh tar is often spread over gravel when patching a rural roadway. Proceed with care to avoid throwing tar on your vehicle and stay back from any traffic in front of you to avoid flying gravel. Most rural roadways are maintained less frequently and may suffer from "washboards" (i.e., evenly spaced horizontal bumps or ruts) caused by fast moving vehicles. If you encounter a washboard in the road, slow down as you may lose traction and control of your vehicle. Another byproduct of gravel roads is dust. Be careful when driving through dust as it may obstruct your view for longer than you may expect.
Unforgiving Roadways
Urban areas often have engineered safety devices built into the roadway that rural roads may not. Some of these urban safety features include curbs, marked shoulders with rumble-strips, guardrails, median dividers, etc. To make matters worse, rural roadways are sometimes narrower than urban expressways, creating passing hazards in addition to having soft, unmarked shoulders (compacted gravel or dirt). Avoid driving on rural shoulders unless necessary and use extra caution if you must.
Animals in the Roadway
Animals present a particularly dangerous situation on rural roads. To begin with, they're totally unpredictable.
Whether it's a cow, a horse or a deer, you never know when the animal might spook and dart in front of your tow truck. If you hit a large animal at high speeds it can result in major vehicle damage and possibly cause serious injury or death to you and the animal. When passing animals close to the roadway, slow down. If they are in the roadway, stop until it is safe to proceed.
No Sidewalks
Since there are almost never sidewalks along rural roadways, you have to be alert for pedestrians walking on or across the road, or horseback riders.
Slow-moving Equipment
Slow-moving farm equipment is another element common to rural roads. Because they usually are traveling at much slower speeds, it's tempting to pass them but may not be the safest maneuver. Remember, you never pass when there's a solid yellow line in your lane, or on any stretch of road where your visibility is impaired. The best thing to do in this situation is just wait it out. Farm equipment usually isn't traveling far, generally just from one field to the next. So be patient. It's not worth risking a head-on collision just to save a couple of minutes on the road.
This list of rural driving safety tips is not all-inclusive. Discuss other problems or hazards you may encounter in the rural areas near you and learn from each other's experiences. | <urn:uuid:9222fea1-caf4-47c4-a284-376372eed81b> | CC-MAIN-2017-39 | http://towsafeprogram.com/wp-content/uploads/2016/02/February-2016.pdf | 2017-09-25T15:12:21Z | crawl-data/CC-MAIN-2017-39/segments/1505818691977.66/warc/CC-MAIN-20170925145232-20170925165232-00474.warc.gz | 328,864,212 | 969 | eng_Latn | eng_Latn | 0.999278 | eng_Latn | 0.999278 | [
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Organic and Inorganic Fertilizers
To use organic or inorganic? These days, that is the question that is being posed in gardens across the country. The subject of organic vs. inorganic fertilizers has sparked controversy, with both camps standing firm on their turf. Of course, both organic fertilizers and inorganic fertilizers have advantages and disadvantages of their own. For the most part, plants will not recognize the difference between nutrients coming from organic sources, and those coming from inorganic fertilizers. Read on to better understand the merits and demerits of both. Organic Fertilizers Fertilizers labeled “organic” are derived from materials that are essentially carbon in nature. These materials that constitute organic fertilizers are derived from either animal or plant by-products.
Using organic fertilizers has advantages and downfalls. One distinct benefit of organic fertilizers is that they naturally contain matter that is beneficial to both plants and soil. The natural materials found in organic fertilizers help improve the water-holding capacity of the soil, and augments its structure to increase its nutrient-holding capacity. Additionally, the organic materials encourage microbial activity. This plays a big part in the breakdown of nutrients, which allows the plants to absorb the nutrients.
Organic fertilizers tend to break down and release nutrients more slowly, so that leaching is prevented. By using organic fertilizers, you can rest assured that groundwater will not be contaminated by any harmful substances. Organic fertilizers are generally less expensive than inorganic alternatives, and may be available free of charge if you know how and where to look.
There are disadvantages to using organic fertilizers. These materials may be difficult to apply in comparison to inorganic fertilizers, depending on the source material used. Organic fertilizers tend to have lower nutrient content compared to inorganic fertilizers, so more material has to be applied in order to get the same nutrient amount. In addition, the slow-release properties can actually have a detrimental effect on the plants. If the nutrients from organic fertilizers are not released in time, the plants will not receive them for use in their growth cycle. Inorganic Fertilizers Inorganic fertilizers are widely available in today’s market. There are so many different varieties; it can be hard to choose the best one. To make a wise, informed choice, you must first understand the components of typical inorganic fertilizers.
Every bag of inorganic fertilizer is generally labeled with a set of three numbers. These numbers represent the ratio of Nitrogen – Phosphorus – Potassium. For example, if you choose an inorganic fertilizer that’s labeled “7-3-2”, it means that there is seven percent Nitrogen, three percent Phosphorus, and two percent Potassium.
When you add these numbers, the sum is just twelve percent worth of nutrients in the bag. The remaining 88 percent of made up of filler material and may contain additional nutrients. These extra materials are added help the user to apply the fertilizer more evenly.
When it’s time to choose a fertilizer for your lawn or garden - organic or inorganic - know what’s in the bag, and more importantly, what’s best for your property. | <urn:uuid:9c75376a-b614-45e5-9f00-c9a128b55ead> | CC-MAIN-2017-39 | http://morphable.com/index2.php?option=com_content&do_pdf=1&id=18 | 2017-09-25T15:19:10Z | crawl-data/CC-MAIN-2017-39/segments/1505818691977.66/warc/CC-MAIN-20170925145232-20170925165232-00478.warc.gz | 228,661,305 | 718 | eng_Latn | eng_Latn | 0.997597 | eng_Latn | 0.997597 | [
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Did You Know . . .
June 2013
Summer Safety is as Important as Summer Fun. . .
Summer is a time for fun in the sun, but you want to make sure it is also as safe and healthy for you and your family as possible. And since June is National Safety Month, this is a great time to focus on staying safe during summer fun.
Tips for Staying Cool in the Summer Heat
- Drink plenty of water – In hot weather, drink enough to quench your thirst. The average adult needs eight 8ounce glasses of water a day—more during heat spells.
- Dress for the weather – When outside, wear lightweight clothing made of natural fabrics and a well -ventilated hat.
- Plan around the heat if possible – Do errands and outside chores early or late in the day.
- Eat light – Replace heavy or hot meals with lighter, refreshing foods.
- Think cool! Take a cool shower or apply a cold compress to your pulse points.
Fireworks Safety
According to the Consumer Product Safety Commission, hospitals treat 200 firework-related injuries daily during the months surrounding the Fourth of July. Follow these tips to make sure you and your loved ones have a safe and enjoyable holiday:
- Use fireworks and sparklers outdoors only.
- Only use fireworks if they are legal where you live (check both state and local laws).
- Always have a hose or water bucket handy.
- Only use fireworks as intended. Do not alter or combine them, and do not use homemade fireworks.
- Keep spectators a safe distance away.
- Wear safety goggles when handling or shooting off fireworks.
- Do not shoot fireworks off if under the influence of alcohol.
Did you know…?
Staying well hydrated is one of the most important things you can do to beat the heat. Feeling thirsty means that your body is on the road to becoming dehydrated – so don't wait to drink until you are thirsty, especially if working or exercising outside in extreme heat.
- Never give sparklers to young children. Show older children how to properly hold sparklers, how to stay far enough away from other children and what not to do (throw, run or fight with sparkler in hand)—and always supervise closely, regardless.
- Point fireworks away from people, homes, trees, etc.
- Never try to relight a firework that didn't properly ignite.
- Soak all firework debris in water before throwing it away.
- Do not carry fireworks in your pocket or shoot them from metal or glass containers.
Whether you're watching your community's firework display, or setting them off in your own back yard, put safety first!
Grilled Vegetable Kabobs
When you fire up the grill this summer, meat isn't the only option—grilled vegetables are delicious and good for you, too.
2 medium zucchini
2 medium yellow squash
2 red or green bell peppers, 16 cherry tomatoes seeded 2 medium red onions
8 oz. fresh mushrooms
2 medium ears sweet corn
Nonstick vegetable oil spray
½ c. balsamic vinegar
2 tbsp. mustard
3 cloves garlic, minced
¼ tsp. thyme
Rinse all the vegetables. Cut zucchini, squash and bell peppers into 2-inch chunks, and red onions into wedges. Cut the corn into 1-inch pieces and cook in boiling water for about 10 minutes. Combine cooked corn with cut and whole vegetables in a bowl. Mix the vinegar, mustard, garlic and thyme for the sauce. Toss vegetables in the sauce and thread vegetables onto skewers. Before starting the grill, spray it with vegetable oil spray. Place the skewers on the grill over medium heat. Baste occasionally with extra sauce. Grill 20 minutes, or until tender.
Summer Outdoor Food Safety
Summer is synonymous with backyard barbecues and spending time outside with family and friends. At some point during the summer, most of us will find ourselves flipping burgers behind the grill or bringing a container of grandma's famous potato salad to the party. But unfortunately, if you aren't careful about handling foods during cookouts, you are putting yourself and others at risk for potential food-related illnesses.
Experts say that food poisoning peaks in summer months for two main reasons: bacteria grow fastest in warm, humid weather, and people generally do not pay as much attention to cleanliness when eating outside.
According to the Centers for Disease Control and Prevention (CDC), there are more than 200 diseases that can be spread through food. The following is a list of 10 rules suggested by the CDC that can help you have a safe cookout.
Keep your hands clean; dirty hands are the most common way food gets contaminated.
Wash cooking equipment, dishes and utensils between uses. Be sure to clean the grill's surface after each use and to clean and sanitize cutting boards, plates and utensils that have come in contact with raw meat. Do not transfer cooked meat back to the dish you used to transport raw meat to the grill.
Rinse fruits and vegetables - meat and poultry aren't the only foods that harbor bacteria.
Store all perishables in a cooler with ice on top, not just underneath. Bring one cooler for drinks and one for food. Don't eat perishable food that has been left out of a refrigerator or cooler for more than two hours.
Invest in a meat thermometer as the time needed to cook foods thoroughly on a grill may be different than your stove at home. A meat thermometer is the best way to ensure you've cooked foods adequately.
Teach your kids about food safety, such as the importance of hand washing and that food can make them ill if not properly handled.
If you're planning to be outside for a while, bring some non-perishable snacks that won't spoil.
Play it safe with leftovers – don't keep food that has been sitting out longer than two hours.
Symptoms of food poisoning usually develop 8 to 48 hours after eating the contaminated food. If they persist or grow severe, contact your doctor.
When in doubt, throw it out! If you think something was contaminated while being prepared, was improperly cooked or has sat out too long, throw it away. | <urn:uuid:6eeec569-9bc3-473d-b3f9-22cd277f3812> | CC-MAIN-2017-39 | http://www.mcwane.com/upl/downloads/resources/did-you-know-newsletters/en-did-you-know-june-2013-bd52cd46.pdf | 2017-09-25T14:57:24Z | crawl-data/CC-MAIN-2017-39/segments/1505818691977.66/warc/CC-MAIN-20170925145232-20170925165232-00476.warc.gz | 502,226,981 | 1,297 | eng_Latn | eng_Latn | 0.999174 | eng_Latn | 0.999195 | [
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Record:
Draw a table to record your results
| Name of Element | Type of Atom | Name of Compound | Types of Atom |
|---|---|---|---|
| | | | and |
Activity 3:
Collect a copy of 'Substance Card 2 - Larger Molecules'.
Sort out which of the substances are Elements and which are Compounds.
Identify which type(s) of atom each substance is made from.
Record:
Draw a table to record your results
Record:
Compounds
Molecules
and Networks
Copy the definitions for:-
Elements
Use coloured pencils to draw examples of each type of substance.
Use the 'Substance Cards' to answer these questions :-
1. Which element forms 3 different substances ?
2. How many elements exist as molecules ?
3. How many elements exist as networks ?
4. Which two compounds contain the same two types of atoms ?
5. Which two compounds contain the same three types of atoms ?
6. How many atoms are there in a sulphur molecule ?
7. How many atoms are there in a phosphoric acid molecule ?
Going Further
Not surprisingly all Networks are solids at room temperature.
Try to find out what the molecular substances are.
Can you see a pattern emerging ?
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THE MYSTERY OF MATTER: SEARCH FOR THE ELEMENTS
EPISODE 1 (OF 3): OUT OF THIN AIR BROADCAST NATIONALLY ON PBS AUG. 19, 2015
The film opens with a two-minute prologue. Reenactment: In a dank alchemist's laboratory, a white-bearded man works amidst a clutter of vessels, bellows and furnaces.
NARR: One night in 1669, a German alchemist named Hennig Brandt was searching, as he did every night, for a way to make gold.
Brandt lifts a flask of yellow liquid and inspects it.
NARR: For some time, Brandt had focused his research on urine. He was certain the "golden stream" held the key.
Brandt places the flask on the forge and moves to another vessel where urine has been heating for some time.
NARR: Tonight his patience would at last be rewarded. He had boiled the urine down to a concentrated paste. Now he subjected it to intense heat.
The vessel begins to glow with an eerie, pale-green light. CU of Brandt's face, his excitement evident.
NARR: Was this the legendary elixir that would turn lead into gold?
Alchemy painting of Brandt in the laboratory, his face lit green by glowing phosphorus. Dissolve to a second alchemy painting.
NARR: Alas, it was not. Brandt had stumbled on the element phosphorus. This is how the discovery of elements began – with people trying to turn the substances of nature into something useful or valuable.
The host stands behind a table strewn with an assortment of things suggesting the long human tradition of working with materials – rocks, metals, tools, etc. He picks up a rock from the table.
HOST
But people are naturally curious, so as they worked with these materials they began to wonder: What is this stuff? What is the world made of?
On a panel behind the host we see an animation of the ancient Greek philosopher Empedocles and his four elements. The image becomes full screen.
HOST
Thousands of years ago, the Greeks proposed that the world is actually made of just four elements in combination: air, water, earth and fire.
The Periodic Table replaces the four elements on the panel behind the host.
HOST
Today we know that matter actually comes in more than 100 distinct varieties, neatly arranged in the Periodic Table of the Elements. But for most of history, matter was a profound mystery – a 2,000-year detective story in which people across the world were trying to identify the elements … and figure out how to use them.
Composite image of the series' seven main characters
NARR: It's an amazing story, filled with unforgettable characters. In this series, you'll meet seven extraordinary scientists whose findings drove the search for the elements. So join me as we retrace the steps of these "chemical detectives" as they struggle to solve the mystery of matter.
Title Sequence and Opening Credits
Episode title: Out of Thin Air
Fade up to host in studio. To his left is a panel showing moving images of grass waving in the wind.
HOST
One of the first big clues in solving the mystery of matter came from the discovery of most immaterial stuff you can imagine: air.
Images of clouds now appear on the panel.
HOST
Of course, people have always known about air. They could feel the wind on their faces and see its powerful effects in storms. What they didn't know was that there's more than one kind of "air."
Host motions to image of Joseph Black on the panel over his other shoulder.
HOST
That changed in 1754, when a young Scottish medical student named Joseph Black set out to find a cure for kidney stones.
Host pours acid on a chalky substance, releasing some kind of "air." CU of the bubbles formed. The gas bubbles up through a tube into a pitcher.
HOST VO
He poured acid on this chalky substance and trapped the air that came out. To his surprise, this "air" didn't behave like air at all.
He pours the pitcher over a lighted candle, which goes out.
HOST
It was heavier than ordinary air – and promptly put out a flame. Black's discovery of "fixed air" – what we now call carbon dioxide – was a turning point in the history of science. People had long known about liquids and solids. Now, suddenly, they realized there was a third state of matter – gases – of which air is just one example. Over the next 20 years, the exploration of this new dimension would transform our understanding matter.
Computer graphic combines images of Henry Cavendish and Daniel Rutherford, the names of the elemental gases they discovered and their dates of discovery: hydrogen (1766) and nitrogen (1772).
NARR: After Black's discovery, British scientists quickly identified two more new gases: hydrogen and nitrogen.
HISTORIAN SEYMOUR MAUSKOPF
And then in the early 1770s that astonishing investigator Joseph Priestley discovers all sorts of new "airs."
Archival image of Priestley dissolves to footage of him in the lab with his electrical apparatus.
NARR: Priestley was a minister by trade, but also an amateur scientist – what was then called a natural philosopher.
BIOGRAPHER STEVEN JOHNSON
He was a great dabbler in things and was constantly getting obsessed with new fields.
Priestley places a glass vessel over a plant.
NARR: Fields like the new science of gases.
Priestley continues experimenting with plants and candles under glass vessels. Then he pours acid on a substance to release the "air" it contains. The gas bubbles up in an overturned bottle.
HISTORIAN SEYMOUR MAUSKOPF, partly in VO
Priestley's style of science is very interesting. He's a kind of inspired forager. He's basically messing around with different things to see what will happen. One of the things Priestley did [laugh] was to pour acid on everything. He collected those bubbles, tested them thoroughly and discovered all sorts of amazing properties.
Superimposed on a wide shot of Priestley in the lab the scene is a graphic showing the nine new gases Priestley discovered.
NARR: By "messing around" in this way, Priestley discovered nine new gases – more than anyone else in the world.
BIOGRAPHER STEVEN JOHNSON, partly in VO
He was very much open to chance discoveries. He would stumble across things and he would follow his instincts. And he was always looking for these kind of fortuitous accidents.
Archival image of Leeds
NARR: One such accident happened in 1767, when Priestley was assigned a new congregation.
BIOGRAPHER STEVEN JOHNSON, partly in VO
They put him in a house that happens to be right next to a brewery. And this turns out to be an incredible [laugh] stroke of good luck. Priestley, being the kind of constant investigator that he was, would kind of pop over and see what was going on at this brewery.
Archival images of 18 th century British breweries
NARR: Just above the vats of beer, he discovered a haze of carbon dioxide bubbling up from the fermenting brew.
BIOGRAPHER STEVEN JOHNSON
And he decided he wanted to do some experiments [laugh], with their beer. Well fortunately, they said yes.
Host pours water from one glass to another over the bubbling barrel.
HOST ON CAMERA
Priestley found that if he simply poured water from one glass to another over the surface, the water would absorb the gas rising from the beer. The result was refreshingly bubbly.
Lab reenactment of Priestley making soda water. Priestley stops adding acid and vigorously agitates the overturned vessel until the gas is absorbed.
NARR: By 1772, he had invented a better method: generating carbon dioxide and injecting it directly into water.
Words on screen: Words spoken by the characters in this film are drawn from their writings.
JOSEPH PRIESTLEY TO CAMERA
In the space of two or three minutes, I can make a glass of exceedingly pleasant sparkling water. [drinks] You can't tell the difference between this and natural mineral water.
Host behind beer barrel
HOST
Priestley had invented carbonation – remember that next time you enjoy a soft drink. But with this act he also set in motion a series of improbable events that would soon overturn our understanding of matter.
Priestley agitates his soda water vessel, then takes a sip.
NARR: It began when a British doctor suggested Priestley's "windy water" might be effective as a treatment for scurvy, a disease that plagued sailors on long sea voyages.
Archival image of sailor with scurvy
BIOGRAPHER STEVEN JOHNSON, partly in VO
Scurvy was a huge problem for the military during that period. And so the idea that there was this potential solution that also happened to be a tasty beverage [laugh] was appealing.
Title page of Priestley's paper: Directions for Impregnating Water with Fixed Air.
NARR: In 1772, Priestley addressed Britain's leading scientific organization, the Royal Society, and published a pamphlet describing his method for making soda water. He urged the British navy to test the potential cure.
Reenactment: Magellan picks up the pamphlet and reads it, then begins writing.
NARR: Quick to pick up on this development was a defrocked Portuguese monk named Joao Jacinto de Magellan. A distant relative of the great Portuguese navigator, he was now serving as a French industrial spy.
Magellan seals a package including Priestley's pamphlet.
BIOGRAPHER STEVEN JOHNSON, partly in VO
Magellan is in the employ of the French government and is there basically scouting out the Royal Society for interesting items that he might be able to bring back to his bosses.
NARR: Sensing a potential military secret …
Cut to Trudaine, reading Magellan's letter, then beginning to write his own. Priestley's pamphlet is alongside.
NARR: … Magellan alerted his handler back in France: Commerce Minister Jean Charles Trudaine de Montigny.
HISTORIAN SEYMOUR MAUSKOPF, partly in VO
Trudaine was interested in science, was a member of the French Royal Academy of Sciences, and immediately saw the possible value of this.
Lavoisier is working in his laboratory when his lab assistant comes in saying (in French) a letter has arrived from Trudaine. He hands the letter to Lavoisier, who opens the package and begins reading.
NARR: Trudaine, in turn, called on one of France's brightest young chemists, Antoine Laurent Lavoisier.
We hear the first of Trudaine's words in VO, then cut to him on camera writing the letter we're hearing. Occasionally we cut back to Lavoisier reading. He absorbs the meaning of this request. Trudaine delivers the last line to camera, with emphasis.
JEAN CHARLES TRUDAINE DE MONTIGNY, partly in VO
I know your precision when it comes to physics and chemistry, and I'm giving you a chance to be of service to your country. Please repeat these experiments and add your own observations. The value of these discoveries depends on our moving quickly. I hope you will not be long in getting this little work done.
Lavoisier now opens Priestley's pamphlet and begins to read.
HISTORIAN ALAN ROCKE, partly in VO
Trudaine probably intended this politely phrased letter as an order rather than a request. Lavoisier really couldn't ignore it.
NARR: Though soda water would turn out to be useless against scurvy, this pointed suggestion by a government official, acting on a tip from a Portuguese spy, would set Lavoisier on the path toward his greatest discoveries.
Dissolve to archival image of young Lavoisier
NARR: Born into a well-to-do Parisian family, Lavoisier had received a fine education and taken a degree in law. Now 28, he had joined a consortium that collected taxes for King Louis the XV.
Painting of the 18 th century French court
HISTORIAN SEYMOUR MAUSKOPF VO
As a result, Lavoisier became a very wealthy man.
Laboratory reenactment: Antoine works in the lab. Cut to Marie Anne elsewhere in the lab.
NARR: But his true passion was chemistry. Lavoisier spent three hours in his private laboratory before work each day, and returned there after dinner … often accompanied by his young wife.
Marie Anne sketches a piece of lab equipment. Her water colors are laid out on the table before her. She calls Antoine, and he comes over to comment on her sketch.
MARIE ANNE LAVOISIER
Antoine?
ANTOINE LAVOISIER
Oui?
NARR: Marie Anne Paulze was the daughter of one of Lavoisier's business partners. She was just 13 when they were married … but bright, outgoing and mature beyond her years.
MARIE ANNE LAVOISIER
Lequel est-ce que tu préfères?
Continuing scene, then painting of Antoine and Marie Anne Lavoisier.
HISTORIAN SEYMOUR MAUSKOPF, partly in VO
Marie Anne was virtually his collaborator. She knew English, learned chemistry, assisted Lavoisier in the laboratory. She was an extraordinary person. Had she lived in our own time, she probably would have become an outstanding scientist in her own right.
Marie draws an illustration of one of Lavoisier's experiments on respiration, and we see it come to life in a reenactment.
NARR: One of Marie Anne's most important roles was to create the diagrams and illustrations that accompanied her husband's published work.
HISTORIAN ALAN ROCKE, partly in VO
Marie Lavoisier's drawings give us the eyes to look directly into Lavoisier's laboratory. We can see the people. We can see the devices. We can see the arrangement of those devices. We can understand what Lavoisier did so much better because of what Marie drew.
Lavoisier reads a book describing the work of another scientist.
NARR: Spurred on by Trudaine, Lavoisier eagerly studied fresh translations of Black, Priestley and the other British chemists who had pioneered the study of "airs."
He writes in his lab notebook.
ANTOINE LAVOISIER, partly in VO
The work of these previous experimenters merely hints at what's happening when air is taken up or released by different substances. I shall review all their work, repeat all their experiments, taking new precautions, in order to develop a coherent theory. This subject, I believe, is destined to bring about a revolution in physics and chemistry.
A fire burns in a fireplace. The word PHLOGISTON appears on the screen over this image.
NARR: What made this new science of air so revolutionary was that it threatened to topple the reigning theory of chemistry – a theory inspired by the mystery of fire. Most chemists believed fire was due to some fiery principle that was given up during combustion. And all our senses seem to confirm this idea. Heat, light, smoke – all are released as the fire burns. By the mid1700s, this essence of fire had been given a name: phlogiston.
Image of a rotating bolt, showing both its rusty and shiny sides
NARR: Phlogiston was the foundation of chemistry's leading theory for nearly a century, because it seemed to explain things like metals and rust:
Animation labeled Phlogiston Theory shows that as iron ore is heated alongside charcoal, phlogiston from the charcoal merges with the ore to make metallic iron in the form of an ingot. Then, as a sprinkle of rain falls on the ingot, phlogiston begins leaving the ingot and it turns to rust.
NARR: When iron ore was heated in the presence of charcoal, phlogiston from the charcoal fused with the ore to form metallic iron. When the iron was exposed to air or water, the metal released its phlogiston as it rusted.
In the animation, a copper statue appears alongside the iron, ultimately turning into green verdigris.
NARR: Other metals went through the same process – forming the green verdigris of copper, for example.
Finally, the simple equation appears on the screen, along with the word "calx."
NARR: Ore plus phlogiston equals metal. Metal minus phlogiston equals rust – or what was then called a "calx."
In the animation, a scale is now in place under the iron bar. Paradoxically, it shows that the bar gets heavier as it gives off phlogiston and forms rust, also labeled "calx" in the animation.
HISTORIAN ALAN ROCKE, partly in VO
Only there was a problem: The calx was heavier than the metal, even though phlogiston had left the metal. It's lost something, and yet it was heavier.
ANTOINE LAVOISIER
The calx should weigh less than the original metal. But it doesn't. The calx is heavier than the metal.
Lavoisier works at his scale.
HISTORIAN ALAN ROCKE, partly in VO
Though many chemists were aware of this contradiction, they let it pass, because phlogiston otherwise worked so well. But Lavoisier was really troubled by this, because he was obsessed with the weights of his experimental ingredients.
CHEMIST GREGORY PETSKO, partly in VO
Lavoisier was very careful to get very good instruments. He probably, at one point, had the largest and most complete private laboratory on earth.
ANTOINE LAVOISIER, partly in VO
With my precision scales, imported from England at great expense, I measure the weight of each substance at the beginning and end of every chemical reaction.
Lavoisier at the scale
HISTORIAN ALAN ROCKE VO
Lavoisier was a master of this balance sheet kind of chemistry. Remember, he was tax administrator by day. He knew a lot about accounting. And so this kind of ledger-keeping was natural to him.
ANTOINE LAVOISIER
It is a fundamental truth of chemistry that the same amount of matter exists before and after each experiment. Nothing new is created, nothing lost. The whole art of performing chemical experiments rests on this principle.
CU of scale and Lavoisier
NARR: Today, we call this idea the Conservation of Matter.
HISTORIAN SEYMOUR MAUSKOPF
When you carry out a chemical reaction, what comes out has to be exactly equal to what goes in.
ANTOINE LAVOISIER
The total weight must remain precisely the same. If not, there's an error somewhere.
HISTORIAN ALAN ROCKE, partly in VO
He wasn't the first to assume Conservation of Matter, but Lavoisier applied this idea more rigorously than anyone had before. And it worked very effectively as a tool – a tool of discovery.
In the lab, Lavoisier uses a spatula to mix a lead calx known as minium with powdered charcoal in a crucible.
NARR: The power of Lavoisier's method would become clear in October 1772, when he set out to solve the riddle of why metals gain weight when they form calxes.
CHEMIST GREGORY PETSKO
Common sense suggested that when things rust they must lose weight. They fall apart. They become brittle and weak. Lavoisier was interested in actually measuring what happened.
Closeups and moves on an engraving of the gigantic double lens that the Academy of Sciences rolled out for a series of experiments in the summer and fall of 1772. CU of the men and women watching in the background.
NARR: He conducted his experiments in public, relying on a huge burning lens that focused the sun's rays to produce intense heat … while elegantly dressed bystanders watched in amazement.
Zoom to crucible showing a mixture of lead and charcoal. The next shot shows Lavoisier marking the water level at the beginning of the experiment, with a small piece of paper glued to the outside of the bell jar.
NARR: Lavoisier placed a calx of lead, mixed with charcoal, inside a glass vessel partially filled with water …
The apparatus is suddenly washed in sunlight, and a narrow beam of light is focused on the crucible under the bell jar. Lavoisier leans down and puts on his sunglasses. The water level drops rapidly below the piece of paper.
NARR: … then subjected it to the intense heat of the burning lens. The result was extraordinary.
ANTOINE LAVOISIER, partly in VO
As the calx changes back into the metal, it releases a large quantity of air. This air forms a volume a thousand times greater than the calx it came from.
Footage of Lavoisier watching his experiment, then animation of his proposed explanation
NARR: This startling finding suggested a radical idea: If air came out as the calx changed back into a metal, could it have gone in when the calx was formed? Could air be reason calxes were heavier than expected?
Back in the lab, Lavoisier uses the spatula to place yellow sulfur powder in the crucible.
NARR: Lavoisier also found that when he burned elements like sulfur, they, too, gained weight.
ANTOINE LAVOISIER
There was then no doubt. I realized that the increase in weight occurs because a portion of the air is absorbed into the solid material.
Lavoisier makes a final notation in his report on his experiments. Then he seals his note with wax.
CHEMIST ROALD HOFFMANN, partly in VO
He knew he was onto something very important. He knew that the element did not lose mass. It gained mass. It took up some part of the air.
ANTOINE LAVOISIER, partly in VO
I felt I must secure my right to this important discovery. So I deposited a note with le Secretaire de l'Academie, to remain sealed until I was ready to make my experiments public.
HISTORIAN SEYMOUR MAUSKOPF
He's discovered what seems to be evidence by weighing things, that seemed to flatly contradict what the phlogiston theory is predicting.
Reprise of rust and fire images
NARR: Despite what our senses tell us, both rusting and burning involve absorbing something from the air – just the opposite of what chemistry's reigning theory held.
Continuing shots of Lavoisier at the scale
HISTORIAN ALAN ROCKE, partly in VO
It had been known for a hundred years that metals gain weight when they become calxes. But no one had bothered to really investigate this anomaly. By focusing so intently on weight, Lavoisier had challenged the very foundation of chemistry. And he'd identified the source of that weight gain. Air was somehow involved.
Frustrated by an experiment gone wrong, Lavoisier slams a leaky retort to the ground. It shatters with a loud pop.
NARR: But was it air itself, or some part of the air, and, if so, what part? The identity of the mystery gas eluded him for two years.
Marie Anne and Antoine discuss his findings at the dining room table over morning coffee. We hear snippets of their conversation in French.
MARIE ANNE LAVOISIER
Un gaz? Mais lequel?
ANTOINE LAVOISIER
Je ne sais pas …
NARR: He was still stumped in late 1774. But the answer would soon be delivered …
Footage of Priestley in the lab with the red calx of mercury
NARR: … by Joseph Priestley. By this time, Priestley had begun to study something called the red calx of mercury.
CU of liquid mercury on a tabletop
NARR: Mercury is a strange metal – one of just two elements that is liquid at room temperature.
Pan to reveal its red calx alongside
NARR: But like other metals it forms a calx – a red solid that pharmacists of the 1700s used to treat venereal disease. Chemists had noticed something unusual about this calx.
Widen out to reveal both mercury and its calx
NARR: They could convert it back into metallic mercury simply by heating it. No charcoal – no source of phlogiston – was needed.
Priestley gazes out a window.
NARR: This was theoretically impossible. How could it be?
Priestley continues his experiment with mercury calx. He places a sample of (fake) mercuric oxide in a glass retort, then uses his burning lens to focus a spot of sunlight on the sample. The red powder begins to turn black. Gas bubbles up in his pneumatic trough, displacing the water in an overturned receiving vessel.
NARR: The ever-curious Priestley wanted to know. So in August 1774, he obtained a sample of mercury calx and used his own burning lens to heat it with sunlight.
CHEMIST ROALD HOFFMANN, partly in VO
That reddish substance in turn decomposes, giving back mercury, but also a gas.
When the gas has driven all the water out of the vessel, he slides a plate under the vessel and moves it to another part of his workbench. He lifts it slightly to insert a lighted candle, expecting it to go out. Instead, to his surprise, the candle burns bigger and brighter than the candle alongside in a vessel of ordinary air.
HISTORIAN SEYMOUR MAUSKOPF VO
Priestley collects this air, because he likes to test these gases to see what properties they have.
NARR: If it were his old friend "fixed air," the candle would go out.
HISTORIAN SEYMOUR MAUSKOPF VO
But what he found about this air was that it had quite extraordinary properties.
Priestley leans down to examine the two candles. One is out, while the one in the new air continues to burn brightly.
JOSEPH PRIESTLEY, partly in VO
What astounded me was that the candle burned in this air with remarkable vigor. The flame was bigger – and brighter – than in ordinary air.
BIOGRAPHER STEVEN JOHNSON VO
Something in this air seems almost better than normal air, which is very puzzling.
Priestley inserts a piece of "red hot wood" into the vessel. It bursts into flame. He stoops down to look at it, astonished.
JOSEPH PRIESTLEY, partly in VO
I was utterly at a loss. How could I explain this?
Cut to reenactment of Paris dinner with Antoine and Marie Lavoisier and other French scientists. While others are chattering away in French, Madame Lavoisier makes a special point of speaking to Priestley in English, in which she (unlike Antoine) is fluent.
JEAN CHARLES TRUDAINE DE MONTIGNY
Buvons à la santé d'Archimède!
MARIE ANNE LAVOISIER
Dr. Priestley, have you been to the Continent before?
JOSEPH PRIESTLEY
No, this is my first time.
NARR: Two months later, on a visit to Paris, Priestley was invited to dine with members of the Royal Academy of Sciences … including Antoine Lavoisier.
JOSEPH PRIESTLEY
J'ai récemment réalisé …
HISTORIAN SEYMOUR MAUSKOPF
Priestley tells Lavoisier in his very broken French about his new discovery.
JOSEPH PRIESTLEY
… avec les résultats tres intéressants.
JOSEPH PRIESTLEY, partly in VO
I described this experiment at the table of Monsieur Lavoisier. I never make the least secret of anything that I do.
JOSEPH PRIESTLEY
… la même aire de plombe rouge.
BIOGRAPHER STEVEN JOHNSON, partly in VO
Everything that he came up with, every new experiment that he did, even when he wasn't sure what the results meant …
JOSEPH MACQUER
Que est-ce que se ce plombe rouge?
BIOGRAPHER STEVEN JOHNSON, partly in VO
… he was constantly sharing that information with as many people as possible.
JOSEPH PRIESTLEY
Mais à ma grande surprise …
PRIESTLEY VO continues
I also told them that it produced a kind of air in which a candle burned much better than in common air.
JOSEPH PRIESTLEY
… mieux que dans l'air commun.
The men and women around the table, including Antoine and Marie Anne Lavoisier, exchange surprised glances. "Mieux?"
JOSEPH PRIESTLEY, partly in VO
At this the entire company – including Monsieur and Madame Lavoisier – expressed great surprise. I'm sure they cannot have forgotten these events.
Intrigued, Antoine questions Priestley intently, with Marie Anne translating.
ANTOINE LAVOISIER
Monsieur Priestley, etes-vous bien sûr que ce n'était pas l'air fixe?
MARIE ANNE LAVOISIER
If you want, I can translate for you.
JOSEPH PRIESTLEY
Aha. Merci.
MARIE ANNE LAVOISIER
Are you sure that what you found was not fixed air?
JOSEPH PRIESTLEY
Absolutely. But I'm not yet sure what it was.
Dinner scene continues.
HISTORIAN SEYMOUR MAUSKOPF, partly in VO
Lavoisier did not appreciate Priestley's style. He didn't think Priestley brought very much thought to his scientific foraging.
Lavoisier listening intently
BIOGRAPHER STEVEN JOHNSON, partly in VO
But Lavoisier was smart enough to recognize that Priestley was onto something and take that piece of information and go back to his lab to figure out exactly what Priestley had discovered.
Lavoisier and his assistant leave the lab.
NARR: Could this be the gas he was looking for – the one involved in rusting and burning? Lavoisier hurried to the local apothecary to buy his own sample of mercury calx.
Priestley uses his electrostatic generator to amuse his eight-year-old son.
JOSEPH PRIESTLEY (to son)
"Look what you can do."
NARR: Back in England, Priestley dithered for months on other projects, unaware he was in danger of being scooped.
A thought occurs to Priestley as he wipes out a glass vessel.
NARR: Finally, it occurred to him: If this gas he had discovered supports fire, might it also support breathing?
He pulls a mouse out of its cage and places it under a bell jar. Priestley jots down a note while watching the mouse closely.
BIOGRAPHER STEVEN JOHNSON, partly in VO
Here we have one of the great discoveries in the history of chemistry, and the scene is kind of amazing. You've got this man and a mouse [laugh].
JOSEPH PRIESTLEY, mostly in VO
I put a mouse into a glass vessel containing two ounces of the air from the heated calx of mercury. If it were common air, a full-grown mouse would have survived in it perhaps a quarter of an hour.
Close-ups of the mouse – perfectly comfortable as time passes
BIOGRAPHER STEVEN JOHNSON VO
15 minutes pass … 20 minutes pass.
Priestley consults his pocket watch to see how much time has passed.
JOSEPH PRIESTLEY, partly in VO In this air, my mouse remained perfectly at ease for a full half hour.
Close-up of the frisky mouse
BIOGRAPHER STEVEN JOHNSON VO
That's twice as long as any mouse has ever survived.
He removes the mouse, which seems none the worse for wear.
JOSEPH PRIESTLEY, partly in VO
I began to suspect that the air into which I had put the mouse was better than common air.
Now Priestley puts the mouse back under glass in the same air it has just breathed for half an hour.
BIOGRAPHER STEVEN JOHNSON, partly in VO
He takes the same mouse and sticks it back under the glass and, sure enough, the mouse survives another 30 minutes in this strange new air.
Priestley stoops down and smiles as the mouse grooms itself.
BIOGRAPHER STEVEN JOHNSON VO
He realizes that something fundamentally different has happened. This air is some kind of super air.
JOSEPH PRIESTLEY, partly in VO
I concluded that this air was between five and six times better – that is, more breathable – than the best common air I had ever tested.
He removes the mouse from under the jar.
BIOGRAPHER STEVEN JOHNSON, partly in VO
He finally has kind of convinced himself this air must be safe to breathe if the mouse is doing so well. And so he gets up enough courage to actually try it himself.
Priestley holds a tube up to his mouth, breathes in some of the gas, stops to consider the sensation, and then talks to camera.
JOSEPH PRIESTLEY
It doesn't feel any different from ordinary air when I breathe it in. But I feel peculiarly light and easy. In time, this pure air may be useful as a medicine or sold to the fashionable for recreation. Up to now, only two mice and I have had the privilege of breathing it.
Antoine and Marie in the Paris lab perform their own experiments on this new air. He removes the vessel from the trough and takes it to testing area. He inserts a lit candle, which leaps up and burns brightly.
BIOGRAPHER STEVEN JOHNSON VO
As Priestley is conducting these experiments in England, across the channel, Lavoisier is basically going through the exact same experiments.
CHEMIST ROALD HOFFMANN, partly in VO
Lavoisier, realizing that this is essentially the key to the mystery, gets to work on it.
Charcoal throws out sparks. Antoine and Marie Anne laugh at the sight.
ANTOINE LAVOISIER, partly in VO
I found – much to my surprise – that this air had none of the properties of "fixed air." A candle burned in it with a dazzling splendor; and charcoal, instead of just smoldering, threw out sparks in all directions.
Painting of the Academy building
NARR: Lavoisier announced his findings with great fanfare at the 1775 Easter meeting of the Academy of Sciences:
ANTOINE LAVOISIER, partly in VO
All this evidence convinced me that this air is more … [searching for words] breathable – more combustible – and more pure than even the common air in which we live.
BIOGRAPHER STEVEN JOHNSON
And he gives it the name oxygen.
Reprise dinner scene
NARR: In announcing his findings, Lavoisier made no mention of Priestley's revelation over dinner six months earlier.
CHEMIST ROALD HOFFMANN, partly in VO
Now, Priestley is not a shrinking violet here. He hears about this, and he objects.
JOSEPH PRIESTLEY
He should have acknowledged the fact that my account over dinner led him to try the experiment. One should not put one's scythe into another man's harvest.
ANTOINE LAVOISIER
I admit I was not the first to do these experiments. That claim goes to Mr. Priestley. But from the results we have drawn diametrically opposite conclusions. I may be criticized for having borrowed from the work of this celebrated philosopher, but I trust that the originality of my conclusions will not be challenged.
Lavoisier in lab reenactment scenes
NARR: Lavoisier was right. While it was Priestley who made the discovery, it was Lavoisier who grasped the implications of this new gas.
CHEMIST ROALD HOFFMANN, partly in VO
Lavoisier was the only one who understood what was going on. Perhaps he didn't understand perfectly, but the moment that new element, which we call oxygen, was there, he picks it up and he runs with it.
Lavoisier writes. Then an image of the atmosphere, with the names of its constituents – nitrogen and oxygen – superimposed.
NARR: Over the next 15 years, Lavoisier would show that air is not a simple substance, as the ancients believed, but a mixture of two newly discovered gases …
Image of water with its constituents overlaid: hydrogen and oxygen
NARR: … that water, too, was a product of two gases.
Footage of a candle burning
NARR: … and that fire is not an element but a process of combining with oxygen.
Image of cliffs of earth
NARR: Even the solid substances the ancients had lumped under the heading "earth" were now seen in a new way.
Blacksmith painting, then shots of a copper ore and metallic copper behind it.
HISTORIAN ALAN ROCKE, partly in VO
Metals like iron and tin and lead had been known for centuries. But in the era of phlogiston they were thought to be compounds, because they had phlogiston in them. Lavoisier had turned this picture upside down. He showed that by stripping away the oxygen from the ore, you got down to the simpler metal within. The metal, not the ore, was the element.
The four previous images now fill the four quadrants of the screen, and "O" appears in the center.
NARR: So all four of the ancient elements – air, water, earth and fire – had been abolished, thanks to the discovery of oxygen.
ANTOINE LAVOISIER
Once you accept the existence of oxygen, the main difficulties of chemistry appear to evaporate. Well, if all of chemistry can be explained without phlogiston, in all likelihood it doesn't exist.
Priestley pours water in his lab.
NARR: For years, many chemists – including Joseph Priestley – refused to abandon the old theory.
Title page of Traite Elementaire de Chimie
NARR: What finally won the day was the textbook Lavoisier wrote in 1789 to spread his new chemical theory. As it was adopted around the world, phlogiston quietly passed into history.
HISTORIAN SEYMOUR MAUSKOPF
So the old chemical system has been essentially destroyed.
Footage of Lavoisier at his scale, Priestley with his mouse
NARR: Though Lavoisier is often given most of the credit, it was really both these men, working in their very different ways, who brought about this Chemical Revolution.
Priestley shakes his soda water bottle.
BIOGRAPHER STEVEN JOHNSON, partly in VO
They kind of needed each other in a way. For science to work you need both kinds of scientists, right? You need the scientists who are great systematizers, and then you need the mavericks and the tinkerers who are going to open up new doors for discovery.
The two men look out their respective windows.
NARR: One of the doors Priestley and Lavoisier opened was a fresh way to tackle that old question: What is the world made of?
Reprise shot of copper ore and metal
NARR: It was clear now that rocks of every conceivable variety might harbor undiscovered elements chemically fused with oxygen.
CHEMIST GREGORY PETSKO
People realized that if they could release oxygen from other substances, what was left behind might be some of these missing elements that everybody knew must be out there.
HISTORIAN ALAN ROCKE
How many more elements might you find by stripping away the oxygen that like to bind to so many things?
Pan up list of "simple substances" in Lavoisier's book
NARR: Lavoisier's textbook included the first modern list of elements – 33 "simple substances."
CU of "lumière" on Lavoisier's list
NARR: Some, including light and heat, were later found not to be elements. But it was a start, and it served as a challenge to other chemists.
HISTORIAN ALAN ROCKE
Now that they knew how to look for them, chemists began to ask: What are the elements? The question had never been asked before in exactly that way. And so the discovery of oxygen really served as a starting gun for a worldwide race for new elements.
Host scene in studio. He pulls down a world map showing the far-flung locations of the discoveries. The names of newfound elements appear on the screen: zirconium, uranium, titanium, yttrium, chromium, beryllium, vanadium, niobium, tantalum, palladium, cerium, osmium, iridium, tellurium, rhodium.
HOST
All over the world, chemists and amateur collectors responded to Lavoisier's challenge, rapidly identifying 15 new elements. From Sweden to Mexico, Connecticut to Siberia, the discoveries kept coming – sometimes as many as four in a single year. And few things could bring a chemist more glory than identifying a new element.
Davy talks with Coleridge, Southey and Cottle. As he holds forth about chemistry, they listen in amazement.
HUMPHRY DAVY
Well, certainly, Lavoisier was one of the great, great masters of all time. In fact,
…
NARR: One of those who would soon be caught up in the hunt was a precocious chemist from the farthest reaches of England.
HUMPHRY DAVY
… pathetic ideas of phlogiston, huh?
POET ROBERT SOUTHEY, partly in VO
I've just met a remarkable young man whose talents I can only marvel at. He's not even 21 and has been studying chemistry for no more than 18 months, but he's advanced with such strides as to overtake everybody. His name is Davy … the young chemist … the young everything.
Archival image of young Humphry Davy
NARR: Humphry Davy was the son of a simple wood-carver …
Map showing Penzance's remote location at England's southwestern tip
NARR: … from the remote seaside village of Penzance, about a week from London by stagecoach.
HISTORIAN DAVID KNIGHT, partly in VO
Penzance is right down in the far southwest corner of England, and in some sense it was the Wild West, right out beyond the influence of London and its institutions.
Historic Cornwall images, including apothecary interior
NARR: When his father died young, Humphry left school at 16 and took a job as an apothecary's apprentice to support the family.
Reenactment: 17-year-old Davy reads a book by candlelight.
NARR: But he never lost his love of learning. He simply resolved to teach himself.
Now a CU reveals the book he is reading: Lavoisier's Traite Elementaire de Chimie
AUTHOR RICHARD HOLMES, partly in VO
The same year that Davy's father dies, Lavoisier publishes his Elementary Treatise on Chemistry. And young Davy reads this in the original French. He starts keeping notebooks from this very date. And there's a kind of intellectual explosion.
HUMPHRY DAVY, partly in VO
Chemistry arose from the delusions of alchemy, only to be bound by the chains of phlogiston. But through the discoveries of Black, Priestley and Lavoisier, it has now been liberated!
Davy continues reading.
HISTORIAN DAVID KNIGHT VO
Davy started doing experiments right away, and one of the experiments he did was to attack Lavoisier's theory of heat.
AUTHOR RICHARD HOLMES, partly in VO
Lavoisier said it was a material substance called calorique. And Davy didn't believe this.
Davy rubs two pieces of ice together and observes that the friction causes them to melt.
HISTORIAN DAVID KNIGHT, partly in VO
Davy thought he could take on the great man. He thought heat was motion of particles. And he thought he could prove this if he could rub two pieces of ice together – so no heat would be coming in from outside – and the sheer friction would melt the blocks of ice. And that's what happened. To him and his contemporaries, the experiment was a convincing one.
Image of his first work: An Essay on Heat, Light and the Combinations of Light
NARR: Davy's findings, written up in his first published work, showed enough promise …
Map shows path from Cornwall to Bristol, about half the distance to London.
NARR: … to land him a post closer to Britain's center of action, in Bristol …
… at the Pneumatic Institution.
AUTHOR RICHARD HOLMES, partly in VO
So he leaves remote Penzance to become the assistant and then the director of this new institute. He's only 19, for heaven's sake!
Dr. Robert Kinglake detaches a green silk bag from a forge, where it has been filling with gas, and hands it to Davy.
NARR: The institution had been founded in the hope that some of the gases discovered by Priestley and others would prove useful in treating diseases.
Davy inhales a bit of gas and stops to consider the sensation. He flexes his fingers.
NARR: Davy's job was to make the gases – and then test them.
HUMPHRY DAVY, partly in VO I took just three breaths of the gas. The first produced a feeling of numbness.
NARR: One of the gases he tested was mostly carbon monoxide, the poisonous gas now found in auto exhaust.
Reenactment continues. Davy inhales the gas a second time.
AUTHOR RICHARD HOLMES, partly in VO
He doesn't know exactly what it is, but he makes it. And he tests everything on himself. It is amazingly reckless, but it's also very brave.
The mouthpiece drops from his mouth as Davy slumps over.
PUBLISHER JOSEPH COTTLE, partly in VO
He acted as if in sacrificing one life, he had two or three others in reserve. Some days, I half despaired of seeing him alive the next morning.
Kinglake rouses Davy from unconsciousness and gets him a glass of water. Davy takes his own pulse.
AUTHOR RICHARD HOLMES, partly in VO
And then he takes his pulse, and he says: "I do not think I shall die." And he is ill for 48 hours, but he survives. On a number of occasions, he does nearly kill himself.
As Kinglake looks on, concerned, Davy begins to recover.
HISTORIAN DAVID KNIGHT, partly in VO
When you've got a career to make and you're coming from a low point down the social scale, and you've got a long way to go, why not take a few risks, get your way up to the top quicker?
Pan down page in Bristol notebook to reveal: "Davy and Newton"
NARR: The top Davy had in mind was the very pinnacle of science. On one page of his Bristol notebooks, he wrote his own name next to that of the most famous British scientist of all time.
Double portrait of Newton and Davy
AUTHOR RICHARD HOLMES, partly in VO
Newton … and Davy. So he has this sense that he and Newton can go at science together. It's not arrogance exactly. It's this tremendous drive, and he passionately believes that he … will be … a sort of Newton in chemistry.
Davy speaks to his literary friends.
HUMPHRY DAVY
I don't hesitate at all. The great master made a few mistakes.
AUTHOR RICHARD HOLMES VO
All his life, that drive is there: Newton and Davy.
Continuation of first scene with Davy discussing chemistry with the men of letters. Pan of the three men as they're identified in narration.
NARR: In Bristol Davy sought out a group of literary men whose work would define the Romantic Age, including publisher Joseph Cottle … and poets Robert Southey ... and Samuel Taylor Coleridge.
Discussion continues.
HUMPHRY DAVY
… the assumption that heat is a simple substance.
POET SAMUEL TAYLOR COLERIDGE
Is that what he called caloric?
HUMPHRY DAVY
Precisely.
AUTHOR RICHARD HOLMES, partly in VO
In looking at that group in Bristol, one of the things that I think is wonderful: there was no gap between the writers and the poets and the scientists.
Discussion continues.
HUMPHRY DAVY
We can discover that the ice melts by friction alone.
POET ROBERT SOUTHEY
Davy, could not the melting have been caused by the temperature of the room?
HUMPHRY DAVY
That's a very good question, indeed – one to which I have a ready answer. The air …
AUTHOR RICHARD HOLMES, partly in VO
Every evening, they're going out, writing letters to each other, going on walks together. And they are young men with a future. It's an extraordinary group.
NARR: In Davy these Romantic poets found a kindred spirit …
HUMPHRY DAVY
When we remove the ice from the point of friction, it refreezes …
NARR: … a scientist who shared their sense of wonder at Nature and yearned to reveal her mysterious ways.
HUMPHRY DAVY
Heat must, in fact, be the motion of particles.
POET SAMUEL TAYLOR COLERIDGE
There's an energy – an elasticity – in his mind that allows him to seize on and analyze all subjects. Living thoughts spring up like turf under his feet.
Kinglake generates a gas from a tabletop apparatus. Davy sits in the "subject chair" and inhales this gas from a blue silk bag. He feels a "thrilling" sensation.
NARR: Early in his research, Davy produced a gas one medical authority had warned was the cause of terrible diseases. He tried it anyway.
HUMPHRY DAVY, partly in VO
This evening I breathed nitrous oxide and experienced a thrilling all over me – more pleasurable than anything I have ever experienced.
Davy puts the bag down, stamps his feet, laughs uncontrollably, dances around the room.
HUMPHRY DAVY VO
The objects around me became dazzling and my hearing more acute. Sometimes I responded by stamping my feet, other times by dancing around the room and laughing uncontrollably.
Southey tries the gas, considers the sensation.
NARR: As word of his discovery spread, many others – from steam engine pioneer James Watt to the king's own doctor – clamored to try Davy's "laughing gas."
HISTORIAN DAVID KNIGHT, partly in VO
Coleridge and Southey both took doses of the gas. It was very much in keeping with this Romantic time period.
Southey responds to the gas, laughing at Davy and Kinglake.
POET ROBERT SOUTHEY, partly in VO
He's invented a whole new pleasure. It makes you laugh and tingle in every toe and finger-tip.
HISTORIAN DAVID KNIGHT VO
There was a certain amount of recklessness, experimenting with drugs. Why not expand your consciousness?
POET ROBERT SOUTHEY, partly in VO
It makes you strong and happy! So gloriously happy! Oh, excellent airbag. I'm going for more this evening.
Coleridge breathes the gas. Davy watches attentively.
NARR: Davy asked each of his subjects to record their impressions.
Coleridge laughs. Davy takes away the gas bag – you've had enough.
POET SAMUEL TAYLOR COLERIDGE, partly in VO
The first time I tried nitrous oxide, I felt a highly pleasurable sensation of warmth over my whole body. It was like the feeling I once experienced entering a warm room after returning from a walk in the snow. I felt no desire to move – only to laugh at those who were looking at me.
Painting of Davy writing. Image of Davy's book: Researches, Chemical and Philosophical, Chiefly Concerning Nitrous Oxide and its Respiration
NARR: Davy wrote up their accounts in his first true scientific book. But just as he was finishing the book, Davy's attention was diverted by a discovery that would shake the very foundations of science.
Painting of Volta showing his pile to Napoleon
NARR: In 1800, an Italian named Alessandro Volta announced that he had created a new source of electricity.
Image of Franklin harnessing lightning, CU of spark from electrostatic generator, from the Priestley footage. Priestley's son watches, amused.
NARR: Up to then, the only sources of electricity had been lightning, which was very difficult to tap, and electrostatic devices like the ones Priestley had used.
JOSEPH PRIESTLEY (to son)
"How are you doing that?"
HISTORIAN DAVID KNIGHT, partly in VO
You could get quite spectacular effects in the way of flashes and bangs. But you couldn't get sustained power. What Volta did was to establish that electricity was something that you could make a steady supply of – what we call an electric current.
Host scene with voltaic pile and archival image of Volta. Host motions to pile as he describes it.
HOST
Volta's device was incredibly simple – a sandwich of alternating copper and zinc disks, separated by pieces of cardboard that had been soaked in salt water. But the "voltaic pile" – the first battery – electrified the world of science.
HISTORIAN ALAN ROCKE
With the battery, you could now perform a variety of experiments that had never been possible before. And these experiments were done immediately.
Host motions to the two inverted test tubes where the hydrogen and oxygen have collected.
HOST
Just weeks after learning of Volta's discovery, two British scientists used a crude battery like this one to split water into its two elements: hydrogen and oxygen.
HISTORIAN DAVID KNIGHT
The electric current was somehow breaking up the water into its components.
As the host mentions hydrogen, he removes one tube and inserts a lighted wooden splint. The tube emits a short pop as the hydrogen explodes. He blows out the splint, removes the oxygen tube and inserts the splint. The splint bursts into flame – the same thing we saw in Priestley's lab.
HOST
Even more surprising, the hydrogen collected at the negative electrode over here ... and the oxygen collected at the positive electrode, over here. Why would these two elements show a preference for opposite electrical charges?
Davy begins his first experiment on electricity.
NARR: Intrigued, Davy set aside his research on gases, built a voltaic pile and began doing his own experiments on electricity.
HISTORIAN DAVID KNIGHT VO
And it became Davy's big pursuit in life. What could this electric current do?
HUMPHRY DAVY, partly in VO
Volta has given us a key to some of the most mysterious recesses of nature. Till this discovery, our tools were limited. Now the possibilities for chemistry seem boundless. It's like an undiscovered country – a land of promise.
Davy peers at the bubbles rising in his test vessel.
NARR: Davy had just begun to explore that land when opportunity knocked.
Reprise shot of book
NARR: His book on nitrous oxide had caught the attention of the founders …
Archival image of the Royal Institution on Albemarle Street, ca 1800.
NARR: … of the new Royal Institution in London, who were looking for a director for their chemistry laboratory.
Table of contents showing technical details
AUTHOR RICHARD HOLMES, partly in VO
And that book had such impact that it was read in London, here at the Royal Institution. It's very, very precise. It's measured. It's quantitative science. And they thought, "This is the man we must get."
Painting of Davy. Then, on a map of England, the path from Bristol to London is traced out.
NARR: Still only 22, Davy set out on his next great adventure, leaving Bristol in 1801 for the city he called …
Archival image of London ca 1800
NARR: … "the great hot-bed of human power."
HISTORIAN DAVID KNIGHT, partly in VO
When Davy arrived, his patrons seem to have been a bit taken aback to find this still rather raw, country youth. But his natural eloquence must have come through and eventually charmed them.
Painting of the RI library
NARR: One of the missions of the institution was to offer public lectures meant to stimulate an interest in science among the London elite.
View of the Royal Institution in 1800
NARR: For this purpose a theater had been installed in the institution's building on Albemarle Street.
James Gillray cartoon showing laughing gas experiments at the RI. Davy, in the background, is highlighted as his position is identified.
NARR: Davy started out as assistant lecturer – seen here helping his boss give a dose of laughing gas to one of the patrons. But with audiences shrinking and the institution's fortunes flagging, Davy was quickly promoted to the top job.
Davy rehearses his lecture as two of his assistants listen.
HUMPHRY DAVY
Nothing is so fatal to the progress of the human mind …
NARR: Determined to make the most of this opportunity, he set out to make each lecture seem spontaneous.
AUTHOR RICHARD HOLMES, partly in VO
But to do spontaneous what he did was prepare, prepare.
HUMPHRY DAVY
… as to suppose that there are no mysteries left in nature.
AUTHOR RICHARD HOLMES, partly in VO
He would read through, in front of his assistants, drafts of the lecture to see if it worked.
HUMPHRY DAVY
Who would not want to learn the most profound secrets of Nature – to ascertain her hidden operations?
AUTHOR RICHARD HOLMES, partly in VO
The moment Davy began to lecture, the audiences packed in.
Exterior of the RI, sound of Davy's voice coming from inside, ramping up under Holmes' bite.
HUMPHRY DAVY VO
Science has done much for man, but it is capable of doing still more.
Huzzahs from the audience
HISTORIAN DAVID KNIGHT
He had people absolutely lapping up what he was pouring out.
Surrey Institute drawing of Davy competitor
NARR: There were other chemists giving public talks elsewhere in London ... but none held a candle to Davy.
Davy rehearses his lecture, eyes flashing, then practices a demonstration.
HISTORIAN DAVID KNIGHT, partly in VO
He must have directed his bright eyes around his audience so that they felt really drawn in and mesmerized. And he would do dazzling experiments that he carefully rehearsed with his assistants the night before, so they always worked.
Image of RI exterior, sounds of delight coming from inside
AUTHOR RICHARD HOLMES VO
And they gasp, they cheer and they clap at the end of a demonstration, it's so brilliantly done.
Drawing showing a carriage-choked Albemarle Street
AUTHOR RICHARD HOLMES, partly in VO
And these lectures became hugely popular. And there were terrible traffic jams outside the Royal Institution. Albemarle Street became the first one-way street in London, because there were so many carriages bringing people to listen to his lectures.
Image of attractive young Davy
HISTORIAN ALAN ROCKE, partly in VO
He was young. He was handsome. He was eloquent. And there were a number of young ladies in the audience.
Cartoon close-ups showing ladies in the audience
AUTHOR RICHARD HOLMES, partly in VO
They are all in the front rows making notes, but hanging on Davy's every word. Among the lecture notes in the Royal Institution archive are these little billetsdoux, little love letters, often signed with a pseudonym, and poems to him!
Archival image of Davy, CU of eyes
NARR: One of his female admirers invited him to dinner, noting: "Those eyes are too fine to be forever gazing over crucibles."
HUMPHRY DAVY
I have audiences of four or five hundred people, many of high rank, and I suspect that some of them may become permanently interested in chemistry. This science is becoming the fashion of the day.
Painting of Davy
NARR: Davy's success as a lecturer and entertainer brought him wealth, prizes, and acclaim. But he was growing impatient. Giving popular lectures was no way to become the Newton of chemistry.
Image of Davy
HISTORIAN DAVID KNIGHT, partly in VO
By 1806 he had established enough of a reputation, and he knew that his work was supporting the Royal Institution. He could say, "Right. I've been doing your work for the last five or six years. Now I'm going to do my own work."
Image of the Royal Society building
NARR: An invitation from an organization once headed by Newton himself gave Davy the perfect chance to show what he could do.
Image of Royal Society room
AUTHOR RICHARD HOLMES, partly in VO
He was asked to lecture not to the Royal Institution but to the Royal Society, the top scientific group in the world. He needed to produce some dramatically original science.
Reprise image of Davy studying his electrical cell in Bristol
NARR: With this goal in mind, Davy dived into the subject he'd been itching to return to ever since Bristol …
Lightning bolt splits the sky in Franklin painting.
NARR: … electricity.
HUMPHRY DAVY
Up to now, we have studied electricity only its most powerful form: lightning. But its slow and silent operations on the earth's surface may prove more important.
Davy watches the bubbles.
NARR: From his early experiments, Davy had learned that an electric current could pry apart the hydrogen and oxygen atoms that made up water.
AUTHOR RICHARD HOLMES
You can use a battery to un-bond things and find out what the different elements are.
Davy again looks at Bristol battery.
NARR: That gave Davy an idea: Could he use a bigger battery to tackle substances that were harder to break down?
HISTORIAN ALAN ROCKE, partly in VO
This is something you can do with this new source of electricity. If a small battery gives you a small effect, build a larger one and you get a larger effect.
Page from Davy's notebook, CU of word "potash."
NARR: As the target for his experiment, Davy chose caustic potash …
Images of ash collection pot, then ashes inside the pot
NARR: … a substance derived from wood ashes collected in a pot. Chemists had long suspected it contained an undiscovered element, but no one had been able to break it down into simpler stuff.
AUTHOR RICHARD HOLMES
He believed that if you could apply a charge to it in some way you would discover something about its inner nature.
Davy and his assistant tend his big bank of batteries at the RI
HISTORIAN ALAN ROCKE, partly in VO
So Davy constructed a really big battery because he wanted to see whether potash could be decomposed into its elements.
HISTORIAN FRANK JAMES, partly in VO
Davy was thus able to use the resources of the Royal Institution to undertake scientific research, which had never been the intention of the founders of the RI.
Assisted by his cousin Edmund, Davy carries out his experiments with potash, starting with a watery mix.
NARR: But by the time he began the work, his Royal Society lecture was only a month away.
HUMPHRY DAVY (to assistant)
Shall we?
AUTHOR RICHARD HOLMES VO
He committed himself rather recklessly, because he didn't really have much time.
NARR: Would this new battery be strong enough to reveal what potash was made of?
AUTHOR RICHARD HOLMES VO
Working at top speed, he tries various ways of applying the charge.
Davy checks to see if his experiment is working. His expression tells us it's not.
NARR: Davy first tried putting a current through a mixture of potash and water. All that did was split the water into hydrogen and oxygen ...
HUMPHRY DAVY (to assistant)
Do you see anything?
NARR: ... leaving the potash unaffected.
Now he applies the battery to dry potash, without success.
HISTORIAN DAVID KNIGHT, partly in VO
And then he tried with dried potash, and again, nothing happened.
Now he dampens the potash before connecting the battery. Success! CUs of potassium reacting violently.
NARR: Finally, he moistened the dry potash just a bit before applying the electricity.
HUMPHRY DAVY, partly in VO
Dry potash won't conduct electricity, but when I added a little water and applied a strong electrical current … I soon observed a vivid action. There was a violent effervescence … and small globules.
AUTHOR RICHARD HOLMES
It sweats forth these glowing, shining globules.
CU of the silvery globules
HUMPHRY DAVY, partly in VO
They have a metallic luster very much like mercury, and some of them exploded and burnt with a bright flame. I realized these globules were the substance I had been searching for.
Edmund Davy watches as Humphry performs the experiment.
AUTHOR RICHARD HOLMES, partly in VO
And this is a new element, in fact. It's potassium, one of the crucial elements for life. And he's discovered it. And there's a wonderful description made by his assistant, who was actually Edmund Davy, a young cousin. He said, "The Professor became a boy again."
Davy claps Edmund on the chest in celebration.
EDMUND DAVY, partly in VO
When he saw those globules of potassium burst through the crust of potash and catch fire, he couldn't contain his joy. It was some time before he could compose himself and continue with the experiment.
Davy gradually calms down. CUs of the element he has created.
AUTHOR RICHARD HOLMES, partly in VO
You get the sense of this huge excitement, doing things under pressure, not quite knowing what will happen, whether the damn thing will explode. And then suddenly, the unknown reveals itself.
HISTORIAN DAVID KNIGHT, partly in VO
The atoms of potassium and oxygen, so firmly glued together, could be separated by an electric current in the same way as those oxygen and hydrogen atoms in water.
Page of Davy's notebook. Zoom to "decomp of soda"
NARR: The very next day, Davy used the same method to pull apart caustic soda, or lye, to reveal another new element: sodium.
While Edmund and Humphry watch, John Davy cuts potassium into pieces and tosses them into a vessel of water.
HUMPHRY DAVY (to assistants)
Be ready for anything.
NARR: These two new metals were so soft they could be cut with a knife – and so eager to recombine with oxygen that they gave Davy the perfect demonstration for his next lecture.
The potassium fragments skitter across the surface and explode in lavender flames and billows of smoke. The three react with delight.
Exterior of Royal Institution, popping sounds from previous scene, followed by applause from within
NARR: Davy had turned electricity into a powerful tool in the search for new elements.
Over wide shot of Davy working in the lab, the names of four more new elements appear on the screen: magnesium, calcium, strontium and barium.
NARR: The year after discovering potassium and sodium, he used his battery to isolate four more elements.
Over images of other pioneers in electrochemistry appear the names of five other elements they discovered with electricity: boron, iodine, lithium, silicon, aluminum.
NARR: And chemists all over Europe seized on his technique, sending the number of elements even higher.
Shot of Davy's big battery
HUMPHRY DAVY, partly in VO
Sometimes the progress of science is due less to our intellectual powers than to the tools at our disposal. Nothing promotes the advancement of knowledge so much as a new instrument.
Davy and his assistant continue working in the lab.
NARR: Exciting as these discoveries were, in time it would become clear that Davy's greatest contribution was his insight into one of the biggest questions in chemistry.
Return to Bristol electricity scene
HISTORIAN DAVID KNIGHT, partly in VO
Somehow the particles of matter have to be glued together to form molecules. And it was a complete mystery as to what this glue might be. What Davy has had, in effect, is a big idea.
CU of the voltaic pile, Davy in thought
NARR: If electricity could pry apart the atoms in water, potash and soda, might electricity be the force that stuck those atoms together in the first place?
HUMPHRY DAVY
Is electricity an essential property of matter?
Animation: Blobs representing hydrogen and oxygen come together to form water. One is positive, the other negative.
HISTORIAN DAVID KNIGHT VO
Perhaps electricity, with its plus and minus aspects, could be this kind of glue.
HUMPHRY DAVY, partly in VO
In every case that we know of, substances that combine with each other have opposite electrical states. Perhaps this is the reason they're attracted to each other – because opposites attract.
Davy experiments with electricity.
HISTORIAN DAVID KNIGHT, partly in VO
It looked as if electricity might play in chemistry the sort of role that gravity played in Newtonian physics.
Davy statue
AUTHOR RICHARD HOLMES, partly in VO
Remember, he thinks of himself as, on a par in some way with Newton. He is going to be the Newton among chemists. And in a sense, he does eventually achieve that.
Footage of Priestley and his son doing the paper trick with the electrostatic generator
HISTORIAN DAVID KNIGHT VO
In the 18 th century, electricity was mostly parlor tricks, like making somebody's hair stand on end and attracting little bits of paper and so on.
Archival image of Davy
HISTORIAN DAVID KNIGHT, partly in VO
Davy showed that electricity is a fundamental aspect of matter. Electricity is what holds us together. It is the glue that links the particles of matter. And, therefore, instead of being rather a side thing, electricity is going to be one of the really central features of science.
Reprise shot of Davy behind host
HOST
It would take more than a century for other scientists to figure out electricity's role. But after Davy, there was no doubt it would be one of the keys to solving the mystery of matter.
Fade to black
Fade up to establishing shot of Dmitri Mendeleev. He gets an idea and reaches for a piece of paper.
VO: Next time on The Mystery of Matter…
Mendeleev finds a pattern among the elements.
HISTORIAN MICHAEL GORDIN VO
He figures out something extraordinary about the elements.
DMITRI MENDELEEV, partly in VO
The eye is immediately struck by a pattern – a regular change in the horizontal rows and the vertical columns.
Mendeleev's first Periodic Table is rotated 90 degrees and dissolves into the familiar Periodic Table of the Elements.
AUTHOR ERIC SCERRI VO
He had actually discovered an absolutely fundamental principle of nature.
Marie Curie repeats her measurements again and again.
EVE CURIE VO
My mother made her measurements over again – ten times, twenty times – until she was forced to accept the results.
The results keep coming out the same. Marie looks at Pierre: This is real.
MARIE CURIE VO
I proposed a new term to define this property of matter: radioactivity.
End Credits
Excisable Content Banner: More fromThe Mystery of Matter
Footage of Priestley with the two candles
NARR: Joseph Priestley was the first to publish his discovery of the remarkable gas we call oxygen.
Screen splits to make room for footage of Lavoisier at his scale.
NARR: Antoine Lavoisier was the first to understand its true significance.
Screen splits again and outline of mystery man appears alongside the others.
NARR: But there's a third man in the oxygen story.
The outline fills in with an image of Scheele.
NARR: a Swedish apothecary named Carl Wilhelm Scheele.
HISTORIAN SEYMOUR MAUSKOPF, partly in VO ... who is also rather like Priestley, a wonderful experimentalist. In fact, he made the discovery before Priestley did, possibly as early as 1771.
Composite image of Scheele's book and his tardy mentor, Torbern Bergman
NARR: But when he discovered the gas he called "fire air," Scheele decided to publish his results in a book – and waited years for his mentor to write the preface.
CHEMIST ROALD HOFFMANN, partly in VO The book doesn't get published till 1777, by which time all the chemists of Europe had already heard about Priestley's and Lavoisier's work.
Four elements are highlighted in the Periodic Table: chlorine, manganese, barium and molybdenum
NARR: While Scheele's discovery of oxygen had no impact on the course of science, he did go on to have a hand in the discovery of four more elements.
CHEMIST GREGORY PETSKO
… and got zero credit for this. First of all, he was a pharmacist and nobody paid any attention to him. Second, he was working in Sweden, and most of the scientific world paid zero attention to what was happening in Sweden. And third, he had the misfortune to die rather young as a result of his own experiments. He was constantly sniffing terrible chemical substances and was eventually found dead at his desk with so many toxic materials around him that to this day, nobody has any idea exactly what he died of. | <urn:uuid:450005c1-eb58-4139-9713-184615819179> | CC-MAIN-2017-39 | http://mysteryofmatter.net/assets/images/The%20Series/Scripts/The%20Mystery%20of%20Matter%20Episode%201%20Out%20of%20Thin%20Air.pdf | 2017-09-25T15:17:37Z | crawl-data/CC-MAIN-2017-39/segments/1505818691977.66/warc/CC-MAIN-20170925145232-20170925165232-00477.warc.gz | 232,337,969 | 15,879 | eng_Latn | eng_Latn | 0.998403 | eng_Latn | 0.998952 | [
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Climate Change & Environmental Issues
©Gary Braasch 2014
by Kevin E Trenberth
TThe climate has always varied on multiple timescales, but now humans are the main agents of change and are likely to remain so for the next few centuries. Climate change is already af fecting every continent and ocean, posing immediate and growing risks to people. The longer society delays taking steps to cut the release of planet-warming greenhouse gases, the more severe and widespread the harm will be. According to the Intergovernmental Panel on Climate Change (IPCC), global warming threatens food and water supplies, security and economic growth, and will worsen many existing problems, including hunger, drought, flooding, wildfires, poverty and war.
There are many facts related to climate to demonstrate conclusively that the problem is real. The observational evidence combined with physical understanding based on wellestablished physical principles makes this abundantly clear. However, the facts are not enough. The role of scientists is to lay out the facts, evidence, prospects and consequences, but the decisions on what to do about them resides in the realm of politics and should involve all of society.
Patrick Daniel Moynahan famously said "You are entitled to your own opinion but not your own facts". The observations and data – the facts – are of mixed quality and duration, but together tell a compelling story that leaves no doubt about the human role in climate change. Changes in some phenomena, such as hur ricanes and tornadoes, are confounded by the changing observing system and shortness of reliable records. But the absence of evi dence is not evidence of absence of important changes, and our physical understanding and climate modeling can fill the gaps. Climate change is happening because of human activi ties, but what we do about it involves value systems and politics.
The IPCC, US national assessments, reports from the National Academy of Sciences, and many other scientific organizations have pro claimed that "global warming is unequivocal" and it is mainly caused by human activities. Yet the public is not alarmed. Many politi cians either do not believe in global warming or discount it. But it is not a matter of belief. From the scientific standpoint, by the time the problems associated with climate change are so blatant, it will be far too late to do anything about it. Already the costs are substantial ev ery year from drought, wild fires, floods, heat waves, storm surges, and strife. The climate events that cause the damage are isolated events, regional in nature, and affect but few at a time. The public does not see an inte grated view. A major IPCC report comes out and it is a headline for at most one day. But the problem continues, and in fact gets worse every day. Yet it is no longer news because it remains the same problem, although CLIMATE CHANGE Continued on next page
the problem has not been solved. It is easy for the public to set it aside.
Climate change is inherently an inter-genera tional problem. What kind of a planet are we leaving our grandchildren? It is also a problem of equity among nations. Small island states and developing countries have not contributed much to the problem but are affected by it. Costs of climate change and air pollution are not borne by those who cause these problems. There are substantial uncertainties associated with exactly what form and where climate change effects will be felt, but the risks are growing. A normal way society deals with risk is by building resilience and taking out insur ance. The precautionary principle should come into play. But society is not doing enough to mitigate the problem or plan for the conse quences.
THE PHYSICS OF CLIMATE CHANGE
The Sun serves as the primary energy source for Earth's climate. Some of the incoming sunlight is reflected directly back into space, especially by ice and clouds, and the rest is absorbed by the surface and the atmosphere. All bodies radiate at a rate related to their temperature, and most of the absorbed solar energy is re-emitted as infrared (longwave) radiation. The atmosphere in turn absorbs and re-radiates heat, some of which escapes to space. The components of the atmosphere playing this role are present in only small amounts: the so-called greenhouse gases (GHGs). As a rule of thumb, a GHG has more than 2 atoms per molecule and thus the main components of the atmosphere, nitrogen N2 and oxygen O2, do not play a role. Instead wa ter vapor H2O is the dominant GHG, followed by carbon dioxide CO2, Ozone O3, methane CH4 and Nitrous Oxide N2O.
Any imbalance between the incoming and outgoing radiation results in climate variability or change. Examples include the annual cycle, where the oceans take up and store heat in summer, and then release it in winter. Another example is the El Niño phenomenon whereby heat stored in the tropical western Pacific Ocean is moved around and transferred back into the atmosphere during an El Niño event, resulting in a mini global warming. Climate change comes about on longer timescales, mainly from changes in the composition of the atmosphere by human activities, as discussed below.
The natural cycles of water and energy flows on Earth are very large; the absorbed heat from sunshine is moved around by winds and ocean currents but ultimately radiated back to space as infrared radiation. The natural flow of energy through the climate system is about 122 PetaWatts (122 million billion Watts) or 240 Watts per square meter of the Earth's surface. Even with over 7 billion people, the actions of humans in terms of energy use (from burning fossil fuels, electricity usage, and so forth) result in heat amounts of only about one part in 9,000 of the sun's energy flow through the climate system (14 TeraWatts or 0.03 Watts per square meter). Locally, in major urban cities, heating effects from human activities, including the effects of buildings and roads, can be a few tens of Watts per square meter, which creates a microclimate called the urban heat island. But global effects are very small.
The main way humans affect the climate is not by competing with the sun directly, but by interfering with the natural flows of en ergy through the climate system by changing the composition of the atmosphere. Human activities, mainly the burning of fossil fuels since the start of the industrial revolution, have increased atmospheric carbon dioxide (CO2) concentrations by about 40%, with more than half the increase occurring since 1970. Without this greenhouse effect, life as we know it could not have evolved on our planet. But adding more greenhouse gases to the atmosphere makes it even more effective at preventing heat from escaping into space.
logical cycle. Global surface temperatures have increased by 0.8°C since about 1900; 0.7°C for the oceans and 1.0°C for land areas (Fig. 1). For every degree C increase in atmo spheric temperature, the water holding capac ity increases by about 7%, and over and near oceans or bodies of water this sort of increase is observed; it amounts to about 5% increased atmospheric moisture since the 1970s. This in turn increases intensity of precipitation and in vigorates storms. But in places where it is not raining or snowing, the warmer air sucks mois ture out of plants and the ground, promoting drying and ultimately drought and wild fires. Comparisons of the thermometer record with proxy indicators of climate change suggest that the 30-year period since 1983 has been
Heat trapping greenhouse gases, in particular carbon dioxide, have increased from human activities, es pecially burning of fossil fuels mainly in coal-fired power stations and industrial plants, vehicles, and planes, to the point where their warming ef fects now exceed the noise of natural variability. The heating effect of the increased greenhouse gases is about 3 Watts per square meter, but it is offset by cooling effects from in creased pollution (aerosols) in the at mosphere. Further, as a result of the energy imbalance, the Earth warms until a new balance is established by radiating more energy back to space. At present the net energy imbalance of Earth is int the order 1 Watt per square meter so that the planet is still warming.
Continuing Erosion in Rodanthe, North Carolina ©Gary Braasch 2014
Although the current effects are still relatively small, they are always in one direction, that of warming, and the effects accumulate. The result is warming oceans, where 90% of the energy imbalance accumulates, melting land and sea ice, raising sea levels, warming land and atmosphere, and a more vigorous hydro
the warmest in at least 8 centuries and that global temperature is approaching tempera tures last seen 5,000 to 10,000 years ago, which was the warmest period in the past 20,000 years since the last glacial maximum. Detailed analyses using climate models
CLIMATE CHANGE
Continued on next page
and observations have shown that the warm ing since the mid-20th century is mainly a result of the increased concentrations of CO2 and other greenhouse gases. Continued emis sions of these gases will cause further climate change, including substantial increases in global mean surface temperature and impor tant changes in regional climate. The magni tude and timing of these changes depends on many factors. Pauses, slowdowns and acceler ations in warming lasting a decade or more are expected to continue to occur, but long-term climate change over many decades will de pend mainly on the total amount of CO2 and other greenhouse gases emitted as a result of human activities.
The effects of warming are widespread and evident in many different variables and datas ets. As well as surface temperatures, tempera tures are observed to be increasing through out the troposphere (using satellites and balloons), and throughout much of the ocean (using Argo floats, expendable bathyther mographs deployed by ships, and so forth). Extremes of high temperatures are increasing along with heat waves and risk of wild fire. Arctic sea ice is melting and in late northern summer losses have been over 40%. Northern Hemisphere snow cover has decreased in late spring, glaciers and ice sheets such as Green land are melting and cold temperatures are generally reducing. Melting of land ice plus expansion of the warming oceans contribute to sea level rise which has averaged 3.2 mm/ yr since 1992 when altimeters were deployed in space to truly measure global sea level for the first time (Fig. 2). Sea level rise for the 20th Century is estimated to be about 20 cm. Water vapor has increased by about 5% over the oceans since the 1970s, and as a result, precipitation intensity has generally increased. Storms are invigorated. Warming and precipi tation changes are altering the geographic ranges of many plant and animal species and the timing of their life cycles. Some excess CO2 in the atmosphere is being taken up by the ocean, changing its chemical composition and causing ocean acidification.
Fig. 2. Sea level rise from altimeters in space since 1993 in mm relative to a base period of 1993-1999; from University of Colorado (Nerem et al 2010). A 60-day smoothing is applied to individual 10-day estimates and a linear trend has been fitted.
The changes in external influences on the climate system affect the climate not just as a simple forcing because there are many com plex feedbacks involved. The most important feedbacks involve various forms of water and a warmer atmosphere contains more water vapor, which is a potent greenhouse gas. Hence it amplifies warming. Another amplifier is from higher temperatures in polar regions which melt sea ice and reduce snow cover, leaving a darker ocean or land surface that can absorb more heat, causing further warm ing. However, effects of changes in clouds are less clear. Water vapor increases may cause
cloud cover to increase while higher cloud tops reduce radiation to space, and the net result depends on the changes in the horizon tal extent, altitude, and properties of clouds. For instance a doubling of atmospheric CO2 concentration from preindustrial levels (up to about 560 ppm) would cause a global aver age temperature increase of about 1°C (1.8°F) in the absence of feedbacks. In the real world, however, the net warming estimated from cli mate models is 1.5 to 4.5°C.
Analysis of all data and climate model results convincingly shows that most of the observed global warming over the past 50 to 60 years cannot be explained by natural causes and instead requires a significant role for the influ ence of human activities.
Predictions of the future climate rely on cli mate model results. However, because human activities are not predictable, and indeed may well be influenced by the results of climate models, rather that predict the future popula tion and energy use, various emissions sce narios are used as possible futures for use in driving climate models to see "what if" out comes. These are called projections and they go hand-in-hand with an emissions scenario. Ideally the models are run many times to get the average results and to sample the range of possibilities thereby taking weather and natu ral climate variability fully into account. Dif ferences among models from different Centers are also factored in. The robust results then form the basis for projected outcomes.
All model projections indicate that Earth will continue to warm considerably more over the next few decades to centuries. If there were no technological or policy changes to reduce emission trends from their current trajectory, further global warming of 2.6 to 4.8°C (4.7 to 8.6°F) in addition to that which has already occurred would be expected during the 21st century. Rising sea levels, more intense storms and heavier rainfalls and amplified droughts and risk of wild fire are projected with confi dence.
Natural variability modulates the expectations from the changing atmospheric composition from human activities. Large volcanic erup tions, which occur from time to time, increase the number of small particles in the strato sphere that reflect sunlight, leading to shortterm surface cooling lasting typically 2–3 years, followed by a slow recovery. Ocean cir culation and mixing vary naturally and cause variations in sea surface temperatures as well as changes in the rate at which heat is trans ported to greater depths. For example, the tropical Pacific fluctuates between warm El Niño and cooler La Niña events on a time scale of 2 to 7 years. Following an El Niño event a mini global warming takes place as heat escapes from the ocean into the atmosphere, while the ocean cools. Similar processes also occur from one decade to the next.
CHANGES IN EXTREMES
Even though an increase of a few degrees in global average temperature does not sound like much, global mean temperature dur ing the last ice age was only about 4 to 5°C colder than now. Global warming of just a few degrees will be associated with widespread changes in regional and local temperature and precipitation as well as increases in some types of extreme weather events. These and other changes (such as sea level rise and storm surge) have serious impacts on human societies and the natural world.
Extremes are classified in two main ways. One is when values exceed certain thresholds, such as 30°C temperature. Another is events that are outside the bounds of normal experi ence at that location. In this case the events are inherently statistically rare, and often not well documented owing to short incomplete records. But when the climate changes, while most of the time the weather experience is still within the bounds of previous experience, the changes in extremes can be several hundred percent and records are broken. Because of the rarity of such events, they are often very damaging. CLIMATE CHANGE Continued on next page
Much of the cost of climate change occurs in association with extremes.
There are many examples in recent years of major extremes that have occurred in asso ciation with human-induced climate change, ranging from heat waves and wild fires in Rus sia in 2010, to the USA in 2011 (Texas, Arizona) and 2012 (widespread), and Australia and China in 2013; super storm Sandy in the United States in 2012; flooding in Pakistan, Colombia, and United States in 2010; Australia in 2010-11, Argentina, the Elbe in Germany, India, Brazil, Alberta, Canada, and Colorado, United States in 2013, and the U.K. in 2014.
The World Meteorological Organisation's (WMO) state of the climate report for 2013 was released recently, and provides a very useful overview of last year's weather and climate events. It confirms that 2013 was the 6th warmest year in the long term record (tied with 2007), that 13 of the 14 warmest years in that record have occurred this century, and that the litany of extreme weather events that struck the planet is in line with what would be expected on a warming planet. A list of some key climate events of 2013 likely exacerbated by climate change include:
* Typhoon Haiyan (Yolanda), one of the strongest storms to ever make landfall, devastated parts of the central Philip pines.
* Greenhouse gas concentrations in the atmosphere reached record highs.
* Surface air temperatures over land in the Southern Hemisphere were very warm, with widespread heat waves; Australia saw record warmth for the year, and Argentina its second warm est year and New Zealand its third warmest.
* Heavy monsoon rains led to severe floods on the India-Nepal border.
* Angola, Botswana and Namibia were gripped by severe drought.
* Heavy rains and floods impacted northeast China and the eastern Rus sian Federation.
* Heavy rains and floods affected Sudan and Somalia.
* Northeastern Brazil experienced its
* Major drought affected southern China.
Bangla Bhola town Edge ©Gary Braasch 2014
worst drought in the past 50 years.
* Extreme precipitation led to severe floods in Europe's Alpine region and in Austria, Czech Republic, Germany, Poland, and Switzerland.
* The widest tornado ever observed struck El Reno, Oklahoma in the United States.
* Israel, Jordan, and Syria were struck by unprecedented snowfall.
* The global oceans reached new record high sea levels.
On the other hand, the Antarctic sea ice ex tent reached a record daily maximum, a likely consequence of the changing atmospheric circulation and especially changing winds over the southern oceans, and frigid polar air plum meted into parts of Europe and the eastern United States, again a regional consequence of changes in the atmospheric circulation. Indeed, there will always be some regions that exceed the global mean values and some will be much less or even with another sign; that is an inherent part of natural variability and weather.
WHAT IS TO BE DONE?
There are three main approaches that should
be followed. The first is often referred to as "mitigation" and it refers to the reduction of emissions of greenhouse gases to greatly slow or even stop further climate change from hap pening. The second is "adaptation" which rec ognizes that climate change is happening and it is essential that we all adapt to the changes. In fact we will adapt in some form, either autonomously or through planning, building resiliency, and coping with the changes, or by suffering the consequences. The third is to build an information system to tell us what is happening and why, what the prospects are for the future on different time horizons, and thus what we must adapt to. As a whole we are not doing nearly enough of any of these. The climate observing system is in decay and satellite observations are in jeopardy, and cli mate models must continue to improve. Build ing climate services is a priority of the WMO, but one that is struggling in some countries. In particular, many more observations are needed of social science aspects to properly enable adaptation. The benefits of building a climate information system occur regardless of wheth er or not climate change occurs.
sic, to applied research to operational climate services, and the activities from observations, their processing, the modeling and interactions with users and decision makers.
There are several steps under the adaptation heading. These include assessing the impacts of the projected climate change effects on various regions and sectors, assessing vulner ability to the impacts, making plans to reduce the vulnerability and build resiliency, and generally cope with the expected changes, including extremes. The longer society delays steps to cut the release of planet-warming greenhouse gases, the more severe and wide spread the harm will be, according to the IPCC. Global warming threatens food and water supplies, security and economic growth, and will worsen many existing problems, including hunger, drought, flooding, wildfires, poverty and war. The IPCC WG II emphasizes eight major climate risks:
2. Harm or economic losses from inland flooding
1. Death or harm from coastal flood ing
3. Extreme weather disrupting elec trical, emergency, or other systems
5. Food insecurity linked to warming, drought, or flooding
4. Extreme heat, especially for the urban and rural poor
6. Water shortages causing agricul tural or economic losses
8. Loss of terrestrial and inland water ecosystems.
7. Loss of marine ecosystems essen tial to fishing and other communi ties
A case can be made that many of the biggest potential issues arise in association with water availability owing to increasing demand and changes from climate change, especially the extremes of drought and flooding. According to IPCC WG II, global adaptation cost estimates are substantially greater than current adaptation funding and investment, particularly in developing countries, suggest ing a funding gap and a growing adaptation deficit. The most recent global adaptation cost estimates suggest a range from 70 to 100 US$ billion per year in developing countries from 2010 to 2050. The IPCC concludes that the world's poorest people will suffer the most as temperatures rise, with many of them CLIMATE CHANGE Continued on next page
already contending with food and water short ages, higher rates of disease and premature death, and the violent conflicts that result from those problems.
For mitigation, many good things are happen ing in towns, cities, States, and some countries, which responsibly attempt to limit their carbon footprint. However, in general the national and international framework is missing, yet it is essential. If one region implements a carbon tax, for example, some companies and even in dustries threaten to move to the next town or State or even overseas. The main international discussions occur through the annual meetings of the Conference of Parties to the UNFCCC, which was most effective with the adoption of the Kyoto Protocol at COP-3 in 1997. On Feb ruary 16, 2005, the Kyoto Protocol was ratified by 164 countries, but it did not include Austra lia and the USA. Australia ratified it much later
©Gary Braasch 2014
in December 2007 and it has been ratified by 192 parties but not by the United States. The Kyoto Protocol was designed to limit carbon dioxide emissions and those of other green house gases from developed countries, but did not impose restrictions on developing countries. Some good progress was achieved in Europe, but undermined by the tremendous industrialization and emissions from China, in particular, and other developing countries. Great hopes for a further agreement occurred after the IPCC AR4 report in 2007, which an nounced that "global warming was unequivo
cal" and the IPCC shared the Nobel Peace Price with Al Gore in 2007. These hopes were carried forward into COP-15 in Copenhagen in 2009, but failed to be realized. One factor was the development of so-called "Climategate" whereby a large number of emails were stolen from the University of East Anglia server, and cherry picked, distorted and abused by climate change deniers to carry out malicious attacks on some scientists who participated in the IPCC report and thereby undermine the scientific basis for the agreements. Although there was no basis for these claims, they ap peared to achieve their purpose. Six major investigations of the scientists involved in the hacked emails showed some minor violations of Freedom of Information Acts but complete vindication of all other aspects.
Many arguments relate to the long lifetimes of carbon dioxide, which means it is the ac cumulated emissions of carbon dioxide rather than the current values that matter most, and therefore developed countries mainly caused the problem. So why should the develop ing countries be penalized? Many arguments relate to emissions per capita, and that this should be one metric of allocation of respon sibility, but the atmosphere cares not one iota about emissions per capita, only about total emissions. In recent years, China has emitted more carbon dioxide into the atmosphere than any other country. And so population should be a major factor. Somehow it isn't! The population and its standards of living relate directly to the demands on precious natural resources that are inherently limited. In that sense, climate change is but part of the major issue of sustainability. Far too many things be ing done and exploited by humans are simply not sustainable, and it is easy to argue that the world is already way over-populated if we are to eliminate poverty and upgrade standards of living.
The issue really boils down to one of the "trag edy of the commons". The oceans are one major commons, and there is very limited pro
tection of the oceans from the Law of the Sea. The atmosphere is the other major commons. Air over China one day is over North America 5 days later, and over Europe in another 5 days or so. It is in everyone's interest to exploit the atmosphere and use it as a convenient dump ing ground for pollutants and emissions. This applies to individuals, companies, industries, cities, counties, states, and nations. But there are major costs, in terms of air quality and cli mate change that are not borne by the users. There ought to be a principle of "user pays" in which case there is a great need for a price on carbon that is universal. This can be imple mented in many ways, through cap-and-trade schemes, fees or a carbon tax, combined with tariffs for international trade involving noncompliant countries.
To this observer, it is not clear that the COP is the right framework to hammer out an agree ment. Rather leadership must come from the G7/G8 and G20. The United States has re duced emissions in recent years, in part from deliberate actions by the government under the Obama administration, but without compli ance by the Congress. US leadership interna tionally, along with Europe and China, could set the stage.
There is no doubt that there are winners and losers, and some regions can benefit from climate change through things like a longer growing season. Moreover, climate change is not necessarily bad; after all climate has always varied, but rapid climate change is always disruptive. Further, the climate is changing at unprecedented rates. It may well be that the climate locally changes to be one that is bet ter in some respect, but it won't stay that way because it keeps changing, and changing, and changing. Even short-term benefits sooner or later become negatives as the climate con tinues to change. So a key point of climate change is the "change" part. No sooner has the climate changed to be nicer than it changes again. It behooves us to greatly slow the pace of climate change in order to provide the future generations with a manageable and livable planet.
REFERENCES AND FURTHER READING
For more detailed discussion of the topics addressed in this document (including references to the under lying original research), see:
General reports and assessments:
IPCC, Fifth Assessment Reports (AR5) http://www.
ipcc.ch/report/ar5/ and reports from Working
Groups 1, 2 and 3: http://www.ipcc.ch/report/ar5/ wg1/ ; http://www.ipcc.ch/report/ar5/wg2/;
http://www.ipcc.ch/report/ar5/wg3/
Kyoto Protocol: https://unfccc.int/kyoto_protocol/
items/2830.php
NRC, 2010: America's Climate Choices: Advancing the Science of Climate Change
[http://www.nap.edu/catalog.php?record_id=12782]
NRC, 2011: Climate Stabilization Targets: Emissions,
Concentrations, and Impacts Over Decades to Mil lennia [http://www.nap.edu/catalog.php?record_
id=12877]
NRC, 2013: Abrupt Impacts of Climate Change: An ticipating Surprise
[http://www.nap.edu/catalog.php?record_id=18373] NRC 2014 and Royal Society 2014: Climate Change: Evidence and Causes", 33pp. National Academy Press ISBN-10 (0-309-30200-5) and ISBN-13 (9780-309-30200-5) http://www.nap.edu/catalog. php?record_id=18730
Royal Society 2010: Climate Change: A Summary of the Science http://royalsociety.org/policy/publica tions/2010/climate-change-summary-science/ UNFCCC: https://unfccc.int/2860.php
Trenberth publications are available at http://www. cgd.ucar.edu/staff/trenbert/publish.html Fasullo, J. T., and K. E. Trenberth, 2008: The annual cycle of the energy budget: Pt I. Global mean and land-ocean exchanges. J. Climate, 21, 2297−2312. Fasullo, J. T., and K. E. Trenberth, 2008: The an nual cycle of the energy budget: Pt II. Meridional structures and poleward transports. J. Climate, 21, 2313−2325.
Trenberth, K. E., J. M. Caron, D. P. Stepaniak and S. Worley, 2002: Evolution of El Niño South ern Oscillation and global atmospheric sur face temperatures. J. Geophys. Res., 107(D8), 4065,10.1029/2000JD000298.
Trenberth, K. E., and D. P. Stepaniak, 2003: Covariability of components of poleward atmospheric energy transports on seasonal and interannual tim escales. J. Climate, 16, 3691-3705.
Trenberth, K. E., and D. P. Stepaniak, 2003: Seamless poleward atmospheric energy transports and impli
cations for the Hadley circulation. J. Climate,
CLIMATE CHANGE
Continued on next page
16, 3706–3722.
Trenberth, K. E., 2008: Observational needs for climate prediction and adaptation. WMO Bulletin, 57 (1) 17-21.
Trenberth, K. E., and J. T. Fasullo, 2013: An apparent hiatus in global warming? Earth's Future. 1, 19-32. Doi: 10.002/2013EF000165.
Trenberth, K. E., Anthes, R. A., Belward, A., Brown, O., Haberman, E., Karl, T. R., Running, S., Ryan, B., Tanner, M., and Wielicki, B., 2012: Challenges of a sustained climate observing system. In Climate Sci ence for Serving Society: Research, Modelling and Prediction Priorities, G. R. Asrar and J. W. Hurrell, Eds. Springer, 484 pp, 13-50.
Trenberth, K. E., J. T. Fasullo and M. A. Balmaseda: 2014: Earth's energy imbalance. J. Climate, 27, 31293144. doi:10.1175/JCLID-13-00294.
OTHER REFERENCES
Mann, M. E, 2012: The Hockey Stick and the climate wars. Columbia University Press 448 pages, ISBN10: 023115254X ISBN-13: 978-0231152549 Morice, C. P., J. J. Kennedy, N. A. Rayner, and P. D. Jones (2012), Quantifying uncertainties in global and regional temperature change using an ensemble of observational estimates: The HadCRUT4 data set, J. Geophys. Res., 117, D08101, doi:10.1029/2011JD017187. Nerem, R. S., D. Chambers, C. Choe, and G. T. Mit chum. "Estimating Mean Sea Level Change from the TOPEX and Jason Altimeter Missions." Marine Geod esy 33, no. 1 supp 1 (2010): 435.
WMO 2014: WMO Statement on the Status of the Global Climate in 2013
Appendix 1: Climategate
A number of independent enquiries have investi gated the conduct of the scientists involved in the hacked emails. All have cleared the scientists of any wrong doing, but the hackers have not been found: In February 2010, the Pennsylvania State University released an Inquiry Report that investigated any 'Climategate' emails involving Dr Michael Mann, he was fully vindicated.
In March 2010, the UK government's House of Com mons Science and Technology Committee published a report finding that the criticisms of the Climate Research Unit (CRU) were misplaced. In April 2010, the University of East Anglia set up an international Scientific Assessment Panel, in consultation with the Royal Society and chaired by Professor Ron Oxburgh. The Report of the Interna tional Panel assessed the integrity of the research published by the CRU and found "no evidence of any deliberate scientific malpractice in any of the work of the Climatic Research Unit".
In June 2010, the Pennsylvania State University pub
lished their Final Investigation Report, determining "there is no substance to the allegation against Dr. Michael E. Mann".
In July 2010, the University of East Anglia published the Independent Climate Change Email Review report. They examined the emails to assess whether manipulation or suppression of data occurred and concluded that "The scientists' rigor and honesty are not in doubt".
In July 2010, the US Environmental Protection Agency investigated the emails and "found this was simply a candid discussion of scientists working through issues that arise in compiling and presenting large complex data sets."
In September 2010, the UK Government responded to the House of Commons Science and Technology Committee report, chaired by Sir Muir Russell. On the issue of releasing data, they found "In the in stance of the CRU, the scientists were not legally al lowed to give out the data". On the issue of attempt ing to corrupt the peer-review process, they found "The evidence that we have seen does not suggest that Professor Jones was trying to subvert the peer review process. Academics should not be criticised for making informal comments on academic papers". February 2011, the Dept Commerce Inspector Gen eral independent report of the emails and found "no evidence in the CRU emails that NOAA inappropri ately manipulated data".
9August 2011, National Science Foundation conclud ed "Finding no research misconduct or other matter raised by the various regulations and laws discussed above, this case is closed"
Dr. Kevin E. Trenberth
Dr. Kevin E. Trenberth is a Distinguished Senior Scientist in the Climate Analysis Section at the National Center for Atmo spheric Research. From New Zealand, he obtained his Sc. D. in meteorology in 1972 from Massachusetts Institute of Technol ogy. He was a lead author of the 1995, 2001 and 2007 Scientific Assessment of Climate Change reports from the Inter governmental Panel on Climate Change (IPCC), and shared the 2007 Nobel Peace Prize which went to the IPCC.
He served from 1999 to 2006 on the Joint Scientific Committee of the World Cli mate Research Programme (WCRP), and he chaired the WCRP Observation and Assimilation Panel from 2004 to 2010 and chaired the Global Energy and Water Exchanges (GEWEX) scientific steering group from 2010-2013; he is still a mem ber and chairs the 7th International Scien tific Conference on the Global Water and Energy Cycle Committee.
He has also served on many national committees. He is a fellow of the Ameri can Meteorological Society (AMS), the American Association for Advancement of Science, the American Geophysical Union, and an honorary fellow of the Royal Soci ety of New Zealand. In 2000 he received the Jule G. Charney award from the AMS; in 2003 he was given the NCAR Distin guished Achievement Award; in 2013 he was awarded the Prince Sultan Bin Ab dulaziz International Prize for Water, and he received the Climate Communication Prize from AGU.
He edited a 788 page book Climate Sys tem Modeling, published in 1992 and has published 520 scientific articles or papers, including 60 books or book chapters, and over 235 refereed journal articles. He has given many invited scientific talks as well as appearing in a number of television, radio programs and newspaper articles.
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Trauma Symptoms
Below is a list of problems that kids sometimes have after experiencing something scary like we were just talking about. Of all the things that we just talked about, try to remember the thing that bothers you the most.
Now these next questions ask about the thing that bothers you most (whether it was getting hit, beaten up, threatened, or anything else). Listen carefully and circle the word that best describes how often these problems have bothered you IN THE PAST TWO WEEKS. | <urn:uuid:320cd8ff-86e9-457c-b78d-85591f4b2c8f> | CC-MAIN-2021-39 | https://cbitsprogram.org/_static/cbits/uploads/files/Child_PTSD%20Sx.pdf | 2021-09-24T18:12:07+00:00 | crawl-data/CC-MAIN-2021-39/segments/1631780057564.48/warc/CC-MAIN-20210924171348-20210924201348-00217.warc.gz | 212,372,662 | 98 | eng_Latn | eng_Latn | 0.997496 | eng_Latn | 0.997496 | [
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CLIMATE CHANGE
Trenton Public Schools, June 2021
CLIMATE CHANGE INSTRUCTIONAL PLANS, ACTIVITES & RESOURCES FOR KINDERGARTEN THROUGH EIGHTH GRADE
Standards in Action: (New Jersey Department of Education NJSLS, December 2020)
Climate Change Earth's climate is now changing faster than at any point in the history of modern civilization, primarily as a result of human activities. Global climate change has already resulted in a wide range of impacts across New Jersey and in many sectors of its economy. The addition of academic standards that focus on climate change is important so that all students will have a basic understanding of the climate system, including the natural and human-caused factors that affect it. The underpinnings of climate change span across physical, life, as well as Earth and space sciences. The goal is for students to understand climate science as a way to inform decisions that improve quality of life for themselves, their community, and globally and to know how engineering solutions can allow us to mitigate impacts, adapt practices, and build resilient systems. The topic of climate change can easily be integrated into science classes. At each grade level in which systems thinking, managing uncertainty, and building arguments based on multiple lines of data are included, there are opportunities for students to develop essential knowledge and skills that will help them understand the impacts of climate change on humans, animals, and the environment. For example, in the earlier grades, students can use data from firsthand investigations of the school-yard habitat to justify recommendations for design improvements to the schoolyard habitat for plants, animals, and humans. In the middle grades, students use resources from New Jersey Department of Environmental Protection, the National Oceanic and Atmospheric Administration (NOAA), and National Aeronautics and Space Administration (NASA), to inform their actions as they engage in designing, testing, and modifying an engineered solution to mitigate the impact of climate change on their community. In high school, students can construct models they develop of a proposed solution to mitigate the negative health effects of unusually high summer temperatures resulting from heat islands in cities across the globe and share in the appropriate setting.
Standards NGGS - https://www.nextgenscience.org/sites/default/files/3-5Topic.pdf /
Standards NJSLS- https://www.nj.gov/education/cccs/2020/NJSLS-Science.pdf
Instructional Summary
Beginning in Kindergarten and continuing through Eighth Grade, students will be guided through scaffolding instruction and investigations about the changing climate patterns and impact of human interaction on the environment. It is the goal that as students progress through these series of lessons and activities they will emerge able to articulate their conceptual comprehension comparing weather and climate, awareness of changes in their environment such as the localized effects of climate change, erratic weather conditions, and the effects of climate and weather on local animal habitats. At the conclusion of this module, students will be able to:
* Identify changes in their environment (SCIENCE)
* Understand that there are various causes to environmental changes.
* Understand that there are various solutions to environmental changes.
* Utilize technology to gather research information and communicate (TECHNOLOGY)
* Utilize technology tools to gather data (TECHNOLOGY)
* Identify technological advances and tools that scientists use to learn about the changing environment (TECHNOLOGY)
* Explain/discuss/express concepts about changes in the environment through the development of a newsletter for the local community to report changes in the environment around the school and community. (ELA)
* Chart, graph, identify, and analyze patterns of your local weather using the symbols > = < to indicate warmer, colder, etc. (MATHEMATICS)
* Sort recyclables brought in each day. Use the symbols > = < to count, chart and graph [amount and weight] and compare daily tallies. (MATHEMATICS)
* Demonstrate competency in the 21st Century Skills (e.g. interdisciplinary themes and investigations; learning and innovation skills; information, media and technology literacy; life and career skills)
* Evaluate the influence changes in the environment have on culture and societies.
Grades K to 2
Topic:
Weather and Climate Change/ Recycling
Duration
2 to 4 - 15 to 20-minute class periods
Standards:
NGSS standards:
K-ESS3- Communicate solutions that will reduce the impact of humans on the land, water, air, and/or other living things in the local environment.* [Clarification Statement: Examples of human impact on the land could include cutting trees to produce paper and using resources to produce bottles. Examples of solutions could include reusing paper and recycling cans and bottles.]
ESS3.C: Human Impacts on Earth Systems
* Things that people do to live comfortably can affect the world around them. But they can make choices that reduce their impacts on the land, water, air, and other living things.
ETS1.B: Developing Possible Solutions
* Designs can be conveyed through sketches, drawings, or physical models. These representations are useful in communicating ideas for a problem's solutions to other people. (secondary)
NJSLS – KESS3-1,2 and 3
Materials:
Can be used for demonstration table or sets available for each collaborative learning team
* Thermometer: measures air temperature.
* Rain Gauge: measures precipitation.
* Wind Vane: measures wind direction.
* Anemometer: measures wind speed.
* Barometer: measures air pressure.
* Hygrometer: measures humidity.
* Computer access –
Compost Container Activity
Dirt/ paper plates/ paper cup/ construction paper / plastic cup/ plastic bottle/ soda can/ biodegradable plant container.
Color Printer to download The Lorax Environment Activity Book- EPA
https://www.energystar.gov/ia/partners/publications/pubdocs/Lorax%20Activity%20Book%206%20pages.pdf
Paper Mache Bowl Activity – See Activity Resources Newspapers strips, glue, scissors, water and paper plates
Essential Concepts
& Questions
* Weather is observed, measured and changes daily. Climate is the average weather for a season.
* What is recycling? Why is it important?
* What is a Carbon Footprint and how can we reduce ours?
* Ways we can help protect the environment.
Pre-Class /Warm-Up Suggestion
Reduce, Reuse and Recycling Movie- time 3:39 https://www.youtube.com/watch?v=OasbYWF4_S8 The Three R Movies- time 9:53 https://www.youtube.com/watch?v=TjnNOCbuoCA
Possible Lesson Activity Resources
Read- The Lorax/ or watch Film
Generation Genius -Reducing our Impact (K-2)
https://www.generationgenius.com/videolessons/reducing-our-impact-on-earth-video-for-kids/
Weather Vs. Climate (3-5) Generation Genius https://www.generationgenius.com/videolessons/weather-vs-climate-video-for-kids/
Generation Genius – Natural Resources https://www.generationgenius.com/videolessons/natural-resources-video-for-kids/
Making a paper bowl- using old newspapers (time 45 minutes)
https://www.generationgenius.com/activities/reducing-our-impact-on-earth-activity-for-kids/
Related Resources & Activities
Scholastic Study Jams- Weather Instruments https://studyjams.scholastic.com/studyjams/jams/science/weather-and-climate/weather-instruments.htm
Using Weather Instruments https://betterlesson.com/lesson/632259/6-weather-instruments
Video- Science and Measuring Tools https://www.youtube.com/watch?v=e3inavDlwfk
Reflection / Assessment Options
What ways can we reduce pollution and energy use?
What is recycling and how can we do that in our class ? in our homes?
Generation Genius – Lesson Review Questions, Exit Ticket and Quizziz and Kahoot
Lessons and Activities for Grades 1 and 2
LESSON 1
SWBAT define what it means to recycle
Essential questions:
* What is trash?
* What are some things we throw away?
* What happens to the bag of trash once we take it outside?
Discussion points:
1. Sometimes we throw things away in the trash can that can be used again. They can be recycled. Recycling means taking something you were going to throw in the trash, such as a piece of paper, and turning it into something new and useful like a new book. You find a new way to use that item.
2. 4 things we can recycle are: paper, glass, metal and plastic.
3. We recycle because it helps our earth in two ways:
* Our landfills don't fill up too quickly, so it saves landfill space.
* Recycling helps save natural resources, like trees. Remember, recycling is when we take something no longer being used and turn it into something new and useful. Some items can be recycled again and again. Two examples are glass and aluminum.
https://www.youtube.com/watch?v=VlRVPum9cp4
Activity
After you review with the students the most common items to recycle, inform the students you are going to place all the items on the floor. The pile on the floor represents a landfill. The landfill is full of items that can be recycled or reused, and some of the items in the landfill are trash and belong there.
1. Let each student pick one item from the landfill.
2. Each student will tell the group if the item picked belongs in the landfill or if it could be recycled or reused.
3. If it is recyclable, they can place the item in the blue recycle bin.
4. If it is reusable, have the student share with the group how the item they picked could be reused.
5. If it belongs in the trash, have them return it to the landfill. If it is a paper, plastic, glass or metal item you may need to re-explain to the student that not all items are recyclable and why. A simple answer is that different plastic items are made differently, so some are easier to recycle than others. This answer works for all items.
LESSON 2
SWBAT identify recycled paper materials Essential questions:
* What does it mean to recycle?
* What kids of paper items do you use?
Discussion points:
1. Show students various kinds of paper items: writing paper, paper towels, newspaper, tissue, toilet paper, paperboard, paper plate, cardboard, etc.
2. Some of these paper items can be recycled with your curbside recycling or at local drop-off bins. (Show photo of curb-side recycle bin [JPG] and drop-off recycling bin [JPG].) Let's take a look at what we can recycle and what we cannot:
a. Paper items that can be recycled in most curbside bins: Newspaper, paperboard, cardboard, magazines and inserts, office paper and envelopes, catalogs and some will even take telephone books.
b. Paper items that can be recycled in local drop-off bins: newspaper, magazines and phonebooks.
c. Paper items that cannot be recycled: tissue, toilet paper, and paper towels.
3. All of the paper items we just looked at are made from trees! (Show picture of tree [JPG] or visit your local school tree.)
https://www.youtube.com/watch?v=_5lp4gnQ2j8
Activity
How to Make Less Trash:
1. Let students know you are going to look at the items and figure out how they can make less trash to help save natural resources and save landfill space.
a. Hold up various items from the kit. Ask students what they can do with each item you hold up, such as a newspaper, instead of throwing it in the trash? They can recycle or reuse the newspaper. By doing this, they will help make less trash (save landfill space) and save natural resources.
b. You can replace newspaper with any recyclable item and show them how they will make less trash and save natural resources.
2. Buy only what you will need and use. This is a great way to make less trash.
. Ask them what happens if you buy too much milk and don't drink it all? It might go bad before you could drink it and then you would have to throw the milk away. Even if you recycle the milk jug the milk was still wasted.
3. Use reusable dishes instead of disposable dishes, such as cups, plates and forks.
4. Donate unused items.
LESSON 3
SWBAT identify recycled glass materials
Essential questions:
* What does it mean to recycle?
* What kids of paper items do you use? What kinds of paper items can you think of?
Discussion points:
1. Show students various kinds of glass items: jar, window, drinking glass, plate, ornament, eyeglasses, light bulb, candle holder, etc.
2. Some of these glass items can be recycled with your curbside recycling or at local drop-off bins. (Show photo of curb-side recycle bin [JPG] and drop-off recycling bin [JPG].) Let's take a look at what we can recycle and what we cannot:
a. Glass items that can be recycled with your curbside recycling or in local drop-off bins: clear, brown, green or blue glass used for beverage bottles and food jars. b. Glass items that cannot be recycled using your curbside recycling or local drop-off bins: all other glass items.
3. The key ingredient in making glass is sand. (Show students container of sand.) https://www.youtube.com/watch?v=-jAAux3g17k
Activity
LESSON 4
SWBAT identify recycled metal materials Essential questions:
* What does it mean to recycle?
* What kinds of metal items do you use? What kinds of metal items can you think of?
Discussion points:
1. Show students various kinds of metal items: aluminum can, steel (food) can, aluminum foil, pie pan, toys, pots and pans, baking sheets, etc.
2. Some of these metal items can be recycled with your curbside recycling or at local drop-off bins. (Show photo of curb-side recycle bin [JPG] and drop-off recycling bin [JPG].) Let's take a look at what we can recycle and what we cannot:
a. Metal items that can be recycled with your curbside recycling or in local drop-off
bins: aluminum cans, and steel (food) cans.
b. Metal items that cannot be recycled using your curbside recycling or local drop-off bins: All other metal items you will need to check with your local area.
https://www.youtube.com/watch?v=rgEEXhbar3A (ONLY SHOW at 1:10 and on)
LESSON 5
SWBAT define water pollution and identify the effects.
Essential questions:
* What do you know about pollution?
* Why do you think we need clean water?
Discussion points:
1. We need clean water not only for drinking and bathing, but also for growing the crops we use to feed ourselves and the animals that live on earth with us.
2. Explain ways in which our air can be polluted. Give some examples of pollution seen in your area, like the exhaust from your car or a factory on the side of the highway. Explain how pollution in the air travels up into the raindrops in the clouds in the sky. This means that our rain can become polluted too, which can sometimes lead to what is known as "acid rain."
Activity
Experiment: shows what acid rain does to plants. It will also show how important it is to have clean water for plants and animals.
1. Before you begin the experiment, use your pen and the labels or masking tape to label each jar and each plant. Label the first plant and jar "a little acid". Label the next plant and jar "a lot of acid". Finally label the third jar and plant, "plain water."
2. Next, you will need to mix the water for the plants. Begin by explaining that the vinegar (or lemon juice) is an acid just like the acid that gets in the raindrops from the pollution in the air caused by the factories, cars, and trucks we have here on earth.
3. Mix the water for the plant that will get "a little acid" by measuring ¼ cup of vinegar or lemon juice and placing it into the jar labeled "a little acid" and fill the rest of the jar with tap water.
4. For the plant receiving "a lot of acid", pour 1 cup of the vinegar or lemon juice into the jar and fill the rest with tap water.
5. Fill the third jar, labeled "plain water", just with tap water.
6. Next, have student create "Observation Journal" using the spiral or composition notebook. Label the first page with today's date and have them draw a picture of each plant with each of their corresponding labels. You may want to
have them write or dictate a sentence or two describing each plant's appearance, which at this point should be the same for all three plants: green and healthy.
7. Water each plant (being sure to use only about a 1/4 of the jar each time at the most) with the water from the corresponding jar containing either a lot of acid, a little acid or plain water.
8. Every two or three days continue to water the three plants using the water from the original jars. Be sure to make note of and discuss which plant looks best. Which one looks the worst? How do the plants differ in color? Continue to have student record all observations in the journal by drawing and writing what they see after each watering.
9. Water and observe the plants for at least one week. Throughout the experiment, discuss the changes that have occurred in the three plants and ask why they think the results turned out the way they did.
10. At the end of the experiment, talk about which plant is the healthiest and which plant is the least healthy, working with them to reach a conclusion about what happened to the plants. Have student record all conclusions in journal.
11. Assist in making the connection between this experiment and our own environment and the effects of acid rain in our world.
Lessons and Activities for Grades 3 through 5
3-LS4-4. Make a claim about the merit of a solution to a problem caused when the environment changes and the types of plants and animals that live there may change.* [Clarification Statement: Examples of environmental changes could include changes in land characteristics, water distribution, temperature, food, and other organisms.] [Assessment Boundary: Assessment is limited to a single environmental change. Assessment does not include the greenhouse effect or climate change.]
5-ESS3-1. Obtain and combine information about ways individual communities use science ideas to protect the Earth's resources and environment. *
Essential Questions: How is air pollution changing Earth and all living things? How do scientists know what they know about climate change? Why is it important for people to know about climate change? What can kids and adults do to help slow down climate change?
Lesson 1:
Introduce and Engage Objectives. By the end of this lesson, learners will understand that Earth is warming because carbon dioxide and other gases in the atmosphere are keeping the sun's heat near Earth. Power plants, factories, and modes of transportation (cars, planes, etc.) are the biggest producers of these gases. Earth's warming is causing climates to change, creating unusua l and severe weather in many places. Children can feel hopeful because people are beginning to take steps to slow down climate change.
Introduction Tell the learners that lots of kids are concerned about climate change. Ask them what they've heard about it already. Tell them that you're going to show them short videos to give them more background information, and then they'll write about it.
What is climate change https://climatekids.nasa.gov/climate-change-meaning/
Weather vs climate https://climatekids.nasa.gov/climate-change-meaning/
Whole Class. Show the U.S. Environmental Protection Agency's video, Climate Change Basics video (below). Let the learners know they'll be writing about the scientific information in the video at the end.
Group Work. Divide students into small groups. Give each group a piece of large chart paper and some markers. Have them divide it into two columns, labeling one column, KNOW, and the other column WONDER. Ask the groups to list the facts they remember from the video in the first column, and what else they wonder about climate change in the second column. You may want to re-play the video part way through class to see if the learners can catch more ideas to write down. Whole Class. Ask each group to share three important facts they learned with the entire class. Once a fact has been shared, it should not be repeated by another group, so everyone needs to listen carefu lly. As groups are sharing, individuals should feel free to continue to add to the WONDER column as they think of more ideas. Display the students' charts in the classroom to refer to during the following lessons.
Conclusion. Summarize the class by emphasizing that the science is clear. Planet Earth is warming up. The warming is caused by people putting carbon dioxide and other gases in the atmosphere. The gases are holding the sun's heat near Earth. Power plants (that make electricity), factories (that make products), and various modes of transportation (cars, airplanes, etc.), put the most carbon dioxide into the air. This is causing climates to change, which is affecting the lifestyle of many people as they try to deal with severe drou ght in some areas, massive flooding in other areas, and wild dangerous weather. More and more people are concerned about it, so it's important that we all know what's causing it, what the effects are, and what we can do about it. Let the kids know that they'll have the chance to discuss this important topic with other kids on the Kids Against Climate Change website.
Lesson #2:
Motivate and Explore Objectives. By the end of this lesson, learners will understand the causes and effects of increased greenhouse gases in the atmosphere. They'll see that Earth's systems (air, water, land, and living things) are all linked – a change in one is going to have an impact on the others. They'll understand how scientists know that climate change is caused by people putting carbon dioxid e in the air. They'll also have a reason to be hopeful about their future.
Introduction. Introduce your learners to the Kids Against Climate Change homepage and give them a quick look at the other website pages. Explain that this interactive website allows them to discuss climate change with other kids. The si te provides an opportunity to be both consumers and producers of knowledge. Remind them of the Climate Change Basics video. Why might they want to talk with o ther kids about climate change? Why would it be a good idea to get more background information before talking to others about climate change?
Whole Class. Introduce them to Information for Kids section of the Start Learning page. (To extend learning, there's also a section for advanced research for older students.) Here they'll gather additional information about climate change to add to their background knowledge. Give learners focus questions to research to help them understand the causes and effects of climate change. Depending on the background knowledge of your learners, you may want to use the Essential Questions above. Alternatively, you might want to begin with smaller, more specific, questions to guide their research, such as, What is carbon dioxide? Where does it come from? How does it get into t he air? Why is that a problem? Another option is to have them complete this Climate Change Basics Worksheet to get started learning about climate change. (All answers for the worksheet can be found by the children on the EPA website, the first link under Information for Kids on the Start Learning page.)
Individual/Pair/Group Work. Children take notes and draw sketches in their science notebook, or complete the worksheet, as they gather important information about climate change. Remind learners that they'll be using this information in their discussions w ith other kids, so it's important that they have accurate information, and that they take accurate notes. Ask a volunteer from each group to add new information to yesterday's climate change charts.
Conclusion. Summarize the class by emphasizing that scientists have evidence that the rapidly warming Earth is caused by people. The carbon dioxide and other greenhouse gases that people are putting into the air are trapping Earth's heat close to the earth. This is causing the planet's air, water, and land to warm up, causing climates around the world to change. Weather is what we experience on a daily basis, but climate is the average weather over decades. Earth is beginning to experience the effects of climate change: abnormal weather patterns, glaciers melting, sea level rising, changes inside the ocean, etc. The good news is that people are beginning to take steps to slow down climate change. Assure your learners that they'll be joining the discussion on Kids Against Climate Change during the next cl ass.
Lesson #3:
Explore & Empower Objectives. By the end of this lesson, learners will understand that many children are concerned about climate change, so they're learning as much as they can about it. Others want to hear what your learners have to say. By joining the discussion, learners are encouraging societal change. They'll feel hopeful about their future.
Introduction. Today, learners join the discussion about climate change with other kids. Introduce learners to What Do Kids Know? page. Whole Class. Point out that kids have submitted the pictures and videos for the Kids Against Climate Change website, and they can as well, once they've joined the discussion. Review the directions on the page for posting comments and replies. Note that all comment s are moderated, to ensure that only appropriate comments are on the site, so they won't appear on the site until given the OK by the site coordinator.
Individual/Pair/Group Work. Learners review their climate change notes/answers on the worksheet, and add to them as needed. They then read other kids' comments on the What Do Kids Know? page. They add to the discussion by posting a comment at the bottom of th e page, and adding additional information or positive comments to other kids' comments.
Conclusion. Summarize by having partners or small groups discuss what they posted on the site. During the whole class discussion, ask learners what new information they learned from other children. Are there any comments they found confusing, or that they won dered about? Ask your learners what they think the next step should be (taking steps to slow down climate change and talking to other kids about it).
Lesson #4:
Explore and Empower Objectives. By the end of this lesson, learners will know several ways they can help slow down climate change. They'll understand how actions such as recycling and turning off lights helps reduce air pollution, and that reducing air pollution s lows down climate change. They'll feel empowered by the idea that there are steps they can take, and by sharing their ideas with other children. They'll commit to taking at least one new step to slow down climate change. Learners will feel optimistic about their future.
Introduction. Introduce learners to the What Can Kids Do? page, highlighting the variety of ways kids are working to help slow down climate change. Individual/Pair Work. Learners use the What Can Kids Do? section of the Start Learning page to research ways kids can help slow down climate change. In their science notebooks, or on chart paper, have children write a list of actions kids can take, and how each action reduces air pollution to slow down climate change.
Pair/Group Work. With a partner, or in a small group, have each learner share at least one specific step s/he can take today to reduce air pollution (that s/he's not already doing).
Individual/Pair Work. Half-way through the class time, have learners list their favorite ideas/actions their family already takes/actions their school already takes/their own commitment, on the What Can Kids Do? page, explaining how each action helps reduce air pollution. They can then reply to other kids' ideas.
Whole Class. Extend learner thinking by asking them why they should want to encourage other children to take steps to slow down climate change. How do the actions of people in other countries (e.g., creating lots of air pollution) affect the quality of life of all children around the world? Conclusion. Summarize by asking a few volunteers what they posted on the website. Ask the class, as a whole, if they t hink they'll be able to follow through on their commitment to take action themselves, because it's going to take more than just talk to slow down climate change.
Lesson #5:
Explore and Extend Objectives. By the end of this lesson, learners will know several ways adults can help slow down climate change. Kids are an important part in creating societal change by taking action themselves, but they also need the help of adults who have more power than kids. In addition to their own actions, they can keep talking to adults, helping them to understand that scientists have evidence of human-caused climate change, and that we all need to work together to slow down climate change. Learners will feel optimistic about their future.
Introduction. Introduce learners to the What Should Adults Do? page. Remind children that adults have more power than children, so kids need adult help to slow down climate change. Individual/Pair Work. Learners use the What Should Adults Do? section of the Sta rt Learning page to research ways adults can help slow down climate change. In their science notebooks, or on chart paper, have children write a list of actions adults can take, and how each action reduces air pollution to slow down climate change.
Pair/Group Work. Learners explain in their own words how different adult actions can make a difference. (For example, when a company builds a wind farm the turbines generate electricity when their blades are pushed by the wind. Creating energy this way is no t creating air pollution, unlike old-fashioned power plants that have to burn air-polluting coal to create energy.)
Individual/Pair Work. Halfway through class time, have learners use their notes to list their favorite ideas on the What Should Adults Do? page. Encourage them to explain online how the actions help, so other kids will understand the cause and effect. They can then reply to other kids' ideas.
Whole Class. Extend learner thinking by asking them how they could explain climate change to an adult who doesn't "believe" Earth's climate is changing (which really means s/he doesn't understand the science).
Conclusion. Summarize the class by emphasizing that climate change is a big problem, but kids AND adults are beginning to take steps to slow it down. Ask what new technology they think will have the largest effect. If we all take responsibility for taking care of Planet Earth we can have a significant impact. Encourage your learners to keep talking about it to other kids and adults.
Lesson #6:
Create and Empower Objectives. By the end of this lesson, learners will have created a product to be shared with other children for the Kids Against Climate Change website that teaches others about one aspect of climate change, or gives an idea for slowing down climate change. Learners feel empowered by their ability to communicate and take action to make a difference. Introduction. Introduce learners to the Share page. Lead a class discussion as to why it's important to communicate about climate change with other kids. How can we get kids around the world talking about, and taking action on, climate change? Challenge learners to create a way of communicating their concern about climate change, or their ideas for taking action to slow down climate change.
Individual/Pair/Group Work. Working individually, in pairs, or in small groups, learners can share their own unique perspective on climate change. What do they think is most important to communicate to other kids? They can submit a hand-drawn picture, a poem, an online picture, a photo, a video, a podcast, a song, an avatar, etc. Remind them to sign it with their first name and the name of their country. Directions for sending the products to me to post on the site are on the Share page.
Conclusion. Summarize the class by reminding your learners that if we all work together to slow down climate change, by talking about it, AND by taking action (by reducing our electricity use, by recycling, etc.), we can make a significant difference.
Additional Resources:
Benchmark "Weather Reporters on the Job" 3rd Grade Close Up Book https://bubbaproduction.benchmarkuniverse.com/clever/trenton/X38535
Arts Integration: Readers theatre (Act it Out!) Wild Weather https://bubba-production.benchmarkuniverse.com/clever/trenton/X06712
To integrate Math: Have students observe their local weather for 5 days (or more). Have students create bar graphs, line graphs or plots to show the changes in temperature.
Assessment: Climate change QUIZ https://www.brainpop.com/science/weather/climatechange/
Grades 5 or 6
Topic:
What is Climate change? /Weather Vs Climate
Duration
2 to 3 - Forty-five minute class periods
Standards:
NGSS standards:
MS-ESS2-5 (Collect data to provide evidence for how the motions and complex interactions of air masses results in changes in weather conditions)
MS-ESS3-2 (Analyze and interpret data on natural hazards to forecast future catastrophic events and inform the development of technologies to mitigate their effects).
Materials:
Can be used for demonstration or sets available for each collaborative learning team
* Thermometer: measures air temperature.
* Rain Gauge: measures precipitation.
* Wind Vane: measures wind direction.
* Anemometer: measures wind speed.
* Barometer: measures air pressure.
* Hygrometer: measures humidity.
* Computer Access -
Essential Concepts
& Questions
* Weather is observed, measured and changes daily.
* How is weather measured? Why itis recorded?
* Climate is the average weather conditions for a region over an extended period of time.
* We can measure and chart daily weather conditions to notice trends and make predictions
Pre-Class /Warm-Up Suggestion
Show news weather report that includes long range projection model.
Class discussion question- How are meteorologist able to predict weather conditions days in advance?
Possible Lesson Activity Resources
Moby Max- https://www.mobymax.com/MM/SC/lessons/library/8/6#
Grade 6 /Science /Weather / What is Weather?
Grade 6 / Science /Weather/ Predicting the Weather
Grade 6 / Science/ Climate/ What factors Affect Climate?
Grade 6/ Science / Climate/ Climate Change
Grade 6/ Science / Climate/ How Humans Are Affecting Climate
Grade 6/ Science/ Climate/ Unit Review
Grade 6/ Science/ Climate/ Test Climate Change
Weather Vs. Climate (3-5) Generation Genius
https://www.generationgenius.com/videolessons/weather-vs-climate-video-for-kids/
What is Climate Change – (6-8) Generation Genius https://www.generationgenius.com/videolessons/climate-change-video-for-kids/
Predicting Natural Disasters (6-8) Generation Genius https://www.generationgenius.com/videolessons/predicting-natural-disasters-video-for-kids/
Related Resources & Activities
Scholastic Study Jams- Weather Instruments https://studyjams.scholastic.com/studyjams/jams/science/weather-and-climate/weather-instruments.htm
Using Weather Instruments https://betterlesson.com/lesson/632259/6-weather-instruments
Video- Science and Measuring Tools https://www.youtube.com/watch?v=e3inavDlwfk
NASA – Effects of Climate Change https://climate.nasa.gov/effects/
Reflection / Assessment Options
Why is it important to track weather conditions and keep historical records?
How does the polar region's ice melting impact people in other areas?
What if any connection is there to the increasing temperatures averages and respiration? How can this impact future generations ? Generation Genius – Lesson Review Questions, Exit Ticket and Quizziz and Kahoot
Moby Max-
Grade 6/ Science/ Climate/ Test Climate Change
Grades 6 or 7
Topic
Climate Change Impacting Biodiversity
Duration
2 to 3 - Forty-five minute class periods
Standards
* MS-ESS3-5. Ask questions to clarify evidence of the factors that have caused the rise in global temperatures over the past century.
* MS-LS2-3. Develop a model to describe the cycling of matter and flow of energy among living and nonliving parts of an ecosystem. (NCArelated content: Many Factors Combine to Affect Biogeochemical Cycles and Biogeochemical Cycles)
* MS-LS2-4. Construct an argument supported by empirical evidence that changes to physical or biological components of an ecosystem affect populations. (NCA-related content: Species Responses to Climate Change)
Materials :
Computer Access for each student or collaborative team
Virtual Dives of Various Coastal regions - https://sanctuaries.noaa.gov/vr/
Graphing Paper – if needed – activity of population predicting (CalAcademy)
Calculator
Images of Coral Reefs Healthy and Damaged / During Pandemic Lockdown and currently
Carbon in the Water Activity – See Lesson Suggestions
* One 16 oz plastic water bottle per student
* One half cup of water per student
* One ounce disappearing ink per student
* One plastic straw per student
* Safety glasses
Essential Concepts & Questions
Ecosystems rely on specific populations of organisms co-existing in a specific area. Each organism makes a distinct contribution to its sustainability. When abiotic factors are altered, damaged or destroyed that can have a devasting effect on the organisms that were dependent on that specific ecological balance.
Why it is essential to maintain biodiversity?
How has human action contributed to the destruction of some ecosystems?
What can humans do now to restore balance and biodiversity?
Why do you think some of the Coral started to grow during the pandemic lockdown?
Pre-Class /Warm-Up Suggestions
ABC News – Coral Reefs Threatened by Climate Change https://abcnews.go.com/International/coral-reefs-stop-growing-80-years-greenhouse-gases/story?id=77532016
Display images of healthy coral and ask students to compare them to damaged or destroy coral.
Lesson Activity Suggestions
CBS News Story on Damages to Great Barrier Reef (time 5:31)
https://www.cbsnews.com/news/great-barrier-reef-dying-climate-change-caused-decrease-in-new-coral-study-says/
Maintaining Biodiversity (6-8) Generation Genius
https://www.generationgenius.com/videolessons/maintaining-biodiversity-video-for-kids/
Carbon Challenge Activity https://www.generationgenius.com/activities/climate-change-activity-for-kids/
MOBY MAX-
Grade 6/ Climate/ How humans are affecting climate.
Grade 7/ Environmental Issues/ Humans and the Environment
Grade 7/ Environmental Issues / Water Pollution
Grade 7/ Environmental Issues / Environmental Issues and the Ocean
Grade 7/ Environmental Issues / Waste and Recycling
Related Resources
What is NJ doing about Climate Change?
https://www.njlcv.org/issues/fighting-climate-change
Climate Change and Ocean Change- NOAA
https://oceanservice.noaa.gov/facts/coralreef-climate.html
Coral Reefs and Climate Change - https://www.calacademy.org/educators/coral-reefs-and-climate-change'
Middle School Climate Resources https://www.calacademy.org/educators/highlights-6th-8th-grades
Reflection / Assessment Options
Why is what is happening in the oceans important to humans on the land?
Generation Genius – Reflection Questions, Kahoot, Quizziz and Exit Ticket
Moby Max - Environmental Issues Vocabulary review and Lesson Test
Grade 7 or 8
Topic
Hydroelectric Power
Duration
2 to 3 - Forty-five minute class periods
Standards
* ESS3.D: Global Climate Change Human activities, such as the release of greenhouse gases from burning fossil fuels, are major factors in the current rise in Earth's mean surface temperature (global warming). Reducing the level of climate change and reducing human vulnerability to whatever climate changes do occur depend on the understanding of climate science, engineering capabilities, and other kinds of knowledge, such as understanding of human behavior and on applying that knowledge wisely in decisions and activities.
* MS-LS2-5. Evaluate competing design solutions for maintaining biodiversity and ecosystem services. (NCA-related content: Adaptation and the Adaptation Planning and Implementation Framework)
*
Materials
Waterpower Activity – See Generation Genius a 1 or 2 -liter bottle for each collaborative team
Plastic wrap – several rolls – depending on class size
Duct tape – several rolls- depending on class size
Twine – several rolls – depending on class size
Pack of heavy- duty card stock or 4x6 index cards – enough to give each team 6
Scissors – one pair per team
Hobby blade or box cutter – one for each collaborative team
Half inch wooden dowels – 2ft in length one for each team
2 plastic cups per team – small bathroom rinsing size
Essential Concepts and Questions
Humans must find alternative sources of fuels in order to lessen our dependency on fossil fuels. Fossil fuels are non-renewable and damage the atmosphere in various ways. Green energy or alternative fuel sources help us
Pre-Class /Warm-Up
Hydroelectricity in Ontario Video (2:11)
https://www.youtube.com/watch?v=nV0yHztgrIs
Lesson Activity Suggestions
MobyMax
Ecology and the Environment
Grade 7/ Science /Earth Resources / Managing Natural Resources
Grade 7/ Science/ Energy and Conservation/ Non-Renewable Resources
Grade 7/ Science/ Energy and Conservation/ Renewable Resources
Grade 7/ Science/ Energy and Conservation/ Using Energy Resources
Grade 7/ Science/ Energy and Conservation/Lesson Vocabulary Review
Grade 7/ Science/ Energy and Conservation/ Lesson Test
Force Energy and Motion
Grade 7 Science / Energy PE/KE
Grade 7 Science / Energy/ Types of Energy
Grade 7 Science / Energy/ Transformations and Conversions
Grade 7 Science / Energy Vocabulary Review
Related Resources
Responding to Climate Change -NASA
https://climate.nasa.gov/solutions/adaptation-mitigation/
11 Alternative Fuel Sources https://ecavo.com/alternative-energy-sources/
USGS- Hydroelectric Power – How It Works https://www.usgs.gov/special-topic/water-science-school/science/hydroelectric-power-how-it-works?qt-science_center_objects=0#qt-
science_center_objects
Reflections /Assessments Options
Activity – Water Mill – Able to explain the structure and function, participation and success of final project Generation Genius- Lesson Review Questions/ Kahoot, Quizziz and Exit ticket Moby Max- Vocabulary Reviews
Additional Activities and Resources
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Class:
Can DNA Editing Save Endangered Species?
Scientists are considering whether — and when — to use new genetic tools
By Kathiann Kowalski 2018
Scientists have developed a method of editing an organism's DNA, and it might just be the key to saving endangered species. In this informational text, Kathiann Kowalski discusses the genetic editing process, as well as the risks and benefits that it poses to ecosystems. As you read, take notes on why scientists would like to edit the DNA of invasive species.
Kiwis and other native birds in New Zealand are in trouble. In the 19th century, European traders and immigrants introduced many foreign rats, stoats, 1 and other animals to the South Pacific island nation. Since then, many of these nonnative animals — known as invasive species — have been preying on the native birds, some of which don't fly. New Zealand's leaders want to get rid of the invaders. And a new technology could help. But scientists are now questioning whether that is a smart thing to do. [1]
Kevin Esvelt is an evolutionary ecologist at the Massachusetts Institute of Technology in Cambridge. An evolutionary ecologist studies the
genetics of living things and how species have changed over time. "You need to be very careful," Esvelt says. It's always possible, he notes, that some "solution" might cause problems elsewhere in an
ecosystem.
Esvelt is talking with people in New Zealand about a plan. They're considering use of a type of geneediting tool known as a gene drive. It can copy and paste itself into the genome of an organism. (A genome is the complete set of genetic instructions in an organism.) Once the gene drive is inside the genome, it could change the genes of some invasive species in a way that would make that species die off at sites where it doesn't belong.
That may sound like a good thing. Indeed, many scientists hope it will be. Still, they have concerns. After all, if a gene drive "escapes," it could kill that targeted species even in places where it does belong.
Tina Saey of Science News magazine has a doctorate degree in molecular genetics. She has covered gene editing and gene drives a lot. In an award-winning feature story in the magazine, she notes: "Researchers have designed ways to keep [gene drives] confined in the lab." However, she adds, "no such safety nets exist for gene drives released into the wild." [5]
Wiping out an entire species, even if it's a pest, raises questions about whether such a move would be the right thing to do. To date, she points out, scientists and policymakers are only just starting to think about this.
How it works
In recent years, a new and very popular tool has been available to tinker with genes. It's known as CRISPR/Cas9. Most people just call it CRISPR. (That's much shorter than using its entire name: "clustered regularly interspaced short palindromic repeats.") The Cas9 part is an enzyme. It's a molecular scissors, of sorts, that cuts DNA.
Scientists inject Cas9 into a cell in which they want to alter DNA. But Cas9 is blind and doesn't know where to make cuts. It needs a buddy, like a guide dog, to show it where to snip. In this case, the guide dog is a small piece of another type of genetic material, called RNA. The guide RNA shows Cas9 where to cut.
Guide RNAs are very picky. They will only take Cas9 to one particular place in the genome. It's similar to a guide dog leading its owner to one particular subway station and to the correct track. Even though there are many subway stations and multiple tracks, only one is the right one.
Once Cas9 and its guide reach their destination, the scissors snips the DNA. Then, other things can happen. One possibility is that the cell can repair the cut. Sometimes the repair is done by sticking the cut ends back together. That can break the gene. Sometimes the repair fixes a previously broken gene, by using a healthy copy of the gene as a pattern. Scientists have used this RNA-enzyme combo to break and fix genes in many types of animals. [10]
Another possibility is that a piece of DNA that the researchers have injected into the cell (along with Cas9) can be pasted into the cut section. Scientists use this method to insert genes into plants and animals at precise locations.
Gene drives take the CRISPR system a step further.
A gene drive uses an extra piece of DNA to paste into the cut. That extra DNA contains the code to make the CRISPR system again. It's like a combination scissors and copy machine that can make copies of itself.
When an animal or plant carrying a gene drive mates, its eggs or sperm will make the scissors protein and the guide RNA. When the egg or sperm from the organism with the gene drive fuses to an egg or sperm from an unaltered organism, the gene drive goes to work. Cas9 cuts the unaltered DNA in the place where the guide RNA shows it to. Then, the cell repairs the break by putting in a copy of the gene drive. It's that extra copying step that makes a gene drive different from regular CRISPR.
What makes a gene drive special
Normally a parent has a 50/50 chance of passing any given gene along to its offspring. But gene drives take over any unaltered version of the target gene. So, they can be passed along almost 100 percent of the time. That's why they are called gene drives — because they break the 50/50 genetic speed limit. [15]
Scientists have used gene drives in the lab to alter eye color in fruit flies. They have tinkered with yeast. Two separate groups have made CRISPR gene drives to stop mosquitoes from transmitting malaria. (One group of researchers altered the mosquitoes so that the insects can't carry the malaria parasite. The other group altered genes so that the mosquitoes can no longer reproduce.)
CRISPR gene drives could set the stage to make gene edits in nearly every member of a selected species. How? Scientists add the new gene they want to alter — let's call it a "taming" one — to the targeted species. Then the CRISPR gene drive makes this change whenever it finds a wild (untweaked) version of the gene.
As the genetically "tamed" organisms breed with wild ones, the CRISPR gene drive "cuts the original version and replaces it with the edited one," Esvelt explains. Now, "in the next generation, all the offspring are guaranteed to inherit it. And again. And again. And again." Eventually, practically every organism in a population will be born with the newly inserted taming gene.
Breaking that speed limit
In a small population, that change can take just 12 to 24 generations. For short-lived animals like a rat, that may amount to only several years. If any organisms with the altered gene go elsewhere, they can spread that gene drive into a new population. For instance, Esvelt notes, "Rats are really good stowaways [on ships]." Or people could intentionally move them. Just a handful of altered organisms released into a new population should be able to quickly spread the gene drive through all of them, Esvelt says.
He even suggests a humane way to kill off a rat population that threatened local bird species: Add a gene that makes the rats infertile. Individual rats wouldn't suffer. But they couldn't have more babies. Over time, the local population would die out. And the rats' threat to the birds would go away. [20]
But even rats have native populations where an ecosystem depends on them. So scientists don't want to kill them off everywhere in the world. Otherwise, that could throw off the ecological balance somewhere else. Esvelt's group has proposed a way to limit that risk.
"We call this a daisy drive, because it involves creating a gene-drive daisy chain," he explains. Just as each flower in a chain of daisies is a separate unit, each part of the "daisy" gene drive would have part of the instructions for CRISPR and the gene drive. And those parts are scattered around in different places in the genome. Because only half of a parent's DNA is passed on to offspring, some of the pieces won't get inherited in the next generation. Without all of the pieces in one organism, the gene drive eventually gets a flat tire and can't drive anymore.
Esvelt has gotten the daisy chain gene drive to work in the lab with tiny worms known as nematodes. The results are "very preliminary," 2 he says. However, he believes, it's time to start talking about the idea.
Do we have the right?
Todd Kuiken is an environmental scientist at North Carolina State University in Raleigh. He and Esvelt talked about gene drives and CRISPR on October 6. They were taking part in the Society of Environmental Journalists' annual meeting in Pittsburgh, Pa. Kuiken agrees that lots of people should think hard and talk about whether and how to couple gene drives and CRISPR.
"Do we as humans really have the right to do this?" Kuiken asks. That's a big question. What he means is that there's a lot at stake with a version of a gene drive that is designed to spread a change in the environment forever. Even with the daisy chain, he wonders whether humans have the right "to remove one species from one area where we don't want it, or that we don't think is good for it." [25]
Also, he asks, "where do you field-test a gene drive?" After all, the animals people want to change don't stay put. They tend to roam about an ecosystem.
No one has clear answers on what is the right thing to do. Nor is it clear who should have the right to make the final call, Kuiken says. Yet that doesn't mean the technology shouldn't be used at all, he adds. Indeed, he noted, if people wait too long, it may be too late to save an endangered species.
From Science News for Students, 2018. © Society for Science & the Public. Reprinted with permission.
This article is intended only for single-classroom use by teachers. For rights to republish Science News for Students articles in assessments, course packs or textbooks, visit: https://societyforscience.org/permission-republish
Text-Dependent Questions
Directions: For the following questions, choose the best answer or respond in complete sentences.
1. PART A: Which statement best expresses the central idea of the text?
A. DNA editing is necessary to return organisms to their native habitats.
C. DNA editing may save endangered species but poses ethical risks of eliminating others.
B. Scientists lack control over how gene editing will affect a species' behavior.
D. Scientists agree that using DNA editing on animals to save endangered species is ethical.
2. PART B: Which detail from the text best supports the answer to Part A?
A. "In the 19th century, European traders and immigrants introduced many foreign rats, stoats, and other animals to the South Pacific island nation." (Paragraph 1)
C. "Without all of the pieces in one organism, the gene drive eventually gets a flat tire and can't drive anymore." (Paragraph 22)
B. "Scientists have used this RNA-enzyme combo to break and fix genes in many types of animals." (Paragraph 10)
D. "Even with the daisy chain, he wonders whether humans have the right 'to remove one species from one area where we don't want it, or that we don't think is good for it.'" (Paragraph 25)
3. How can editing the genes of an invasive species affect the environment it has invaded?
A. It can encourage the invasive species to migrate away from an environment.
C. It can introduce genetic diseases in the invasive species that can kill it off immediately.
B. It can stop the invasive species from reproducing and overtaking an environment.
D. It can change the diet of the invasive species so that it no longer targets endangered species.
4. How does paragraph 16 contribute to the development of ideas in the text?
A. It states that altering an organism's DNA is unethical.
C. It emphasizes that DNA editing should be used to benefit humans.
B. It describes the progress of DNA editing over the years.
D. It provides examples of how scientists have modified organisms with DNA editing.
5. How does the discussion of rats in paragraphs 19-21 develop the risks associated with DNA editing?
Discussion Questions
Directions: Brainstorm your answers to the following questions in the space provided. Be prepared to share your original ideas in a class discussion.
1. The text discusses humanity's role in the introduction of invasive species, which may pose a threat to native organisms. Can you think of other ways in which humans have dramatically altered ecosystems?
2. Do you think scientists have the right to genetically modify other organisms? Why or why not?
3. How might DNA editing be unethical? How might it be considered ethical? What are some possible dilemmas that DNA editing could cause in the future? | <urn:uuid:c410978b-03bf-4d26-a884-5338114f2965> | CC-MAIN-2021-39 | https://www.norforkschools.org/uploads/1/2/2/4/122431121/commonlit_can-dna-editing-save-endangered-species_student.pdf | 2021-09-24T18:08:23+00:00 | crawl-data/CC-MAIN-2021-39/segments/1631780057564.48/warc/CC-MAIN-20210924171348-20210924201348-00217.warc.gz | 946,932,185 | 2,745 | eng_Latn | eng_Latn | 0.998204 | eng_Latn | 0.99918 | [
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A healthy student is a teachable student
T here is clear and compelling evidence linking mental health and academic success, and indicating that emotional, social and behavioral health problems are significant barriers to learning. Schools that proactively address these problems are seeing improved academic outcomes.
Children whose mental health problems are not addressed often fail in school:
In order to address mental health problems early, we must reach children where they spend the majority of their time—in schools. Schools offer unparalleled access to students in order to address both academic and mental health needs, which are intricately related.
Conditions in children's lives and environments must be right in order for them to be successful academically, socially and emotionally. Non -academic barriers to learning can impede upon students' ability to learn by not allowing them to be engaged in the classroom or to make the most of their academic learning time. Non-academic barriers to learning include:
- Mental health barriers, such as depression and anxiety
- Exposure to violence, bullying or traumatic events or repeated, long-term traumatic experiences
S chools are often the only public facilities in rural areas, and a logical place for multiple agency and family collaboration for youth with complex mental, emotional and behavioral health challenges.
- Social-emotional barriers, such as poor impulse-control or anger management
Opening school doors to health care and mental health supports opens pathways to children's educational attainment and lifelong well-being.
Meeting the social and emotional needs of students prepares them to learn, increases their capacity to learn, and increases their motivation to learn. It also improves attendance, graduation rates, and reduces suspension, expulsion and grade retention.*
- 21 percent of 9-17 year olds have a mental illness and 11 percent are "significantly limited" because of their illness (Adolescent Health Working Group: www.ahwg.net, 2007)
- 2 out of 3 young people with mental health problems are not getting the help that they need (AHWG, 2007)
- When compared with other states, the percentage of students who missed 11 or more days of school is significantly higher for West Virginia (9 percent ) than the national average (5.2 percent ). (2007 National Survey of Children's Health: www.childhealthdata.org)
- 65 percent of students with an "emotional disturbance" drop out of school (AHWG, 2007)
- In 2008, more than 6,500 West Virginia students failed to graduate; this translates into a loss of $412 million from WV's economy by 2020.
(Student Retention and Drop Out Prevention; Policy Recommendations and Best Practices, the Education Alliance, Charleston West Virginia, Feb 2009)
A Comprehensive System of Learning Supports
W est Virginia's Expanded School Mental Health Initiative is a jointly sponsored effort of the West Virginia Department of Education and the West Virginia Department of Health and Human Resources. "Expanded school mental health" refers to programs that build on core services typically provided by schools. Expanded School Mental Health is a framework that includes the full continuum of prevention, early intervention and treatment; serves all students; and emphasizes shared responsibility between schools and community mental health providers
Several statewide initiatives link positive mental health and school success. Within the West Virginia Department of Education, initiatives include Global 21, Coordinated School Health, the West Virginia School Counseling Model, and the new position to address dropout prevention.
Within the Department of Health and Human Resources, the Bureau for Behavioral Health & Health Facilities' Children's Division funds community agencies to implement school-based prevention programs and works closely with the Bureau for Children and Families and other partners to develop a statewide System of Care for children with emotional, behavioral and intellectual disabilities and their families. In addition, the Bureau for Public Health and various foundations support mental health services in school-based health centers.
This information brief was produced by The West Virginia Expanded School Mental Health Steering Team
For more information, go to www.schoolmentalhealthwv.org
SUCCESSES IN SCHOOL MENTAL HEALTH IN WEST VIRGINIA
Expanded school mental health programs can:
- Identify and support students at risk for behavioral and learning problems
- Assist in developing individualized education plans (IEPs)
- Provide more intensive individual counseling to complement short-term counseling provided by the school counselor
- Refer and case manage at-risk youth, who require intensive school counseling as well as community interventions
- Develop and support programs that encourage student/school connectedness, including mentoring
- Support schools in developing effective crisis management plans and provide on-site crisis interventions
- Support teachers to focus on teaching
- Consult/train staff regarding emotional and mental health issues
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Generating electricity web quest
This web quest needs to be completed online as the hyperlinks provide the appropriate resources to answer the questions.
HYDROELECTRIC POWER
The Renewable Energy Centre
read the page
Howstuffworks
watch the video
1 How long have we been using water power and what have we used it for?
2 What percentage of the world's electricity is produced by hydroelectricity?
3 What are the three types of hydroelectric power?
4 What are the drawbacks of hydroelectric power?
1 How long have we been using water power and what have we used it for?
2 What percentage of the world's electricity is produced by hydroelectricity?
3 What are the three types of hydroelectric power?
4 What are the drawbacks of hydroelectric power?
1 What is BP making fuel from?
2 What is the most abundant organic compound on Earth?
3 What is the US mandate for 2022?
HYDROELECTRIC POWER
The Renewable Energy Centre read the page
Howstuffworks
watch the video
1 How long have we been using water power and what have we used it for?
2 What percentage of the world's electricity is produced by hydroelectricity?
3 What are the three types of hydroelectric power?
4 What are the drawbacks of hydroelectric power?
BIOFUELS
BP video
watch the video
BP
read the page
RES
read the page
1 What is BP making fuel from?
2 What is the most abundant organic compound on Earth?
3 What is the US mandate for 2022?
WIND
POWER
GE Energy video
watch the video
The Renewable Energy Centre
read the page
RES
read the page
Greenpeace
read the page
BP
read the page
1 How many wind farms are there in the UK?
2 How much power is produced by wind farms in the UK?
3 What are the two types of wind farm?
4 How many homes in the UK are powered by wind?
5 Why does BP focus their effort in the US?
6 Why is it better to build wind farms at sea?
7 How much does the wind power industry grow each year as a percentage?
8 What percentage of the year can a wind turbine produce useful power?
9 What is a typical lifespan for a wind turbine?
PHOTOVOLTAIC CELLS
Scottish Hydro read the page
The Renewable Energy Centre read the page
RES read the page
BP read the page
1 How much can you save over 25 years by installing photovoltaic cells to your home?
2 How much can you reduce your household carbon footprint by if you install photovoltaic cells to your home?
3 Give some small scale examples of photovoltaic electricity generation
4 How long has BP supplied solar energy for?
5 What could wasted energy be used for in a solar power plant?
GEOTHERMAL
Howstuffworks watch the video
The Renewable Energy Centre read the page
1 What are the three types of geothermal power station?
2 How much power is generated by geothermal power worldwide?
3 Summarise in three bullet points how it works.
4 How many people use electricity generated by geothermal stations worldwide?
SOLAR HEATING
The Renewable Energy Centre read the page Scottish Hydro read the page
1 What percentage of household energy is used for heating the house and water?
2 How much can you reduce your household carbon footprint by if you install solar heating systems to your home?
NUCLEAR
Greenpeace video watch the video Howstuffworks watch the video
1 What does Greenpeace think are the problems with nuclear power?
2 What element are the fuel rods made from?
3 What is the process of an atom splitting called?
4 What particles are used to start the reaction?
5 Is the white smoke from the chimneys dangerous? Why?
6 What are the drawbacks of nuclear power?
Generating electricity web quest
Teacher Notes
HYDROELECTRIC POWER
WIND POWER
1
How many wind farms are there in the UK?
2 How much power is produced by wind farms in the UK?
3
What are the two types of wind farm?
4
5
6
7
8
How many homes in the UK are powered by wind?
Why does BP focus their effort in the US?
217
3628 MW
1. horizontal axis; 2. vertical axis
1.2 million
Physical climate and public policy
Why is it better to build wind farms at sea?
Less environmental impact, less turbulence
How much does the wind power industry grow each year as a percentage?
32%
What percentage of the year can a wind turbine produce useful power?
9
What is a typical lifespan for a wind turbine?
BIOFUELS
1
What is BP making fuel from?
2
What is the most abundant organic compound on Earth?
3 What is the US mandate for 2022?
SOLAR HEATING
1
What percentage of household energy is used for heating the house and water?
70%
2 How much can you reduce your household carbon footprint by if you install solar heating systems to your home? 300kg of carbon dioxide
GEOTHERMAL
1 What are the three types of geothermal power station?
1. Under floor heating
2. Geothermal power generation
2 How much power is generated by geothermal power worldwide?
7000MW
3 Summarise in three bullet points how it works.
1. Heat under earth; 2. Heat water underground
4 How many people use electricity generated by geothermal stations worldwide? 60 Million people
Page
5
of
6
85%
20 years
Sugar cane
Cellulose
To use 36 billion gallons of biofuels by 2022
PHOTOVOLTAIC CELLS
1 How much can you save over 25 years by installing photovoltaic cells to your home?
£15,639.75
2 How much can you reduce your household carbon footprint by if you install photovoltaic cells to your home? 800kg of carbon dioxide
3 Give some small scale examples of photovoltaic electricity generation
phone booths, traffic monitoring,
4 How long has BP supplied solar energy for?
5 What could wasted energy be used for in a solar power plant?
NUCLEAR
1 What does Greenpeace think are the problems with nuclear power?
Cleaning up waste is expensive, money should be spent on research for renewables
2 What element are the fuel rods made from?
Uranium
3
What is the process of an atom splitting called?
4 What particles are used to start the reaction?
5 Is the white smoke from the chimneys dangerous? Why?
6 What are the drawbacks of nuclear power?
Page
6
of
6
Fission
Neutrons
No, it is steam
Nuclear waste
street lighting, road signage
35 years
Sea water desalination | <urn:uuid:909266bd-0d34-4399-a0dc-d837eb6057ab> | CC-MAIN-2021-39 | http://physics.bounce1.info/bigbangscience/year10/power%20points%20and%20other%20resouces/Interactive%20renewable%20energy%20dec%202011%20AQA-4403-W-ACT-P1.4.1B.pdf | 2021-09-24T19:24:18+00:00 | crawl-data/CC-MAIN-2021-39/segments/1631780057564.48/warc/CC-MAIN-20210924171348-20210924201348-00218.warc.gz | 50,179,198 | 1,413 | eng_Latn | eng_Latn | 0.997717 | eng_Latn | 0.998068 | [
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Hartland Landfill Scavenger Hunt
Can you find all the items below?
"Al Capican"
Plastic Recycling
"Joyce Box"
Paper Recycling
Battery and Electronic
Recycling
Bird
(Bald eagle, gull, or raven)
"OJ Carton"
Glass Recycling
Refrigerator
Something in the landfill that could
have been
reduced,
reused
or
recycled.
Draw or write.
Garbage Truck
Compactor | <urn:uuid:3664ffed-70ce-45ba-b7bf-fefebae998a0> | CC-MAIN-2021-39 | https://www.crd.bc.ca/docs/default-source/partnerships-pdf/3r-hierarchy-resources/3rs-virtualtour-hartlandscavengerhunt.pdf?sfvrsn=d1a06ecd_2 | 2021-09-24T18:48:56+00:00 | crawl-data/CC-MAIN-2021-39/segments/1631780057564.48/warc/CC-MAIN-20210924171348-20210924201348-00218.warc.gz | 741,930,254 | 102 | eng_Latn | eng_Latn | 0.975601 | eng_Latn | 0.975601 | [
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Pre-AP Biology and Next Generation Science Standards: High School Life Science: Alignment Summary
Pre-AP courses focus deeply on a limited number of concepts and skills with the broadest relevance for high school coursework and college and career success. The course framework serves as the foundation of the course and defines these prioritized concepts and skills.
When teaching a Pre-AP course, teachers have purposeful time and space to bring their own voice and lessons into each unit to best meet the needs of their students and address the full range of state standards. This alignment summary demonstrates the deep connections between the Pre-AP Biology Course Framework and the Next Generation Science Standards (NGSS): High School Life Science to support teachers and schools in their planning. Along with the corresponding standards crosswalk, teachers and schools can use this alignment summary when planning and preparing to implement Pre-AP Biology.
INCLUDES
Approach to
teaching and
learning
Course map
Course framework
Sample
assessment
questions
Pre-AP
®
Biology
COURSE GUIDE
Alignment at a Glance: Very Strong
NGSS: High School Life Science:
* From Molecules to Organisms: Structures and Processes
* Heredity: Inheritance and Variation of Traits
* Ecosystems: Interactions, Energy, and Dynamics
= Very strong alignment
= Partial alignment
* Biological Evolution: Unity and Diversity
Discipline Highlights
Overall, the alignment between the Pre-AP Biology Framework and the NGSS: High School Life Science is very strong.
Across all eight strands of the NGSS: High School Life Science, the majority of the standards are addressed by the Pre-AP course framework.
The NGSS: High School Life Science and the PreAP framework share the deepest alignment in the following content strand areas: From Molecules to Organisms: Structures and Processes; Ecosystems: Interactions, Energy, and Dynamics; Heredity: Inheritance and Variation of Traits; Biological Evolution: Unity and Diversity.
Alignment between the Pre-AP Biology Course Framework and the NGSS: High School Life Science is described as very strong or partial. A very strong alignment is one in which the majority of standards are fully addressed by the mapped Pre-AP Learning Objectives (LOs). A partial alignment is one in which the standards are partially addressed by the corresponding Pre-AP Learning Objectives. Partial alignment can occur when one framework includes greater specificity or extends beyond the scope of the other framework. Given the focused nature of the Pre-AP course framework, some partial alignments are to be expected.
Alignment at a Glance: Partial
NGSS: High School Life Science:
* Earth's Place in the Universe
* Earth's Systems
* Earth and Human Activity
* Engineering Design
Discipline Highlights
While the overall alignment between the NGSS: High School Life Science and the Pre-AP Biology framework is strong, there are some expected areas of partial alignment or gaps in alignment due to the differences in the level of specificity in some areas.
Summary
The NGSS: High School Life Science contains more specific language than the Pre-AP learning objectives. The NGSS often leads strongly with the language of science, for example, HS.LS1-3 begins "Plan and conduct an investigation…" Since this does not precisely match the Pre-AP learning objectives, the match is listed as partial. However, these science practices are deeply embedded in the Pre-AP course framework, as evidenced in the instructional material and performance tasks. They are also aligned with the Areas of Focus and the Pre-AP science practices.
There are some gaps in the alignment with the NGSS Earth and Space Science Standards. Although not all Earth and Space Science standards have direct matches, it is valuable to see where the Pre-AP Biology course framework extends beyond what is listed in the NGSS: High School Life Science.
Beyond alignments to the course framework, it is also important for educators to turn to the Pre-AP Shared Principles and Pre-AP Biology Areas of Focus to understand the full picture of alignment between Pre-AP Biology and NGSS: High School Life Science. The shared principles and areas of focus represent the Pre-AP approach to teaching and learning, and these principles deeply address skill development and disciplinary practices that cannot be easily captured within a standards crosswalk. In summary, there are ample opportunities for teachers to address the NGSS: High School Life Science with confidence throughout this course.
INCLUDES
Approach to
teaching and
learning
Course map
Course framework
Sample
assessment
questions
Pre-AP
®
Biology
COURSE GUIDE
Learn more about Pre-AP Biology at preap.org | <urn:uuid:7f764271-7d6f-4f35-ba14-49190bd3c25c> | CC-MAIN-2021-39 | https://pre-ap.collegeboard.org/pdf/pre-ap-biology-crosswalk-summary-next-generation-science-standards.pdf | 2021-09-24T18:01:37+00:00 | crawl-data/CC-MAIN-2021-39/segments/1631780057564.48/warc/CC-MAIN-20210924171348-20210924201348-00217.warc.gz | 513,783,518 | 947 | eng_Latn | eng_Latn | 0.984404 | eng_Latn | 0.985373 | [
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STUDENT QUESTIONS
Objective:
The following questions have been developed to explore students curiosity and allow for creative thinking and problem solving. Please use these questions as a guideline and add others as you see fit. The answers will be collected and displayed along with your hotel at Farm Technology Days. All answers will be excepted.
Students are welcome to write their own answers or develop answers with the entire class/project team!
A. How many bees do you think will visit your hotel?
B. If you were going to provide other amenities what would they be?
C. Share information and reasoning about the design and materials used.
D. What other insects might live here besides bees?
E. Why is this the best bee hotel ever designed?
F. How will your hotel help the pollinators?
G. What is your favorite food that needs bees to grow? | <urn:uuid:e76a46e7-f0ac-4e73-a79a-db6f9bbb5af2> | CC-MAIN-2017-39 | https://counties.uwex.edu/walworth/files/2015/12/Student-Questions.pdf | 2017-09-25T14:56:17Z | crawl-data/CC-MAIN-2017-39/segments/1505818691977.66/warc/CC-MAIN-20170925145232-20170925165232-00479.warc.gz | 648,991,951 | 174 | eng_Latn | eng_Latn | 0.999682 | eng_Latn | 0.999682 | [
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2.75
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Infants:
Reading a book to your infant is a great chance to cuddle and bond, relax and sit comfortably with your baby on your lap. Point out pictures on the page and name what you are pointing to. You don't have to read every word! Sharing a book is an experience that helps your baby's brain to make important connections, laying the foundation for learning to read. Just because your baby is not talking, doesn't mean he/she isn't learning!
Toddlers:
Have lots of fun with this silly book! It provides lots of opportunities to talk about how the pigeon feels when he doesn't get what he wants and how he moves on to another goal after he is disappointed. Talk about the pictures, point and describe what you are pointing to as you talk about what is happening. Ask "where do you think the bus driver went? Why do you think the pigeon wants to drive the bus?" Point to the words as you read them. This helps your toddler learn what words are and where the words you are saying come from.
Preschoolers:
Don't Let The Pigeon Drive The Bus will become a favorite and can provide lots of opportunities to talk about feelings of frustration. Continue pointing to the words as you read. Ask your preschooler to read to you and have him/her turn the pages as they tell the story, the predictable pattern makes this easy. Preschoolers like to recite parts of a familiar story, especially if words rhyme or the story is predictable. You can take turns being the pigeon, pointing to the words as you say them. These are important pre-reading experiences. Your lap is still the best place for your preschooler to be and the reading you are sharing is helping your child to become a reader! | <urn:uuid:7d80cfbd-d43d-4c21-85cf-bd8f2f136498> | CC-MAIN-2021-39 | https://great-start.org/wp-content/uploads/2020/02/DontLetthePigeon.pdf | 2021-09-24T19:13:09+00:00 | crawl-data/CC-MAIN-2021-39/segments/1631780057564.48/warc/CC-MAIN-20210924171348-20210924201348-00219.warc.gz | 338,738,544 | 358 | eng_Latn | eng_Latn | 0.999291 | eng_Latn | 0.999291 | [
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] | false | docling | [
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] | [
3.609375
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Hosta 'Tickle Me Pink'
* Use: 'One Man's Treasure' x 'Squash Casserole'; Leaves emerge bright yellow-chartreuse on red petioles with red tips and some red brushed across the shiny backs. As the season progresses, the leaves become a golden color with a slight sheen. Fuchsiapink buds emerge in September on dark scapes and, as the cooler weather comes, the leaves are again kissed with touches of red
* Exposure/Soil: Part sun (best)–shade. Acid, moist, well-drained soil, but not soggy. Use slow release fertilizer two times a year.
* Growth: The 8" tall and 28" wide.
* Hardiness: Zone 5-8 Perennial
* Foliage: Deciduous. An impressive hosta boasting yellowchartreuse leaves in spring each supported by red flushed petioles. As summer appears the leaves settle on a handsome golden -yellow tone which add a welcome complement to the reddishpurple flower scapes.
* Flower: Light violet flowers on 20" scapes in early summer. | <urn:uuid:1fc5ce50-7039-45f3-8ff4-ddeb4e1cb21f> | CC-MAIN-2021-39 | https://growersoutlet.com/Plant_Info/Perennials/Hosta/Hosta_Tickle_Me_Pink.pdf | 2021-09-24T19:13:56+00:00 | crawl-data/CC-MAIN-2021-39/segments/1631780057564.48/warc/CC-MAIN-20210924171348-20210924201348-00219.warc.gz | 341,481,281 | 234 | eng_Latn | eng_Latn | 0.993842 | eng_Latn | 0.993842 | [
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] | false | docling | [
927
] | [
2.03125
] | 1 | 0 |
Open Research Online
The Open University's repository of research publications and other research outputs
Robots in the classroom - tools for accessible education
Conference or Workshop Item
How to cite:
Cooper, Martyn; Keating, David; Harwin, Wiliam and Dautenhahn, Kerstin (1999). Robots in the classroom tools for accessible education. In: Assistive Technology on the Threshold of the New Millennium, Assistive Technology Research Series, IOS Press, pp. 448–452.
For guidance on citations see FAQs.
c ⃝ 1999 FTB/The authors mentioned in the table of contents
Version: Proof
Link(s) to article on publisher's website: http://www.academia.edu/2811939/Robots_in_the_classroom-tools_for_accessible_education
Copyright and Moral Rights for the articles on this site are retained by the individual authors and/or other copyright owners. For more information on Open Research Online's data policy on reuse of materials please consult the policies page.
oro.open.ac.uk
Robots in the classroom - tools for accessible education
Martyn Cooper 1 , David Keating 2 , William Harwin 2 , Kerstin Dautenhahn 2 1 Open University, UK, 2 University of Reading, UK
Keywords
Robots, Educational Technology, Access, Students with Disabilities
Abstract
In this paper we describe some of the current and envisaged uses of this broad collection of technologies referred to as robots, within education. This is firstly from the general perspective but then with an emphasis on the benefits they bring to school and university students with disabilities.
Introduction
Robots have found widespread application in industry and are beginning to increasingly find applications in diverse roles within education. There are many definitions of what constitutes a robot and numerous designs, configurations and types reflecting their broad range of applications. The authors here take a free definition and within the scope of this paper we consider: manipulators; robot vehicles; automated and remote controlled devices; and robots that might exist only in software.
Possible roles for robots in education
With robots and related automated process having increasing role in industry they are becoming an object for study in their own right in technology and engineering courses at secondary school and university level. However in this paper we mainly consider the wider role of robots more generally in key elements of the learning process.
Robots are a great aid to the teaching of especially maths and physics because of their power to capture the imagination of many younger people. Thus they can be employed to elucidate often difficult abstract concepts. With the robot as the focus of the discussion of a wide range of topics can be brought to life: Newtonian mechanics; measurement; task planning; programming; mathematical formulation of a problem; optimisation; limits; etc. Giving something physical in the 3-dimensional "real world" can help many students grasp the fundamentals of a topic more quickly than just using paper/white board and pen. The robot as well as assisting in conceptualisation of a problem provides an environment for experimentation. Possible solutions can be programmed into the robot and then its behaviour observed to see if it conforms to that which the student expected. There is then opportunity for iteration towards a correct solution to a particular problem. Thus the power of discovery in effective learning can be readily facilitated through the use of a robot as a teaching aid.
Simple robotic vehicles have been successfully used at both school and university level by both the departments represented by the authors of this paper. At the Open University a simple robotic buggy that can be controlled over the World-Wide-Web has been configured to mimic the NASA Mars Buggy and used extensively with school groups [URL 1.]. This was an extension of a remotely controlled robot in a maze that was developed specifically in response to the control technology elements of the English/Welsh National Curriculum for 11-12 year olds [Whalley 1992]. Similarly at the University of Reading autonomous robot programmable "insects" have been used at both school and university level and are more fully described under Experiences with Robot Insects in Education below.
Robots have traditionally been programmed by complex high or even low level computer languages, which would tend to mitigate against their use within education. There are
several robot programming languages that have been developed specifically for educational use (e.g. *LOGO as used with the Lego Dacta system). However even these may by overly complex and constrained by the need for precise syntax for many younger or less able students. An interesting approach to address this has been taken and international group of researchers working in evolutionary robotic design. They have successfully demonstrated the use of evolutionary robotic approaches to enable children to design for themselves a range of simple robotic behaviour such as collision avoidance, line or wall following, etc. for Lego based mobile robots [Lund, et. al. (1998)]. The same problem has been addressed differently in the work at the Open University. In brief their approach is based on the use of a simple objected orientated control language integrated with a role play and storyboard techniques to enable the children in the creation of their own programmes [Whalley 1992].
Robots can be an expensive technology with costs ranging from about 100 ECU to 10,000 ECU. Since the use of robots in education is still in its infancy there are difficulties with staff training, technology reliability and a lack of quantitative studies showing the educational impact. Most work reports anecdotally that there is an educational benefit, but there is usually no reliable measure of what factors are causing the benefit.
However the authors see robotics as an increasingly available and affordable technology that can address needs of teachers and learners in established areas of the curriculum. They are not attempting to support a technology push approach to hi-tech learning environments. A survey of any set curriculum for education from the ages of 8 upwards readily yields key opportunities for the application of robotics to those with experience of the pedagogic advantages of approaches based on these technologies.
Work of Seymour Papert
Seymour Papert, a founding father of this field, supports an approach to learning in the classroom which he calls 'constructionism', opposed to the traditional style of 'instructionism' [Papert, 1993]. By this he means that children will do best by finding or 'fishing' for knowledge by themselves. Improvisational, self-directed, 'playful' activities should simulate the more 'natural' way in which children seem to learn outside the classroom. Instead of a one-way and top-down transmission of knowledge from teacher to child (the behaviourist/objectivist approach), appropriate learning environments ('contexts'), could be used as 'personal media'. This could, according to Papert, empower the child to develop a different relationship to knowledge in a new style of learning, which can account for personal variation in learning styles.
In the mid-1960s Papert developed at the MIT AI-Lab with his colleagues the programming language LOGO, a computer language especially designed for children. This is now widely used in control and robotic activities in the classroom. He also went on to develop a programmable computer-sketching device, called a 'Turtle' to introduce mathematical concepts of geometry and shape. Again this has become a widespread technology.
Particular roles for robots with disabled students
Educational applications for robots hold particular promise for students or pupils with disabilities in two main ways:
- The robots can be enabling in themselves – students being facilitated to undertake a wide range of tasks that would be otherwise denied them because of their disabilities
- Accessible interfaces to educational robots can lead to disabled students having equal participation with peers in robot based leaning activities
The potential for robots facilitating learning by experiment has already been stated. This approach has added value for the disabled student who may be reduced to an observer role in many conventional student experiments. Provided the appropriate computer interface is available most disabled students can initiate the experiments themselves.
Robot Manipulators in Special Education
A fully integrated, robot aided, science education programme for students with disabilities was developed by Howell [Howell, et. al. (1994)]. This work was based on a commercial robot (the RTX from OxIM, UK) and focused on developing teaching material based on the US science curriculum for Junior High School students. Examples of teaching material included experiments in biology, where seeds were grown under different conditions, and physics where properties of materials where tested.
Harwin and Gosine [Harwin et. al. (1986), Gosine et. al. (1990)] carried out similar work, which had a greater focus on the interface between the person and the robot. This system was also based on the RTX robot and children with special needs were evaluated in a structured teaching environment. Tasks undertaken in this system ranged from illustrating basic concepts such as block play, problem solving and sequencing tasks, through to simple chemistry experiments, and making and eating simple desserts. An observation of this system is that once the individual was familiar with the interface, they were prepared to experiment, both with the robot and with the environment. One example is that when time for free play was allowed, one student experimented with pouring water from one container to another discovering how water flowed and getting splashed in the process - this proved to be a powerful learning experience.
This illustrates a strong advantage of a robot-based system compared to a software simulation in that the real world has many more interacting factors that cannot be illustrated by a computer. Further it is a demonstration of the robot equalling access for students with special needs to the same equipment used by their peers.
A programme of work has recently been begun, led by the Open University, towards developing a flexible learning environment based on remote controlled experimentation. Key objectives for this work are to develop an experimental facility that will enable the active participation of disabled students in science education alongside their peers and to provide a facility that supports the practical elements of science education at a distance. An important feature of this work is that from a standard personal computer students are able to design and configure experiments that they then conducted at a remote laboratory. Robot manipulators and other related technologies have a key role here [URL 4].
As well as the approach of linking robot assisted exercises to a formal syllabus the advantages of a robot being available for free play or exploration should be noted. Students with severe physical disabilities may have missed much from such experiences in their preschool lives because of their inability to interact with their environment and the objects within it in a controlled fashion (e.g. playing in the bath). Thus, robots can have a key role in replacing the informal learning received by most children as they play.
Mobile Robots in Autism
One of the authors is studying how to use interactive, mobile robots as therapeutic devices for children who have difficulty in co-ordinated interactions with the environment and other people [Dautenhahn 1999]. The project Aurora (Autonomous robotic platform as a remedial tool for children with autism) is using a commercially available mobile robotic platform. The platform itself is seen as a mediator device, i.e. it is intended to encourage
children to interact with the environment. Basic forms of social interaction like attraction and avoidance are elements in the robot's interaction repertoire [URL 3].
Experiences with Robot Insects in Education
Within the Department of Cybernetics at the University of Reading, a set of small robots known as the seven dwarves has been developed specifically for educational use [URL 2.]. These robots have been used extensively in education from the ages of 6 through to post doctoral research over a period of about 6 years. The "dwarves" consist of a 3-wheeled machine, roughly 150mm x 150mm x 150mm driven by 2 electric motors, which can be controlled by the resident software. They also include a set of ultra-sonic sonar sensors by which they sense the world. The way the "dwarves" behave given the sensor information can be fully programmed by the students, at different levels as applicable to the age group. When programmed, the "dwarves" are then set free and their behaviour observed. A lot of fun and educational benefit has resulted from groups of these being programmed and set free to run together. (E.g. groups of student can work together to programme a pair of robots which will follow each other).
The robots thus present an achievable challenge to a wide age range. They are perceived as fun as they travel at speeds up to 1m/sec and can sense obstacles at a distance. The students find that deliberately programming the robots to crash is boring as they only move the once, however programming them to just miss is more challenging and far more enjoyable. Once the students have started to think in a reactive programming way they seem to find it far more intuitive than, for example, programming a sequence of Cartesian commands. The slow response time of the robot of up to 1/10 of a second compared to its speed of up to 1m/sec means the robots' actions are far less deliberate than the students expect and they tend to associate this with character. A robot with a following programme is often described as curious or frightened and often likened to a puppy.
This is an example of a robot-based approach suitable for a wide range of educational circumstances, which can be readily made available to many disabled students by simply providing the appropriate interface to the computer used to programme the robot insects.
Conclusions
Robots have great potential for sound pedagogic reasons within education at all levels. They provide particular opportunities for making accessible, for a wide range of disabled students, practical elements of the curriculum. However the available technology is largely under exploited except by teacher enthusiasts in isolated pioneering centres. If these educational and accessibility benefits are to be realised widely then, alongside further technical development work, activity is required to:
- Raise awareness within the teaching professions as to the potential of robot technology
- Low cost robots and associated software need to be made more widely available
- A wide range of applications need be developed for a common robotic platform so that the investment in the technology is seen to have cost benefits across the curriculum and not just in a few specialised areas.
- Teacher resources that integrate the robotic tools with curriculum material need to be produced, evaluated and marketed
The authors are engaged in all the areas outlined as well as their technical research and development and would welcome exchanges and collaboration from other working in the field.
Cooper M, Keating D.A., Harwin W.S., and Dautenhahn K., Robots in the classroom - tools for accessible education, in Assistive Technology on the Threshold of the New Millennium, ISO Press - Assistive Technology Research Series Vol. 6, Christian Buhler & Harry Knops (Eds.), pp 448-452, Düsseldorf, Germany, November 1999
References:
Publications
Howell, R., Stanger C. and Chipman B., (1994) Robotically-aided science education for children with disabilities, 4th International conference on rehabilitation robotics, pp 165-168
Harwin, W. S., Ginige A. and Jackson R. D., (1986) A Potential Application in Early Education and a Possible Role for a Vision System in a Workstation Based Robotic Aid for Physically Disabled, Interactive Robotic Aids - One Option for Independent Living: An International Perspective, World Rehabilitation Fund Inc., pp 18-23
Gosine, R.G. Harwin, W.S. Jackson R.D. and Scott D., (1990) Vocational assessment and placement: an application for an interactive robot workstation, Proc. RESNA 13th Annual Conference, pp 293-294
Lund, H. H., Miglino, O., Pagliarini, L., Billard, A., Ijspeert, A., (1998) Evolutionary Robotics - A Children's Game, Proceedings of IEEE 5th International Conference on Evolutionary Computation. IEEE Press, New Jersey
Seymour Papert, 1993, The Children's Machine. Rethinking School in the Age of the Computer. Basis Books, New York.
Peter Whalley, (1992) Making Control Technology work in the classroom, British Journal of Educational Technology Vol. 23 No. 3 pp 212-221
Kerstin Dautenhahn (1997), Biologically inspired robotic experiments on interaction and dynamic agentenvironment couplings, Proc. Workshop SOAVE'97, Selbstorganization von Adaptivem Verhalten, Ilmenau, September 1997, pp. 14-24
Kerstin Dautenhahn (1999): Embodied interaction in socially intelligent life-like agents, To appear in C. L. Nehaniv (ed.): Computation for Metaphors, Analogy and Agent, Springer Lecture Notes in Artificial Intelligence
URL's for World-Wide-Web References
URL 1: http://met.open.ac.uk/heronsgate/projects/Mars/buggy.html
URL 2: http://cyber.rdg.ac.uk/research/CIRG/
URL 3: http://www.cyber.rdg.ac.uk/people/kd/WWW/aurora.html
URL 4: http://kmi.open.ac.uk/people/martyn/remote_experimentation.html
Commercial products
A few examples of commercially available educational robot systems are listed in the table below. (This is for information only and does not imply any endorsement of assessment of the products by the authors.) | <urn:uuid:98e81159-9b5e-4190-99f2-99e4a128b0fd> | CC-MAIN-2021-39 | http://oro.open.ac.uk/42167/2/Paper%20AAATE%20Conference%2099%20%2528submitted%2529.pdf | 2021-09-24T19:28:55+00:00 | crawl-data/CC-MAIN-2021-39/segments/1631780057564.48/warc/CC-MAIN-20210924171348-20210924201348-00220.warc.gz | 40,895,524 | 3,609 | eng_Latn | eng_Latn | 0.949644 | eng_Latn | 0.997554 | [
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History/Social Science at Home Infants (Birth - 15 mos.)
How Children Learn
Infants learn about history and social science through their experiences and relationships. They are learning about the people who are important to them and the role that these caregivers play in their lives.
Activities & Experiences
Show infants their own face in a mirror.
Look at pictures of family members or other babies.
*Read books with photos of real people.
Provide soft dolls or puppets with blankets and bottles, and model feeding or taking care of them.
Take a walk and explore your neighborhood-the buildings, people, and nature!
How can we support exploration and ? social-emotional learning
* Build the relationship with your child by talking and playing with them.
* Talk about the routine and keep it consistent.
* Describe the object of the infant's attention.
It's bath time!
Auntie is helping you press the buttons on the toy!
Look at your hands. You're moving your fingers! | <urn:uuid:5c8b8716-bf9c-4efa-957f-387908557fca> | CC-MAIN-2021-39 | https://somervillechildren.org/wp-content/uploads/2020/03/10ff36_4f4a97a9a39f44ef84614f4fa6066153.pdf | 2021-09-24T17:20:45+00:00 | crawl-data/CC-MAIN-2021-39/segments/1631780057564.48/warc/CC-MAIN-20210924171348-20210924201348-00219.warc.gz | 585,979,595 | 199 | eng_Latn | eng_Latn | 0.998764 | eng_Latn | 0.998764 | [
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Cladophora is easy to identify. It is green, branched, and filamentous, which means it grows in long strands. It is commonly found in mats of algae that float on the surface of the water and wash on shore.
Cladophora itself does not harm swimmers, but some of the bacteria associated with the algal decay could be harmful if swallowed.
Cladophora
CLADOPHORA in LAKE MICHIGAN
For more information:
The University of Wisconsin-Milwaukee and the Wisconsin Department of Natural Resources are conducting studies to determine the factors that affect Cladophora growth. For more information, visit the UW – Milwaukee Great Lakes' Water Institute website at:
www.uwm.edu/Dept/GLWI/cladophora/
Questions can be directed to the WDNR Office of Great Lakes, (608) 267-7630
An unwelcome summer guest!
is not a blue-green alga and does not produce toxins.
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wwwwwwwwww Graphic design by Amy B. Hurley, UW-Extension Financial assistance for this project was provided by the Coastal Zone Management Act 1972, as amended, administered by the Office of Ocean and Coastal Resource Management, National Oceanic And Atmospheric Administration pursuant to Grant #NA03NOS4190106 and the Wisconsin Coastal Management Program.
You might not recognize Cladophora on sight, but if you spend time along Lake Michigan's shoreline in summer you know from the odor that something isn't quite right.
Cladophora is a filamentous green alga found naturally along most Great Lakes' coastlines and in nearby streams. It grows on submerged rocks, logs or other hard surfaces. Wind and wave action cause the algae to break free from the lake bottom and push the plants on shore, where they decay and release a pungent septic odor that many people confuse with sewage. The odor is strongest in August and September.
What's causing the problem?
In recent years, Cladophora growth has increased along the coastline of many of the Great Lakes including Lake Michigan. The reasons for the increased growth are not well understood. Some factors that may increase Cladophora growth include:
Zebra mussels: Zebra mussels are very abundant in the near shore waters of Lake Michigan. They eat by filtering suspended material out of the water, which then dramatically improves the clarity of the lake water. As water clarity improves, more sunlight penetrates deeper into the lake. This increases the available Cladophora habitat. Zebra mussels may also promote Cladophora growth by depositing nutrient-rich waste onto the lake bottom.
Warm water temperatures: Cladophora thrives at water temperatures between 50ºF to 70ºF. Therefore, warmer summers could lead to increased Cladophora growth.
We can all help. . .
Stormwater runoff is now probably the greatest source of nutrients entering Lake Michigan. While killing or removing Cladophora from the shoreline will help solve the odor problem temporarily, the factors that fuel algae growth will still be present. In the long term, we can all play a role in reducing the "food" that fuels the growth of Cladophora and other nuisance algae.
Wind direction and near shore currents: When the wind is out of the east, the algae are pushed toward the Wisconsin side of the Lake Michigan coast. Near shore currents along the Wisconsin side of Lake Michigan typically travel from north to south, and these currents pull the algae with them.
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Declining lake levels: Cladophora prefers a shallow water environment. When the Lake Michigan water level is low, a larger area with suitable rocky habitat on the bottom of Lake Michigan may become more accessible for Cladophora growth.
Human activity: Starting in the 1970s, state and federal water quality regulations have dramatically reduced the concentration of phosphorus in the Great Lakes. However, phosphorus and other nutrients continue to wash into Lake Michigan along the shoreline or through streams that drain into the lake.
Maintain your septic system. ●
Compost leaves and grass clippings. ●
Prevent soil erosion on farms and construction sites. ●
Install vegetated buffer strips along shorelines and river banks. ●
Keep livestock and manure out of waterways. ●
Minimize domestic water use during heavy rains to help prevent overloading combined sewer systems such as the Milwaukee deep tunnel system. ●
wwwwwwwwww Take these steps to decrease the amount of nutrients washing off our homes, neighborhoods and farms: Use phosphorus-free lawn fertilizers, and be careful not to spread fertilizer onto sidewalks and streets. ● | <urn:uuid:c839c993-def1-4107-97be-34314fc610ae> | CC-MAIN-2021-39 | https://dnr.wi.gov/topic/GreatLakes/documents/CladophoraFactsheet.pdf | 2021-09-24T17:30:36+00:00 | crawl-data/CC-MAIN-2021-39/segments/1631780057564.48/warc/CC-MAIN-20210924171348-20210924201348-00220.warc.gz | 253,780,353 | 954 | eng_Latn | eng_Latn | 0.995086 | eng_Latn | 0.996194 | [
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Transport Topic Case Study - Antrim Primary School.
1. Why did you choose Transport as an Eco-Schools topic?
The topic of Transport was chosen because of Antrim Primary School's close proximity to Antrim Bus & Rail Centre. Pupils have been involved in the redevelopment of Antrim Station into a 'Sus-Station' (sustainable station) from the beginning by visiting the station to view the plans, observing the development of the project on their way to school and attending the official opening of Northern Ireland's first sustainable low carbon station.
The journey to school gives children the opportunity to find out about their local area, and helps to promote independence. Encouraging children to walk, cycle or use local transport helps to reduce congestion and pollution around the school area.
2. What was your Action Plan?
To incorporate some of the environmental and sustainable features used in Translink's Sus-Station development plans in school based projects including:
* solar panels to power desk top fans and solar powered vehicles
* using reclaimed materials when designing and making models
We have taken part in the Translink Eco-Schools Travel Challenge for the past three years.
3. How do you integrate Transport into the curriculum?
We used resources from the Translink Eco-Schools Travel Challenge including the letter to parents to raise awareness of the project and involve families in using more sustainable eco-friendly transport modes during the challenge period. Each pupil in the class recorded their travel habits to and from school over a period of four weeks. The results were displayed on a graph using Excel. This gave the pupils the opportunity to implement ICT and data handling for real life experiences. Pupils also went to Antrim Station to read and interpret timetables and apply the knowledge learnt to problem solving activities.
Figure 1 Change in journeys made to school during Travel Challenge
4. How did you encourage pupil participation? How did they have ownership of the project?
Pupils had to collect and record data on how they travelled to and from school each day and displayed the information on the Eco Schools' notice board. The pupils interpreted the data at the end of the project and compared their findings to travel habits before the challenge. The pupils wrote and performed a rap song in school assembly to encourage other pupils to use eco-friendly transport modes.
Pupils also performed their rap at the Translink Travel Challenge Award ceremony 2013
5. How did pupils/whole school benefit from this project?
The project helped to raise awareness about the congestion problems at our school. Not only did pupils learn about sustainable methods of transport, they also got the opportunity to record and evaluate their journey to and from school. The challenge has resulted in some of our children choosing a way of travelling to school which is healthier for themselves and the environment around them.
6. Did you receive any support or resources from parents, staff or outside agencies? Did you have to source any funding?
For the Translink Travel Challenge to be successful we needed the support of the parents to change travel habits to and from school. Pupils were also encouraged to talk about the project at home and for the family to consider using public transport for trips. Where possible, parents would arrange to car share the school run with friends or neighbours. We also made good use of the teaching resources developed by Translink and Eco-Schools available on the Translink website – www.translink.co.uk/ecoschools The Translink Travel Challenge is a free competition and required no funding.
Pupils receiving their certificate for the Translink Travel Challenge in 2013.
7. Did you encounter any problems and, if so, how did you overcome them?
We had to be aware of the safety of pupils walking to and from school. Pupils had to walk to school with a friend who lived nearby. Pupils taking public transport are escorted to the buses each afternoon. P6 pupils are given cycling proficiency training so they are mindful of road safety when cycling to school.
8. Is there any advice you could offer to schools undertaking the Transport topic? Do you have any useful suggestions for other teachers embarking on the topic?
Give pupils ownership of the project so that they are responsible for collecting and recording data.
To consider how curriculum learning intentions may be achieved through the topic of Transport e.g.
Contact your local Council; most Councils have an Eco-Schools support programme and an air quality policy. Antrim Borough Council has an air quality trailer, an interactive education trailer which is available to visit schools on request -topics covered include common air pollutants, sources of air pollution, health effects of air pollution and ways to minimise our own impacts on local air quality.
9. Has doing the travel topic driven other Eco-Schools ideas?
The project helped the pupils to realise the importance of reducing carbon emissions which enables pupils to relate local issues to a global perspective and climate change.
Pupil comments:
Co2 could hurt your lungs it's a bit like smoking.
Car exhaust fumes can add to global warming
Walking is fun and it keeps you healthy too!
We all need to do our bit to look after the environment
10. How has the Translink Travel Challenge been useful for your Eco-Schools work?
The Translink Eco-Schools Travel Challenge has been a useful project to help meet Eco-Schools assessment criteria. It provides an active learning opportunity to educate pupils on the importance of using sustainable transport. It also provides a good example of data collection and allows pupils to monitor and evaluate the travel information collected
Transport topic ideas for our 3 rd Green Flag –
- Monitor transport to school
- Transport audit - Over 200 pupils share a car and over 170 walk
- Offer cycle instruction to include on-road training which meets the national standard
- Organise regular 'walk to school' or 'cycle to school' events.
- Take a Translink trip. | <urn:uuid:e81c269c-73fc-4aba-af49-13449fac720e> | CC-MAIN-2021-39 | https://www.eco-schoolsni.org/eco-schoolsni/documents/006564.pdf | 2021-09-24T18:55:57+00:00 | crawl-data/CC-MAIN-2021-39/segments/1631780057564.48/warc/CC-MAIN-20210924171348-20210924201348-00219.warc.gz | 783,292,530 | 1,191 | eng_Latn | eng_Latn | 0.998977 | eng_Latn | 0.999128 | [
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This variety was selected at Callaway Gardens in Georgia for its superior performance there. It is one of the best crabapple trees for Southern areas because it has a low-chill requirement for flowering and fruiting. It also has excellent resistance to scab, fire blight, powdery mildew, and cedar-apple rust, even through hot, humid summer conditions. The rounded tree form is usually slighter taller than wide. Horticulture professor Michael Dirr, Ph.D., names it as one of his top 12 crabapples.
Malus pumila 'Callaway'
- Exposure/Soil: Sunlight, and plenty of it, is a key to increasing fruit production. Pick an area where the trees will be in the sun most or all of the day. The early morning sun is particularly important because it dries the dew from the leaves thereby reducing the incidence of diseases. If the planting site does not get plenty of sun, then you can't expect the best performance from the tree. Well-drained, rich soil. pH of 5.5 to 6.5 necessary.
- Use: A strikingly beautiful, a naturally dwarf variety, and perfect for your yard or landscape. Cascades of snow-white blossoms in the spring are followed by an abundant harvest of teardrop-shaped, sparkling red, sweet -tart apples, great for eating, pickling, and jelly.
- Growth: Grows 15-25 feet tall and 12-20 feet wide
- Hardiness: Zone 4-8; Tree.
- Flower/ Fruit: The large red fruits (1- to 1-1/2-inch diameter) of the Callaway crabapple are good for making jelly as well as attracting birds to the garden. The tree blooms in spring with single white fragrant flowers
- Foliage: Deciduous. Leaves are green, turning shades of yellow, orange, and red in fall. | <urn:uuid:381291d1-7607-4eaa-9d49-bb1ea970ca3b> | CC-MAIN-2021-39 | https://growersoutlet.com/Plant_Info/Trees/Malus/Malus_pumila_Callaway.pdf | 2021-09-24T19:24:06+00:00 | crawl-data/CC-MAIN-2021-39/segments/1631780057564.48/warc/CC-MAIN-20210924171348-20210924201348-00220.warc.gz | 334,294,756 | 410 | eng_Latn | eng_Latn | 0.996694 | eng_Latn | 0.996694 | [
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Protect your babies from Pertussis
保護嬰孩 預防百日咳
百日咳是由飛沫傳播的 呼吸道傳染病，嚴重可 導致抽搐及昏迷不醒
Pertussis is a respiratory illness transmitted by droplets and may even lead to seizures and coma in severe cases
兩個月以下的嬰兒仍 未適齡接種第一劑含 百日咳疫苗，所以 未受保護
接種疫苗 是有效的預防方法
Vaccination is an effective way to prevent the disease
建議婦女在每次懷孕的第二 或三期期間的任何時間接種 一劑含百日咳疫苗，並以在 懷孕35周前接種為佳
Babies aged under two months are not yet due for the first dose of pertussis-containing vaccination and thus are not protected
Women are recommended to receive one dose of pertussis-containing vaccine at any time in the second or third trimester, preferably before 35 weeks of gestation for each pregnancy
孕婦體內產生的抗體便能透過 胎盤傳送給胎兒，為嬰兒提供保護
Antibodies developed by the mother can then pass through the placenta to the foetus and protect the baby
二零一九年四月製作
Produced in April 2019 | <urn:uuid:245ff633-d0fe-4e05-a2d9-ea73b500639a> | CC-MAIN-2021-39 | https://www.chp.gov.hk/files/pdf/protect_your_babies_from_pertussis.pdf | 2021-09-24T19:08:07+00:00 | crawl-data/CC-MAIN-2021-39/segments/1631780057564.48/warc/CC-MAIN-20210924171348-20210924201348-00221.warc.gz | 718,586,971 | 314 | eng_Latn | eng_Latn | 0.981613 | eng_Latn | 0.981613 | [
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Points for Information Books
1. Find an Information book
2. Does it have a good cover? – mark it out of 5
3. Does it have a Contents page? – 5 points for yes
4. Does it have an index? – 5 points for yes
5. Are the pictures/illustrations good? – mark them out of 5
6. Does it look interesting enough for you to borrow? – mark it out of 5
7. What is the book's total score? (Out of 25)
www.hertfordshire.gov.uk/libraries | <urn:uuid:648c1441-b81c-4156-9d89-63326507d939> | CC-MAIN-2021-39 | https://www.hertfordshire.gov.uk/media-library/documents/libraries/summer-reading/various/points-for-information-books-2021-05.pdf | 2021-09-24T19:17:40+00:00 | crawl-data/CC-MAIN-2021-39/segments/1631780057564.48/warc/CC-MAIN-20210924171348-20210924201348-00225.warc.gz | 836,806,157 | 124 | eng_Latn | eng_Latn | 0.999379 | eng_Latn | 0.999379 | [
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Pre-AP World History and Geography and New York State Grades 9–12 Social Studies Framework: Global History and Geography: Alignment Summary
Pre-AP courses focus deeply on a limited number of concepts and skills with the broadest relevance for high school coursework and college and career success. The course framework serves as the foundation of the course and defines these prioritized concepts and skills.
When teaching a Pre-AP course, teachers have purposeful time and space to bring their own voice and lessons into each unit to best meet the needs of their students and address the full range of state standards. This alignment summary demonstrates the deep connections between the Pre-AP World History and Geography Course Framework and the New York State Grade 9 das h 12 Social Studies Framework: Global History and Geography Standards to sup port teachers and schools in their planning. Along with the corresponding stand ards crosswalk, teachers and schools can use this alignment summary when planning and preparing to implement Pre-AP World History and Geography.
INCLUDES
Approach to
teaching and
learning
Course map
Course framework
Sample
assessment
questions
Pre-AP
®
World History
and Geography
COURSE GUIDE
Alignment at a Glance: Very Strong
Global History and Geography:
* The First Civilizations, CA. ten thousand B.C.E through CA. six thirty C.E.
* Classical Societies, six hundred B.C.E. through CA. nine hundred C.E.
= Very strong alignment
= Partial alignment
* An Age of Expanding Connections, CA. five hundred through CA. fifteen hundred
* Global Interactions, CA. fourteen hundred through seventeen fifty
Discipline Highlights
Overall, the alignment between the Pre-AP World History and Geography Course Framework and the Global History and Geography Standards is very strong.
All the standards across the four strands of the Global History and Geography Standards are covered in full or in part by the Pre-AP course framework.
The Global History and Geography Standards and the Pre-AP framework share the deepest alignment within The First Civilizations, Classical Societies, and An Age of Expanding Connections, content strands.
Alignment between the Pre-AP World History and Geography Course Framework and the Global History and Geography Standards is described as very strong or partial. A very strong alignment is one in which the standards are fully addressed by the mapped Pre-AP Learning Objectives (LOs). A partial alignment is one in which the standards are partially addressed by the corresponding Pre-AP Learning Objectives. Partial alignment can occur when one framework includes greater specificity or extends beyond the scope of the other framework. Given the focused nature of the Pre-AP course framework, some partial alignments are to be expected.
Discipline Highlights
While the overall alignment is strong, NY state standards include more granular statements that ask students to analyze the contribution of specific historical figures or events that can serve as illustrative examples embedded into core ideas and historical processes that are addressed by the Pre-AP EKs. For example, while addressing EKs about religious change in the early modern period, students might study the specific contributions of Protestant Reformation leaders such as Luther, Calvin, and Elizabeth I to meet standard 9.9b.
Summary
Beyond alignments to the course framework, it is also important for educators to turn to the Pre-AP Shared Principles and Pre-AP World History and Geography Areas of Focus to understand the full picture of alignment between Pre-AP World History and Geography and the Global History and Geography Standards. The shared principles and areas of focus represent the Pre-AP approach to teaching and learning, and these principles deeply address skill development and disciplinary practices that cannot be easily captured within a standards crosswalk. In summary, there are ample opportunities for teachers to address the New York Global History and Geography Standards with confidence throughout this course.
INCLUDES
Approach to
teaching and
learning
Course map
Course framework
Sample
assessment
questions
Pre-AP
®
World History
and Geography
COURSE GUIDE
Learn more about Pre-AP World History and Geography at preap.org | <urn:uuid:35a9143d-3875-480e-848e-12873945a805> | CC-MAIN-2021-39 | https://pre-ap.collegeboard.org/pdf/pre-ap-world-history-geometry-crosswalk-summary-new-york.pdf | 2021-09-24T18:14:41+00:00 | crawl-data/CC-MAIN-2021-39/segments/1631780057564.48/warc/CC-MAIN-20210924171348-20210924201348-00224.warc.gz | 506,990,090 | 824 | eng_Latn | eng_Latn | 0.972753 | eng_Latn | 0.97229 | [
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6 Way Paragraphs Gbrfu
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6 Way Paragraphs Gbrfu
Using 6-way Paragraphs Readings The readings in the 6-way Paragraphs text teach basic skills necessary for reading nonfiction content area materials. The readings will help to sharpen students' skills in subject matter, main idea, supporting details, conclusions, clarifying devices, and vocabulary. All of these are items that are
Using 6-way Paragraphs Readings - Minnesota Literacy Council
The passage I gave students is from Walter Pauk's Six Way Paragraphs: Introductory."King of Beasts" is the first reading passage in the book and is at a sixth grade reading level, but still provides excellent opportunities for discussion. I gave students about ten minutes to read the passage and then answer the questions.
On Paragraphs // Purdue Writing Lab
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The Secrets to Good Paragraph Writing | Time4Writing
Matching Paragraph Headings - Practice. Read and focus on the topic sentences in the text below and then match the paragraph headings to their paragraphs. One has been done for you. ***** Questions 1-6. The reading passage has seven paragraphs: A – G. Choose the most suitable paragraph headings B – G from the list of headings on the right.
How to Write a Paragraph in 2020 (Yes, the Rules Have Changed)
Paragraph spacing is set in points. If a document has 12-point text, then one line space equals 12-points, one-half line space equals 6-points, double-spacing equals 24-points. Paragraph Indents. An indent increases the distance between the side of a paragraph and the left or right margin. Indented paragraphs appear to have different margin ...
Paragraph Hamburger | Classroom Strategies | Reading Rockets
6 Way Paragraph Miniposter.docx. First Read: Key Ideas and Details. 10 minutes. Quickwrite Questions Based on Standards. Today's passage comes from Walter Pauk's book, Six-Way Paragraphs: 100 Passages for
Developing Six Essential Categories of Comprehension. The passage for today comes from the advanced level.
6 Way Paragraph Miniposter.docx - BetterLesson
Descriptive paragraphs can be artistic and may deviate from grammatical norms. the narrative paragraph: This type of paragraph tells a story. There's a sequence of action or there's a clear beginning, middle, and end to the paragraph. the expository paragraph: This type of paragraph explains something or provides instruction. It could also ...
6 Way Paragraphs Introductory : Walter Pauk : 9780844221243
A paragraph is a group of sentences organized around a central topic. In fact, the cardinal rule of paragraph writing is to focus on one idea. A solidly written paragraph takes its readers on a clear path, without detours. Master the paragraph, and you'll be on your way to writing "gold-star" essays, term papers, and stories.
Definition and Examples of Paragraphing in Essays
If this new way of life had not been as successful as it was, Alexander's legacy would not be as memorable and groundbreaking. Concluding Sentence (Sum up the main argument of your paragraph in one sentence): Because he conquered many countries and blended together many different cultures,
Ett problem med lokal inställning uppstår efter att du har ...
The main reason for the paragraph's evolution is the way we consume media. When we're online, an onslaught of ads, pop-up notifications, cat videos, and vapid celebrity gossip are all competing for our attention. As a result, writers have had to adapt. Shorter paragraphs.
Formatting Paragraphs in Microsoft Word
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ΤΣΑΟΥΣΗΣ ΑΝΔΡΕΑΣ ΔΕΝ ΕΦΤΑΝΑΝ ΟΙ ΠΙΚΡΕΣ ΜΟΥ
Six-Way Paragraphs, a three-level series, teaches the basic skills necessary for reading factual material through the use of the following six types of questions: subject matter, main idea, supporting details, conclusions, Page 1/2
Copyright : greylikesbaby.com clarifying devices, and vocabulary in context.
SiOtong.com
A paragraph is a collection of related sentences dealing with a single topic. Learning to write good paragraphs will help you as a writer stay on track during your drafting and revision stages. Good paragraphing also greatly assists your readers in following a piece of writing.
Paragraph Writing Worksheets
Paragraphing is "a way of making visible to the reader the stages in the writer's thinking" (J. Ostrom, 1978). Although conventions about the length of paragraphs vary from one form of writing to another, most style guides recommend adapting paragraph length to your medium, subject, and audience.Ultimately, paragraphing should be determined by the rhetorical situation.
Download 9th Grade All In One Workbook Answer Key Gbrfu ...
ותוא וכירדיש םיגיהנמ אל ל היפויתא ידוהיש הרק ךא
How to Write a Perfect Paragraph
ΤΣΑΟΥΣΗΣ ΑΝΔΡΕΑΣ ΔΕΝ ΕΦΤΑΝΑΝ ΟΙ ΠΙΚΡΕΣ ΜΟΥ
Types of Paragraphs
Paragraph writing worksheets, paragraph graphic organizers. Learning to write effective paragraphs requires direct teaching of the concept. These paragraph writing worksheets help with this important element of literacy. See more paragraph worksheets and printables at how to write good paragraphs.
Six-Way Paragraphs: Introductory: Walter Pauk ...
The "paragraph hamburger" is a writing organizer that visually outlines the key components of a paragraph. Topic sentence, detail sentences, and a closing sentence are the main elements of a good paragraph, and each one forms a different "piece" of the hamburger.
6 Way Paragraph Group Answer Recording Sheet.docx
Six-Way Paragraphs: Introductory [Walter Pauk] on Amazon.com. *FREE* shipping on qualifying offers. Six-Way Paragraphs , a three-level series, teaches the basic skills necessary for reading factual material through the use of the following six types of questions: subject matter
IELTS READING: Paragraph Headings
The drilling for oil and gas exploration and production under increasingly difficult geological conditions has revealed a need for better understanding of borehole stability issues. It is estimated that wellbore instability results in substantial economic losses of about US$ 8 billion per year worldwide. Many innovative technologies have been applied in the oil and gas industry, such as ...
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Objective
To explain Inclusion, Diversity, and Pluralism and discuss how to incorporate it into our leadership practice in Girl Scouts.
Length 20-25 minutes
Materials Needed
Pencils and paper; canned goods (see next page); clear bowl/jar; can opener
Information to Share (spend 5-10 minutes on this section)
Inclusion, Diversity, and Pluralism – these three concepts and key to what Girl Scouts is all about. Creating an INCLUSIVE environment that encourages DIVERSITY and PLURALISM is a primary function of Girl Scout volunteers. It is the first step in creating a safe space for girls to grow in courage, confidence, and character.
What do these words mean?
Inclusion – being included within a group or structure. In Girl Scouts, this means that all girls and volunteers are included equally in any Girl Scout event, activity, or group.
Diversity – a range of different things or types. In Girl Scouts, this means that all girls and volunteers who come to Girl Scouts have unique backgrounds and beliefs, and those differences are valued and respected.
Pluralism – a condition where many different groups, ideas, backgrounds, etc. coexist. In Girl Scouts, this means that regardless of our differences, we are all one body in the Girl Scout organization. While we value our diversity, we also value our belonging and our sisterhood – we are all Girl Scouts.
How do I create an inclusive environment that values diversity and pluralism?
1. Come to Girl Scouts with an open mind, full of respect. Diversity comes in all shapes and sizes. Sometimes diversity cannot be seen or witnessed straight away. Individuals within a group may be diverse in terms of age, belief, ideology, level of confidence, ethnicity, nationality, economics, ability/disability, and many other factors. As a Girl Scout volunteer, be ready to include, value, and respect every girl.
2. Model the behavior you wish to see in the girls. Make sure to never make jokes or statements based on stereotypes. Explain the value in diversity and pluralism to girls, and show how you value it through your interactions. Acknowledge each girl's ideas, and hold all girls accountable for treating each other's ideas with respect.
3. Do activities and lead discussions that get girls thinking. There are many games and activities that help to demonstrate the importance of diversity and pluralism and guide discussions that allow girls to reflect on themselves and their experiences.
4. Demonstrate pluralism through Girl Scout traditions, such as rededication ceremonies, the Friendship Circle, the Weave, wearing uniforms, and reciting the Girl Scout Law.
Activity (spend 15 minutes on this section)
Jenny's Canned Diversity
This activity illustrates the concepts of Diversity and Pluralism, and leads to discussion surrounding Inclusion.
Supplies:
- Assortment of canned food (vegetables, fruits, protein, different sizes and shapes of cans, etc.) One item should be something that almost all people would not want to eat.
- Can opener
- Clear bowl or jar
Set up:
- Before others arrive, switch the label of the one that no one would want to eat (i.e. pickled beets, sardines, etc.) with the label of something sweet and nice (i.e. canned peaches). Make sure you have the label on such that no one can tell that it has been switched.
- Randomly arrange the canned items on a table for all to see.
Steps:
1. Give everyone a piece of paper and a pen/pencil.
2. Tell everyone that this is an individual activity and they should not share what they write with others until the discussion session.
3. Have everyone come up and look at the cans. They may take 2-3 minutes.
4. On their paper, participants should write down different ways to group the cans (examples include: size, color of the label, healthy/not healthy, type of food, etc.) Try not to give very many examples – you want them to come up with the different ways that they group the items and you want everyone to come up with their own ideas. Tell participants to find as many ways to group them as possible.
5. After everyone is finished, discuss the following questions as a group.
Discussion Questions:
1. How did you group the cans? (You will get a variety of answers…some people might say "I never thought of that" when hearing others' groupings.)
2. What you have explained are all the ways these items are different…that is their DIVERSITY. Is it a diverse group? (The answer should be yes.)
3. In what ways are all of the items similar/the same? (Answers may include: all food, all non-perishable, all edible, all sitting on the same table, etc.)
4. Does this group have pluralism? Do the cans co-exist as part of the same group? (The answer should be yes).
5. Is there anything in this group that you think is gross, or would never eat? (They should mostly agree on the can you switched).
6. Take the can, open it, and pour out the sweet/nice contents into the clear bowl or jar (i.e. the can of pickled beets, when emptied, reveals sweet peaches).
7. How can a group of Girl Scouts be like this group of canned foods?
Lead this last question into discussion about diversity, judgement, prejudice/paradigms, then on to pluralism and inclusion. | <urn:uuid:372d813d-e3e5-40e2-bfe5-17113aa975dd> | CC-MAIN-2021-39 | https://www.gsutah.org/content/dam/girlscouts-gsutah/documents/Inclusion_Diversity_Pluralism_Pt_1_S_and_S.pdf | 2021-09-24T17:33:04+00:00 | crawl-data/CC-MAIN-2021-39/segments/1631780057564.48/warc/CC-MAIN-20210924171348-20210924201348-00224.warc.gz | 820,742,158 | 1,152 | eng_Latn | eng_Latn | 0.997453 | eng_Latn | 0.998099 | [
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Identity Theft Made Difficult
Identity Theft
Identity theft occurs when someone steals your personal information and uses it without your permission. We are all at risk. Most victims are those who are active in the marketplace and comfortable using technology—ages 18 to 45. Young people are more vulnerable because they typically spend a lot more time online, are less cautious, and often share more information than older people.
How ID theft happens. In 2012, there were 12.6 million reported cases. Knowing how ID theft occurs is the trick to knowing how to prevent it from happening to you.
College students share housing (apartments and dorm rooms) with others. This could allow intentional or unintentional excessive sharing of personal information with roommates and their visitors.
Being less cautious while surfing and using the internet.
Others might hear or see personal information provided over the phone or online while one's roommates and their friends are present.
Discarding papers with personal information without shredding.
Leaving your snail-mail in an unsecured mailbox for anyone to pick up.
Not reviewing your credit report for errors.
Employers who do not secure an employee's personal information.
What you can do to protect your identity
Don't think that your credit and identity are not worth anything for others to misuse! This line of thinking is careless disregard of the facts. Also, remember this saying: "If it's too good to be true, it probably isn't."
You may be a victim of ID Theft. Common ways ID theft is discovered:
Mistakes: You find mistakes on your bank statement, credit card bill, or explanation of medical benefits report from your health insurance plan.
Mail: Your bills and account statements arrive late or not at all.
* You receive bills or collection notices for items you didn't purchase.
* You get calls from debt collectors regarding debts you know nothing about.
Credit report: You identify mistakes on your credit report.
Job: You unexpectedly get turned down for a job.
Credit: You unexpectedly get turned down for credit.
More help. Contact the Federal Trade Commission.
http://www.ftc.gov or call 877.382.4357
For more information on money management visit:
http://www.vpsa.txstate.edu/moneysavvy
Identity Theft Made Difficult
How to protect yourself. There are a number of things you can do to protect yourself.
Keep personal papers with social security number, account numbers, birthdate, etc. in a lock box and put away out of site.
Take Your Name Back
Keep private conversations private so that they are not overheard.
When banking or shopping online, use websites that are encrypted; a site that has "https" at the beginning of the web address ("s" is for "secure").
Don't allow your browser to "Remember my password" or "Remember me on this computer."
Create strong passwords; avoid pet names, birthdates, other personal data.
Log off and close the browser when you are finished conducting personal business online.
Don't use public WIFI to do personal business or even check email.
Use anti-virus and anti-spyware software.
Don't let your snail-mail sit in the mailbox long after delivery.
Have your name removed from telemarketing and junk mail lists such as:
- Telemarketing Calls www.donotcall.gov call 888.382.1222
- Direct Mail and Email Offers www.dmachoice.org
- Credit Card Offers www.optoutprescreen.com
- Online Cooking Collecting www.networkadvertising.org
Shred documents with personal, financial or medical information.
Review your credit report from one of the three bureaus every four months. This allows you to monitor your credit.
Ask your employer how employee information is stored.
Ask potential employers how employment applications are destroyed.
Carry only the credit cards and debit cards you use on a regular basis.
Don't carry your checkbook unless you are going to use it.
If you believe your identity has been stolen.
1. Flag your credit reports. Notify one of the three credit reporting agencies and ask that a fraud alert be placed on your credit report. That credit-reporting agency will in turn contact the other two. An initial fraud alert is good for 90 days.
Equifax 800.525.6285
Experian 888.397.3742
TransUnion 800.680.7289
2. Order your credit reports. Read your credit report carefully to see if the information is correct. If you see mistakes or signs of fraud, contact the credit-reporting agency.
3.
Create an Identity Theft Report—FTC Affidavit. File a complaint with the FTC at http://www.ftc.gov/complaint or call 877.438.4338.
4. File a police report with your local police department. The local authorities will want a copy of the FTC Affidavit. | <urn:uuid:6c77cdd7-13f3-4d2e-b8e0-af37bfcd5e2e> | CC-MAIN-2021-39 | https://gato-docs.its.txstate.edu/jcr:35ecc5af-d1fd-4911-95b2-2abef90d1804/1-4-id-theft.pdf | 2021-09-24T18:05:55+00:00 | crawl-data/CC-MAIN-2021-39/segments/1631780057564.48/warc/CC-MAIN-20210924171348-20210924201348-00224.warc.gz | 323,068,808 | 1,127 | eng_Latn | eng_Latn | 0.998034 | eng_Latn | 0.998225 | [
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Design & Technology
Y1
Y2
Vision: Learning and living as children of God
(Ephesians5:1)(You are God's children whom he loves. Try to be like God)
Through a variety of creative and practical activities, pupils should be taught the knowledge, understanding and skills needed to engage in an iterative process of designing and making. They should work in a range of relevant contexts, such as the home and school, gardens and playgrounds, the local community, industry and the wider environment. When designing and making, pupils should be taught to:
Design
[x]design purposeful, functional, appealing products for themselves and other users based on design criteria
[x]generate, develop, model and communicate their ideas through talking, drawing, templates, mock-ups and, where appropriate, information and communication technology
Make
[x]select from and use a range of tools and equipment to perform practical tasks such as cutting, shaping, joining and finishing
[x]select from and use a wide range of materials and components, including construction materials, textiles and ingredients, according to their characteristics
Evaluate
[x]explore and evaluate a range of existing products
[x]evaluate their ideas and products against design criteria
Technical knowledge
[x]build structures, exploring how they can be made stronger, stiffer and more stable
[x]explore and use mechanisms, such as levers, sliders, wheels and axles, in their products.
Cooking and Nutrition
- use the basic principles of a healthy and varied diet to prepare dishes understand where food comes from
Y2
Vision: Learning and living as children of God
(Ephesians5:1)(You are God's children whom he loves. Try to be like God)
[x]find out how the shapes of solid objects made from some materials can be changed by squashing, bending, twisting and stretching.
Seasonal changes
Pupils should be taught to:
[x]observe changes across the four seasons
[x]observe and describe weather associated with the seasons and how day length varies.
All living things and their habitats
Pupils should be taught to:
[x]explore and compare the differences between things that are living, dead, and things that have never been alive
[x]identify that most living things live in habitats to which they are suited and describe how different habitats provide for the basic needs of different kinds of animals and plants, and how they depend on each other
[x]identify and name a variety of plants and animals in their habitats, including micro-habitats
[x]describe how animals obtain their food from plants and other animals, using the idea of a simple food chain, and identify and name different sources of food
Plants
Pupils should be taught to:
[x]observe and describe how seeds and bulbs grow into mature plants
[x]find out and describe how plants need water, light and a suitable temperature to grow and stay healthy.
Animals, including humans
Pupils should be taught to:
[x]notice that animals, including humans, have offspring which grow into adults
[x]find out about and describe the basic needs of animals, including humans, for survival (water, food and air)
[x]describe the importance for humans of exercise, eating the right amounts of different types of food, and hygiene.
Uses of everyday materials
Pupils should be taught to:
[x]identify and compare the uses of a variety of everyday materials, including wood, metal, plastic, glass, brick, rock, paper and cardboard
[x]compare how things move on different surfaces.
AT1 Breadth of Study will be covered by Years 1-2.
(Ephesians5:1)(You are God's children whom he loves. Try to be like God)
Working scientifically
During years 1 and 2, pupils should be taught to use the following practical scientific methods, processes and skills through the teaching of the programme of study content:
[x]asking simple questions and recognising that they can be answered in different ways
[x]observing closely, using simple equipment
[x]performing simple tests
[x]identifying and classifying
[x]using their observations and ideas to suggest answers to questions
[x]gathering and recording data to help in answering questions.
Non Statutory
Working scientifically
Pupils in years 1 and 2 should explore the world around them and raise their own questions. They should experience different types of scientific enquiries, including practical activities, and begin to recognise ways in which they might answer scientific questions. They should use simple features to compare objects, materials and living things and, with help, decide how to sort and group them, observe changes over time, and, with guidance, they should begin to notice patterns and relationships. They should ask people questions and use simple secondary sources to find answers. They should use simple measurements and equipment (e.g. hand lenses, egg timers) to gather data, carry out simple tests, record simple data, and talk about what they have found out and how they found it out. With help, they should record and communicate their findings in a range of ways and begin to use simple scientific language.
These opportunities for working scientifically should be provided across years 1 and 2 so that the expectations in the programme of study can be met by the end of year 2. Pupils are not expected to cover each aspect for every area of study.
Computin
Pupils should be taught to:
g
[x]understand what algorithms are; how they are implemented as programs on digital devices; and that programs execute by following precise and unambiguous instructions
Y1
Y2
PE
Y1
Y2
Vision: Learning and living as children of God
(Ephesians5:1)(You are God's children whom he loves. Try to be like God)
[x]create and debug simple programs
[x]use logical reasoning to predict the behaviour of simple programs
[x]use technology purposefully to create, organise, store, manipulate and retrieve digital content
[x]use technology safely and respectfully, keeping personal information private; know where to go for help and support when they have concerns about material on the internet
[x]recognise common uses of information technology beyond school.
Pupils should develop fundamental movement skills, become increasingly competent and confident and access a broad range of opportunities to extend their agility, balance and coordination, individually and with others. They should be able to engage in competitive (both against self and against others) and co-operative physical activities, in a range of increasingly challenging situations.
Pupils should be taught to:
[x]master basic movements including running, jumping, throwing and catching, as well as developing balance, agility and co-ordination, and begin to apply these in a range of activities
[x]participate in team games, developing simple tactics for attacking and defending
[x]perform dances using simple movement patterns
(Ephesians5:1)(You are God's children whom he loves. Try to be like God)
Non
statutory
(Ephesians5:1)(You are God's children whom he loves. Try to be like God)
g consider social and moral dilemmas that they come across in everyday life [for example, aggressive behaviour, questions of fairness, right and wrong, simple political issues, use of money, simple environmental issues] h ask for help [for example, from family and friends, midday supervisors, older pupils, the police].
5 During the key stage, pupils should be taught the Knowledge, skills and understanding through opportunities to:
a take and share responsibility [for example, for their own behaviour; by helping to make classroom rules and following them; by looking after pets well]
b feel positive about themselves [for example, by having their achievements recognised and by being given positive feedback about themselves]
c take part in discussions [for example, talking about topics of school, local, national, European, Commonwealth and global concern, such as 'where
our food and raw materials for industry come from']
d make real choices [for example, between healthy options in school meals, what to watch on television, what games to play, how to spend and save
money sensibly]
e meet and talk with people [for example, with outside visitors such as religious leaders, police officers, the school nurse]
f develop relationships through work and play [for example, by sharing equipment with other pupils or their friends in a group task]
g consider social and moral dilemmas that they come across in everyday life
[for example, aggressive behaviour, questions of fairness, right and wrong, simple political issues, use of money, simple environmental issues]
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Avian Influenza and Pandemic Flu Frequently Asked Questions NH Department of Health and Human Services – 10-9-07
GENERAL INFORMATION
1. What is avian influenza?
Avian influenza (also known as avian flu) is a virus that infects wild birds, such as ducks and geese, and domesticated birds, such as chickens and turkeys. There are strains of avian flu that infect birds every year in the U.S. and around the world. Most of these strains can kill birds but do not infect people.
2. Why is it called avian flu?
Avian comes from the Latin word meaning bird, and avian flu is most commonly an illness found in birds.
3. What is H5N1 avian flu?
H5N1 is a type of avian flu that is currently circulating among wild and domestic birds in other parts of the world. It has a high mortality (death) rate in some birds and it is unusual because it has also infected people in rare circumstances.
4. Are there different types of H5N1 virus?
Yes. There is a less dangerous (low pathogenic) version that is found in many countries, including the United States. It generally does not kill birds and does not infect people. The H5N1 virus strain that is currently circulating in Europe, Asia, and Africa is a highly pathogenic (more deadly) version. This highly pathogenic avian influenza (HPAI) virus causes many bird deaths and can infect people. The HPAI H5N1 virus is also changing, or mutating, as it spreads among birds.
5. What is a pandemic?
A pandemic is an outbreak of a new, contagious disease that circles the globe and affects many people, most of whom do not have any resistance, or immunity, to it.
6. Is H5N1 avian flu going to start a pandemic?
Scientists cannot predict whether the avian influenza H5N1 virus will cause a pandemic. Today, H5N1 is primarily a disease of birds. Although there have been a few cases of limited human to human spread of H5N1 in family clusters, the spread has not gone beyond one person. However, as the virus changes, it is possible for it to become capable of easily passing from person to person and then spreading very quickly. That is why New Hampshire and the U.S. are focusing on comprehensive public health efforts that will help protect people no matter what pandemic strain emerges or where. These efforts include increasing surveillance, monitoring for outbreaks, fostering better international cooperation, increasing antiviral stockpiles, and building more robust capacity for vaccine production.
7. When will H5N1 avian flu get to the U.S.?
Nobody knows if or when the highly pathogenic H5N1 version of avian flu will get to the U.S. or New Hampshire. It is important to remember that less dangerous strains of avian flu viruses are present in the U.S. and around the world all the time. If and when highly pathogenic H5N1 avian flu comes to the U.S., the federal government and the NH Department of Health and Human Services will let citizens know and will provide guidelines on what they should be doing.
8. How does pandemic flu differ from seasonal flu?
Almost everyone has some immunity to seasonal flu, but virtually no one has immunity to a pandemic strain. A pandemic flu will likely make more people much sicker than the seasonal flu. Symptoms of seasonal flu include fever, cough, sore throat, runny nose, and muscle pain. These symptoms may be much more severe and complications such as pneumonia may be more common with pandemic flu.
9. Can mosquitoes spread the avian H5N1 virus?
Mosquitoes have not been shown to spread any kind of influenza virus. It is not likely that the H5N1 virus could be carried by a mosquito ingesting blood from an infected animal, as in the transmission of some other diseases such as West Nile Virus and Eastern Equine Encephalitis.
10. What are isolation and quarantine?
Isolation is the separation of infected persons from other people to prevent the spread of disease. Quarantine is the separation of well persons who may have been exposed to an infected individual but who are not yet ill, and helps to prevent disease transmission if infection should occur. Public health officials have long used both of these practices to help prevent the spread of disease. During a pandemic, people who are not sick but who may have been exposed may be asked to stay home, possibly for weeks at a time. This is called voluntary quarantine, and it may also help slow the spread of the virus.
AVIAN FLU IN BIRDS AND OTHER ANIMALS
11. What are the symptoms of avian flu in birds?
Avian flu can cause a runny nose, coughing, soft-shelled or misshapen eggs, lack of coordination, lack of energy, and other symptoms.
12. Is there a way to prevent birds from becoming ill?
Some countries have been using a vaccine made for domestic birds, such as chickens, but it is not known how effective this is. Some countries are attempting to keep domestic birds indoors all the time to prevent them from coming into contact with wild birds that may spread the disease. Information on what bird owners can do to protect their birds from avian influenza can be found at http://www.aphis.usda.gov/vs/birdbiosecurity/hpai.html.
13. How do birds get avian flu?
Avian flu is found naturally in many wild birds and often does not make them ill. The virus is then spread by the bird in its saliva and feces to other birds, and occasionally to people. People can also spread the virus unintentionally if their shoes, hands, or clothes become contaminated.
14. Will infected birds get to the United States?
It is possible that migratory birds infected with highly pathogenic H5N1 avian flu will reach the U.S. Many scientists believe migratory birds are in part responsible for the rapid spread of avian influenza, but studies are still ongoing to see if this is true. It is important that we are prepared for this possibility, even if highly pathogenic H5N1 avian flu never reaches the U.S.
15. Is it safe to eat chicken and other fowl?
Yes. As long as chicken, eggs, and all meat are handled appropriately they are safe to eat. All parts of the chicken (or other fowl) need to be fully cooked to a temperature of 165ºF (with no "pink" parts); this temperature will kill the H5N1 virus as well as other germs. Make sure eggs are fully cooked so that the yolks are not runny or liquid. Softboiled or raw eggs should not be used in food that will not be cooked. Keep raw meat separate from cooked or ready-to-eat foods, such as lettuce or fruit. Do not use the same knife, utensils, or cutting board for raw meat or ready-to-eat foods. It is important to wash hands thoroughly with soap and warm water in between handling raw foods and ready-to-eat foods, and to thoroughly clean all surfaces and utensils that have been in contact with raw meat and eggs before using them again. After washing, cutting boards should be sanitized with a solution of 1 teaspoon of chlorine bleach mixed into 1 quart of water. These are normal precautions that should always be followed even in the absence of a pandemic or H5N1 found in poultry.
16. Can other animals besides birds get avian flu?
There have been some cases of other types of animals contracting avian flu besides birds, including cats, dogs, ferrets and pigs.
17. How do I protect my cats or dogs?
While there have been some cases of house cats and dogs contracting highly pathogenic H5N1 avian flu, this appears to be because they ate infected birds. Since there is no highly pathogenic H5N1 virus in the U.S., it is not a risk at this time. Should highly pathogenic H5N1 avian flu arrive in birds in the U.S., it would be a good idea to keep house cats inside. There is no evidence that cats or dogs sick with avian influenza can spread the disease to people.
18. Are my pet birds safe from avian flu?
A pet bird that stays inside all of the time is not likely to become infected or pose any threat. It is illegal to import pet birds into the U.S. from any regions that are being affected by the H5N1 virus.
19. Is it safe to have a bird feeder in my backyard?
There is no evidence of highly pathogenic H5N1 virus having caused disease in birds or people in the U.S. At the present time, there is no risk of becoming infected with H5N1 virus from bird feeders. Generally, perching birds are the predominate type of birds at feeders. While there are documented cases of H5N1 causing death in some perching birds, none occurred in the U.S. and most of the wild birds that are traditionally associated with avian influenza viruses are waterfowl and shore birds. Hand washing and recommended handling practices will also help to reduce the risk associated with potentially contaminated birds or materials.
20. Should I keep my children away from birds and chickens?
Since there is no highly pathogenic H5N1 avian flu in the U.S. at this time, there is no danger from birds. It is always a good idea, however, for anyone handling healthy domestic birds to wash their hands thoroughly afterward. People should avoid handling wild birds or dead or sick birds. If handling is necessary, wear rubber or latex gloves or use plastic bags. Wash hands thoroughly afterwards.
21. What should I do about bird droppings?
Avoid direct contact with bird droppings. If you do touch bird droppings, you should immediately wash your hands or the affected area with soap and warm water. If you cannot avoid contact with bird droppings, take special precautions such as wearing a mask on your nose and mouth, wearing gloves on your hands, then discarding the gloves, washing your hands, and laundering your clothes afterward.
22. What should I do if I find a dead bird?
Call your local animal control or health officer at your town office. In certain cases, the bird may be selected for testing for avian influenza or other diseases. If the bird is not chosen for testing, you should put on gloves and place the dead bird in two plastic bags sealed tightly. The town official will tell you how to best dispose of it.
23. Is it safe to swim in lakes where wild birds feed and nest?
While there is limited information on this, and there are as yet no wild birds infected with highly pathogenic H5N1 virus in New Hampshire or in the U.S., several studies show
that the amount of virus from wild birds in a body of water would be too small to cause harm. However, it is important not to touch bird droppings and it is always a good idea to take a bath or shower after swimming in rivers, lakes, and ponds to avoid any illness.
24. Is it safe to go to fairs and other events where there are large numbers of birds?
Yes. In New Hampshire, fairs require bird owners to be National Poultry Improvement Plan certified to participate. This means that the flocks have been found free of low pathogenic avian influenza and Salmonella pullorum during that year. At this time there is no highly pathogenic H5N1 in the United States in birds or people, so that is not a risk.
25. How will birds be culled in New Hampshire?
Culling in New Hampshire, if it becomes necessary, will be in compliance with U.S. Department of Agriculture and American Veterinary Medical Association standards. It will be a case-by-case decision. On a large scale, however, the most likely option is carbon dioxide infusion into the environment. This chemical has anesthetic properties, which decreases pain, in addition to acting as a euthanizing agent.
26. Is it safe to use products made from bird feathers?
There are no known cases of avian flu being spread to people by bird feather in items such as down comforters, coats or pillows. To limit the possible risk of getting disease from feathers and other products derived from birds, the U.S. has banned the importation of birds and bird products from countries being affected by the H5N1 virus.
27. If I see wild birds in my yard can I kill them?
There is no reason related to disease control for anyone to kill wild birds. It is also prohibited in New Hampshire to kill wild birds without a permit from the NH Fish and Game Department.
28. Is pet food that contains chicken or chicken products safe to give my pet?
Yes. The H5N1 virus is killed by cooking at temperatures above 158°F (70°C). The high temperatures required to make commercial pet food eliminate the risk of infection in pets that eat these products. Pets, however, should never be fed raw or undercooked chicken or eggs.
AVIAN FLU AND HUMANS
29. How do people get H5N1 avian flu?
It is important to remember that while millions of birds have become infected with H5N1 avian flu, it is very difficult for people to become infected. To date, there have been only about 300 confirmed human cases worldwide. In order for people to get avian flu, they need very close contact with infected birds, such as raising, plucking, or slaughtering them without taking precautions, such as wearing a mask and gloves.
30. Has anyone caught bird flu from another person?
There have been a handful of cases attributed to person-to-person spread, but these instances were self-limiting and not sustained. They do not indicate the start of a pandemic.
31. Why do some people recover and some don't?
No one knows for sure. Most people infected with H5N1 have been previously healthy young children and adults. Scientists are working to find the answers.
32. What can I do to prevent becoming ill with avian flu?
While there is currently no risk of someone becoming ill with H5N1 avian flu in the U.S., there are some healthy habits that people should develop. For example, covering your mouth with a tissue when you cough or sneeze and then washing your hands helps prevent transmitting many kinds of illnesses. Wash your hands after using the bathroom, after changing diapers, before eating or preparing any food, and whenever your hands are dirty or soiled. Regularly washing frequently touched surfaces such as keyboards, phones, doorknobs, and elevator buttons also helps to prevent the spread of disease. Do not share food, cups, or eating utensils. Eat a healthy diet including fruits and vegetables and get plenty of sleep. It is also recommended to get the "regular" seasonal flu shot each year as a general preventive measure (see more detail in question 34).
33. Is there a vaccine against H5N1 avian flu for people?
In April 2007, an influenza A H5N1 vaccine for humans was approved by the Food and Drug Administration for use in the U.S. This vaccine will not be sold commercially, but will be purchased by the Federal Government and stored in the national stockpile. Because the H5N1 virus continues to change, vaccine development remains challenging. In order to be most effective, an influenza vaccine must match the current circulating influenza virus strain. Scientists continue to study the H5N1 virus as it evolves and continue to work on vaccine development.
34. Does the regular seasonal flu vaccine help against avian flu?
The yearly flu vaccine that people receive beginning in October or November will not specifically provide protection against avian flu. However, it is important to be vaccinated every year for protection against seasonal flu, especially for people in highrisk groups. If a pandemic does occur, it will also be important to get seasonal flu vaccine because it may help doctors know who has seasonal flu and who has pandemic flu.
35. Is there a cure for avian flu?
There is no cure for avian flu or any type of influenza. However, there are medications called antivirals, which may lessen the severity of illness in people if taken within the first two days of symptoms. Antivirals can also help prevent influenza in some people who have been exposed to the virus. Limited clinical research suggests that two antivirals, oseltamivir (Tamiflu®) and zanamivir (Relenza®) may be useful treatments
for H5N1 avian influenza. Two other antivirals, amantadine and rimantidane, do not appear to be effective in treating avian flu.
36. How do doctors know if someone has avian flu?
In order to make a preliminary diagnosis, doctors will look at a patient's clinical symptoms, as well as determine if the person has a history of traveling to a country with known H5N1 outbreaks and may have possibly been exposed to the virus. Any health care provider should immediately contact the Department of Health and Human Services (DHHS) for guidance if he or she is suspicious of avian flu in his or her patient. The DHHS Public Health Laboratories has the ability to run preliminary tests for H5N1 in humans. However, definitive testing must be done at the Centers for Disease Control and Prevention in Atlanta.
37. Should I avoid going to countries that have outbreaks of avian flu?
Travel to countries with avian flu outbreaks is not restricted at this time. However, contact with sick or dead poultry, as well as with poultry that have no apparent symptoms, should be avoided in affected countries. Contact with surfaces that may have been contaminated by poultry feces or secretions should also be avoided. Uncooked poultry or poultry products, including blood, should not be consumed because of health risks, including potential exposure to H5N1 avian flu virus.
38. Are surgical masks helpful in preventing the avian flu?
Surgical masks, used along with cough hygiene (covering your mouth with a tissue when you cough or sneeze and then washing your hands), may protect people from H5N1 avian flu once the virus can spread from person-to-person. It is a good idea to have surgical masks in a family emergency kit. They may be useful in many emergency situations such as a fire or flood in addition to a pandemic. It is not recommended that the public stockpile other types of masks, such as N-95 respirators.
PANDEMIC PREPAREDNESS
39. Is New Hampshire preparing for a possible flu pandemic?
New Hampshire has had a state pandemic plan in place since 2001 and the plan was recently updated. The Department of Health and Human Services (DHHS) and the Department of Safety held a pandemic flu drill in November 2005 in coordination with hospitals and local communities. The DHHS Division of Public Health Services has been holding meetings with local public health officials, town officials, the public, faithbased groups, and partner agencies to begin planning for a pandemic in our State. The State is now divided into 19 All Health Hazard Regions that are working on planning for pandemic flu and other health-related emergencies according to criteria set forth by DHHS and Governor Lynch. More information, including the State pandemic plan, can be found at www.dhhs.nh.gov or at www.avianflu.nh.gov.
40. How will a flu pandemic impact my community?
Most people will be susceptible to a pandemic influenza virus, and local rates of illness could become high very quickly. Large numbers of people will likely seek medical care,
temporarily overwhelming health care services. High rates of worker absence could also interrupt other essential services, such as transportation, food, fuel, mail delivery, and communications.
41. Will there still be electricity if there is a pandemic?
It is hoped that all utilities will still be operating in a pandemic. However, these services may be impacted due to large numbers of people who are ill and cannot work or are unable to work because they are caring for others.
42. How long will an influenza pandemic last?
Influenza pandemics often come in two or more waves several months apart, and each wave can last 6 to 8 weeks in a particular location. It is difficult to predict how far apart the pandemic waves will be or how long a pandemic will last.
43. What should I do to prepare?
People should not only prepare for an eventual pandemic but also other emergencies that occur frequently, such as power failures, blizzards, floods, and ice storms. It is recommended that people have enough food and water on hand to last up to three weeks in case they cannot leave their homes. It is also important to have extra medication, batteries, and paper goods on hand. The brochure developed by DHHS and the NH Department of Safety, "Preparing for an Emergency: The Smart Thing to Do," is a guide on how to prepare for an emergency. This guide can be found on the DHHS website at www.avianflu.nh.gov (click on Public-Citizens then "The Emergency Preparedness Brochure").
44. If there is no pandemic at this time, why is there all this discussion causing people to be worried and why should we prepare?
There is no influenza pandemic among humans in the world at this time. Avian flu is a pandemic affecting birds. Scientists and public health officials know that eventually there will be another human flu pandemic. They are concerned the highly pathogenic H5N1 virus strain that is currently circulating other countries could mutate and result in a pandemic. Therefore, it is important that everyone make preparations now to better handle it and to lessen the impact if and when it does occur. The NH Department of Health and Human Services' intent is not to cause anxiety, but to calm people's concerns by providing information and helping them prepare ahead of time for this and other emergencies.
45. Should I buy antivirals?
The state and federal governments do not recommend that individuals try to keep a stockpile of antivirals at home. Antivirals have limited shelf life and, as with other medications, should be taken under supervision of a healthcare provider. The U.S. government is stockpiling antivirals, and encouraging states to do the same. New Hampshire is investigating this option.
46. Towns are planning for distribution of medication for a pandemic, but what will the medication be?
Communities are working together throughout the State to plan for emergencies of all types. This includes developing systems to be able to get thousands of doses of medication to people as quickly as possible, should the need arise. In an influenza pandemic, medications distributed would be antivirals or vaccine. However, it is important remember that there will likely be only limited supplies of medication, especially at the start of a pandemic. Recommendations for which groups of people should receive antivirals or vaccine, and at what stage during a pandemic, will be made based on available data and recommendations from both the NH Department of Health and Human Services and the Centers for Disease Control and Prevention.
47. Is the U.S. Government buying medications in case of a pandemic?
The U.S. Department of Health and Human Services is stockpiling enough antivirals to treat 25% of the U.S. population should a pandemic occur in the U.S. The Government is also stockpiling masks, medications and vaccines in preparation for a pandemic.
48. Is New Hampshire buying antivirals in preparation for a pandemic?
The New Hampshire Department of Health and Human Services proposed to the Legislature that the State develop an antiviral stockpile program, modeled after and complementary to the federal program.
49. How will public health officials recognize when a pandemic begins? Public health officials around the world continue to watch for signs of a pandemic or other unusual illness through systems that have been in place for years. SARS was detected this way. People in one geographic area suddenly becoming ill is a trigger for a rapid and thorough case investigation. A patient's clinical symptoms, as well as laboratory testing, are key factors in determining the cause of any outbreak of illness. In an influenza pandemic, laboratory testing would confirm that a strain of influenza that doesn't usually infect people is the virus that's causing the illness. Case investigations would show that the virus is being transmitted from person-to-person, indicating the start of a pandemic.
50. If there is a pandemic, how many people will be affected?
Pandemic strains of flu vary in their severity and there is no way to know exactly how many people will be affected. Estimates from other pandemics, however, are that approximately 25-30% of people will become ill and 1-2% of people will die.
51. Will schools be closed during a pandemic?
Closing schools or canceling public events and meetings are possible preventive measures in the early phase of a pandemic. These actions are intended to protect the public's health and, in New Hampshire, will only be taken at the direction of the Governor and the Commissioner of Health and Human Services.
52. How will I know if a pandemic starts?
The federal and state governments will notify the public at the beginning of a pandemic and will provide guidelines intended to keep us safe.
53. Can a pandemic be prevented?
No one knows for sure. The best way to prevent a pandemic caused by H5N1 would be to eliminate the virus in birds. However, despite efforts by many nations, it is doubtful that this can be achieved within the near future.
54. Is there a way to stop a pandemic once it starts?
The best way to stop a pandemic is with a vaccine, but once a pandemic begins, large quantities of vaccine will have to be made to specifically match the virus strain that is causing the pandemic. This process may take months.
55. How do I care for someone at home with pandemic influenza if it should become necessary?
Since there is no way to know what the exact health effects of a pandemic virus will be until the pandemic starts, it is not yet possible to say what the best treatment would be. It is a good idea as part of family preparedness to keep a supply of over-the-counter medications on hand for any event or emergency. The American Red Cross developed generic recommendations for home care of flu patients during a pandemic. Public health officials will make more specific recommendations once a pandemic begins. | <urn:uuid:019e7a5e-ee42-4f31-8d04-7ba5f34d3faa> | CC-MAIN-2021-39 | https://www.dhhs.nh.gov/dphs/cdcs/avian/documents/faq.pdf | 2021-09-24T18:54:40+00:00 | crawl-data/CC-MAIN-2021-39/segments/1631780057564.48/warc/CC-MAIN-20210924171348-20210924201348-00226.warc.gz | 760,512,225 | 5,452 | eng_Latn | eng_Latn | 0.998843 | eng_Latn | 0.998903 | [
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Corn Genetics Student Guide Answers
Biology- Genetics Study Guide Questions and Study Guide ... Mendelian Genetics of Corn Kit | Carolina.com Corn genetics - biology4friends Mendelian Inheritance in Corn - Gulf Coast State College Corn Crop Genetics Lab Answer Key - atestanswers.com Carolina BioKits™: Corn Dihybrid Genetics: Sample Teacher ... What are the applications of genetics in ... - study.com 3/19/2016 Late Nite Labs Genetics of Corn SHORT ANSWER ... Student Guide Urine Examination Biokit Answers
Corn Genetics Student Guide Answers Mendelian Genetics of Corn - Wilkes University GENETICS TEST STUDY GUIDE - PC\|MAC Solved: LAB-AIDS #603S INVESTIGATING AND APPLYING GENETICS ... The Biology Corner www.warrenhills.org 17-6362 Monohybrid Genetics with Corn Kit Study Guide for Module #8 Flashcards | Quizlet Genetics - The Biology Corner Lab Manual Exercise #4 - Palomar College
Biology- Genetics Study Guide Questions and Study Guide ...
Corn genetics - so many baby corns! As a preview to the future unit on plant reproduction, note that corn make two distint types of flowers - one male (seen by the tassels) and one female (seen by the silks). An ear of corn is actually a collection of over a hundred offspring, neatly packaged onto a cob, able to be stored long term, perfect for ...
Mendelian Genetics of Corn Kit | Carolina.com
Answer to: What are the applications of genetics in agriculture and what are some examples? ... not the corn plant. An example of modern genetics in livestock is harvesting fertilized eggs from ...
Corn genetics - biology4friends
Genetics Study Guide Answer Key passing of traits from parents to offspring Genetics- study of heredity Gregor Mendel-"Father of Genetics" Dominant- a trait that ALWAYS shows up & it covers up the recessive trait CAPITAL letters Recessive- trait that only shows up when there is NO dominant trait Lowercase letters
Mendelian Inheritance in Corn - Gulf Coast State College
a. A map of each gene's phenotype relative to other genes. b. A map of each gene's shape relative to other genes. c. A map of the relative locations of genes on a chromosome.
Corn Crop Genetics Lab Answer Key - atestanswers.com
LAB-AIDS #603S INVESTIGATING AND APPLYING GENETICS (CORN CROP GENETICS) Student Worksheet and Guide - Part 1 Challenge What colors of corn kernels will result from the following crosses: • heterozygous purple X homozygous purple plants? • heterozygous purple X homozygous yellow plants? • heterozygous purple X heterozygous purple plants?
Carolina BioKits™: Corn Dihybrid Genetics: Sample Teacher ...
Mendelian Genetics of Corn . Overview This kit has been designed for use as an introductory college-level genetics lab or, alternatively, as a high school honors, college -preparatory, or AP Biology lab. If you are using this kit with less experienced biology students, you may need to make some modifications.
What are the applications of genetics in ... - study.com
Answer to 3/19/2016 Late Nite Labs Genetics of Corn SHORT ANSWER Experiment 1: A Monohybrid Cross Directions: Use complete sentences and
Online Library Corn Genetics Student Guide Answers
bold the answers and. Study Resources. Main Menu ... study guides, and practice tests along with expert tutors.-Study Documents. Find the best study resources around, tagged to your specific courses. Share ...
3/19/2016 Late Nite Labs Genetics of Corn SHORT ANSWER ...
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Student Guide Urine Examination Biokit Answers
Genetics includes the study of heredity, or how traits are passed from parents to offspring. The topics of genetics vary and are constantly changing as we learn more about the genome and how we are influenced by our genes. Inheritance. Mendel & Inheritance – powerpoint presentation covering basics of genetics
Corn Genetics Student Guide Answers
4 Teacher's Manual Monohybrid Genetics with Corn Kit Exercise A (Parental Cross and F1) and Exercise B (Investigating the F2) can be completed in one 45-minute period, although students may have to answer the
Mendelian Genetics of Corn - Wilkes University
Rated 4 out of 5 by Chrisscds from Great manipulative, lesson weak The corn worked really well with seventh grade students as an introduction to genetics. It mimics Mendel's work and sets me up to discuss how corn was genetically engineered from teosinte and how that genetic manipulation of five genes changed the world.
GENETICS TEST STUDY GUIDE - PC\|MAC
Mendelian Inheritance in Corn The study of genetics and inheritance is concerned with understanding the biological properties that are transmitted from parent to offspring. With knowledge of inheritance, plants and animals have been developed that are more productive and, in some cases, have more nutrients.
Solved: LAB-AIDS #603S INVESTIGATING AND APPLYING GENETICS ...
Prepare your students for medical and lab tech careers with Carolina's wide range of equipment, kits and models. Genetics. Carolina offers a variety of resources and products to help your students delve into the emerging area of Genetics. Related Resources. Your Life Science Pacing Guide for 3-Dimensional Teaching
The Biology Corner
In the following Table 3 you need to locate the number in row three that is nearest to your chi square value of 1.80. 8. Probability Value: In the following Table 3, find the number in row three that is closest to your chi square value of 1.80. In this table 1.85 (shaded in yellow) is the closest number.
www.warrenhills.org
Exploring Creation with Biology by: Wile and Durnell, 2nd Edition, Module #8 Study Guide. Study Guide for Module #8 study guide by KaraLJ includes 37 questions covering vocabulary, terms and more. Quizlet flashcards, activities and games help you improve your grades.
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Online Library Corn Genetics Student Guide Answers
17-6362 Monohybrid Genetics with Corn Kit
Other Results for Corn Crop Genetics Lab Answer Key: Lab Manual Exercise #4 - Palomar College ... (CORN CROP GENETICS) Student Worksheet and Guide - Part I Breeding Corn Plants The corn you eat is the end product of hundreds of years of selective breeding of corn plants to produce large ears with sweet kernels.
Study Guide for Module #8 Flashcards | Quizlet
GENETICS TEST STUDY GUIDE 1. Tongue rolling (R) is dominant over non-tongue rolling (r). If a person cannot roll their tongue, what ... Use the following diagram to answer the next three questions. 4. What is the phenotype of the offspring in block A? _____ 5. ... In corn plants, green (G) is dominant to albino (g). What is the chance of a ...
Genetics - The Biology Corner
A biology resource site for teachers and students which includes lesson plans, student handouts, powerpoint presentations and laboratory investigations.
Lab Manual Exercise #4 - Palomar College
Start studying Biology- Genetics Study Guide. Learn vocabulary, terms, and more with flashcards, games, and other study tools.
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The Falls Church Village Preservation and Improvement Society
Mayor Tarter and City Council Members City of Falls Church 300 Park Avenue Falls Church, Va., 22046
May 14, 2021
SUBJECT: Strengthen Efforts to Meet Climate Change Goals
The Board of the Village Preservation and Improvement Society urges you to strengthen the City's efforts to reduce emissions of greenhouse gases that cause warming of the planet. Across the United States, a changing climate is contributing to more extreme weather, droughts, wildfires, heat events, flooding, and sea level rise.
The City Comprehensive Plan recognizes the threats that climate change poses for the City:
"The changing climate jeopardizes human health and well‐being. Both flooding and high temperatures pose risks to human health and safety. Severe weather also impacts economic stability. Storms and increased precipitation can disrupt power supplies, transportation and commercial operations. Higher average temperatures and temperature extremes may overload building cooling systems and the electrical grid."
The United States recently rejoined the Paris Climate Agreement with a pledge of reducing net emissions of carbon dioxide and other greenhouse gases that cause the warming of the planet by 5052% from 2005 levels by 2030 and reaching net zero emissions by 2050. These targets reflect the latest scientific understanding of the actions needed to avoid the worst consequences of a changing climate by keeping the increase in warming from pre-industrial levels to under 1.5°C.
We recognize that meeting ambitious targets for reducing emissions of greenhouse gases will require major new national investments. And, individuals need to take responsibility for their carbon footprints. In addition to national and individual efforts, however, local governments must play a leading role in meeting climate change goals.
Falls Church has adopted a long-term climate goal and taken some good first steps, such as promoting energy efficient buildings. We believe, however, that the City must recognize that the new science requires stronger action and that it is time to step up its contribution to meeting climate goals.
A key first step is for the Council to update the existing City climate change policy to align it with national goals. Specifically, the existing goal of reducing greenhouse gas reductions by 80 percent by 2050 should be revised to at least match the new national target of net zero emissions by 2050. The City should also adopt the Metropolitan Washington Council of Governments regional goal of a 50 percent reduction in greenhouse gas emissions by 2030.
In addition, the City needs to work with stakeholders to develop a plan of action for making progress toward the 2030 and 2050 climate change goals and measuring progress over time. Communities around the country are considering a wide range of programs and policies that best fit their specific circumstances and capabilities. Some of the policies that the City should consider as part of a new climate plan include:
* Making greenhouse gas reductions a priority for major new development projects by taking measures such as achieving stringent environmental design standards, activating rooftops with solar power, and increasing electric vehicle charging stations;
* Converting existing City buildings to electric or geothermal heating and cooling, increasing building energy efficiency, and adding solar power where possible;
* Converting City vehicles to electric and expanding charging stations at City-owned buildings;
* Creating incentives to shift residential and commercial heating and cooling away from natural gas and toward renewable electric systems while improving building energy efficiency and promoting solar power opportunities;
* Adopting a climate literacy program for the City schools to provide students with the climate change knowledge they will need as citizens of a country working toward the challenging goal of net zero carbon emissions by 2050; and
* Renewing and expanding the City commitment to protecting mature trees throughout the City, expanding the tree canopy, and requiring new developments to include significant trees and green space in their plans;
* Developing new design goals that promote more walkable environments and support low carbon forms of transportation.
Falls Church has an active citizenry, a first-rate school system, and effective local government. We have a responsibility to demonstrate the vision needed to adopt new climate targets and the determination to find the right mix of programs and policies that will meet climate goals. We urge the Council to meet this critical challenge with promptness and resolve.
We would like to support this effort in any way we can and look forward to working with you.
Sincerely,
Jeff Peterson On behalf of the Board Village Preservation and Improvement Society
cc: Wyatt Shields, City Manager
Environmental Sustainability Council
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Writing Centre
Adjective Clauses
An adjective clause is a dependent clause that modifies a noun.
Examples:
The teacher, who has red hair, is planning to retire soon.
The purse that I forgot on the bus this morning is full of money!
Mt. Everest, where so many people have perished to see its beauty
garbage dump.
Rules: An adjective clause
* contains a relative pronoun: who, whom, whose, that, or which, or a relative adverb: when, where, or why.
* is not a complete sentence, so it must be joined to the word it describes.
* answers the questions: What kind? How many? or Which one?
* is either essential (you need the information it provides), or nonessential (the information is not needed). We use commas to separate nonessential adjective clauses.
For example:
Books which have more than a thousand pages are seldom read in one sitting. (
essenti al)
Encyclopedias, which have more than a thousand pages, are seldom read in one sitting. (
nonessential
Tip: Essential adjective clauses are typically paired with non-specific nouns!
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October 2020
Hidden Treasure
Like many people today, Jesus faced rejection. From His friend Judas who betrayed Him, from the religious leaders who didn't like His teachings and from the crowd who called for His death over the murderer Barabbas.
In the week commencing 10 th October, we shared a film with children which highlighted that even in people who seem to be rejected by society, we can find hidden treasure.
Click to play the film below, and then why not discuss it with your child.
www.tentenresources.co.uk/parent-newsletter/
In the film, 'Hidden Treasure', the people who rejected the gift from the homeless man missed out on the most delicious fruit, just like many people missed out on recognising Jesus' true identity as the Son of God when He was on earth.
Children heard that sometimes we don't recognise the value in others, simply because they are different from us. We might turn away from them, causing them to be rejected or excluded.
Sometimes we may want to welcome the weak or the vulnerable, perhaps because we feel sorry for them, or we think we may be in their position someday and imagine what it would be like if we were them.
These are not bad reasons to show compassion and kindness, but children heard that Jesus offers a greater reason to treat vulnerable people as our brothers and sisters: because Jesus is living in them, just as He is living in us.
Why not take a moment to discuss with your child how you might reach out to the vulnerable in your community?
The Rosary
In the Catholic tradition, October is 'the month of the rosary'. In the words of Saint.John Paul II:
"To pray the rosary is to hand over our burdens to the merciful hearts of Christ and His Mother; the rosary does indeed 'mark the rhythm of human life', bringing it into harmony with the 'rhythm' of God's own life, the joyful communion of the Holy Trinity, our life destiny and deepest longing."
Long-term friend of Ten Ten, the sadly now departed Fr. Digby Samuels, said the following:
"Countless generations have found the rosary a sure-fire way of letting Jesus and Mary into their lives, growing in faith and closeness to them, and a powerful way of praying for others.
"If you're someone who possesses a rosary but, for whatever reason, have stopped using it or have never done so, why not make a fresh start? Grandparents, and some parents, may remember a time when it was the custom every day to gather to pray the rosary as a family. For some this was an experience that became an important part of their faith journey; for others the memory is not that positive perhaps because it was 'rattled' through at great speed or because the presence of each child was far from voluntary! Whatever your past experience of the rosary, here's some guidance on how to pray it and why it could enrich your family life."
How to pray the Rosary
As many will know, the main part of the rosary is divided into parts or 'mysteries': the Joyful, the Sorrowful, the Glorious, and Mysteries of Light. Each of these 'mysteries' is divided into five 'decades' (ten beads), usually following one 'Our Father' and ending with 'Glory be'. All are taken from sacred scripture and tradition, and encompass our main beliefs in who Jesus Christ is and what he's done for us. All involve Our Lady, Jesus's mother Mary, in some way or another. When we pray the rosary we're invited to see Jesus with the eyes of Mary and to be drawn into his divine life. As Mary was closer to Jesus in his life on earth than anyone else she points the way for us and shows us that we, the Church, God's family on earth, are also called to be like her eventually in the glory of heaven but also in our lives here on earth.
Jesus, Mary and Joseph knew about family life first hand; they knew about being displaced (the flight into Egypt soon after Jesus's birth ); they knew about conflict (when Jesus, as a teenager, was lost and when found by Mary and Joseph, he implied that he now had to make his Father's will a priority). If our family life includes similar tensions and more we can be sure that real help and support is right there in the prayer that is the rosary. Placing our trust in the Lord, we are sure to find a way through what seems humanly impossible.
The Joyful Mysteries
Ten Ten has prepared a resource for praying the rosary with children. Click here to access it:
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Pre-AP Biology and New Jersey Student Learning Standards for Science: Alignment Summary
Pre-AP courses focus deeply on a limited number of concepts and skills with the broadest relevance for high school coursework and college and career success. The course framework serves as the foundation of the course and defines these prioritized concepts and skills.
When teaching a Pre-AP course, teachers have purposeful time and space to bring their own voice and lessons into each unit to best meet the needs of their students and address the full range of state standards. This alignment summary demonstrates the deep connections between the Pre-AP Biology Course Framework and the New Jersey Student Learning Standards for Science to support teachers and schools in their planning. Along with the corresponding standards crosswalk, teachers and schools can use this alignment summary when planning and preparing to implement Pre-AP Biology.
INCLUDES
Approach to
teaching and
learning
Course map
Course framework
Sample
assessment
questions
Pre-AP
®
Biology
COURSE GUIDE
Alignment at a Glance: Very Strong
New Jersey Student Learning Standards for Science:
* HS-LS1: From Molecules to Organisms: Structures and Processes
* HS-LS3: Heredity: Inheritance and Variation of Traits
* HS-LS2: Ecosystems: Interactions, Energy, and Dynamics
Discipline Highlights
Overall, the alignment between the Pre-AP Biology Course Framework and the New Jersey Student Learning Standards for Science is very strong.
* HS-LS4: Biological Evolution: Unity and Diversity
= Very strong alignment
= Partial alignment
All of the disciplinary core ideas for the Life Science strands of the New Jersey Student Learning Standards for Science are addressed in full by the Pre-AP Biology Course Framework.
The Pre-AP framework extends beyond life science and covers some of the disciplinary core ideas for two of the three Earth and Space Science strands of the New Jersey Student Learning Standards for Science.
Alignment between the Pre-AP Biology Course Framework and the New Jersey Student Learning Standards for Science is described as very strong or partial. A very strong alignment is one in which the majority of standards are fully addressed by the mapped Pre-AP Learning Objectives (LOs). A partial alignment is one in which the standards are partially addressed by the corresponding Pre-AP Learning Objectives. Partial alignment can occur when one framework includes greater specificity or extends beyond the scope of the other framework. Given the focused nature of the Pre-AP course framework, some partial alignments are to be expected.
Alignment at a Glance: Partial
New Jersey Student Learning Standards for Science:
* HS-ESS2: Earth's Systems
* HS-ESS3: Earth and Human Activity
Discipline Highlights
While the overall alignment between the New Jersey Student Learning Standards for Science and the Pre-AP Biology Course Framework is very strong, there are some expected gaps in alignment given the intentional focus and approach of the Pre-AP framework.
For example, the New Jersey Student Learning Standards for Science performance expectation HS-ESS2-5 asks students to "plan and conduct an investigation of the properties of water and its effects on Earth materials and surface processes." While the Pre-AP Biology Course Framework does ask students to explain the properties of water and its effects on earth processes, and construct or use models to support their explanations, it does not ask students to conduct an investigation into these properties and effects.
Summary
The New Jersey Student Learning Standards for Science include Earth and Space Science and Engineering Design topics that are not directly addressed by the Pre-AP Biology Course Framework. As a result, these areas show little or no alignment. Despite the lack of an explicit match, however, these topics can be addressed using several compelling examples while teaching the Pre-AP EKs.
Beyond alignments to the course framework, it is also important for educators to turn to the Pre-AP Shared Principles and Pre-AP Science Areas of Focus to understand the full picture of alignment between Pre-AP Biology and the New Jersey Student Learning Standards for Science. The shared principles and areas of focus represent the Pre-AP approach to teaching and learning, and these principles deeply address skill development and disciplinary practices that cannot be easily captured within a standards crosswalk. In summary, there are ample opportunities for teachers to address the New Jersey Student Learning Standards for Science with confidence throughout this course.
INCLUDES
Approach to
teaching and
learning
Course map
Course framework
Sample
assessment
questions
Pre-AP
®
Biology
COURSE GUIDE
Learn more about Pre-AP Biology at preap.org | <urn:uuid:417bad94-656d-47c3-b8fb-fcbd333f819b> | CC-MAIN-2021-39 | https://pre-ap.collegeboard.org/pdf/biocrosswalksummarynj.pdf | 2021-09-24T19:07:34+00:00 | crawl-data/CC-MAIN-2021-39/segments/1631780057564.48/warc/CC-MAIN-20210924171348-20210924201348-00227.warc.gz | 502,941,399 | 926 | eng_Latn | eng_Latn | 0.987397 | eng_Latn | 0.987655 | [
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First Tee - Sandhills is excited to present ASYMCA Summer Campers a Virtual Field Trip Experience where you will learn how to play two fun golf games whether on a black top, back yard or visiting a golf course - all while using things you find around your house!
Bocce Putting
Materials:
* One (1) pallino to use as a target - could be a different colored ball or stuffed animal
* At least 1 ball per player (*hint* - each player uses a different color to tell them apart!)
* Optional - bat, broom, hockey stick or golf club to strike the ball
How to Play:
* One player will throw the pallino onto the court.
* Then each player will toss, putt or chip their ball at the pallino.
* The closest ball to the pallino scores one point.
* The player who had the closest ball gets to throw the pallino for the next round.
* Play as many rounds as time allows, the player with the most points wins! Or select a point total, such as 5, and the first player to 5 points is the winner.
Tic Tac Toe
Materials:
* Something to create or draw your tic tac toe board, such as tape, rope, sidewalk chalk.
* 3 - 4 balls per player or 1 ball and items to mark your squares.
How to Play:
* Each player will take turns tossing, putting or chipping into the tic tac toe grid.
* If your object lands in a square already captured by the other player, try one more time!
* The first player to get three in a row wins.
THANK YOU to ASYMCA for inviting First Tee - Sandhills to participate in virtual summer camp! Be sure to check out our summer camps and fall programs at Stryker Golf Course! Call our office at 910-255-3035 or find out more at firstteesandhills.org
Have a great rest of your summer!
First Tee – Sandhills Staff
910.255.3035
email@example.com | <urn:uuid:956cfe65-4c46-4fea-a61c-e37665297ed6> | CC-MAIN-2021-39 | https://f.hubspotusercontent20.net/hubfs/2246025/FB-OpCamp-Virtual-Field-Trip-Game-Sheet.pdf | 2021-09-24T18:16:26+00:00 | crawl-data/CC-MAIN-2021-39/segments/1631780057564.48/warc/CC-MAIN-20210924171348-20210924201348-00227.warc.gz | 290,385,640 | 434 | eng_Latn | eng_Latn | 0.998327 | eng_Latn | 0.998327 | [
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AVID College Research Paper
Part of the AVID programs is to help students become familiar with colleges and universities. This is your first step! This paper is a major part of your grade and will become a part of your AVID portfolio.
You will choose one school in California to research using californiacolleges.edu. We will use class time to find information on the internet about your school as well as to work on your paper. Keep in mind that you may need time outside of school to complete your paper too. You will be responsible for collecting the information in order to complete the items below. No duplicates of schools will be allowed. You will choose your school based on an online quiz.
Your paper will include:
- an original pennant (like the ones in the classroom) with your school's name, colors and mascot
- a typed 3 page research paper which includes all of the information below
- an oral presentation (specific dates will be assigned)
ALL OF THE ABOVE ITEMS WILL BE DUE ON THE DAY OF YOUR PRESENTATION.
You will be graded on completion of all the items above including:
-spelling & grammar
-neatness
-creativity
-presentation of materials/information
-accuracy
On the back of this form is a more specific rubric for your oral presentations.
Information you must have about your college in your paper, your presentation and on your poster:
__________ location (city)
__________ # of students
__________ What percentage of students are male? female?
__________ List the ethnic breakdown of students
__________ Mascot
__________ tuition, fees, room & board and other costs
__________ Where do most students live?
__________ Available scholarships
__________ Majors to choose from and average size of each class
__________ Most popular majors and programs
__________ Minimum GPA for admission
__________ Minimum SAT scores for admission
__________ Minimum course requirements for admission
__________ any additional information regarding admission requirements
__________ Unique information about your school (traditions, famous graduates, etc.)
__________ What do students do on campus for fun? (student life)
__________ What type of school – public? UC or Cal State? Private? Liberal Arts?
__________ Contact address, phone number, email & website address
Ideas to make your paper unique (these are optional)
- interview somebody who graduated from your school
- take a tour
- Create an spirit object for your school
- call the campus and ask if current students are available for an interview over the phone | <urn:uuid:34238ad6-bf16-472d-9320-fdd5b6977e5a> | CC-MAIN-2021-39 | https://www.collegeessay.org/blog/research-paper-example/college-research-paper-sample.pdf | 2021-09-24T17:28:05+00:00 | crawl-data/CC-MAIN-2021-39/segments/1631780057564.48/warc/CC-MAIN-20210924171348-20210924201348-00228.warc.gz | 724,744,528 | 518 | eng_Latn | eng_Latn | 0.99904 | eng_Latn | 0.99904 | [
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This month the Florida PTA is celebrating Dyslexia Awareness Month. On October 15th we ask you to join us in lighting it up for Dyslexia by wearing red!
What is Dyslexia? According to the International Dyslexia Association, Dyslexia is a specific learning disability that is neurobiological in origin. It is characterized by difficulties with accurate and/or fluent word recognition and by poor spelling and decoding abilities. These difficulties typically result from a deficit in the phonological component of language that is often unexpected in relation to other cognitive abilities and the provision of effective classroom instruction. Secondary consequences may include problems in reading comprehension and reduced reading experience that can impede growth of vocabulary and background knowledge.
Dyslexia is quite common with an estimated 15% of Americans having this learning disability. Within a school, of the children diagnosed with a specific learning disability (SLD), 70-80% have deficits in reading. Although dyslexia is a lifelong disability, children and adults can learn to read utilizing Structured Literacy instructional techniques. If children who have dyslexia receive effective phonological awareness and phonics training in Kindergarten and 1st grade, they will have significantly fewer problems in learning to read at grade level than children who are not identified or helped until 3rd grade.
By using the EduData Report Cards, https://edudata.fldoe.org/, you can find the number of children who are enrolled in the ESE program in your district, and your local school. From there you can ask your ESE Department about the number of children diagnosed with a specific learning disability.
During the 2020 Legislative Session, Florida PTA worked with Decoding Dyslexia Florida and Senator Gayle Harrell to support legislation that would have recognized dyslexia as a specific learning disability, provided screening for any students in grades K-3 who are struggling in reading and provided access to more resources to specifically address dyslexia. While the bill did not pass, Florida PTA is committed to ensuring the passing of legislation that will support students with dyslexia.
Please check out our new dyslexia resources on our Florida PTA's Exceptional Child
Website: https://floridapta.org/exceptional-child-education-and-support-services/
We thank Shore Acres Elementary PTA in Pinellas County for bringing Dyslexia Awareness to their school and kindly sharing their resources with us, so you can bring Dyslexia Awareness to your district.
Here are additional resources to learn more about dyslexia and other learning disabilities: International Dyslexia Association:
https://dyslexiaida.org/
Understood:
https://www.understood.org/en/learning-thinking-differences/child-learning-disabilities/dyslexia/whatis-dyslexia?_sp=820db030-46fc-40f5-a8a6-e70a5375b09b.1602024324375
Dyslexia Fact Sheet:
https://assets.ctfassets.net/p0qf7j048i0q/7gUDX1YFkaOHbBHiqylfli/4c5292b9283a2dc41f6b33a14d d867b4/Dyslexia_Fact_Sheet_Understood.pdf
Dyslexia Virtual Simulation
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Topic 15: Saint Ignatius of Loyola: Soldier and Saint, Part 1
Overview : St. Ignatius of Loyola was a shining star of the spiritual renewal and reform that emerged in 16thcentury Spain. He continued the movement of spirituality from the desert and monastery into the world that began with St. Francis and St. Dominic. You might say that he carried this impulse even further as he founded the Company of Jesus who crafted what has come to be known as "Apostolic Spirituality." From the very beginning of this movement, Ignatius and his followers founded universities and colleges and had an effective outreach to the poor, especially in the foreign missions.
St. Ignatius (1491–1556)
* Ignatius was the soldier, wounded in battle, who became a saint. In 1521, he suffered a severe leg wound. During his recuperation, he began to read the about the lives of the saints. Ignatius had a profound religious experience that led him to reform his life and to become a soldier for Christ.
* Ignatius became a wandering ascetic for the sake of Christ.
* Through a number of extraordinary religious experiences (of the Trinity, Christ, and Our Lady) he was transformed from being a temporal knight to be a knight for Christ.
* He gathered companions around him. His group became known as the Society of Jesus.
* He founded colleges, universities, and charitable institutions. He had a deep love for the poor and the sick and a strong missionary spirit.
* After a vision at La Storta near Rome in 1537, he had a strong desire to serve others. This vision connected Ignatius and his companions with the Pope.
* Ignatius brought St. Francis's vision of bringing the friars from the monastery into the world to a new level.
1) Ignatius adamantly refused to allow the Jesuits to chant the Divine Office. He envisioned a clear correlation between prayer and ministry.
In The Imitation of Christ, one of Ignatius' favorite works, Thomas à Kempis cautioned against traveling too much. Ignatius insisted that it was only by engaging in the pilgrimage implied in ministry that the Jesuit could hope to attain sanctification.
1) He gives going into the world a spiritual significance.
Ignatian Spirituality
* Ignatius's thinking and spirituality influenced many religious communities.
* When Ignatius stepped back and listened as a wounded soldier, he had a religious experience.
* Ignatius saw the world as the place where God calls us to experience our salvation. For him, the world becomes the monastery.
* Ignatius gives us tools for responding to the Lord's call and to living out our discipleship.
* When Ignatius discusses prayer, he emphasizes its affective dimension and the use of imagination. Ignatian spirituality is full of creativity.
* Ignatian spirituality shows us a way to move towards a deeper spiritual freedom. In some respects, this journey towards freedom parallels the monastic concept of purity of heart.
* Ignatius gives us a way of paying attention and becoming more aware. He teaches us to be more reflective as we live in the context of a very busy world.
* Ignatian spirituality is practical. There have been many interpretations of Ignatius's thinking throughout history. Some looked at his exercises as a rigid program. Today, most see Ignatius's vision as an attitude or outlook that can lead us closer to God.
* We are companions of Jesus and of one another. We do not live a spiritual life alone. Ignatius shows us a way of building relationships in the context of the world. The experience of the Risen Christ binds us together.
* Ignatius's spirituality is a spirituality of contemplation in action.
* "We are called to be men and women for others."
Review Questions
1. St. Ignatius challenges us to "find God in all things." Keep a journal in which you reflect and write about the ways to experience God in the details of your daily life.
2. St. Ignatius teaches us "to think with the Church." The Church is all of us. How do we remain loyal to the Church and at the same time call it to reform and renewal?
3. St. Ignatius models in his spirituality total generosity to God and service to others as men and women for others. Reflect on your own life and how you might move beyond a self-centered life and to live a more other and God centered life. | <urn:uuid:cb81597a-209c-49b1-91dc-7f778902fc94> | CC-MAIN-2020-50 | https://www.heartablaze.com/wp-content/uploads/2020/10/15-Jesuits.pdf | 2020-12-05T12:10:01+00:00 | crawl-data/CC-MAIN-2020-50/segments/1606141747774.97/warc/CC-MAIN-20201205104937-20201205134937-00462.warc.gz | 688,425,305 | 931 | eng_Latn | eng_Latn | 0.996635 | eng_Latn | 0.996688 | [
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"The modern, globalized economy had emerged with vigor and reach in the nineteenth century, but was no more a guarantor of domestic or world peace after 1918 than it had been in 1914."
The Economic Consequences of the War and the Peace
PATRICIA CLAVIN
In 1917, the maverick American economist Thorstein Veblen captured the way in which societies' expectations had changed as a result of World War I. "Peace," he claimed, was no longer understood as a "space of time in which to prepare for war." Instead, among democratic nations it had "come to stand in the common estimation as the normal and stable manner of life, good and commendable in its own right." Veblen's reflections in his book An Inquiry into The Nature of Peace and the Terms for Its Perpetuation were the result of his work for President Woodrow Wilson on the terms of a possible peace settlement. Striking a resoundingly contemporary note, Veblen suggested that peace was not absolute but "a relative matter, a matter of more or less."
Central to these new expectations of what peace after a worldwide conflict would bring was the reshaping of the relationship between the state and society in the domain of economic policy. The scale and duration of the war had forced states across Europe to demand new sacrifices of its peoples. To secure that allegiance, governments, in return, had to expand their obligations to their citizens or subjects, and make the changes to their political systems that such promises implied. This process extended the democratic franchise across European nationstates—although not into European empires—in unprecedented ways. A fundamental change was that enfranchisement was no longer linked to the ownership of property. After the war, for the first time governments emerged in Europe that
PATRICIA CLAVIN is a professor of international history at the University of Oxford. Her latest book is Securing the World Economy: The Reinvention of the League of Nations, 1920–1946 (Oxford University Press, 2013).
were dominated by members of working-class or peasant parties.
This new political power of the laboring classes underlined what was new about the political economy in the twentieth century: Government was now held directly responsible for maintaining a continuing level of economic activity, and political legitimacy was increasingly dependent on the ability to manage the domestic economy to the collective advantage of the electorate—an imperative that would increase the appeal of protectionism. When it came to economic policy, governments were becoming, as Veblen put it, "pugnaciously national."
This nationalism would have important consequences for how governments around the world coped with the economic effects of World War I. The consequences were not confined to the war's participants. Nonbelligerent Spain, for example, saw food and industrial exports rise markedly, especially citrus fruits and steel products from cities in the province of Valencia. Its gold imports rose and the national debt fell throughout the war. When the boom ended, however, civil unrest was widespread, helping to light the slow-burning fuse that exploded in civil war.
NO GUARANTEES
The modern, globalized economy had emerged with vigor and reach in the nineteenth century, but was no more a guarantor of domestic or world peace after 1918 than it had been in 1914. Britain, France, Italy, and Russia together had been Germany's best customers, accounting for more than 36 percent of German trade in 1913. Across Europe, the decision to go to war in 1914 was made largely by a handful of people at the top of the respective political systems. It was war
324
not by default but by design, and those who drew the plans were relatively realistic about the scale, character, likely duration, and eventual outcome. But commercial interests did not sway the men who took the world to war.
In 1914, businessmen and financiers everywhere were against the war, but no one in power paid much attention to their views. The general public, whose man- and woman-power was now harnessed to the cause of "total war," was taken by surprise. Public opinion was managed, not sought, to reinforce decisions already made by belligerent governments. As early as 1899, Ivan Bloch, a Polish banker and railway financier turned strategic analyst, had predicted that "the future of war is not fighting but famine, the bankruptcy of nations, and the breakup of the whole of social organizations." Like the best-selling British peace activist Norman Angell, Bloch claimed that the world's obvious economic interdependencies were in themselves a guarantee of peace.
If Bloch was wrong about that, he was right about the importance of the political economy. Although the effects of the British naval blockade on Germany drew a great deal of attention, what really damaged the German economy was its belligerence toward its
where. World War I showed how the meaning of security had evolved, starting in the latter half of the nineteenth century. It no longer meant simply protecting people and property against the threat of violence with the assertion of territorial control. Security was now related to the stability of the capitalist order and to the "intactness" of the human body, defined in biological and sometimes racial terms.
Adolf Hitler's Weltanschauung was among the most radical versions of this reshaping of security in the 1920s, a vision strongly influenced by his personal experience and understanding of the war, in which he served as a corporal. He declared himself a Raumpolitiker, a "spatial politician." His vision for security comprised a crude mix of biological and socioeconomic concerns positioned in relation to territorial control. It stood in contrast to the perspective of men of fixed horizons whom Hitler dismissed as mere Grenzpolitiker (border politicians).
First among them was the French Prime Minister
Difficult choices about how to pay for the war were postponed until it was won—or lost.
major trading partners. In 1914, food imports counted for around 20-25 percent of the German population's calorific needs, while they constituted more than 60 percent of what the British people ate.
Britain's economic and financial relationships with its empire, the United States, and Latin American states were reinforced by its political relationships in a variety of alliances and guarantees. The British Empire system helped Britain win the war. Germany, by contrast, had fewer economic and financial ties with its allies in 1914 than with its enemies. It was the loss of former trading partners, more than the Allied naval blockade, which limited Germany's access to food and other essential commodities and proved disastrous for its war effort.
NEW SECURITY
The defeat of the Central Powers underlined the significance of food as a weapon of war. Adequate, reliable, and affordable food supplies shaped military and political outcomes every-
Georges Clemenceau, le Père de la Victoire (the Father of Victory), who never tired of declaring that he believed, above all, in well-secured borders, and in having readily available and sufficient weapons, as well as trained soldiers, sailors, and—increasingly—airmen, to defend them. As the world succumbed to economic and diplomatic disorder after 1929, Hitler's vision of racially motivated command capitalism appeared to many to be a convincing, coherent, and effective answer to the crisis of German security.
INVISIBLE COSTS
But in 1918, most states and democratic political parties had yet to appreciate fully how the war had altered their relations with the electorate, in ways that also had big implications for relations among regimes on the international stage. Although major states during the war had become more involved in economic management than ever before, once peace came, governments withdrew to allow market forces heal the battered economies. The problems of such an approach were immediately laid bare by the destructive impact of rapidly rising inflation, unleashed by the war and exacerbated by the challenges of reconstruction.
Paradoxically, it was easier to recover from the visible costs of the war—the unprecedented number of deaths and casualties—than the invisible costs. These were the shifting patterns of trade that hit the European war zone hard, and, most important of all, the financial price of the war. Historians now put the number of war dead at between 9.4 and 11 million people, a figure that amounted to over one percent of Europe's population in 1913. On average, 5,600 men died every day the war continued, and injured soldiers returned home with some of the worst wounds ever seen. Approximately 755,000 British men and 1,537,000 German soldiers, for example, were permanently disabled in the war, and throughout Europe the care of disabled veterans posed important questions for the state and society. These losses had a dramatic impact on the supply of labor: France and Germany both lost around 10 percent of their male workforce; Austria-Hungary and Italy, over 6 percent; and Britain, around 5 percent.
The damage to infrastructure was more localized. Northern France was the hardest hit, and in the country as a whole, some 15,000 square kilometers were laid waste. Damage to French municipal, private, and industrial buildings amounted to $17 billion, the lion's share of a world loss of nearly $30 billion (nearly $500 billion in 2014 dollars). Much of the remaining physical damage was centered in western Russia, Poland, and Belgium.
From the archives of Current History…
"The victor may secure indemnity for part of the loss, but not for all; he will, in spite of him-
self, be a net loser. Taxes will be a crushing burden, merely to secure funds with which to pay high interest on vast new war debts, to say nothing of funds with which to purchase new armaments—if again the nations are forced, by lack of international control, to resume the stupendous folly of racing each other in military equipments."
Irving Fisher
"What the Economic Effects May Be" January 1915
Since these losses were geographically concentrated, it proved easier for Europe as a whole to recover from them than from the dislocation of its international trade and financial base. For Japan and the United States, Europe's preoccupation with the war, coupled with their own limited involvement, presented an unrivaled opportunity to supply the war-torn continent. Both countries' exports to Europe trebled during the war.
Just as importantly, the war enabled them to penetrate markets previously dominated by Europe's leading powers. US exports to Latin America rose by more than 75 percent in 1916; Japan expanded its volume of textile exports to the United States and China markedly, and, for the first time, exported textiles to Britain, the country that had previously led the world in massproduced fabrics. As a result, tariffs and quota systems, employed on an unprecedented level during the war, were never abolished, despite the lofty aspirations to global free trade expressed in Wilson's Fourteen Points and in the Covenant of the League of Nations. Instead, after 1920 the protection barriers began to creep up once more.
DEATH AND TAXES
In the war of attrition that came to be a war of exhaustion, the most problematic legacy would be its financial costs. These turned out to be enormous. Belligerent states in Europe were forced to borrow money and tax individuals and business at unprecedented levels. But governments tried, and largely failed, to pay for the war out of their own coffers.
For a sense of the scale of that failure let us consider France, whose record was particularly poor. The amount of income generated by taxation actually fell by 60 percent in 1914 from prewar levels, and it was only in June 1917 that the law introducing an income tax, passed in 1914, finally came into effect. The German record was little better, given the widespread expectation that the enemy would be defeated and made to pay for the costs of the war effort. That assumption was based on the outcome of the Franco-Prussian War of 1870–71, following a practice of reparation that was common to earlier conflicts.
This logic dictated that difficult choices about how to pay for the war were postponed until it was won—or lost. It also shifted the problem from the national to the international sphere. This was true even where issues of war finance were managed more soundly, such as in Britain. Although
the British state was better placed than the other belligerents to pay for the war through income and direct taxation, nonetheless, as with all belligerents, state debt increased dramatically. By 1920 Britain's national debt was £7.8 billion (1.3 times GDP), compared with £0.62 billion (0.25 times GDP) in 1913.
DEBT TRAP
Subsequent demands by the victorious states for reparations were a toxic, but not insurmountable, legacy of the war. The problem was compounded by the transformation of global financial relations that came about because the Allies accumulated large debts to their "Associated Power," the United States, and were forced to liquidate many of their overseas assets. This altered the global balance of power for good. Britain borrowed $4.3 billion and France $2.9 billion from the United States; they in turn advanced some of their resources to other allies. Britain, for example, loaned heavily to members of the British Empire;
France provided money to Italy and to Russia, and had to write off the Russian loans in the wake of the 1917 revolution.
By 1918, the United States had not just transformed from a debtor to to earn the needed funds. (The alternative was to allow inflation to rise in order to scale back the debt.) At the same time, the political changes wrought by the war meant that societies' expectations for state policy in the realms of welfare and employment were greater than ever.
THE AUSTRIAN CRISIS
The first intimation of the challenges that this tightening of the fiscal-political vise posed to the world after 1918 came in Central Europe. The combination of financial, political, and social pressures culminated in episodes of acute hyperinflation that devastated the successor republics of the Central Powers, notably those of Austria, Hungary, Germany, and Poland. Austria was gripped by hunger and runaway inflation. Its empire had dissolved, and the rump state remained under blockade by the Allies and new, unfriendly neighbors until 1919, when the Paris peace settlement prohibited unification with Germany.
By October 1921, the Austrian schilling had
Political legitimacy was increasingly dependent on the ability to manage the domestic economy.
a creditor nation: It had replaced Britain as the world's banker and emerged as the premier financial power. New York competed aggressively with London to become the center of world finance. The United States' preference for short-term loans, compared with British habits of long-term finance honed in the empire, also had important consequences for global economic stability. When world markets turned down, the flow of US dollars dried up more quickly than sterling loans had before 1914.
Rising levels of state debt had profound consequences for political relations within and between nations. But it would take almost two decades before economists, bankers, and policy makers fully grasped the momentous implications of this change for the international monetary system, as well as for America and the world economy more generally. Taken together, the financial costs of the war meant that states that had accumulated large debts faced considerable pressures and constraints immediately after the war ended. It was imperative to slash spending and increase taxes and trade descended into hyperinflation, with a monthly inflation rate of 46 percent, and unemployment had climbed to over 33 percent. At the time, the Austrian crisis garnered enormous international attention.
Images of its starving children featured in the activism of women such as Eglantyne Jebb, who founded the international aid organization Save the Children in May 1919. Art produced by Austrian orphans adorned Christmas cards distributed by the International Red Cross as part of its campaign for food aid for the republic.
Of course, the reason Austria needed food aid was that the new state was unable to grow or buy the supplies it needed to feed the population. Much of its food had been grown in imperial territories that were now lost, and the republic had few financial resources of its own. The same men who had overseen the management of food, shipping, and finance for the Allies in World War I—notably Herbert Hoover, John Maynard Keynes, Arthur Salter, and Jean Monnet—brought the situation to official and public attention. Now members of the Allies' Supreme Economic Council, they became leading protagonists in organizing a petition of more than 150 leading economists and financiers, who argued that economic cooperation should be facilitated by the new League of Nations.
An agreement to that effect was reached at the Brussels Conference of 1920, where the Austrian crisis became the founding impetus behind the creation of the League's Economic and Financial Organization. This body, and the network of economists, financiers, and policy makers who sustained it, often from behind the scenes (many of them were Americans), provided the foundation on which future ideas about global economic and financial governance would be built. More specifically, the Austrian case was an important reference point for the practices of oversight developed by the International Monetary Fund, and subsequently by the European Union. The policies recently adopted by the European Central Bank toward EU member states that turned to it for financial aid in the euro zone crisis, notably Greece in 2010, were also based on this historic model.
Although the United States remained outside the League of Nations, it was still able to determine the conditions of the Austrian loan package forged by the organization. Favorable terms for US investors in Austria were backed up by a series of extraordinary political guarantees for a loan scheme that for the first time handed financial oversight of a nation-state to an intergovernmental organization. State expenditure was slashed. Some 50,000 civil servants lost their jobs, and there were continuing attempts to reduce the pension provisions of officials who once administered the empire.
BEGGAR THY NEIGHBOR
US loans enabled Austria to become the first nation to return to the international gold standard. This system of fixed exchange rates became the primary focus of international financial relations after 1920. It was widely believed that the gold standard had facilitated the great expansion of the international economy in the nineteenth century. It was seen as the only available means to combat the twin scourges of deflation and inflation.
Between 1924 and 1929, 45 countries joined the gold standard as currency stability became the primary focus of monetary and economic policy. It bound the fates of member nations more closely together. But technical problems with the sys- tem's global operation, combined with constraints imposed by orthodox economic policy on national budgets, made for a toxic mix when recession came in 1929.
The gold standard exercised a deflationary grip on the world economy that grew even tighter in 1930. It was only when countries abandoned gold that a recovery of sorts emerged. All attempts to do this on a coordinated, international basis failed. The nationalist genie that had been growing since 1918 was now out of the bottle. Farmers, primary producers, and workers lobbied for greater trade protection in a world of falling prices. The extension of the franchise and the wider definition of state security meant that "beggar-thy-neighbor" economics became the only game in town.
Neither the League of Nations nor the ideology of liberal internationalism that produced it was strong enough to hold together the global order they had helped to create. The world was increasingly divided into economic blocs that, at least in part, went on to form the power blocs that would soon fight another world war. Crucially, Britain, France, and the United States were economically estranged from one another for most of the 1930s in ways that made it hard to combat the Axis threat. "To talk peace in the parables of war," as Veblen put it in 1917, proved a mistake that helped pave the road to a Second World War within a generation of the First.
A hundred years later, we have a stronger sense that the factors that make up our security are broadly defined and interconnected. We know, for example, how economic crises precipitate migration flows that, in turn, imperil environments; and that war and its aftermath disrupt agricultural production and the distribution of food, resulting in hunger and malnutrition, which then lead to the spread of disease. The impact of the recent global recession, and the present crisis over Ukraine, have brought home afresh how trade, financial flows, access to raw materials, ethnic solidarity, and "hard" security all link together, and the degree to which societies' search for security, in all its manifestations, reaches across state boundaries. But the current world order struggles to act on this recognition with any more efficacy than its predecessor did in 1918. ■ | <urn:uuid:16b45001-b5c3-42ef-87d3-be9cc3726b2d> | CC-MAIN-2020-50 | https://watermark.silverchair.com/curh_113_766_324.pdf?token=AQECAHi208BE49Ooan9kkhW_Ercy7Dm3ZL_9Cf3qfKAc485ysgAAAsowggLGBgkqhkiG9w0BBwagggK3MIICswIBADCCAqwGCSqGSIb3DQEHATAeBglghkgBZQMEAS4wEQQMtfSqfsS8cE3QBHliAgEQgIICfaUvBJ7D0ykoiG38QAT5czjDslYaY_-zOwI6L4vfYVPbxjbjqGVPXyh5WQ-nJBdtVqfkbd3qkvoBSRRVLwOEZhd8WlOzWE5_bPpumu-iIHPYzE7eEbzm-sv30JMJFeyUK9OaNsBGpCzjvGF-da_AC1GIwoygZJyuLZC5VLLxYaJjIVC6bLd5piLlLpIM5cXNe_f_0W9dXBllfK9E4_63UJwFySnHMJvL9o-6ReSGEaTTpJHIRg_pqQWQV9mYDUJcXJMFxDlUweQ0EvVWz02L5p1STOy5oawE1ejUpncr_RfWeD5Jdkz4Stvd-NXpOYBA7WdyUFi9Vccr0Yz4EqlKCsSDQBKlf6mHgSuvlWLW9gL_LakPHnIi7WZrNCwDGR5_D-mb2AYE07Bkp2QrDuUjdZS-cMNp-oYF3XyJ8xCz3SS4wZan-_2Ue4KAzkCSFMfxOhkadeaSb09ywKDFwayP8rcD5X6QulHBNLp4BuA5V1oMeg7Hj1VK0h8tRoz6vE1YdJMVdssS5e1ii84F7hF28n7F7g0Qftc8hVvqESoJZWpPeowRkx5tr-4sc8U6SKueBJSkmLbSe7jYlB-niRlxE25vsPf-SCo3aPdQrjj5OSnymFh_mLQJu3rBS1BLD1G4GcOCjINGIOe8zmDFPMnhqg3CqtI_xbLe9OW6KH1DYzBZPxcvV70Fk0KsHTF1LB7LT83qUTSXWe10UUOZdbw5IYTTCatg3t7cHm7z4Oeab8p4WjFjVSPO2yZD9eMJyvaP0OPbECEZKxRsdy6xhF9vMLoiKDZtDo5Lw_jTMnwL2srx0tFW02lzZDRqPPk8B_l4q8gT8_Y-d8OlNPFW3jY | 2020-12-05T12:41:16+00:00 | crawl-data/CC-MAIN-2020-50/segments/1606141747774.97/warc/CC-MAIN-20201205104937-20201205134937-00463.warc.gz | 550,436,661 | 4,285 | eng_Latn | eng_Latn | 0.998881 | eng_Latn | 0.998946 | [
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UNDERSTAND THE ISSUE ACTIVITY:
GETTING FROM A TO B
This obstacle course will help your young people gain valuable insight into the difficulties faced by people with sight loss
SUITABLE FOR ALL SECTIONS
1 Set up a simple obstacle course in your meeting place, using chairs, bags, bean bags and everyday objects to map a path.
2 Working in pairs, ask one of the young people in the pair to wear a blindfold.
3 Then ask the participant without the blindfold to navigate the blindfolded Scout around the course, without touching or guiding them.
4 Once they get to the end of the course, get the participants to discuss the difficulties they found in completing their journeys through the course.*
5 To end the discussion, get participants to consider applying these to everyday tasks, such as navigating around the house, getting to the wardrobe and choosing an outfit, getting to the bathroom and taking a shower or going to the shops and buying food.
6 This session is focused on sight loss, but you could also get Scouts thinking about how other disabled people would find this a challenge.
7 To make this activity more realistic and harder for older sections, you could visit a Scout Adventures centre and try some real obstacle courses blindfolded.
*This activity requires supervision and a risk assessment to be carried out. Remember to ensure that your young people know how to remove the blindfold should they become disorientated.
TIME NEEDED
30 minutes
EQUIPMENT NEEDED
■ obstacle course equipment such as ropes, bags, chairs, blindfolds, bean bags
THIS ACTIVITY LINKS WITH THE FOLLOWING BADGES
Beaver and Cub Teamwork Challenge Award
Beaver Disability
Awareness
Activity Badge
Community Impact
Staged Activity
Badge
Cub Our World Challenge Award
NEXT STEPS
You have completed:
The next step is to:
UNDERSTAND THE ISSUE
PLAN ACTION
Go to amillionhands.org.uk/ bigmoment for a PLAN ACTION activity.
DOWNLOAD THIS PAGE
Find this and other great activities at scouts.org.uk/magazine. | <urn:uuid:b1611332-a6fd-497e-a8a7-a7e4f1968a90> | CC-MAIN-2020-50 | http://1stlondoncolney.co.uk/wp-content/uploads/2018/03/Getting-form-A-to-B.pdf | 2020-12-05T11:20:14+00:00 | crawl-data/CC-MAIN-2020-50/segments/1606141747774.97/warc/CC-MAIN-20201205104937-20201205134937-00465.warc.gz | 459,070 | 427 | eng_Latn | eng_Latn | 0.994778 | eng_Latn | 0.994778 | [
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All Mixed Up
Number of players: unlimited
Materials needed: comics or old story books, broken down into frames or pieces
Object of the game: to recreate or put the "story" back together again and then to tell the tale.
To play: The best way to describe All Mixed Up is like a "story jigsaw puzzle." Put the pieces in an order to tell the story—note that there isn't necessarily a "right way" or single order of the story—that depends on how and why the player chooses to order a frame in a particular way.
Have plenty of sets for players to choose from—some players will zip through the first set in a matter of seconds—but then on the second try can go for a more difficult puzzle—one with more pieces. Vary the comics and pieces—having some with as few as 3 cards, and others with as many as 8-10 cards—and some with words and some without. That way, there's plenty of choice, and players can get through as few or as many of the games as they like.
All Mixed Up is a great way to encourage decoding skills with children of all ages. The trick is to be sure not to have too difficult a comic, story, or scene for kids to decipher. Encourage children to look for visual cues in the story, keywords in the text, or other signs to indicate where a piece may belong (for example, many comics have Title Frames as their first piece, and also include the date in the final frame).
Older kids will be attracted to comics, or may also be interested in storyboarding their own scene with wordless pictures (this is totally okay—a scene doesn't have to "go back together" in a certain way if the player can make a logical story/sequence out of the pieces or set that he/she's chosen. Encourage players to "tell you the story" after they've finished putting the pieces in order. Why does it make sense? How can the player tell that the pieces are in the right place? All of this is a great critical thinking and problem solving exercise (for players and leaders alike—as both must have a sense of what the story is trying to say.
Making the cards:
Second-hand "classic" tales such as The Boy Who Cried Wolf, Little Red Riding Hood or Hansel and Gretel work well, as they are stories that most players will be familiar with. Choose a smaller size version and trim away the text. Remember that only every second picture in the story will be available for use (as books are double-sided, but this game is not) so choose the pictures that define a particular moment in the story, and that will make sense when they are put together.
Adhere the pictures to Bristol board, box board, or another stiff background. That way, they will not bend, and the picture on the opposite side is also blocked out. Laminating the cards will also keep them clean and ready for long time use.
Why wordless?
With story books, because only half of the text will appear in the cards (because cards are only one sided) it is best to trim the words away. Very short stories— such as those found in beginning readers--with brief text can be included if all of the pages are being used.
Using comics: look for comics that are not part of a series (so that there is no confusion about what the story is trying to say) and that are suitable for readers of all ages. Easy favourites could include Garfield, Snoopy, Calvin and Hobbes, or even Archie.
If you are using the original comic, adhere the pieces to Bristol board or cardstock, so that the pieces will withstand continued play. If you are scanning or photocopying the images (remember to include copyright information) print them onto cardstock. Using different colours of cardstock (particularly if you are using black and white comics) make it easier for cleanup, as you can tell by sight which pieces belong to which puzzle.
Variation for a Group
To incorporate All Mixed Up into a group activity, give each player one of the frames. Instruct the group to work together to figure out the order, and then have them present the story or comic aloud, each telling or reading his/her frame. Encourage the players to plan on and agree on the story as a whole prior to presenting it. | <urn:uuid:4362059e-d592-4caf-8643-7b503794d643> | CC-MAIN-2020-50 | https://www.frontiercollegefoundation.ca/getattachment/4d3f4b8b-a455-46f4-bb13-1322d39e09bf/All-Mixed-Up.aspx | 2020-12-05T11:23:49+00:00 | crawl-data/CC-MAIN-2020-50/segments/1606141747774.97/warc/CC-MAIN-20201205104937-20201205134937-00463.warc.gz | 687,869,773 | 907 | eng_Latn | eng_Latn | 0.999155 | eng_Latn | 0.999151 | [
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NATURAL RESOURCES CONSERVATION SERVICE
November 2015
Plant Materials Technical Note NV-58
Milkweed Pollination Biology
(Asclepias spp.)
Eric P. Eldredge, Manager, Great Basin Plant Materials Center, Fallon, Nevada
Monarch butterfly (Danaus plexippus) conservation depends on conservation of the milkweeds that are the host plant for monarch larvae. Across much of its range in the western U.S., showy milkweed (Asclepias speciosa Torr.) is an important source of nectar for adult monarch butterflies and is the preferred host plant for monarch larvae (Borders, et al., 2012).
Milkweed flowers bloom in umbels (Figure 1), which are clusters of individual flowers on stems that emerge from a common point (Young-Mathews and Eldredge, 2012).
Each flower has a calyx, corolla, and corona, which surround a central gynostegium. The gynostegium is formed from the fused, highly modified male (anthers and filaments) and female (stigmas and styles) floral parts. At the top of the gynostegium is a style-head, formed by fusion of the apices of two styles. The corolla is the outer and lower part of the flower and resembles petals (Figure 2). In some milkweed species the corolla is bent backwards (reflexed).
The corona is the showy, upper part of the flower. Five hoods surround the corona and tempting pools of luscious nectar form at the base of each hood. In some species, each hood has a prominent horn. Together these slick, waxy floral structures manipulate the behavior of insects to achieve pollination.
Flowers of different species of milkweed differ in size, color, and fragrance, but all produce their pollen in waxy sacs called pollinia. The pollinia are located in two anther pouches adjacent to vertical stigmatic slits of the flowers (Figure 3). Pairs of adjacent pollinia are connected to each other by translator arms from a clamp located in the middle, called the corpusculum (Bookman, 1981). The complete structure is called a pollinarium (Figure 4). A very similar pollinarium structure also evolved in a monocotyledonous group of insect pollinated plants: the orchids. Because of their unusual structure and relatively large size, the flowers of showy milkweed require relatively large insects for effective pollination.
Insects that visit a flower to drink nectar struggle to grasp the slippery surfaces and may accidently slip their leg, tarsus, mouthpart, or other appendage into the opening at the bottom of the stigmatic slit. This slit is formed by guide rails, which are lined with bristles that prevent the insect moving its appendage any direction but up. The top of the slit leads into the opening of the corpusculum, which has hard, sharp inside edges that taper together at the top. The corpusculum clamps firmly to the insect by pinching onto the insect's appendage. In its struggles to escape, if the insect is large enough, it can withdraw the paired pollinia from the anther pouches and fly away (Figure 5).
During flight, the translator arms dry and bend to change the orientation of the pollinia (Bookman, 1981). When the insect visits another milkweed flower, a pollinium may slip into one of the stigmatic slits and be captured inside the stigmatic chamber. The insect must then break the translator arm to escape, leaving the pollinium in the stigmatic chamber where the pollen grains can germinate to fertilize the flower.
Deep inside the gynostegium, two future seedpods (follicles) have already developed the unfertilized ovules by the time the flower blooms. One follicle can be pollinated by a pollinium inserted into any of three adjacent stigmatic slits, and the other follicle is connected to the two remaining stigmatic chambers (Sage et al., 1990). After pollination occurs, the other flowers on the umbel wither and fall off.
Not all insects that visit to showy milkweed to drink nectar are large enough, strong enough, and clumsy enough to pollinate it effectively. Introduced European honeybees can pollinate showy milkweed effectively because they are so numerous. Showy milkweed provides abundant nectar for honeybees over a long bloom period. However, due to their small size relative to a showy milkweed flower, occasionally a honeybee may be trapped on the flower (Figures 6 and 7).
After insertion of a pollinium into a stigmatic slit, if the insect is strong enough to break the translator arm and escape, the broken stub is the perfect size, shape, and orientation to catch another corpusculum. This may repeat until chains (catena) of corpuscula are formed, in a process called concatenation (Peter and Shuttleworth, 2014).
More research is needed to determine if population declines in the insect species that are the most effective pollinators of milkweed (Wiemer et al., 2012) have contributed to the nationwide decline in milkweed, and consequent decline in monarch butterfly habitat.
The next time you see a milkweed seedpod (follicle) think about the hapless insect who, in exchange for a rich reward of carbohydrate, removed a pollinarium and flew to a flower on another milkweed, where a pollinium chanced to slip into the stigmatic slit. Without a sufficient diversity of pollinator species to accomplish this peculiar and elaborate pollination process, the showy milkweed populations that support the monarch butterfly could continue to decline.
Showy milkweed grows best in well-drained soil in full or nearly full sun, in pastures, meadows, forest clearings, untilled fields, roadsides, and ditch banks, from sea level to 6,250 ft. (Stevens and Anderson, 2005). Seed is routinely commercially available. Whenever possible, showy milkweed should be considered as a component in pollinator habitat plantings, such as backyard gardens, along field borders, and edges of hedgerows. Showy milkweed should be considered for roadside beautification projects when it can be planted some distance away from the flow of traffic. The flowers bloom from May through September, providing nectar to a diverse community of pollinating insects.
Literature Cited
Bookman, S.S. 1981. The floral morphology of Asclepias speciosa (Asclepiadaceae) in relation to pollination and a clarification in terminology for the genus. American Journal of Botany 68:675-679.
Borders, B., E. Eldredge, E. Mader, and C. Burns. 2012. Great Basin Pollinator Plants: Native Milkweeds (Asclepias spp.) The Xerces Society for Invertebrate Conservation, Portland OR, in collaboration with USDA-NRCS Great Basin Plant Materials Center, Fallon, Nevada. NVPMC Technical Note No. 56.
Peter, C.I., and A. Shuttleworth. 2014. Catching on to concatenation: evidence for pre-pollination intrasexual selection in plants. New Phytologist 203:4-6.
Sage T.L., S.B. Broyles, and R. Wyatt. 1990. The relationship between the five stigmatic chambers and two ovaries of milkweed (Asclepias amplexicaulis Sm.) flowers: a three- dimensional assessment. Israel Journal of Botany. 39:187-196.
Stevens, M., and M.K. Anderson. 2005. Plant Guide for showy milkweed. USDA NRCS National Plant Data Center. Revised May 2006. 4 pp.
Wiemer, A.P., A.N. Sersic, S. Merino, A.O. Simoes, and A.A. Cocucci. 2012. Functional morphology and wasp pollination of two South American asclepiads. Annals of Botany 109(1) 77-93.
Young-Mathews, A., and E. Eldredge. 2012. Plant Fact Sheet for showy milkweed. USDA NRCS Corvallis Plant Materials Center and Great Basin Plant Materials Center. Corvallis, OR and Fallon, NV. August 2012. 2 pp.
Citation
Eldredge, E. 2015. Milkweed Pollination Biology. USDA NRCS Technical Note NV-58, Great Basin Plant Materials Center, Fallon, NV.
The U.S. Department of Agriculture (USDA) prohibits discrimination against its customers, employees, and applicants for employment on the bases of race, color, national origin, age, disability, sex, gender identity, religion, reprisal, and where applicable, political beliefs, marital status, familial or parental status, sexual orientation, or all or part of an individual's income is derived from any public assistance program, or protected genetic information in employment or in any program or activity conducted or funded by the Department. (Not all prohibited bases will apply to all programs and/or employment activities.) If you wish to file an employment complaint, you must contact your agency's EEO Counselor (PDF) within 45 days of the date of the alleged discriminatory act, event, or in the case of a personnel action. Additional information can be found at http://www.ascr.usda.gov/complaint_filing_file.html.
Individuals who are deaf, hard of hearing or have speech disabilities and you wish to file either an EEO or program complaint please contact USDA through the Federal Relay Service at (800) 877-8339 or (800) 845-6136 (in Spanish). Persons with disabilities, who wish to file a program complaint, please see information above on how to contact us by mail directly or by email. If you require alternative means of communication for program information (e.g., Braille, large print, audiotape, etc.) please contact USDA's TARGET Center at (202) 720-2600 (voice and TDD). For any other information dealing with Supplemental Nutrition Assistance Program (SNAP) issues, persons should either contact the USDA SNAP Hotline Number at (800) 221-5689, which is also in Spanish or call the State Information/Hotline Numbers. For any other information not pertaining to civil rights, please refer to the listing of the USDA Agencies and Offices for specific agency information.
If you wish to file a Civil Rights program complaint of discrimination, complete the USDA Program Discrimination Complaint Form (PDF), found at http://www.ascr.usda.gov/complaint_filing_cust.html, or at any USDA office, or call (866) 632-9992 to request the form. You may also write a letter containing all of the information requested in the form. Send your completed complaint form or letter to us by mail at U.S. Department of Agriculture, Director, Office of Adjudication, 1400 Independence Avenue, S.W., Washington, D.C. 20250-9410, by fax (202) 690-7442 or email at firstname.lastname@example.org.
USDA is an equal opportunity provider, employer, and lender. | <urn:uuid:1b4bb4aa-5993-485a-8559-16eff4454c54> | CC-MAIN-2020-50 | https://www.nrcs.usda.gov/Internet/FSE_PLANTMATERIALS/publications/nvpmctn12764.pdf | 2020-12-05T12:21:42+00:00 | crawl-data/CC-MAIN-2020-50/segments/1606141747774.97/warc/CC-MAIN-20201205104937-20201205134937-00462.warc.gz | 779,861,172 | 2,402 | eng_Latn | eng_Latn | 0.969072 | eng_Latn | 0.989795 | [
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Soul-Battering
Many people experience a form of soul-battering in their childhood and teen years, that leaves them with a sense of lostness and abandonment all their lives. They can't trust themselves to make right decisions because their personality has been so beaten down that it is weak and fragmented, so they allow other people to make their decisions for them. But then they suffer the consequences of having to do things they don't want to do, and struggle with the torment of inadequacy in doing them.
Victims of soul-battering enter a life-long search for love. They have a desperate, consuming need to be loved and an even greater need to have someone to love. The kind of love they constantly seek is one that gives them acceptance and approval – not in shallow ways as the world gives – but in very specific, and instant, assurance whenever they feel inadequate or self-conscious about something they have done, resulting in "love on demand" relationships.
Victims of soul-battering are passive about life. Afraid to reach out and take what they want, because they don't know if they're supposed to have it, or how to get it. Emotionally, they have strong feelings about what they want, but they feel unable to obtain those desires. Like a child trying to reach an unobtainable toy; they reach and strain and whimper and cry and get mad and give up; then they settle for the same old toys that are within reach.
A soul-battered person gives themselves away to buy love from others. Completely setting aside their own needs, they busy themselves fulfilling the needs of others – no
matter the cost in time, hard work, inconvenience or money. Setting the needs of another person so far ahead of theirs that they actually take on the cares and anxieties of that other person and try to fix them and work out their problems for them. Their overwhelming desire is to please that other person, because then they feel worthwhile and they feel alive and fulfilled through the other person's life, so opposite from their own passive, unfulfilled life.
When a soul-battered child loses the recognition of their own personality, they lose their personhood – that "me" that lives inside of each of us. So instead of being able to draw strength and boldness from inside, they have an empty void that nothing seems able to fill. With aching hearts they look at other people and see the love, guidance, and provision of a caring father and mother, family, home, and proven abilities. A "me"-less victim stands in awe of that self-assured and confident person, and quietly withdraws into that battered soul to seek once again for a possible healing of that bruised and battered area.
(Cont'd)
The world has a name for soul-battering, they call it "verbal abuse." But, that name sounds like it means words that go from mouth-to-mouth, instead of the true meaning which is mouth-to-soul abuse. We learned an old saying in childhood that says, "Sticks and stones can break my bones, but words can never hurt me." It doesn't take very long to find out how wrong those words are. Words are the most powerful weapons for good or for destruction known to mankind. We can all remember cruel unkind words that were spoken years ago but they stick in our soul like fiery darts to this day.
God knows the absolute power of words, that's why He tells us not to waste them in idle,
negative chatter, but to use them to give love to people and to encourage them and make them feel better about themselves. God is the Master of Words. He used words to create the universe, our world, and to give life to everything in it. He gave mankind the same ability He has.
Guess where the Word of God is stored in us? In our soul! The same soul that becomes battered and bruised by cruel, unloving, burning, tormenting words, is the place God chooses to let Himself be known to us. The soul is the very center of our being, it is our mind – where we think and remember; where our memories hide; where we make choices and decision. That's where we need God, to help us, because what we think, what we remember, what we choose, and what we decide, is what creates our own world and affects everything in it.
For centuries people read God's Word but didn't live it. They still lived in sin and unbelief, broken-hearted and dying. So in His great love, God wrapped His Word in flesh and called Him Jesus. Jesus was the living Word of God who came to prove that God's Word was true, and He only spoke words here on earth that God told Him to. "In the beginning was the Word and the Word was with God, and the Word was God . . . and the Word was made flesh, and lived here with us, full of grace and truth." (John 1:1,14)
Jesus came to save our souls. Our souls are who we are. Our souls are very important and should be given great care. When we suffer from soul pain we call it being "brokenhearted." But Jesus said "The Spirit of God has anointed Me to preach the gospel (good news) to the poor; . . . to heal the broken hearted, to deliver them from bondage, and set at liberty them that are bruised (mentally shattered)." (Luke 4:18) The reason God sent Him was so we can be healed and not have to live with a broken heart.
To heal the wounds and scars of your soul-battering, make it first priority to put the Word of God in you every way you can; by reading and thinking about what you read; by listening to tapes; and by faithful church attendance because, "Faith comes by hearing, and hearing by the Word of God." (Romans 10:17)
Begin to bring your soul into line with God's will for your life, in your thinking, your memories, your choices, and your decisions. The light of God's Word removes any dark, shadowy corners of memory. If you could take a little black piece of darkness, about the size of a candle flame, and put it on a candle in a room full of light, you would not even be able to see it, but if you take a little light, about the size of a candle flame, and put it in a room full of darkness, it will light up the room and remove the darkness.
Giving God first place in your soul is so important that Jesus said, "You shall love the Lord your God with all your heart, and with all your soul, and with all your mind. This is the first and greatest commandment." (Matthew 22:37,38) If it's that important to God, it should be the most important thing to us! Our soul will spend eternity with God.
Soul-Battering
1. When does the worst soul-battering happen?
2. What do soul-battered people search for all their life?
3. What does the kind of love they seek result in?
4. How does a soul-battered victim buy love?
5. What does verbal abuse mean?
6. What are the most powerful weapons for good or for destruction?
7. Where is the Word of God stored in us?
8. Who did God send to prove His love in the flesh?
9. Why should the care of our soul be most important to us?
10. What are we supposed to love God with? (Matthew 22:37,38) (The answer to this question will be your memory verse)
MEMORY VERSE ____________________________________________________
Soul-Battering
1. When does the worst soul-battering happen?
In childhood.
2. What do soul-battered people search for all their life?
Love.
3. What does the kind of love they seek result in?
"Love on demand" relationships.
4. How does a soul-battered victim buy love?
By setting aside their own needs to fulfill the needs of others.
5. What does verbal abuse mean?
Mouth-to-soul abuse.
6. What are the most powerful weapons for good or for destruction?
Words.
7. Where is the Word of God stored in us?
In our soul.
8. Who did God send to prove His love in the flesh?
Jesus.
9. Why should the care of our soul be most important to us?
Because it will spend eternity with God.
10. What are we supposed to love God with? (Matthew 22:37,38)
MEMORY VERSE "You shall love the Lord your God with all your heart, and with all your soul, and with all your mind. This is the first and greatest commandment." | <urn:uuid:388216b7-998b-42c1-a6f3-43a56617c3a7> | CC-MAIN-2020-50 | https://www.thesheepfold.org/studies/pdf/67_SOUL_BATTERING.pdf | 2020-12-05T11:02:22+00:00 | crawl-data/CC-MAIN-2020-50/segments/1606141747774.97/warc/CC-MAIN-20201205104937-20201205134937-00464.warc.gz | 869,909,889 | 1,841 | eng_Latn | eng_Latn | 0.998581 | eng_Latn | 0.999053 | [
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Hey ClubE!
It is August! Can you believe it? Here we are, the last month of summer. It's wild to think of all the things that have happened over the course of the last few months...isn't it? I hope you all have had fantastic summers and continue to soak up this time!
1. Watch my short video & introduction to the lesson today.
2. Sharing time. Our question today: What's your favorite way to be creative?
3. Read the story together as a family (or listen to it here ) & go through the discussion questions to talk about what you've learned.
4. Pray together as a family.
5. Optional: Do activity!
If you have questions or just want to share your learning, you can email me firstname.lastname@example.org or text/call at 612-310-2363
I love it when we sing to God and tell Him how amazing He is. He is indescribable! His creativity is indescribable, too. We know that's true because we can see the incredible world He's made. We can read about God's creation in the book of Genesis. In Genesis, we find out how God created the world. It started out like this. Genesis 1:1 (NIrV), "In the beginning God created the heavens and the earth." But let's not get ahead of ourselves. Let's break it down, day by day, just like we find in the book of Genesis. Genesis 1:3-5 (NIrV) says, "God said, 'Let there be light. And there was light. God saw that the light was good. He separated the light from the darkness. God called the light 'day.' He called the darkness 'night.' There was evening, and there was morning. It was day one.
Then . . . in Genesis 1:6 (NIrV) it says, "God said, 'Let there be a huge space between the waters. Let it separate water from water.' And Genesis 1:7-8 (NIrV) says that's exactly what happened, "God made the huge space between the waters. He separated the water under the space from the water above it. God called the huge space 'sky.' There was evening, and there was morning. It was day two.
All right. So far, we have light and dark . . . and sky and water. Well, God had something massive just around the corner. Land! Yes—day three was huge! Not only did God create dry ground, but He also made plants to grow in the ground. As we read in Genesis: 1:12-13 (NIrV), "So the land produced plants. Each kind of plant had its own kind of seeds. And the land produced trees that grew fruit with seeds in it. Each kind of tree had its own kind of seeds. God saw that it was good. There was evening, and there was morning. It was day three.
Things were really starting to take shape . . . but God still had some creating to do! In Genesis 1:16-18 (NIrV) it says, "God made two great lights. He made the larger light to rule over the day and the smaller light to rule over the night. He also made the stars. God put the lights in the huge space of the sky to give light on the earth. He put them there to rule over the day and the night. He put them there to separate light from darkness." Yes—on day four, God brought some amazing creations to life: the sun! The moon! And the stars! Genesis 1:19 (NIrV), "God saw that it was good. There was evening, and there was morning. It was day four. "
But God was far from finished. Check out what came next. Genesis 1:20-21 (NIrV) says, "God said, 'Let the seas be filled with living things. Let birds fly above the earth across the huge space of the sky.' So God created the great sea creatures. He created every kind of living thing that fills the seas and moves about in them. He created every kind of bird that flies. And God saw that it was good. Yes—this is where things get really exciting. Animals enter the picture! Fish! And birds! Genesis 1:22-23 (NIrV) says, "God blessed them. He said, 'Have little ones so that there will be many of you. Fill the water in the seas. Let there be more and more birds on the earth.' There was evening, and there was morning. It was day five."
So, we have fish and birds, but obviously there were many more animals to go. God kept going on day six. Open the Bible to Genesis 1:25 (NIrV), "God made every kind of wild animal. He made every kind of livestock. He made every kind of creature that moves along the ground. And God saw that it was good." God's creation had gotten really exciting. And quite noisy! But the best was yet to come.
Genesis 1:27 (NIrV) says, "God created human beings in his own likeness. He created them to be like himself. He created them as male and female. "Yes—God had saved His best for last. On day six, God created people! God had important instructions for the people He had created. Genesis 1:28 (NIrV), "God blessed them. He said to them, 'Have children so that there will be many of you. Fill the earth and bring it under your control. Rule over the fish in the seas and the birds in the sky. Rule over every living creature that moves along the ground.' God had done it! He had made light and dark; sky and water; land and sea; plants; the sun, moon, and stars; fish, birds, and all other sorts of animals; and people! Genesis 1:31 (NIrV) and read. "God saw everything he had made. And it was very good. There was evening, and there was morning. It was day six."
It was very good! ALL of it was very good. What did God do next? Well, listen to this. Genesis 2:2-3 (NIrV), "By the seventh day God had finished the work he had been doing. So on that day he rested from all his work. God blessed the seventh day and made it holy. He blessed it because on that day he rested from all the work he had done. Yup—on day seven, God rested. He also blessed the seventh day and made it holy. What an amazing story!
From nothing . . . God created EVERYTHING. There's no limit to God's creativity. As much as we might try to describe God, He is truly indescribable. His creation SHOWS us how amazing He is. We can KNOW Him because we can see the amazing world He made. Let's pray and thank Him for that.
* What's something you're thankful that God created?
* At the end of each day God said, "It was good" (and when he created people he said it was "very good"). Why do you think he said that?
* When you create something good, how do you feel? How do you think God feels about his good creation?
* We are part of God's creation and we are LOVED by him. We are the most prized out of all of His creation. What's your favorite part about being God's creation?
"Dear God, what You have made is good—SO good! We are thankful that we can see Your limitless creativity in everything You've made. You made each of US, and You love us! Please, help us to see how good You are as we look at the world around us, and the people You've put in our lives. We love You, and we pray these things in Jesus' name, amen."
STORY SCULPTING
* Sculpt something with the Play-Doh that relates to the story we read today (example, On the seventh day, God rested" like a pillow or a bed.)
* With each Play-Doh creation, challenge the group to identify the sculpture and how it relates to the story
* If you have more than one family member, put the sculptures in order of the story.
Creation is the greatest work of art of all time and all of you are part of it. We look at the world, and we see that God is creative because of everything He made. From nothing, He made everything. All we have to do is look at the different types of plants, the variety of animals and fish, or the vastness of the sky to know there's no limit to God's creativity. And look at each of us. God made all of us in His image, and none of us are exactly the same— not even identical twins! Everywhere we look, we can see there's no limit to God's creativity. | <urn:uuid:41ffe7d4-39f4-494f-ae46-b595602b36d6> | CC-MAIN-2020-50 | https://storage.snappages.site/TSHSS5/assets/files/ClubE-Lesson-8220.pdf | 2020-12-05T11:04:10+00:00 | crawl-data/CC-MAIN-2020-50/segments/1606141747774.97/warc/CC-MAIN-20201205104937-20201205134937-00465.warc.gz | 505,405,890 | 1,882 | eng_Latn | eng_Latn | 0.999608 | eng_Latn | 0.99977 | [
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Writing Centre
Practical Reading Strategies
The key to reading effectively is active involvement in drawing information from the text. This includes surveying the text, asking questions, summarizing key points, making notes, and identifying agreement or disagreement with the author's ideas.
Here are some practical strategies to help you read more effectively:
1. Prepare
* Raise questions:
˖ What do you hope to learn from the reading? Write down specific questions you want to find answers to.
˖ Is the writing old or new? Is it providing a new or unique perspective? How does it compare to other readings on the topic?
˖ How will the reading contribute to your understanding of the course material?
˖ Read a biography of the author. Does the author have biases (politics, religion etc.) that might influence the content?
* Survey the text:
˖ Read the table of contents.
˖ Read the headings/subheadings on each page.
˖ Read the introductory and concluding paragraphs of each chapter.
˖ Read the topic sentences of each paragraph.
2. Read
* Answer questions:
˖ Identify the sections of the article or book that will answer the questions you have.
* Take notes:
˖ Write down the main points of the author in your own words.
˖ Write down important quotes from the text.
* Identify key themes and ideas, particularly within each section:
˖ Put square brackets around the main points you discover in the text.
3. Review
* Reread:
˖ Are there any concepts that you found unclear on your first reading?
˖ How does each section contribute to main idea(s) of the text?
* Agree/disagree:
˖ What ideas do you agree with?
˖ What ideas do you disagree with? Write down your counter-arguments.
˖ Are there ideas in the text that were poorly supported? | <urn:uuid:a66d94df-f95e-4e2d-b768-55218ecf5351> | CC-MAIN-2020-50 | https://www.tru.ca/__shared/assets/Practical_Reading_Strategies41929.pdf | 2020-12-05T11:38:10+00:00 | crawl-data/CC-MAIN-2020-50/segments/1606141747774.97/warc/CC-MAIN-20201205104937-20201205134937-00468.warc.gz | 876,032,366 | 379 | eng_Latn | eng_Latn | 0.998813 | eng_Latn | 0.998813 | [
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Play critical to teenage health and wellbeing new report finds
Commissioner releases new report 'Press Play' on the findings of a survey of South Australian young people aged 13 – 18 on the importance of play in their lives. While much research focuses on the importance of play for young children, rarely is the importance of play for teenagers examined.
Young people said "they feel happiest when they are doing the things they like to do, in the ways they want to, where they want to". They said the best thing to do when you have free time is to 'hang out' followed by 'sport', 'being active', and 'playing games that involve making and creating things'.
The report summarises the findings of a survey of more than 500 young South Australians identifying what activities young people define as play, as well as what barriers prevent them from participating in more play. These included having too much homework and not nearly enough 'play' time embedded into delivery of their school learning agenda.
The young people surveyed said the top five barriers to play they face are: not having enough time; not having enough money; limited knowledge of what is available; lack of confidence to try new things; and permission and support from parents.
They said play is much more important to them than just 'a way to occupy their time' or to 'avoid being bored'. Play is one of the few ways they experience the world beyond the direction and moderation of adults.
Play also allows young people to participate in risk-taking behaviour that helps develop the cognitive and social skills they need to navigate the adult world. Given the importance of young people attaining these skills, it could be argued that play actually becomes increasingly more important as children get older.
When asked about practical every day barriers to play young people said they often felt too tired and too busy with school, homework and other commitments to actually engage in play. They also frequently expressed concern and inequity around the scarcity of community sport and recreational facilities designed specifically for teens, observing most facilities are designed for adults or young children.
Listening to music was identified as an essential play activity, along with more opportunities to attend events or cultural festivals to make connections, build relationships, and participate in the community which all help to satisfy a sense of belonging and connection to community that young people seek.
Young people said a lack of transport and easy access to facilities and activities along with parental attitudes towards safety and the demands of schoolwork, including the high priority placed on academic achievement, prevents young people from participating fully in their right to play.
31/08/20 | Media Release
Young people consistently said they want more opportunities for play while they're at school; that their experience of school and overall engagement with the learning agenda would be vastly improved if teachers took a more playful approach to its delivery.
Young people said it would help if they had less school work to complete at home, and that involving them in the co-design of spaces and places for them would be smarter.
They said they enjoy playing outdoors as well as indoors and that both have benefits. They also said that they're tired of hearing adults complain about time spent on devices, saying they would play outdoors more if there were designated places they could go, and that being made to feel welcome in public spaces is very important to their sense of belonging and feelings of worth and respect.
Press Play includes three key recommendations from young people aimed at addressing the barriers to play they experience at the individual, community, cultural and systemic levels. The first is for master planners, transport and urban designers to incorporate strategies that address barriers to play for 13-18 year olds. The second, that public and environmental health bodies work with local communities to raise awareness of the links between play and wellbeing for young people, and the third, that local Councils engage young people to provide input on how to increase health and wellbeing outcomes for those their age through play.
Governments, civic society and business all have an obligation to build the youth-friendly infrastructure young people need in order to fulfil their need and right to play. But rather than make assumptions about what this should be, we need to consult directly with young people to find out what it is they want us to build, and how they wish to be supported and enabled to participate more in play.
Quotes attributable to Commissioner for Children & Young People, Helen Connolly "If young people are to develop their identity, creativity, self-confidence and connections, it is essential to look at how we can structure society to provide young people with more play time, including time to determine how and where they would most like to spend it. If we want critical and creative adult thinkers in our communities, then it is essential that 'playfulness' be embedded in the lives of young people now. The ways in which young people want to spend their leisure and play time are entirely different to the ways in which earlier generations chose to do so. We need to recognise these differences and work to create the infrastructure that supports young people alive today to play in the ways they wish to. Young people themselves recognise their health and wellbeing is intrinsically linked to having opportunities for play and leisure. By creating more opportunities for young people to enjoy play and leisure we will be providing them with the genuine community connection they seek."
To download your copy of Press Play go to: www.ccyp.com.au/ccyp-reports
Media Contact:
Senior Advisor External Relations and Communications
Sharon Cleary
M:
0407 990 983
E: email@example.com | <urn:uuid:f5c8c7c7-20e9-4bf2-b748-bc7105fa0f4b> | CC-MAIN-2020-50 | https://www.ccyp.com.au/wp-content/uploads/2020/08/20200831-MR_Play-critical-to-teenage-health-and-wellbeing-new-report-finds_FINAL.pdf | 2020-12-05T12:14:56+00:00 | crawl-data/CC-MAIN-2020-50/segments/1606141747774.97/warc/CC-MAIN-20201205104937-20201205134937-00467.warc.gz | 627,327,979 | 1,115 | eng_Latn | eng_Latn | 0.998822 | eng_Latn | 0.998851 | [
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Testing and Validating Hypotheses using the ICEL/RIOT Matrix
During the Problem-‐Solving process, teams use data to generate problem statements and hypotheses to discern root causes. One tool that can assist schools in their quest to sample information from a broad range of sources and to investigate all likely explanations for academic or behavioral problems is the ICEL/RIOT matrix. This matrix helps schools to work efficiently and quickly to decide what relevant information to collect on academic performance and behavior—and also how to organize that information to identify probable reasons why the student groups are not experiencing academic or behavioral success.
The ICEL/RIOT matrix is not itself a data collection instrument. Instead, it is an organizing framework that increases schools' confidence both in the quality of the data that they collect and the findings that emerge from the data (Hosp, 2006, May). The leftmost vertical column of the ICEL/RIOT table includes four key domains of learning to be assessed:Instruction,Curriculum,Environment, andLearner (ICEL). A common mistake that schools often make is to assume that student learning problems exist primarily in the learner and to underestimate the degree to which teacher instructional strategies, curriculum demands, and environmental influences impact the learner's academic performance. The ICEL elements ensure that a full range of relevant explanations for student problems are examined.
The top horizontal row of the ICEL/RIOT table includes four potential sources of student information:Review,Interview,Observation, andTest (RIOT). Schools should attempt to collect information from a range of sources to control for potential bias from any one source. Potential Sources of Information
The power of the ICEL/RIOT matrix lies in its use as a cognitive strategy, one that helps educators to verify that they have asked the right questions and sampled from a sufficiently broad range of data sources to increase the probability that they will correctly understand the student's presenting concern(s). Viewed in this way, the matrix is not a rigid approach but rather serves as a flexible framework for exploratory problem-‐solving.
Adapted fromhttp://www.inghamisd.org/downloads/iisd_se_supportservices/problem_solving_facilitator_guide_11-‐12.pdf and http://ncspaonline.com/files/conference2012/cusumano-‐ problemsolving/Hypotheses%20and%20Possible%20Targeted%20Strategies%20during%20Problem%20Solving.pdf
Instruction
Testing and Validating Hypotheses using the ICEL/RIOT Matrix
"Things to Look For" and
Testing and Validating Hypotheses using the ICEL/RIOT Matrix
Readability/ level of text books and other resources
level/difficulties of tests
"Things to Look For" and
Environment
Testing and Validating Hypotheses using the ICEL/RIOT Matrix
Domain
Variables
R
eview
I
nterview
O
bserve
T
est
Classroom mapping
"Things to Look For"
not be available for
Testing and Validating Hypotheses using the ICEL/RIOT Matrix
Environment
not be available for
Learner
Testing and Validating Hypotheses using the ICEL/RIOT Matrix
"Things to Look For" and
Standardized academic
Cognitive assessments
Personal adjustment &
dimensions of behavior including anecdotal notes
Student effort checklist | <urn:uuid:7e633749-f1ca-402f-a7d4-ef7533b7d8b8> | CC-MAIN-2020-50 | http://sscc.dmschools.org/wp-content/uploads/2016/07/Judy-Eilliott-session-2-CEL-RIOT-Matrix-January-2015-1.pdf | 2020-12-05T11:39:26+00:00 | crawl-data/CC-MAIN-2020-50/segments/1606141747774.97/warc/CC-MAIN-20201205104937-20201205134937-00470.warc.gz | 99,093,246 | 2,086 | eng_Latn | eng_Latn | 0.760429 | eng_Latn | 0.989612 | [
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The Lives and Deaths of Yellowstone's Grizzlies
By Paul A. Johnsgard
About fifty thousand years ago, as the northern hemisphere was locked in a global deep-freeze and the continental glaciers of the Pleistocene were at a maximum, a large land bridge that connected Asia and North America existed in the general region now occupied by the Bering Sea and Alaska, the so-called "Beringia" region. Across that corridor many mammals migrated from Asia over the millennia, including North America's ancestral brown bears and, much more recently, the first humans.
One early influx of bears arrived in North America from Asia less than fifty thousand years ago. Some of these ancestral Alaskan brown bears apparently became isolated in island and coastal habitats by the last of the great glaciers, and the polar bear evolved from them. A later influx of bears from Asia produced the modern brown and grizzly bears (Ursus arctos).
These were not the first American bears. As early as seven million years ago, several bear species were already present in North America. The largest mid-Pleistocene bear was the giant short-faced bear. This behemoth probably reached weights in excess of two thousand pounds, or nearly three times the average size of a modern grizzly, and it was perhaps able to subdue some of the largest of Pleistocene mammals. This bear and its contemporary relatives such as the cave bear eventually became extinct, except for one surviving descendant, the South American spectacled bear. A much smaller bear that had evolved in the Old World about 1.5 million years ago and arrived at least eight
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thousand years ago in North America became the modern black bear (Ursus americanus).
From their original area of North American occupation in Beringia, the ancestral brown bears moved south into central North America toward the end of the Pleistocene, or about twenty thousand years ago. At their peak their range extended south into northern Mexico and east to the edge of the prairies in Canada's Prairie Provinces and the Great Plains states. In Alaska these huge bears are called Alaska brown bears, or are sometimes known as "Kodiak" bears. They weigh on average up to a third more than the more southern populations and can rarely exceed one thousand pounds. The generally accepted name for the populations south of Canada is grizzly bear, in reference to the adults' gray-tipped" ("grizzled") pelage. There are transitional populations linking these two extreme genetic types, and even a few recent hybrids between Alaskan brown bears and polar bears.
During presettlement times, the grizzly was widespread in western North America from the Cascade and Sierra Nevada mountains east across the Rocky Mountains to the High Plains grasslands. During 1804–05, grizzlies were encountered by the Lewis and Clark expedition in what are now North Dakota and Montana, and were seen again by Clark on his return trip down the Yellowstone River in 1806. The group's narratives of meeting grizzly bears, which they variously called "white bears" or "gray bears," still provide for exciting reading material. Clark's account of chasing a grizzly for two miles while on horseback provides the first evidence of grizzlies in the greater Yellowstone ecosystem.
More recently, as firearms and ammunition have improved, killing a grizzly bear as a unique hunter's trophy has increasingly become one of the ultimate icons of manhood for the most thoroughly gun-addicted Americans. As a result, nearly all the grizzly populations of western North Americas have been extirpated, except in remote areas such as Alaska, and within a few well-monitored sanctuaries such as our western national parks.
With the 1973 passage of the Endangered Species Act, the grizzly bear was classified as a threatened species throughout the lower forty-eight states. In a corollary action, and while I was doing field research in the Tetons, the greater Yellowstone region was proposed as critical habitat for grizzlies in 1976. This recommendation initiated nearly as much anger among ranchers, landowners, and developers as do current federal attempts to impose national jurisdiction over so-called "states' rights." As a result of these pressures, the critical habitat designation for Yellowstone was never officially adopted.
Since Yellowstone National Park's formation in 1872, its bears have been theoretically secure because, according to its official 1883 management principles, the only animals that can be legally killed within park boundaries are fish. However, the park's principals have rarely followed these principles. For example, to satisfy fishermen, park personnel regularly destroyed the eggs in a nesting colony of American white pelicans on a small island in Yellowstone Lake, although white pelicans consume almost no fish of sporting value. Until the early decades of the twentieth century, thousands of coyotes, nearly all of the park's mountain lions, and all of the park's wolves were shot or poisoned. The loss of these predators resulted in large population increases in prey species such as elk, and their overgrazing produced widespread habitat deterioration.
I first saw wild bears on a trip to Yellowstone with my parents during the post-war recovery years of the late 1940s; we observed over fifty black bears during a memorable two-day trip through the park. My teenage introduction to bears had occurred during the period when roadside feeding of animals by tourists in national parks was the norm. Two decades later, Yellowstone National Park began a campaign to separate bears from all human encounters and dealt harshly with any bears that failed to cooperate.
This draconian policy had its origins in 1967, after two grizzlies in Glacier National Park killed two young women campers. The women had both been wearing perfume, leading the park to claim that the bears had been attracted by odor rather than as a result of the park's inadequate bear management. At that time, bear feeding by tourists was a well-established practice at both Glacier and Yellowstone parks, and in both locations the animals had lost all fear of humans.
The two deaths in Glacier represented only the fourth and fifth lethal attacks by grizzlies on humans in the entire history of the national parks but caused the administrators of national parks to reevaluate their bear policy. Yellowstone Park modified its garbage dumps by eliminating anything that might be attractive to bears. This change forced the bears to search elsewhere for food, such as around campgrounds. During 1966, before the garbage dump policy took effect, a total of nine bears that visited a campground near Yellowstone Lake were trapped and removed or killed. In 1968, after a nearby dump had eliminated all access to garbage by bears, the number removed or killed there had risen almost four-fold to thirty-three.
Accurate estimates of bear mortality associated with Yellowstone's control actions are impossible to obtain. For example, in the thirteen years between 1970 and 1982 Yellowstone officials reported an average annual loss of eighteen grizzly bears that died accidentally, were trapped and euthanized, or were transported to remote locations. However, Frank Craighead reported in his 1979 Track of the Grizzly that over the four-year period 1969–1972 an average of thirty-two Yellowstone grizzlies were killed annually.
In 1971 alone well over forty grizzlies were killed near the wild-west town of West Yellowstone, located just outside the western boundary of Yellowstone Park, where snowmobiles have priority over cars and owning lots of firearms iss is a status symbol. The grizzly deaths included eighteen radio-tagged bears that had been part of the Craighead brothers' long-term and monumental study on Yellowstone's grizzly populations and ecology. Park officials did not receive the Craighead's research results well and tried hard to restrict or terminate their studies.
A 1975 National Academy of Sciences report estimated a greater Yellowstone population of about three hundred grizzlies, a total that was lowered by a team of independent scientists to possibly fewer than two hundred by 1982. By then the Park Service had reassessed and reduced its control activities. It is also becoming increasingly apparent that, because of the very large home ranges of grizzlies, illegal killing of the animals outside the park strongly influences regional bear numbers. Grizzly pelts and other body parts, such as their claws, have high commercial value, making the bears highly attractive targets for poachers.
In recent decades the regional prospects for grizzlies have improved through betterinformed park management and slightly improved control of illegal killings. However, in 2012 a record number of fifty-six bears were known to have been killed by humans in the greater Yellowstone region, representing about 10 percent of their estimated total population. By comparison, a total of seven human deaths have been caused by Yellowstone's grizzlies during the park's entire 142-year history. Glacier National Park has likewise had seven lethal grizzly attacks over its 104-year history. Yellowstone Park averages well over three million visitors per year, and Glacier slightly under two million, so the chances of being killed by a bear at either park are much less likely than of becoming an astronaut.
By comparison, Yellowstone typically has up to ten bison attacks on humans per year, and during the fifteen years from 1979 to 1994 there were two fatalities and fifty-six injuries caused by bison in Yellowstone Park. Thus, the park's seemingly tame and lethargic bison are hundreds of times more likely to attack visitors than are its grizzly
bears. (I write from personal experience, having been chased and very nearly trampled by a rutting male bison in the Black Hills during the 1980s.) Closer to home, domestic dogs and cattle each kill an average of roughly twenty Americans annually, while bees, hornets, and wasps average more than sixty.
Yellowstone's grizzly populations have markedly improved lately, in spite of high cub mortality rates and an undisclosed number of bears being euthanized by the park. Of seven females with cubs that a friend monitored in 2013, only two still had any yearlings present in 2014. The bears' regional annual growth rate from 1983–2001 has been estimated at 4–7 percent, and James Halfpenny estimated in his 2007 Yellowstone Bears in the Wild that the greater Yellowstone ecosystem then held five hundred to six hundred grizzly bears. Grizzlies have also recently expanded their ranges south out of Yellowstone into Grand Teton National Park, where visitors are now increasingly likely to see them.
In September of 2013 I visited Grand Teton National Park and with Tom Mangelsen saw many of the places I had come to love during the 1970s. There were many obvious changes. For example, the Teton bison herd, which had consisted of a few dozen animals when I first saw it in the 1940s, had multiplied to nearly 1,000 head, and Yellowstone Park had about 3,500.
Besides seeing all the common Teton birds and mammals, Tom and I also extensively watched three subadult grizzly bears peacefully foraging on plant roots in grassy subalpine meadows near Togwotee Lodge. The bears also scavenged the carcass of a moose that a trophy hunter had killed and left all but the head and antlers behind to rot. Fall grizzly foods in the Yellowstone area often mostly consist of the seeds of whitebark pines dug out of squirrel caches, army cutworm moths, and a wide variety of plant leaves and roots.
For three days Tom and I watched the bears, and at times more than twenty carloads of tourists and local wildlife photographers lined the roadsides. None bothered the bears, and the bears paid little attention to the onlookers. On a few occasions a bear would cross the highway, patiently waiting for the traffic to thin out and provide a safe crossing. One even wandered to within a stone's throw of our parked car, providing me with a heart-stopping sense of awe at seeing such a beautiful animal in its element and imprinting on my mind an incredible lifetime memory.
Tom recently told me that there is now an all-out effort to trap most of Yellowstone's regional grizzlies during this summer and fall. One male (#760) was trapped twice in less than nine months and was fitted with a radio collar. He is one of the few bears that was often seen by park visitors during 2014 and probably has been observed by hundreds of thousands over the past four years. With no history of being aggressive, he nevertheless now conspicuously wears two large yellow ear tags and a big radio collar, reminding one more of a decorated Christmas tree than a wild bear. As Tom said, "The American public does not want to come to their national parks to see Christmas tree bears!"
More ominously, the grizzly will be legally hunted as a trophy species in Wyoming,
Idaho, and Montana if it is regionally delisted from its current threatened status, as has been proposed by the US Fish and Wildlife Service. The Wyoming Game and Fish Department already has made plans for a grizzly bear hunt whenever the species is delisted, with permits ("tags") to be sold at a bargain price of $660 each, and the possible sale of as many as fifteen permits.
Not all big-game hunters are expert marksmen, and over two hundred years ago Lewis and Clark learned the extreme dangers of coping with wounded grizzly bears. With that thought in mind, the greater Yellowstone region may soon become a more dangerous place for both bears and humans, and a far sadder one, in which the sight of free-roaming and relatively tame grizzlies will become nothing but a memory.
References
F. Craighead, Track of the Grizzly (San Francisco: Sierra Club Books, 1979).
J. C. Halfpenny, Yellowstone Bears in the Wild (Helena, MT: Riverbend Publishing, 2007).
P. A. Johnsgard, Yellowstone Wildlife: Ecology and Natural History of the Greater Yellowstone Ecosystem (Boulder, CO: University Press of Colorado, 2013).
R. McNamee, The Grizzly Bear (New York City: McGraw Hill Book Co., 1984).
August 2014
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The number of grizzly bear deaths or removals in the Yellowstone region climbed to an all-time high in 2015, but biologists say they're not worried about the animal's long-term survival in the area. The known or suspected deaths of 55 bears shouldn't interfere with plans to remove the region's grizzlies from protection under the Endangered Species Act, Frank van Manen, leader of the Interagency Grizzly Bear Study Team, said Wednesday. The team of state and federal scientists and biologists estimates more than 700 grizzlies live in the Yellowstone region spanning parts of Wyoming, Montana and Idaho. That's up from about 600 in 2010 and around 200 in the early 1980s. Grizzlies first were listed as a threatened species in 1975. | <urn:uuid:c0b7e073-f39c-4342-9179-8a6ca3278ead> | CC-MAIN-2020-50 | https://katv.pw/the-lives-and-deaths-of-yellowstones-grizzlies.pdf | 2020-12-05T12:33:04+00:00 | crawl-data/CC-MAIN-2020-50/segments/1606141747774.97/warc/CC-MAIN-20201205104937-20201205134937-00468.warc.gz | 357,655,191 | 3,170 | eng_Latn | eng_Latn | 0.996877 | eng_Latn | 0.998851 | [
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Crenshaw by Katherine Applegate
Jackson and his family have fallen on hard times. There's no more money for rent. And not much for food, either. Crenshaw is a cat. He's large, he's outspoken, and he's imaginary. He has come back into Jackson's life to help him. But is an imaginary friend enough to save this family from losing everything?
Why you'll like it:. family, friendship, magical
About the Author: Katherine Applegate was born in Michigan on July 19, 1956. She writes science fiction, young adult romances, and pop-up books. She is the author of the Making Waves, Making Out, and Roscoe Riley Rules series. She writes the Animorphs, Everworld, and Remnants series under the pen name K. A. Applegate. She also writes under the pen names of C. Archer, Catherine Kendall and Elizabeth Benning.
Questions for Discussion
1. Discuss Jackson's statement: "Stories are lies, when you get right down to it. And I don't like being lied to." (p. 9) Why doesn't Jackson like made-up stories? Why is it so important for him to have a logical explanation for everything that happens?
2. When are the times in Jackson's life that Crenshaw appears? Which events occur that create a need for Jackson to have Crenshaw in his life? Discuss Jackson's comment about the name Crenshaw: "It felt like a blank piece of paper before you draw on it." (p. 27)
3. Why does Jackson feel different from the other members of his family? Describe scenes in the story where Jackson feels separate from them. Identify times in the story when Jackson realizes how important his family is to him.
4. Compare Crenshaw and Aretha in the way they behave. Can Aretha see Crenshaw the way Jackson can? Does she sense whenever he is around, or does Jackson imagine that she does?
5. What is the difference between Jackson's reaction to Crenshaw when he appeared the first time and when he appears now? Why does Jackson keep telling him to leave? What is he afraid of when Crenshaw is there? What does Crenshaw mean when he says: "Imaginary friends don't come of their own volition. We are invited." (p. 76)
6. When did Crenshaw go away in Jackson's life earlier? Why has he never told Marisol about Crenshaw and about his family's problems? Why does he tell her now?
7. Discuss the theme of friendship in this book. How did Jackson and Marisol become friends? What are the experiences and beliefs that they have in common? What are their differences? How does their friendship help each of them?
8. Why does Jackson steal the dog cookie? How does he feel about the few times that he has stolen from a store? Why does he feel worse about lying than stealing? What makes him ask Crenshaw: "Are you my conscience?" (p. 196)
9. Discuss the theme of magic in this story. What is the meaning of "magic" in the context of Jackson's life? Why did he want to reveal how the magician's tricks worked at school? Discuss Marisol's comment: "Just enjoy the magic while you can, okay?" (p. 160)
10. Jackson sometimes feels as if he is the most grown-up member of his family. Identify times in the story when he does appear to act more grown-up than his parents. Identify places in the story when his parents are in charge of the situation.
(Questions provided by publisher) | <urn:uuid:f42da4aa-93c8-4512-9876-7118012fb92f> | CC-MAIN-2020-50 | https://www.grpl.org/uploads/book-club/Crenshaw.pdf | 2020-12-05T11:49:49+00:00 | crawl-data/CC-MAIN-2020-50/segments/1606141747774.97/warc/CC-MAIN-20201205104937-20201205134937-00468.warc.gz | 686,447,212 | 754 | eng_Latn | eng_Latn | 0.999086 | eng_Latn | 0.998953 | [
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COMIRB #: 17-0845
Project Title: Assessing the Utility of a Crisis Plan for Individuals with Neurodevelopmental and Behavioral Dual Diagnoses
PI: Cordelia Robinson Rosenberg, PhD, RN
Version Date:
PI: Cordelia Robinson Rosenberg, PhD, RN
v06.07.2017
Crisis Plan Template
This Crisis Plan template is meant to help you and your family identify, prepare for, and prevent behavioral crises with your son or daughter. The recommended components of the template include:
Quick Handoff Form: This page is meant to be used as a quick information form that can be given to anyone who may interact with your son or daughter in a crisis. Examples include first responders, teachers, babysitters, and hospital/clinic staff. If possible, it is advised to give these forms to these people in advance, so they may read it and learn about your son or daughter prior to a crisis.
Planning: This section is meant to be completed during a time of calm. You are encouraged to include the opinions of other family members and if possible, a professional who knows your son or daughter well. This section should help you identify the triggers, de-escalation techniques, and crisis events specific to your son or daughter and family. These answers can be used to complete the "Step by Step Crisis Plan Section."
Step by Step Crisis Plan: This is your actual Crisis Plan. It is divided into three stages of crisis: prevention, escalation, and full crisis. You will describe what each stage may look like for your son or daughter and then list what each member of the family should be doing during each stage. These two pages should be placed somewhere that is visible to all family members and can be easily accessed during a crisis.
Reflection: The final section is a place for reflection following a crisis. This information can be used to adjust the Crisis Plan if necessary.
Quick Hand-Off Form: About Us
Interacting with My Son or Daughter:
Because of John's diagnoses, he/she will act and respond differently than others. Please use these tips when interacting with my son or daughter:
My son or daughter is verbal/non-verbal. Please communicate with my son or daughter by:
* Speak slowly in short sentences.
* Use picture charts
* Use "First….Then" language (Ex: First you need to stop hitting, then you can sit with your mom.)
Please avoid doing/saying this:
* Use a calm, low voice
* Say what you are going to do before you do it
* Move slowly
Things that help calm my son or daughter:
* Watching a cartoon
Things that will upset my son or daughter:
* Holding a yellow blanket
* Too much noise/stimulation
* Sitting alone in a dark, quiet room
* Moving too quickly
* Being touched without warning
Typical behaviors of my son or daughter while they are in crisis.
* Hitting and scratching
* Running away
* Throwing items
Other things to know or expect about my son or daughter when they are in a crisis:
* Risk of elopement
Planning
Describe what a crisis looks like and feels like to you.
He yells, hits, scratches, and has difficulty listening and following directions. He sometimes
runs away.
How does your son or daughter's behavior differ from other times in his or her life? How do you respond? Does it help?
Today's Date _07/06/17
In a previous crisis, what community supports have you received, or what resources have you utilized, and what did you find helpful?
What other adults do you trust to help you in times of crisis?
Crisis Plan
Keep this plan in a visible place that can be quickly referenced in a crisis!
Fill this out with your entire family to prepare you for the possibility of a crisis. If possible, it may also be helpful to have someone on your child's care team (Primary Care Provider, Counselor, Psychiatrist, Mental Health Professional, etc.) review your completed plan.
5
Stage 3: Crisis
Continue to ensure safety.
Situation has escalated to the point that safety of patient, others, or environment is at risk.
Warning Signs:
* Individual is harming self or others
* Throwing and/or destroying property
* Hitting self or others
Call 911 for Help:
* Ask for a Crisis Intervention Trained (CIT) officer
If able, transport to Nearest Emergency Room.
* Provide the first responder with the information in the quick hand off form to assist them in communicating with your son or daughter
Nearest ED:
Children's Hospital
*
Emergency Contacts:
Take crisis kit.
Provider List: (include physicians, therapists, or anyone who provides services for you)
Reflection
A few days after the crisis has resolved, please take some time to reflect on what happened.
Do you know what triggered this crisis (consider change in routine, illness, lack of sleep, etc.)?
Justin took the dog for a walk without John. When John found out, he got mad. He continuously shouted that he was left out and became violent. When asked to go to his room, he refused and it was necessary to call 911 to ensure everyone's safety.
What did you try? What worked or did not work?
We followed the Crisis Plan and used the hand-off form.
The charts helped John understand that the first responders were there to help him and not to hurt him.
His brother was unable to go to his usual place because he did not know that the crisis was taking place.
What happened? Who was called (police, ambulance)? What was the end result?
The CIT officer arrived at the house. They spoke calmly to John and were able to convince him to come with them to the hospital.
What could be done differently next time? (For example, does your environment need to be altered to make it safer for your son/daughter or the rest of your family?)
Request that John go to his room and calm down before he becomes violent.
Say "first go to your room, then calm down, then the dog can come and sit with you."
Remove unnecessary breakables from family areas and John's room.
Ensure that his brother has a way of knowing that the crisis is beginning if he is not immediately aware that it is happening.
Do you think your son or daughter's current medications and treatments (including therapies and services provided) are still helping?
Yes, but we probably should schedule an appointment with Dr. Nyguen to follow-up after this crisis.
If necessary, try to go back to review and alter your original Crisis Plan based on your reflections. | <urn:uuid:e7b3652b-b576-4029-a861-ea650396b37d> | CC-MAIN-2020-50 | https://medschool.cuanschutz.edu/docs/librariesprovider95/default-document-library/example-completed-crisis-plan.pdf?sfvrsn=6196a8b9_0 | 2020-12-05T11:52:08+00:00 | crawl-data/CC-MAIN-2020-50/segments/1606141747774.97/warc/CC-MAIN-20201205104937-20201205134937-00473.warc.gz | 382,762,594 | 1,351 | eng_Latn | eng_Latn | 0.998722 | eng_Latn | 0.999254 | [
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REVISION
Just reading is not usually effective revision - make revision active !!
* Make and use flashcards – look, cover, remember (even better – get someone to test you on the contents).
* Make mind maps and display them around your room/step by step sketches
* Write your own quiz
* Practice questions and mark them – ask yourself – 'Why did I drop marks? What do I still need to learn?'
Use your revision guide, year 10 and year 11 classwork books to make revision notes. Look at past questions we have completed in class and the questions at the end of each section of your revision guide. Break revision down into chunks;
* Read
* Revise
* Practice
YEAR 11 REVISION TOPICS OCT 2020
Page references are for CGP GCSE Food Preparation & Nutrition - The Revision Guide
Healthy Eating, Nutritional Needs pg 11-15
Excess and deficiency of macronutrients pg 1 - 10
Heat transfer, cooking methods, effect of heat on macronutrients pg 23 -29
Refrigeration & food storage pg 38
GM foods pg 44
Food Waste & Packaging pg 47 - 48
Sensory Evaluation pg 67 - 68
Factors affecting Food Choice pg 60 -61
Reared Food - egg production pg 45 | <urn:uuid:6ed021ba-428d-4a9e-9a4d-ccc0ebabcac7> | CC-MAIN-2020-50 | https://www.kingswinfordacademy.org.uk/assets/downloads/exams/Food-Technology-Revision-Topics.pdf | 2020-12-05T12:21:15+00:00 | crawl-data/CC-MAIN-2020-50/segments/1606141747774.97/warc/CC-MAIN-20201205104937-20201205134937-00472.warc.gz | 719,842,662 | 282 | eng_Latn | eng_Latn | 0.684984 | eng_Latn | 0.984676 | [
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Illinois Department of Natural Resources
Montreal Process
Sustainable Forest Management-Criteria and Indicators
In 1992, the United Nations Conference on Environment and Development (UNCED) focused world attention on the importance of sustainable forest management as a key component of sustainable development. As a result of this international "Earth Summit," the United States joined 144 other countries in adopting a non-binding Statement of Forest Principles which recognized the importance of sustainably managing all types of forests in order to meet the needs of present and future generations.
Following UNCED, many nations began to consider how they would measure and track their progress toward the goal of sustainability. These discussions focused on the need to establish mutually agreed upon criteria and indicators which would provide a framework for data collection and evaluation and, to the extent possible, standardize reporting on forest management at a national level.
In 1993, a United Nations committee convened an international seminar in Montreal, Canada on the sustainable development of temperate and boreal forest. This conference led the United States and nine other nations to form the Working Group on Criteria and Indicators for the Conservation and Sustainable Management of Temperate and Boreal Forest. This working group soon became known as the "Montreal Process."
These 10 original Montreal Process countries met in Santiago, Chile in 1995 to endorse a statement of political commitment, known as the "Santiago Declaration," along with a comprehensive set of seven criteria and 67 indicators for the conservation and sustainable management of temperate and boreal forest. This new set of criteria and indicators added to the growing body of type-specific measurement and assessment systems already underway through the Helsinki Process in Europe and the International Tropical Timber Organization.
There are now 130 countries engaged in activities related to criteria and indicators. Montreal Process countries currently number 12 and include Argentina, Australia, Canada, China, Japan, the Republic of Korea, Mexico, New Zealand, the Russian Federation, the United States of America, and Uruguay. These countries cover five continents and together represent 90 percent of the world's temperate and boreal forests and 60 percent of all forest on the globe.
The United States Forest Service has committed to work with State, local, and other partners to use criteria and indicators to report on the health of all forested landscapes across the nation. In addition, the National Association of State Foresters, in a 1997 resolution passed at their national meeting, endorsed the seven criteria established by the Montreal Process.
The Montreal Process criteria are distinguished from those developed by other processes in that they recognize a fundamental connection between forest and people. The criteria function on the assumption that a nation cannot achieve forest sustainability without the support and understanding of its public.
Taken together, the criteria and indicators provide a mutual understanding and implicit definition of what is meant by sustainable forest management. They are tools for assessing national trends in forest conditions, and they provide a common framework for describing, monitoring and evaluating progress toward sustainability. It is important to note that the criteria and indicators are not performance standards for certifying management or products at any level.
The Montreal Process countries identified the following seven criteria as essential components in the sustainable management of forest ecosystems (67 different indicators specific for each criteria were identified-see below):
* Conservation of biological diversity.
* Maintenance of productive capacity of forest ecosystems.
* Maintenance of forest ecosystem health and vitality.
*
Conservation and maintenance of soil and water resources.
* Maintenance of forest contribution to global carbon cycles.
* Maintenance and enhancement of long-term multiple socio-economic benefits to meet the needs of societies.
* Legal, institutional and economic framework for forest conservation and sustainable management.
Criteria are envisioned as a large-scale reflection of public values- the big picture that participating countries want to see on their forest. Indicators would then provide the means for measuring these forest conditions and for tracking subsequent changes. The indicators are intended to be flexible elements of resource monitoring which can be adjusted to provide the most accurate assessment of changing environmental, economic and social conditions.
In 1997 the United States Forest Service published the First Approximation Report For Sustainable forest Management based upon the Montreal Process criteria and indicators. Some information was available for most indicators, but data was completely lacking for others. In many cases, data that was availiable had been collected only in recent years making it impossible to determine trends, or data had not been measured in all locations using consistent definitions or methodologies. These data problems made it inappropriate or impossible to draw conclusions.
The Montreal Process criteria and indicators provide a source of reference information for legislators, other policy makers, resource managers, and concerned citizens. This information will present a comprehensive overview of our nation's forest and provide common information for further analysis and discussion about the sustainable use of our forests for present and future generations. In addition, this project will identify shortfalls in resource data and other areas that must be addressed before we can assure the sustainability of our valuable forest resources.
Attachment: Montreal Process Criteria and Indicators
Criterion 1: Conservation of biological diversity
Ecosystem Diversity
1. Extent of area by forest type relative to total forest area.
2. Extent of area by forest type and by age class or successional stage..
3. Extent of area by forest type in protected area categories as defined by IUCNN or other classification systems.
4. Extent of areas by forest type in protected areas defined by age class or successional stage.
5. Fragmentation of forest types.
Species Diversity
6. The number of forest dependent species.
7. The status (rare, threatened, endangered, or extinct) of forest dependent species at risk of not maintaining viable breeding populations, as determined by legislation or scientific assessment.
Genetic Diversity
8. Number of forest dependent species that occupy a small portion of their former range.
9. Population levels of representative species from diverse habitats monitored across their range.
Criterion 2: Maintenance of productive capacity of forest ecosystems
10. Area of forest land and net area of forest land available for timber production.
11. Total growing stock of both merchantable and non-merchantable tree species on forest land available for timber production.
12. The area and growing stock of plantations of native and exotic species.
13. Annual removal of wood products compared to the volume determined to be sustainable.
14. Annual removal of non-timber forest products (e.g. fur bearers, berries, mushrooms, game), compared to the level determined to be sustainable.
Criterion 3: Maintenance of forest ecosystem health and vitality
15. Area and percent of forest affected by processes or agents beyond the range of historic variation e.g. by insects, disease, competition from exotic species, fire, storm, land clearance, permanent flooding, salinization, and domestic animals.
16. Area and percent of forest land subjected to levels of specific air pollutants (e.g. sulfates, nitrate, ozone) or ultra violet B that may cause negative impacts on the forest ecosystem.
17. Area and percent of forest land with diminished biological components indicative of changes in fundamental ecological processes (e.g. soil, nutrient cycling, seed dispersion, pollination) and/or ecological continuity.
Criterion 4: Conservation and maintenance of soil and water resources
18. Area and percent of forest land with significant soil erosion.
19. Area and percent of forest land managed primarily for protective functions, e.g. watersheds, flood protection, avalanche protection, riparian zones.
20. Percent of stream kilometers in forested catchments in which stream flow and timing has significantly deviated from the historic range of variation.
21. Area and percent of forest land with significantly diminished soil organic mater and/or changes in other soil chemical properties.
22. Area and percent of forest land with significant compaction or change in soil physical properties resulting from human activities.
23. Percent of water bodies in forest areas (e.g. stream kilometers, lake hectares) with significant variation of biological diversity from the historic range of variability.
24. Percent of water bodies in forest areas (e.g. stream kilometers, lake hectares) with significant variation from the historic range of variability in pH, dissolved oxygen, levels of chemicals (electrical conductivity), sedimentation or temperature change.
25. Area and percent of forest land experiencing an accumulation of persistent toxic substances.
Criterion 5: Maintenance of forest contribution to global carbon cycles
26. Total forest ecosystem biomass and carbon pool, and if appropriate, by forest type, age class, and successional stages
27. Contribution of forest ecosystems to the total global carbon budget, including absorption and release of carbon..
28. Contribution of forest products to the global carbon budget.
Criterion 6: Maintenance and enhancement of long-term multiple socio-economic benefits to meet the needs of the societies
29. Value and volume of wood and wood products production including value added through downstream processing.
30. Value and quantities of production of non-wood forest products.
31. Supply and consumption of wood and wood products, including consumption per capita.
32. Value of wood and non-wood products production as percentage of GDP.
33. Degree of recycling of forest products.
34. Supply and consumption/use of non-wood products.
Recreation and Tourism
35. Area and percent of forest land managed for general recreation and tourism, in relation to the total area of forestland.
36. Number and type of facilities available for general recreation and tourism in relation to population and forest area.
37. Number of visitor days attributed to recreation and tourism in relation to population and forest area.
Investment in the forest sector
38. Value of investment, including investment in forest growing, forest health and management, planted forests, wood processing, recreation and tourism.
39. Level of expenditure on research and development, and education.
40. Extension and use of new and improved technology.
41. Rates of return on investment.
Cultural, social and spiritual needs and values
42. Area and percent of forest land managed in relation to the total area of forest land to protect the range of cultural, social and spiritual needs and values.
43. Non-consumptive-use forest values.
Employment and community needs
44. Direct and indirect employment in the forest sector and the forest sector employment as a proportion of total employment.
45. Average wage rates and injury rates in major employment categories within the fores sector.
46. Viability and adaptability to changing economic conditions, of forest dependent communities, including indigenous communities.
47. Area and percent of forest land used for subsistence purposes.
Criterion 7: Legal, institutional and economic framework for forest conservation and sustainable management
Extent to which the legal framework (laws, regulations, guidelines) supports the conservation and sustainable management of forests, including the extent to which it:
48. Clarifies property rights, provides for appropriate land tenure arrangements, recognizes customary and traditional rights of indigenous people, and provides means of resolving property disputes by due process.
49. Provides for periodic forest-related planning, assessment, and policy review that recognizes the range of forest values, including coordination with relevant sectors.
50. Provides opportunities for public participation in public policy and decision making related to forests and public access to information.
51. Encourages best practice codes for forest management.
52. (Dave Darr) Provides for the management of forests to conserve special environmental, cultural, social and/or scientific values.
Extent to which the institutional framework supports the conservation and sustainable management of forests, including the capacity to:
53. Provide for public involvement activities and public education awareness and extension programs, and make available forest related information.
54. Undertake and implement periodic forest-related planning, assessment, and policy review including cross-sectoral planning and coordination.
55. Develop and maintain human resource skills across relevant disciplines.
56. Develop and maintain efficient physical infrastructure to facilitate the supply of forest products and services and support forest management.
57. Enforce laws, regulations and guidelines.
Extent to which the economic framework (economic policies and measures) supports the conservation and sustainable management of forests through:
58. Investment and taxation policies and a regulatory environment which recognize the long-term nature of investments and permit the flow of capital in and out of the forest sector in response to market signals, non-market economic valuations, and public policy decisions in order to meet long-term demands for forest products and services.
59. Non-discriminatory trade policies for forest products.
Capacity to measure and monitor changes in the conservation and sustainable management of forests, including:
60. Availability and extent of up-to-date data, statistics and other information important to measuring or describing indicators associated with criteria 1-7.
61. Scope, frequency and statistical reliability of forest inventories, assessments, monitoring and other relevant information.
62. Compatibility with other countries in measuring, monitoring and reporting on indicators.
Capacity to conduct and apply research and development aimed at improving forest management and delivery of forest goods and services, including:
63. Development of scientific understanding of forest ecosystem characteristics and functions.
64. Development of methodologies to measure and integrate environmental and social costs and benefits into markets and public policies, and to reflect forest related resource depletion or replenishment in national accounting systems.
65. New technologies and the capacity to assess the socioeconomic consequences associated with the introduction of new technologies.
66. Enhancement of ability to predict impacts of human intervention on forests.
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Geography In History Activity 20 Answers
Classroom Ready Activities for Teaching History and ...
History of Geography
(12) hours to complete one spin. In the Northern Hemisphere, on or about June 21 is the summer (13) , the day with the. (14) hours of sunlight. The day of the year with the fewest hours of sunlight occurs on the (15) . Spring and autumn begin when day and night are of (16) length, which is called the (17) .
Geography Printables, Lessons, & Quizzes for Teachers (K ...
history world glencoe mcgraw hill chapter 10 Flashcards. A law system based on strict justice... A heavy, wheeled pow with an iron plowshare. An agricultural estate that a lord ran and peasants worked. A payment of 10% of a peasants produce given to the church. A heavy, wheeled pow with an iron plowshare.
Old World History and Geography Maps and Activities Key
The same understanding comes into play when teachers in my state discuss the sequencing of high school world geography and world history courses: "Of course, geography should be taught first so students know where places are when we study them in history." The location of places is an essential component of the geographic perspective.
CIVICS | GEOGRAPHY | U.S. HISTORY | SCIENCE Sample Questions
Get your kids excited about history and geography with these 10 fun history and geography activities. ... 10 Hands-On History and Geography Activities for Kids. September 17, 2013 By Kris Bales. Last week I shared 10 hands-on science activities for kids. This week, I'd like to offer 10 hands-on history and geography activities for kids.
10 Hands-On History and Geography Activities for Kids ...
Combining a selection of resource and reference materials with specific classroom-tested activities, this imaginative book offers teachers many new ways to help students understand the concepts underlying the study of history and geography.
Geography In History Activity 20
Start studying geography and history activity 1. Learn vocabulary, terms, and more with flashcards, games, and other study tools.
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Global Struggles, 1941–1960 - Glencoe
Geography and History Activity Imperial China Lesson 1 China Reunites Understanding Location:Changan and Hangzhou Changan The city of Changan had been inhabited for thousands of years—since around 6000 B.C.E. The rulers of the Tang dynasty made it their capital city. It had several geographic advantages. First, it was situated near the
What Is Geography? - WorldAtlas.com
We enjoy History and Geography in our home school. In fact my oldest was in an American Girl Doll play at our co-op and super surprised us with her performance. My husband and I also created a new version of the 50 States and Capitals song in which we started in the NE and moved our way west very methodically.
GEOGRAPHY AND HISTORY ACTIVITY 10
History of Geography Lecture Outline • Classical Period • Age of Exploration • Astrology • Cartographic Accomplishments • Mechanical Philosophy • Active Role of Geography • Regionalism • Go-between (regionalism to systematic geography) • Science of Space (Systematic Geography) • Geography in the U.S. • Applied Geography
www.norwellschools.org
Civics, Geography, U.S. History, and Science—Grade 8 11 Science Booklet Directions In each of sections 1 and 2, you will have 25 minutes to answer a series of questions
Geography and History Activity
The word geography literally means "earth writing". Geography has been elucidated by various sources time and again. Here is a general definition of geography: "Geography is the study of the Earth's physical features and environment including the impact of human activity on these factors and vice versa.
100+ American History Lessons and Activities for Homeschoolers www.norwellschools.org
Using the Geographic Perspective to Teach History
Dec 23, 2019 - #homeschool history and geography reviews. See more ideas about Geography, Homeschool and History.
448 Best History & Geography images in 2019 | Geography ...
4. Use green to color the area north of the Louisiana Purchase, which became United States territory in 1818. 5. In 1824 both the United States and Great Britain claimed the region west of the Louisiana Purchase and north of the Adams-Onís Treaty Line. Circle the name of this region.
geography and history activity 1 Flashcards | Quizlet
Old World History and Geography Maps and Activities Key. Search Excellence in Education from a Christian Perspective Since 1972 ... Old World History and Geography Maps and Activities Key Share. ... Evaluate your child's understanding of history and geography with Maps and Activities Key. This Answer Key includes a copy of the student ...
history world glencoe mcgraw hill chapter 10 ... - Quizlet
The history of geography includes many histories of geography which have differed over time and between different cultural and political groups. In more recent developments, geography has become a distinct academic discipline. 'Geography' derives from the Greek γεωγραφία – geographia, a literal translation of which would be "to describe or write about the Earth". The first person to use the word "geography" was Eratosthenes. However, there is evidence for recognizable practices of ...
HISTORY AND GEOGRAPHY ACTIVITIES GEOGRAPHY AND THE WORLD ...
Geography Resources for History Class Use these resources to help students learn about the geography from different historical periods or important events. In this section, you have access to different lesson plans, printable maps, interactive activities, and classroom guides for discussions.
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Copyright : trumpetmaster.com
Guided Reading Activity 1-1 American History: The Early Years to 1877 ★1 ★ Guided Reading Activities Themes in Geography DIRECTIONS: Filling in the Blanks Read the section and complete the sentences below. Refer to your textbook to fill in the blanks. 1. The five themes in geography are oooooooooooooooooooooooooooo, oooooooooooooooooooooooo,
History of geography - Wikipedia ple, the Geography and History Activities and American Literature Readings appear in the front part of this book, but you may plan to use these activities in class at any time during the study of the unit.
Classroom Ready Activities for Teaching History and ...
9. Study the geography of ocean currents. In this activity, students use maps to learn about ocean currents, research case studies of ocean spills, and discuss the role of oceanographers. 10. Engage fast finishers. Here's an idea to keep your fast finishers actively learning after they've finished their classwork.
Copyright code : 1afea00253e327ae2cce508b67fa28ad.
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Art Making Kit
Collecting materials and tools to create your own art making kit is a fun activity and will provide you with all you need to start experimenting and making some artwork. Most of the materials suggested are recycled from household waste and can sourced for free from your local shop or supermarket. This list is by no means extensive so keep your eyes peeled for other materials and tools you could use at home and outside.
Cardboard
Cardboard is a very versatile material and comes in a variety of sizes, shapes, colours and textures. You can use it as a canvas, make templates, cut it up and built with it, soak it in water and mould it and much more. You can use egg boxes, fruit and vegetable packaging, loo roll tubes, long wrapping paper tubes, cardboard boxes. Some cardboard is coated in plastic. Cut open cartons to find silvery insides and lovely smooth surfaces ideal for collage printing and construction.
Plastics
Recycled plastics come in some wonderful bright colours and shapes and they're robust and waterproof. Keep you eyes peeled for interesting bottle tops, bubble wrap (can be found inside Jiffy bags), lids, medicine blister packs, bottles, old rubber gloves and plastic bags which you can cut into strips and braid to make your own string.
Metals
Some metals such as tin foil and paper foils found in crisp packets and chocolate wrappers are suitable for all ages. You can also recycle aluminium casings from tea lights, metal bottle tops and soft drink and tin cans but you need to be very careful not to cut yourself as the edges are very sharp and better suited for 10 years+.
Textiles
Recycle some of your old clothes or socks or ask people if they have any they don't want. Old socks and tights are really stretchy and can fill them up or can cut them into long strips to make thread for sewing, weaving or braiding. You could also cut them out and sew them together or stick them down to make a collage.
Sticking and Fixing
There are lots of ways to fix things together. Sellotape, electrical tape, masking tape, glue sticks, PVA, UHU glue, washing-line pegs, elastic bands, hairbands, safety pins, hair pins, fabric pins, string (see above), wool, hole punching and threading string through, stapling and sewing.
Drawing and Painting Tools
Drawing and painting tools are anything that you can make a mark with. Pencils, colouring pencils and pens such as biros, crayons and charcoal are always useful as well as paintbrushes. However you could also collect a variety of sticks from your local park or attach different materials to a washing-line peg to draw with using ink, mud or paint. Making your own drawing and painting tools is lots of fun and allows you to create lots of interesting effects.
Measuring Tools
Measuring tools are invaluable if you're making making something precise. Tape measure, ruler, and objects are all useful for measuring. You could make geometric shape templates from recycled card too. Other useful tools are a compass for drawing and measuring curves and a set square for accurate angles.
Cutting Tools
Scissors are an essential tool. Nail scissors are also good for detailed and intricate cutting but are very sharp. Remember you can also use your hands to tear materials such as a paper and cardboard, giving you different textured edges to work with.
Storage
Jars are handy to have around. You can draw around them or use them to hold water and clean your brushes. They're useful for mixing up liquids in and keeping homemade ink, paint and potions. They are also useful for storing smaller materials in and you can design and make labels for them
Top Tip: Be inventive! Keep you eyes out for materials going to waste and explore different ways you could use them.
Experiment: Use a variety of tools or make your own! | <urn:uuid:005487bf-0bb9-4dee-90a1-1d47fa2dc0ca> | CC-MAIN-2020-50 | https://www.estorickcollection.com/assets/img/Education/PDF-activities/art-making-kit.pdf | 2020-12-05T11:17:09+00:00 | crawl-data/CC-MAIN-2020-50/segments/1606141747774.97/warc/CC-MAIN-20201205104937-20201205134937-00473.warc.gz | 645,675,737 | 792 | eng_Latn | eng_Latn | 0.998594 | eng_Latn | 0.998789 | [
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PREGNANCY & PARENTING Lesson 1
GRADE CALM
LEARNER OUTCOME 1 P12:
Examine aspects of healthy sexuality, sexual wellness and responsible sexual behaviour. Assess the consequences of being sexually active.
MATERIALS:
1. HANDOUT: Scenario Problem Solver
2. CARDS: Making Choices Scenario Cards
3. FACTSHEET: The Cost of Raising a Child (Canadian Council on Social Development
INTRODUCTION:
The Comprehensive School Health model stresses the need for students to make decisions and respect the decisions and values of others. Perhaps one of the hardest decisions a teen could ever have to make is if she or he was faced with an unintended pregnancy. While there is a decline in pregnancy and live birth rates among teenagers aged 15-19 in Alberta 2 , provincial rates are still higher than the national average 3 . The abortion rate for teens has also steadily decreased since 1996 4 .
Having a baby too young can have significant adverse impacts on the health and well-being of the mother, the baby, the father and society. Teen pregnancy is associated with increased school drop-out rates, low socio-economic status and increased likelihood of repeat pregnancies. Health risks to the baby may include pre-term birth, low birth weight and infant death 5 .
APPROACHES/STRATEGIES:
A. GROUND RULES (5-10 min)
Ensure ground rules are established before beginning this lesson. For classes that have already established ground rules, quickly reviewing them can promote a successful lesson.
It can be challenging to create a balance between prevention and positive messages related to motherhood and pregnancy outcomes. Prevention programs must consider different views and perceptions to be effective. Some cultures support earlier pregnancies and in these cases delaying pregnancy could alienate these Canadians from their culture. Addressing teen pregnancy is two-fold: interventions focusing on prevention and interventions addressing relevant support and services for effective and positive health outcomes for young parents and their children 5 .
Students will then be asked to think about what it means to be a parent and the physical, emotional, lifestyle and financial changes that come with parenting.
Teachers need to understand the objectives and be aware of personal biases when discussing teen pregnancy. It may be useful to complete the Your Values Quiz.
B. MAKING CHOICES (25-30 min)
Students use problem-solving skills to determine what choices could be made when a teen discovers they are pregnant.
1. Distribute the handout: Scenario Problem Solver one to each student.
,
2. Divide students into small groups.
4. Allow each group to read the scenario.
3. Provide each group with a Making Choices Scenario Cards.
It is important to explain that each person who is faced with an unintended pregnancy is dealing with their own unique situation. It should be emphasized that the choice is ultimately the personal decision of the young woman who is pregnant. However, the boyfriend or partner of the young woman and their families will have feelings and be impacted by the situation and decision as well. Making the decision about what to do can be very difficult and stressful. Some women may not have the non-judgmental support of a partner, family or friends. Agencies and counselling services can help. A list of agencies and resources is included in Community Resources on our website.
5. Give groups time to discuss and fill in the handout Scenario Problem Solver
Be aware that various community agencies and groups have different philosophies and beliefs about pregnancy options. Certain cultures and religions also have differing views on pregnancy options. Students may raise these types of issues in this class. It is important to be prepared to answer questions in a factual way. If questions regarding personal values arise, it is important to redirect the students to resources that may help them in their self reflection on these topics rather than stating your values.
6. Debrief by having each group present their scenario and respond to the class. Write the possible choices across the board:
* ADOPTION
* PARENTING
* ABORTION
The following background information will enable you to provide the group with information about the three basic options.
Parenting
* Do I like children? How do I feel about having a child around all the time?
* Having a baby involves lifestyle, emotional, physical and financial implications. While parenting is a joy, it is also hard work. Some questions to ask yourself about parenting and what it means to be a parent include: How will raising a child affect my current lifestyle and the lifestyle I want to have? Am I ready to change my lifestyle to meet my child's needs?
* Do I know enough about raising children? Which skills can I share with and teach my child?
* Is it important to have a partner involved? If a partner is not involved, is parenting still an option?
* Have my partner and I talked about how we would manage parenthood? What do we know about parenting? How do you learn to be a parent?
* What type of support do I need to help me raise my child? Does that support exist in my life right now? Is it possible for me to get that support?
* Can I handle a child and school or work at the same time?
* What are my reasons for wanting to have this child?
* Can I afford to support a child right now? In the future?
Parents are not born, they are created. Whether you parent with a partner, on your own or with the support of family and friends, the most powerful thing you can do is to give your child loving, consistent and supportive care 7 .
Making a decision about an unintended pregnancy can be difficult and stressful. It is important to be aware of feelings this lesson may evoke for students related to personal or family situations either now or in the past and to use sensitivity.
This lesson focuses on the three options for a pregnancy: parenting (either as a single parent or with a partner), adoption and abortion. You may also wish to include a brief discussion about the importance of maintaining good health during pregnancy, including:
* accessing good prenatal care from a physician or midwife;
* eating a healthy diet; maintaining a healthy body weight,
* avoiding alcohol, smoking, drugs and other substances that could cause fetal harm;
* taking a multivitamin containing folic acid; and
* regular exercise.
Adoption
Choosing to place your child for adoption can be very difficult. Some questions to consider include:
* How would I feel about continuing the pregnancy and giving birth but not keeping the child?
* How would adoption impact my child's life? Am I able to provide for him/her?
* Could I live with the idea that someone else is raising my child?
* Do I have the support I need to continue the pregnancy and make an adoption plan?
* Which kind of adoption would be best for me? Do I want to meet the adoptive parents?
* What about my partner and family's feelings about adoption?
* How would making this choice impact my life in the long run?
There are three ways to place a child for adoption in Alberta:
1. Government (Ward/Closed) Adoption: Ward adoption involves placing a child for adoption through the government social services. These are closed adoptions meaning that birthparents and adoptive parents are not given identifying information on each other. It also means that the child does not know who his or her birthparents are while the child is growing up.
3. Direct Placement: A direct placement adoption is one where the birthmother places the child with a friend, family friend or relative.
2. Licensed Private Agencies (Open Adoption): Through a licensed agency the birthmother has the right to choose the adoptive family by looking at files, meeting the family she has chosen and having ongoing contact with the family before and after the placement of her child.
Even if you choose to place a child up for adoption, maintaining good health for you and your growing baby throughout your pregnancy is important.
Abortion
Surgical abortion is the most common abortion procedure performed in Canada and is performed by a doctor in either a clinic or a hospital 11 .
Abortion means choosing to terminate (end) a pregnancy. There are many reasons women choose to have an abortion. An unintended pregnancy may have been a result of not using contraception or contraception failure (e.g. condom breakage). Some women discover genetic defects as a result of tests on the fetus and choose this option. A woman may have been sexually assaulted or became pregnant because of sexual coercion. Sometimes a woman may experience changes in her life situation that makes her re-evaluate the pregnancy.
No matter the circumstances it is most important a woman make the decision that is right for her.
Abortion is a safe surgical procedure when performed by a qualified doctor. If the abortion is performed safely without any complications there is no affect on the ability to become pregnant again in the future 8 .
In Alberta, surgical abortions are offered from 5 weeks 20 weeks 9 . If the pregnancy is less than 7 weeks a woman can choose to have a medical abortion. The type of abortion procedure a woman has depends the duration of the pregnancy and services offered by the clinic or hospital.
uses medication instead of surgery to end a pregnancy. It can only be used in early pregnancy, up to 7 weeks from the first day of the last menstrual period 12. This procedure requires at least 2 visits to the clinic and if the treatment fails a surgical abortion will be required. 13
A surgical abortion takes about 5-15 minutes but a woman can expect to stay in the clinic or hospital for 2-3 hours as the visit will include counselling, an ultrasound if needed, and recovery time 10 . The cost of an abortion is covered by Alberta Health Care.
In Alberta, a parent's consent is not needed to have an abortion. Consent is based on the ability to understand the procedure and its risks 10.
It is always recommended for young women to talk to their parents/ guardians or a trusted adult.
Some questions to consider include:
* Do I have spiritual or moral beliefs that may impact my decision to have an abortion?
* How will making this decision impact my life? What about my partner's feelings?
* Do I have people in my life that will support me with my decision?
C. CHEESEBURGERS AND PARENTING (15-20 min)
Students recognize the importance of skills and characteristics needed for parenting, and the value of acquiring them before becoming a parent.
Procedure:
2. Read the following scenario to the students: "Imagine you own a cheeseburger stand and don't want to run it. You need to hire someone to run it for you and at the end of each month they will bring you the money. You will pay them a certain amount and keep the rest."
1. Write the word "REQUIREMENTS" on the board and ask students what "requirement" means (something that must happen, not "it would be nice if...").
Medical Abortion
3. Ask students what the "requirements" are for the person they hire? Teachers can list the class responses on the blackboard.
5. Ask students if the person they hired doesn't have most of the skills or characteristics listed, what would happen to their business? (The business would most likely fail.) Certainly, a person can learn on the job but there might be some bad cheeseburgers and a loss of some customers.
4. Ask students why some of the requirements or characteristics would be important. (For example, trust is important because the person will be handling your money, reliability is important because the person must show up for work, etc.)
6. Ask students to think about what the "requirements" are in our society to become a parent? (There are no requirements.)
8. Ask students to make a list of "requirements" to be met before becoming a parent. Compare this list to the cheeseburger list. Ask students why some of the characteristics would be "required".
7. Ask students to think about the importance of running a cheeseburger stand compared to parenting. Does this make sense?
D. DISCUSSION 'DOLLARS AND SENSE!' (10 min)
Students further examine the commitments required to raise a child.
2. Think about how much it costs in Canada to raise a child 0 – 18 years of age. Take bids and then refer to the fact sheets: The Cost of Raising a Child, 2004
1. What do children need? Think about everything it takes to raise a child from 0-18 years of age. Encourage students to think of both direct (food, clothing, school supplies, income for activities, childcare, and child support) and indirect (time, education, income or career opportunities)
* Prospective parents need to be financially prepared for the costs involved in raising a child. Estimates suggest that over $10,000 is needed to support a child in the first year of life.
* Many factors influence the cost of child-
Refrain from using the terms "good parenting or "bad parenting. Being a great parent is a process. Student parents should not view themselves as failures or decide that their own parents have failed. Instead focus on the skills of parenting.
For students who require more reinforcement, you can turn this into a larger activity. You may ask students to brainstorm what a baby would require. Then you can have them visit a store and price out how much each item would cost. Compare this to The Cost of Raising a Child, 2004 and see how close they are. Further, expand by estimating current earning power and other expenses (rent, utilities, transportation, own needs, etc.)
For the latest edition of CCSD report exploring profiles of Canadian families, visit http://www.ccsd.ca/fa ctsheets/family/
rearing, including the child's individual needs, family circumstances and values and the resources or supports available in the community
This quote may promote group discussion: "What troubles me is when another girl finds out that I have a daughter and she says "that is so neat." A car is neat, an outfit is neat, a baby is not. They take a lot of time and work. When you become a mom, you become responsible (physically, emotionally, and financially) for a child for the rest of your life". 15
QUESTION BOX (10min)
Have students fill out questions and address them next class.
SELF REFLECTION
During the lesson, were:
* Ground rules being followed?
* Good practices established regarding group work and discussion?
What will you change for future classes with this group?
What will you change for future use of this lesson?
STUDENT ASSESSMENT
During the lesson, did students:
Knowledge:
* Identify skills and characteristics needed for parenting?
* Outline the importance of learning about parenting?
Skills:
* Use problem-solving skills to determine what to do when a teen is faced with an unintended pregnancy?
* Describe options available to pregnant teens?
Attitudes:
* Recognized that it is the personal right of every pregnant woman to choose what to do with her pregnancy?
1. Alberta Education. (2002). Career and life management guide to implementation. Retrieved from: http://education.alberta.ca/teachers/program/health/resources/calmguide.aspx
3. McKay, A & Barrett, M. (2010). Trends in teen pregnancy rates from 1996-2006: A comparison of Canada, Sweden, USA, and England/Whales. Canadian Journal of Human Sexuality, 19 (12): 43-52
2. Alberta Health and Wellness (2007). Health Trends in Alberta: A Working Document. Retrieved from http://www.health.alberta.ca/documents/Trends-2007-Health.pdf
4. Statistics Canada. (2006). Pregnancy Outcomes 2003. Ottawa: Ministry of Industry. Retrieved from http://www.statcan.ca/english/freepub/82-224-XIE/82-224-XIE2003000.pdf
5. Best Start. (2007).
Update report on teen pregnancy prevention
. Retrieved from:
6. Public Health Agency of Canada. (2011). The chief public health officer's report on the state of public health in Canada, 2011: Youth and young adults – Life in transition. Retrieved from http://publichealth.gc.ca/CPHOreport
http://www.beststart.org/resources/rep_health/pdf/teen_pregnancy.pdf
7. Alberta Health Services (2010). Growing Miracles: The First Six Years with Your Child. Alberta Health Services.
9. Alberta Health Services, Abortion Services. Retrieved from http://www.albertahealthservices.ca/services.asp?pid=service&rid=2131
8. Canadian Federation for Sexual Health. (2008). Abortion FAQS. Retrieved from: http://www.cfsh.ca/Your_Sexual_Health/Abortion/abortion-FAQs.asp
10. Kensington Clinic. (2010). Frequently asked questions. Retrieved from: http://www.kensingtonclinic.com/faqs.php#howlong
12. Canadian Federation for Sexual Health. (2008). Medical abortion. Retrieved from: http://www.cfsh.ca/Your_Sexual_Health/Abortion/medical-abortion.aspx
11. Canadian Federation for Sexual Health. (2008). Surgical abortion. Retrieved from: http://www.cfsh.ca/Your_Sexual_Health/Abortion/surgical-abortion.aspx
13. Kensignton Clinic. (2010). Medical abortion. Retrieved from: http://kensingtonclinic.com/services.php?service=medical
15. The National Campaign to Prevent Teen Pregnancy. (2002). Teens tell all about…the reality of being a teen parent. Retrieved from
14. Manitoba Agriculture, Food and Rural Initiatives (2004). The costs of raising children. Retrieved from http://home.gicable.com/~jqgregg/Cost%20of%20raising%20children.pdf
http://teenpregnancy.org/resources/teens/voices/teenrent.asp
Name: _____________________________
SCENARIO PROBLEM SOLVER
Read the scenario card with your group. STEP 1
Follow the steps below to provide solutions for the problem presented on the scenario card. STEP 2
1. IDENTIFY the problem (What is the problem presented in the scenario card?):
4. ACT on the best solution (Choose the best solution and describe what happens):
STEP 3
Present your scenario and solution to the class.
MAKING CHOICES: SCENARIO CARDS
Holly and Mike (both 17 years old) have been dating for a year now. They met at a 50 th birthday party held for Holly's dad and instantly became friends. Once they started dating they spent a lot of time together. Although they do not go to the same high school they see each other evenings and weekends. A couple of months ago they started to have sex. They had talked about it for a while and decided Mike would use condoms to provide protection against pregnancy and STIs. However, Holly has missed a period and thinks she may be pregnant as she is very tired and feels nauseous all the time. She has shared this information with a friend, but not Mike, or her parents.
Alicia is 16 and enjoys her life. She is a good student and is aiming for a career in the medical field – she can't decide between physiotherapy and dentistry at the moment but she is working hard as she knows she needs good marks to get admitted to university. She does not have a boyfriend but knows that one guy at school, Mark, is interested in her. She has decided to take his offer of a date to a friend's pool party. At the party Alicia met some friends of Mark's who encouraged her to have a few drinks. It did not take long before she felt quite drunk and before she knew it she and Mark were making out and having sex. The next time Alicia saw Mark at school she tried to ignore him. She was really disappointed and disgusted with herself and hoped that she could forget the whole thing. Now she has missed a period and has taken a home pregnancy test that was positive. | <urn:uuid:d64714ca-3e66-497a-962d-b4df16eb26c5> | CC-MAIN-2020-50 | https://teachingsexualhealth.ca/app/uploads/sites/4/downloads/CALM-Pregnancy-and-Parenting-Lesson-1.pdf | 2020-12-05T11:29:02+00:00 | crawl-data/CC-MAIN-2020-50/segments/1606141747774.97/warc/CC-MAIN-20201205104937-20201205134937-00470.warc.gz | 517,370,206 | 4,114 | eng_Latn | eng_Latn | 0.972758 | eng_Latn | 0.998533 | [
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] | [
4.15625
] | 2 | 0 |