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ANIMAL PROTECTION
Complete this chart. Use words or pictures for your answers.
There are three ways animals protect themselves listed at the top of three columns.
1. For each kind of animal, give an example of that kind of animal.
2. Tell how that animal protects itself in the ways listed in each column. | <urn:uuid:fd246461-9183-4d30-829a-b9d0827cd505> | CC-MAIN-2019-18 | http://teacher.depaul.edu/content/Animal%20Protection.PDF | 2019-04-26T07:48:13Z | crawl-data/CC-MAIN-2019-18/segments/1555578762045.99/warc/CC-MAIN-20190426073513-20190426095513-00557.warc.gz | 164,257,815 | 66 | eng_Latn | eng_Latn | 0.997456 | eng_Latn | 0.997456 | [
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Courage Character & Caring Presentation and Content Outline: by Steve Harmer
Opener:
"You're going to learn something today. And its about time!"
Burger Fries Shake welcome
Plate on Pole trick
Steve Harmer $100.00 challenge card prediction trick
1. Dare To Invest In Others:
Henri Nouwen's book called Adam reminds us that:
Bookmark: "Dare" Poem
-being emotionally present is better than being absent
-together is better than apart
-listening is more important than speaking
-the heart is more important than the head
-God's love is more important than the praise of people
-"being" is more important than "doing"
Silks in cylinder to streamer illustration
2. Dare To Show Character:
A
Spelling trick: The letters in "REACHCART" rearrange to spell "CHARACTER" Acrostic: C is for Caring H - Honesty A – Acceptance R – Responsibility
10 Boxes On One Finger Balance:
To show all these character qualities in our lives is as
– Authenticity
C
– Courage
T
– Thankfulness
E
– Encouragement
R
– Respect challenging as balancing ten boxes on one finger. We need to "train" not just "try".
3. Dare To Foster Self Esteem:
A – Accept yourself -you can't change eye color, height or heritage
The Building Blocks or the "A, B, C's" of Self Esteem:
B
– Believe in yourself -you must believe that you can realize your potential
Needle through balloon: We need to inflate our families with encouragement not deflate them with criticism.
C – Challenge yourself -when you challenge yourself to learn a new skill and achieve it, your self esteem rises
Super People to Rabbit: We must believe that we all are "Super Special", "Super Capable" and "Super Lovable".
1
4. Dare To Build Assets:
For children to build self-esteem in their lives, they need to hear Barbara Coloroso's Six Critical Life Messages over and over again from home school and the community:
40 Developmental Assets Review Search Institute's HYPERLINK "http://www.search-institute.org" www.search-institute.org
I believe in you! You are cared for!
I trust you!
You are very important to me!
I know you can handle it!
You are listened to!
Butterfly production
5. Dare To Model Courage:
The "right way" Box includes: Friends, Fun, Freedom, and Future. We often look for these things by going the "popular way" or the "easy way" to find happiness only to discover that these ways are just illusions. When we choose the right way we will ultimately discover true friends, wholesome fun, real freedom within limits and a future of integrity.
Sword Box says: Courage means to "Do what's right when the wrong is popular"
6. Dare To Care:
Light Box Illustration: Caring means "connecting". Disconnection is caused by Dissing others: To Disrespect, Discourage, Dishonor and Disgrace are barriers to connecting. Hope and healing come when we learn to Show Respect, Courage, Honor and Grace towards others.
Conclusion:
Newspaper and Dove Illustration: Life can bring us disappointment and pain. Sometimes we feel torn up and broken on the inside. A broken heart can hurt way more than even a broken arm. But there is hope. My positive message reminds us that we must
Special Olympics Story: These friends have taught us that, maybe just maybe, caring is more important than winning.
Dare to invest in others,
Dare to show character,
Dare to foster self-esteem, Dare to build assets,
Dare to model courage and
Dare to care.
My final challenge for you is this. When we think only of ourselves we offer nothing to others. Actually we often end up hurting others, tearing them with up with destructive words and actions. It is when we show courage, character and caring that we help heal others and all of us discover that we have wings to fly and make a difference in our family, in our community and in the world "It is never too late to start doing what is right."
Bookmark: "Greatness is not found in possessions, power, position or prestige. It is discovered in goodness, humility, service and character." Anonymous
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2014 EARLY CHILDHOOD EDUCATION UNIFIED AGENDA
THE PATH TO VIRGINIA'S PROSPERITY
HOME
VISITS
SAFE, HIGH
QUALITY
READY FOR
KINDERGARTEN
CAREER
OR COLLEGE
EARLY
INTERVENTION
AFFORDABLE
PRESCHOOL
SUCCESS
IN SCHOOL
CARE
READY
Each year, more than 10,000 kindergarteners in Virginia start school without the lit eracy skills they need to succeed. 70,000 to 100,000 Virginia children under five are facing challenges that are completely out of their control- their parents' unemploy ment, health problems and family stress. These challenges put them at a disadvantage before they even start school. If children are not ready for school, they will not succeed in school. The Commonwealth currently spends $80 million each year on elementary school students who need to repeat grades, rather than giving them the help they need to succeed the first time.
The good news is Virginia has proven programs that give kids the foundation they need for success in school and life. Yet not all children who face challenges have the opportunity to participate in programs that will start them on the right path. Giving Virginia's kids the opportunity for a successful start will help ensure that Virginia will succeed in the global economy. It will also help avoid the costs of children that end up on the wrong path.
TOGETHER, WE CAN TAKE 3 STEPS TO ENSURE THAT AT-RISK BABIES, TODDLERS AND PRESCHOOLERS GET THE EARLY EDUCATION THEY NEED FOR SUCCESS:
2014 GA
STEP 1: Enable successful early childhood programs to serve more families by fully restoring funding in the 2014 General Assembly Session.
BEGIN PLANNING TO ADDRESS THESE ISSUES:
Identify strategies at the state and local level to give 7,500 at-risk four-year-olds a chance to participate in the Virginia Preschool Initiative (VPI).
Improve the quality, safety and cost of child care and preschool in Virginia.
STEP 2:
STEP 3:
STEPS TO A STRONG START FOR A STRONG WORKFORCE
2014 General Assembly: Step 1: Expand successful early childhood programs to serve more kids by fully funding home visiting and early intervention.
* Completely restore funds for home visiting - Home visitors give parents skills to be their chil dren's first and best teachers. Home visitors with CHIP of Virginia/Parents as Teachers and Healthy Families Virginia teach moms and dads practical skills for raising healthy, success ful kids. Since 2009, families in 18 Virginia communities have lost home visiting programs because of $2.5 million in budget cuts.
* Fully fund early intervention/IDEA Part C - Early intervention services (also known as the In fant & Toddler Connection) help babies and toddlers catch up to their peers developmentally. Since 2007, the number of children identified with developmental delays has increased 52%. Many babies who are connected to experts for therapy are able to live up to their full poten tial. One in five early intervention participants do not need any additional services and those with more severe delays often make significant progress.
BEGIN PLANNING TO ADDRESS THESE ISSUES:
Step 2: Identify strategies at the state and local level to give 7,500 at-risk four-year-olds a chance to participate in the Virginia Preschool Initiative (VPI).
While the number of kids enrolled in VPI increases each year, some school districts do not use all of the spots offered to them by the state that could be offered to at-risk preschoolers. That means almost one-third of preschoolers who qualify for the program cannot attend. Last year, about 10% of school divisions did not offer 100 or more of their VPI spots to at-risk preschoolers, citing lack of local matching funds or classroom space. Researchers from UVA found that chil dren who attend VPI are better prepared for school. Across Virginia, we must find ways to give more kids a chance to participate in VPI, such as partnerships with private child care providers and incentives for localities to participate.
Step 3: Improve the quality, safety and cost of child care and preschool in Virginia.
* Improve safety - More than half of states require fingerprint background checks for child care providers, but Virginia does not.
* Reduce cost burden - A year of infant care costs more than a year of college in Virginia. Young families must make choices and sacrifices to find high quality child care. Without ad ditional resources to reduce costs, providers must also balance the choice between quality and affordability for working families.
* Increase quality – Early learning programs vary widely; not all offer developmentally appro priate environments or engaging interactions between caregivers and kids. We can help pro fessionals boost their skills with more training. We can improve quality by encouraging more child care facilities to participate in Virginia Star Quality Initiative, which rates preschools.
We can do this by building on the early learning infrastructure that we have in place but we need policymakers to champion this issue and prepare for the future now.
TAKE A STEP WITH US ON THE PATH TO VIRGINIA'S PROSPERITY.
The Early Childhood Policy Network represents the organizations who are giving Virginia's kids the opportunities they need to succeed: Child Care Aware Virginia • Child Development Resources • Children's Hospital of Richmond at VCU • ChildSavers • CHIP of Virginia/Parents as Teachers State Office • JustChildren/Legal Aid Justice Center • Learning Care Group • Prevent Child Abuse Virginia/Healthy Families Virginia • Nurse-Family Partnership • Smart Beginnings Historic Triangle • The Children's Center • Virginia Alliance of Family Child Care Providers • Virginia Association of Community Services Boards • Virginia Association of Early Childhood Education (VAECE) • Virginia Association for Infant Mental Health • Virginia Chapter, American Academy of Pediatrics • Virginia First Cities • Virginia Head Start Association | <urn:uuid:26d1fc1e-efcc-4191-b8c8-82eb59df6bd8> | CC-MAIN-2019-18 | https://vahsa.memberclicks.net/assets/docs/2014-Early-Childhood-Education-Unified-Agenda-Final.pdf | 2019-04-26T10:56:46Z | crawl-data/CC-MAIN-2019-18/segments/1555578765115.93/warc/CC-MAIN-20190426093516-20190426114548-00020.warc.gz | 572,827,676 | 1,213 | eng_Latn | eng_Latn | 0.995292 | eng_Latn | 0.995287 | [
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SELECTED ABSTRACTS FROM THE 1999 NATIONAL SPELEOLOGICAL SOCIETY CONVENTION IN FILER, IDAHO
ARCHEOLOGY
SUBTERRANEAN CULTURAL RESOURCE MANIFESTATIONS OF THE ARIZONA STRIP
Caves on the Arizona Strip, that area of land in Arizona that lies north of the Grand Canyon, have been used by humans for thousands of years. Paleo-Indians, Archaic Indians, Ancestral Puebloans, Southern Paiute, pioneer homesteaders, Civilian Conservation Corpsmen, and modern ranchers have left evidence of their use in caves of this area. The great variety of artifacts found includes rock art, ceramics, and grinding stones (metates). Sites may have been used for shelter, storage, or ceremonies.
John M. Herron & Matthew C. Safford, Bureau of Land Management, Arizona Strip Field Office, St. George, UT 84770 USA
BATS AND CAVES
IS ANGLE IRON CORRECT FOR BAT GATES? THE REBUILDING OF TORGAC AND FORT STANTON CAVE GATES
Bat monitoring efforts have been conducted regularly in Illinois since the mid-1980s. Of the 12 bat species that occur in the state, 9 (including 2 federally endangered species and 2 state-endangered species) depend on caves or abandoned mines during at least part of the year. Two Priority II hibernacula for the federally endangered Indiana bat were discovered in Illinois during the 1990s. The Illinois Department of Natural Resources has established a schedule for conducting regular winter censuses at several caves and mines used by bats. There has been an increased focus recently on gating important cave and mine entrances, both on public and private land, and several significant sites also are protected as state nature preserves. In 1985, the Division of Natural Heritage and Illinois Natural History Survey (supported by the Illinois Department of Transportation, Shawnee National Forest, and US Fish and Wildlife Service) began a cooperative program to study the summer distribution of bats throughout the state, with an emphasis on the Indiana bat. Radiotelemetry identified numerous roost trees used by this species, including maternity colonies.
Mike Bilbo, Bureau of Land Management, Winnemucca Field Office, 5100 East Winnemucca Boulevard, Winnemucca, Nevada 89445 USA,
During the mid-1990s, caver and BLM volunteer Jim Cox built a series of excellent vandal-resistant cave gates that had several unique features, starting with schedule 80 round stock pipe. Round stock was used because Cox tested his designs in a wind tunnel against conventional angle-iron gates and found eddy currents to exist in the case of angle iron. To the author's knowledge, Cox is the only person who ever actually did such a study before designing his gates. Others the author has spoken with have quite subjectively made statements to the effect that angle iron is the most suitable. The round stock versus angle iron distinction may be critical in hibernacula roost site selection for certain bat species, notably Townsend's big-eared bat (Corynorhinus townsendii).
MYOTIS SODALIS WINTER POPULATION TRENDS IN INDIANA Keith Dunlap, Indiana Karst Conservancy, 32 Troon Court, Greenwood, Indiana 46143 USA, firstname.lastname@example.org
The Indiana bat (Myotis sodalis) has witnessed a dramatic population decrease throughout its range over the past fifty years, causing it to be one of the first species to be listed on the US Fish and Wildlife Service Endangered Species list. Current downward trends continue in most states, but known winter populations in Indiana caves have remained relatively stable. While some significant Indiana hibernacula have lost bats, other hibernacula have shown remarkable increases.
THE CURRENT STATUS OF BAT MONITORING STUDIES IN ILLINOIS Joseph A. Kath, Illinois Division of Natural Heritage, 600 North Grand Avenue West-Suite 4, Springfield, Illinois 62706 USA, email@example.com & Joyce E. Hofmann & Steven J. Taylor, Center for Biodiversity, Illinois Natural History Survey, 607 East Peabody Drive, Champaign, Illinois 61820 USA, firstname.lastname@example.org; email@example.com
SURVEY WORK AND CONSERVATION EFFORTS FOR BATS IN IDAHO Charlene Vullo, USDI Bureau of Land Management, 2620 Kimberly Road, Twin Falls, Idaho 83301 USA, firstname.lastname@example.org & Paula Call, USDI Bureau of Land Management, PO Box 2-B, Shoshone, Idaho 83352 USA, email@example.com
The species most frequently captured using caves were longeared bats, Western small-footed bats and Townsend's big-eared bats. Loss of cave habitat due to disturbance and/or deliberate harassment is a threat to bats in southern Idaho. Monitoring of bat populations at several historical hibernacula caves during the winter has shown a significant decline in bat numbers. The BLM is working with local cavers to identify and monitor important bat caves. Signs and gates
Fourteen species of bats have been confirmed in Idaho. Nine of the 14 species are listed as sensitive by the USDI Bureau of Land Management (BLM), USDA Forest Service, or Idaho Department of Fish and Game. An effort to gain a better understanding of bat species distribution, composition and population status was initiated by the Idaho Conservation Effort in 1995. Bats captured by mist nets were identified in a variety of habitats throughout Idaho during the summer months. One hundred and five sites were surveyed and 616 bats representing 14 species have been captured. Little brown myotis and big brown bats were captured commonly and at more than a fourth of all sites surveyed. California myotis, fringed myotis, hoary bat, pallid bat, and spotted bat were caught infrequently. Additionally, California myotis, fringed myotis, pallid bat, spotted bat, and western pipistrelle were caught at 5 or fewer sites. Fringed myotis were captured near older aged forest stands, however, they have also been documented using juniper woodlands in the Owyhee Mountains. Pallid bats and western pipistrelle were only detected at sites located in the southwestern and south-central regions of the state, mostly in steep, rocky canyons. Spotted bats were audibly detected at 9 locations, mostly in steep remote canyons. However, they were also detected at an internationally renowned rock climbing area containing numerous tall granite rock formations.
are used to inform users and establish seasonal use closures at key roost sites. Educational presentations about bats and cave habitats are provided to local schools and community groups to raise awareness of the predicament of bats and potential human impacts from misinformation and disturbance at roost sites.
BIOLOGY
KARST WATERS INSTITUTE'S SECOND ANNUAL TOP TEN LIST OF ENDANGERED KARST ECOSYSTEMS
In 1998, the Karst Waters Institute (KWI) published a list of the ten most endangered karst communities, a project that evolved out of the proceedings of a scientific conference held in February 1997 on the conservation and protection of karst biota. Nineteen karst locations were nominated in 1999 as candidates for KWI's "most endangered" list. Karst ecosystems selected exhibited (1) biological significance including rare, endemic or threatened species or communities rich in biodiversity; (2) significant threats to the communities; and (3) individuals or groups interested in protecting the threatened karst. The sites are: caves in central Cambodia; Church and Bitumen Caves, Bermuda; Edwards Aquifer, Texas, USA; Koloa Lava Tube System, Hawaii, USA; Kosciusko Island, Alaska, USA; Movile Cave, Romania; North-Northwest Karst Province, Puerto Rico; Organ Cave, West Virginia, USA; Snail Shell Cave, Tennessee, USA; and Zinzulusa Cave, Italy. The project has a web site that uses a Geographic Information System to publish an interactive map for the list for 1999. This site provides access to information on the site, including the size of the system, number of endangered species and a list of selected species from each site.
Christopher S. Belson, Environmental Studies Program, American University, 4400 Massachusetts Ave., NW, Washington, DC 20016 USA
AMPHIPODS IN MINNESOTA CAVES
No amphipods were reported from Minnesota caves in surveys of invertebrate cave faunas by Peck & Christiansen (1990) and Montz (1993). However, the author has observed Gammarus pseudolimnaeus Bousfield in abundance in Carvers Cave, the most historic cave in Minnesota, during the past decade, the entire period of his observation. Specimens were graciously identified by John Holsinger.
Greg Brick, 2575 University Avenue West, Suite 130, St. Paul, Minnesota 55114 USA
Carvers Cave is a sandstone cave, ~35 m long, located in the Mississippi River Gorge near downtown St. Paul, Minnesota. It contains a lake 2 m deep, supplied by a spring with a discharge of 100 L/min, for which the recharge area appears to be largely residential. The water temperature is 10°C and the chief source of organic matter appears to be leaf material carried in by the wind. G. pseudolimnaeus is not a cave-adapted species, having been documented at numerous surface-water localities in Minnesota by Muck & Newman (1992), who used it as an indicator of water quality.
A November 13, 1913, newspaper article in the St. Paul Pioneer Press entitled, "Blind Crayfish in Carver's Cave," is another reference to crustaceans in this cave.
INFLUENCE OF TEMPERATURE ON TROGLOPHILUS ANDREINII (ORTHOPTERA RAPHIDOPHORIDAE)
We have recorded breeding Troglophilus andreinii (cave gryl-
Michele M. Camassa, ISBioS, Istituto Sperimentale di Biologia del Sottosuolo, Museo del Sottosuolo,Via S.Margherita, 91 - 72022 Latiano (Brindisi), ITALY
lacrida) circadian locomotor activity at various temperatures (5.639.7°C) by a microactograph. In this way, we obtained a pattern of thermal optimum from which to deduce its euthermal grade. The values of temperature at which we have registered the maximum of activity coincide with the medium values of temperature of the apulian caves (18°C).
THE NEUROECOLOGY OF CAVE CRAYFISH: BEHAVIORAL AND ANATOMICAL COMPARISONS OF VISUAL SYSTEMS IN SIGHTED EPIGEAN AND TROGLOBITIC SPECIES
The activity of visual systems is known to have an effect upon the development of the neural tissue associated with vision. We used three species of crayfish in examining the gross structures of the eye and underlying neural tissue for comparative purposes of the optic system associated with environmental adaptation. The troglobitic crayfish, Orconectes australis packardi Rhoades, and the two epigean crayfish Cambarus tenebrosus & Procambarus clarkii were used in these studies. C. tenebrosus raised in the cave are functionally blind although ommatidia do develop, indicating that the primary sensory structures still develop without normal input. Troglobitic crayfish have lost the genomic ability to form a functional visual system and, thus, would be expected not to possess normal ommatidial structures. Electrophysiological records from the sensory neurons of O. australis packardi Rhoades showed no response to light. The troglobitic and surface (epigean) crayfish found deep in caves are both behaviorally blind. The neuronal ganglia within the eye stalk of C. tenebrosus and O. australis packardi Rhoades reveal a disorganization which is likely the reason for the lack of a behavior response in C. tenebrosus. Cross sections of the protocerebral tract revealed that the troglobitic crayfish have more neurons of small axon profiles and fewer large axon profiles than the other two crayfish that contain ommatidia. Recent studies show that olfactory projection neurons, that arise from the central brain, send processes to ganglia within the eye stalk. The blind cave crayfish contain more olfactory projection neurons and fewer larger neurons within the protocerebral tract. (Supported by NSF grant IBN-9808631-RLC).
J.L. Cole, H. Li, L.Y. Long, & R.L. Cooper, School of Biological Sciences and Center for Ecology, Evolution & Behavior, University of Kentucky, Lexington, KY. 40506 & H.L. Hopper, Department of Geography, University of Kentucky, Lexington, KY. 40506 USA
STYGOBITE DISTRIBUTION IN MISSOURI
Missouri has ~5,700 known caves, of which about 600 have been studied biologically. In compiling the Missouri Biospeleological Database, we have enumerated ~51 species of stygobites (including phreatobites) and 27 terrestrial troglobites. An analysis of the number of stygobites versus the number of caves in each county shows almost no relationship.
William R. Elliott, Missouri Department of Conservation, Jefferson City, MO; Michael R. Sutton, Cave Research Foundation, Annapolis, MO & David C. Ashley, Missouri Western State College, St. Joseph, MO USA
ECOLOGICAL ASSESSMENT AND GEOLOGICAL SIGNIFICANCE OF MICROBIAL COMMUNITIES FROM A SULFIDIC CAVE SYSTEM
Cesspool Cave is a small, non-thermal, sulfidic (average H2Saq = 7 mg/L) feature formed in travertine deposits along Sweet Springs Creek, Alleghany County, Virginia. Previous research of microbial morphologies suggested the presence of sulfur bacterial communities.
A.S. Engel, M. L. Porter & V. Shapiro, Department of Biological Sciences, University of Cincinnati, Cincinnati, Ohio 45221-0006 USA
To assess overall ecological potential for this subsurface ecosystem, microbial community activity was measured using radiotracer studies. Autotrophic productivity was determined through [ 14 C] bicarbonate incorporation while [ 14 C] leucine and [ 14 C] acetate assimilations were used to estimate heterotrophic activity. An estimate of total community diversity was determined using molecular cloning techniques employing16S rRNA gene sequences. To address whether these microorganisms may influence geological processes, specifically sulfuric acid speleogenesis, isolates were obtained of sulfur-oxidizing bacteria using standard laboratory enrichment methods. Preliminary phylogenetic analysis of laboratory strains suggested the closest known relative is Thiobacillus thermosulfatus, a known sulfur-oxidizing bacterium that acidifies its surroundings because of sulfuric acid production. Additional physiological characterization of these strains indicated biological acid production may surpass strictly chemical, dissolutional processes for this cave system. This work provides framework for future investigations using a holistic approach to studying these sulfidic environments in an attempt to understand their ecological and geological significance.
MARK-RECAPTURE POPULATION SIZE ESTIMATES OF STYGOBITES IN A VADOSE STREAM AND A PHREATIC LAKE
I used a mark-recapture method to estimate population sizes of the crangonyctid amphipod Stygobromus emarginatus in a headwater stream in Organ Cave, West Virginia, and of the cirolanid isopod Antrolana lira in the phreatic lake of Madison Cave-Stegers Fissure, Virginia. A 24-hour interval between marking and recapturing of specimens produced high recapture rates of S. emarginatus. Results showed that S. emarginatus occurred at a density of 11/m stream length, and yield a total estimated population size of 3300 individuals in the 300 m long stream. A 2-week interval between marking and recapturing was necessary to obtain high recapture rates of A. lira. Results showed that specimens found in Madison Cave and in Stegers Fissure are from the same population, and the population size was estimated to be ~6000 individuals.
Daniel W. Fong, Department of Biology, American University, 4400 Massachusetts Ave., NW, Washington, D.C. 20016 USA
FAUNA OF THE CHIQUIBUL CAVES, BELIZE
The Chiquibul Cave System is in the Chiquibul Forest Reserve on the Vaca Plateau of the Cayo District, Belize. Biological collections were made on 5 expeditions since 1984. Eight species of troglobites and about 60 other cavernicoles have been collected. Troglobites include a pseudoscorpion, shrimp and crab that are described species, an isopod that awaits confirmation, and a spider, springtail, entotroph, and ricinuleid that await description. These species represent over half of the troglobite diversity of Belize which has a total of 13 identified species. The energy into these caves is primarily from a large sinking river, which carries surface debris and organisms into the 60km long system. Much of the habitat sampled is large clay banks that border the main river, but also includes microhabitats formed by upper level inlets, dry historic stream passages, and entrance collapse areas with large energy inputs such as logs and bat guano. Recent
J. K. Krejca, Zoology Department PAT 140, University of Texas, Austin, Texas 78712, firstname.lastname@example.org, J. R. Reddell, Texas Memorial Museum, 2400 Trinity, Austin, Texas 78705, email@example.com , G. Veni, George Veni & Associates, 11304 Candle Park, San Antonio, Texas 78249-4421 USA, firstname.lastname@example.org & T.E. Miller, Department of Geology, University of Puerto Rico, Mayaguez, Puerto Rico 00681-9017, email@example.com expeditions identified a large passage above flood levels that contains extensive bone remains including those of a spectacled bear, Tremarctos sp. cf. ornatus. This is a significant range extension from South America.
ECOLOGICAL POTENTIAL OF SUBSURFACE MICROBIAL PRODUCTIVITY FROM SULFIDIC ENVIRONMENTS
Although numerous ecosystems utilizing chemoautotrophy as an energy source have been documented, the contribution of subsurface microbial productivity to ecosystem energy budgets is still poorly understood. Therefore, the rates of production of microbial communities from sulfidic karst systems and the potential energy transfer of this productivity to higher trophic levels was investigated. Microbial mat communities from four sites were used for determining productivity: the Frasassi Caves system, Italy; Movile Cave, Romania; Cesspool Cave, Virginia; and Lower Kane Cave, Wyoming. Microbial production was measured in each community using radiotracer studies and standardized using the dry weight of the sample (mg dry weight = mgdw). Autotrophic productivity was measured using [ 14 C]bicarbonate incorporation while heterotrophic productivity was measured using [ 14 C]leucine and [ 14 C]acetate. Autotrophic productivity was highest in the Frasassi Caves system (0.46 nmol 14 C bicarbonate/mgdw/day) and lowest in Cesspool Cave (0.003 nmol 14 C bicarbonate/mgdw/day). Heterotrophic activity was highest in Movile Cave (0.38 nmol 14 C leucine/mgdw/day, 6.69 nmol 14 C acetate/mgdw/day) and lowest in the Frasassi Caves (0.14 nmol 14 C leucine/mgdw/day, 0.44 nmol 14 C acetate/mgdw/day). The ecological impact of the measured productivity was examined in Movile Cave by estimating the ability of the terrestrial isopod Armadillidium tabacarui to assimilate the microbial mat. Preliminary results indicate that A. tabacarui assimilation efficiencies in Movile Cave fall between 51-90%.
M. L. Porter, Department of Biological Sciences, University of Cincinnati, Cincinnati, OH 45221-0006, USA
GROUNDWATER CHEMISTRY AND BACTERIAL FAUNA OF FOUR LARGE CAVES IN ILLINOIS' SALEM PLATEAU
As part of a biological evaluation of the federally endangered Illinois cave amphipod, Gammarus acherondytes, (Amphipoda: Gammaridae), we are examining groundwater and sediment chemistry and groundwater bacteria in 4 caves in Illinois' Salem Plateau. Results from the first four months of this study are discussed in light of potential sources of human impact on the amphipod populations (e.g., row crop agriculture, livestock, and urbanization). During high flow periods (February-April), fecal coliform counts were highest in water from Stemler Cave where the amphipod has not been found since 1965, and water from this cave tended to be more turbid than water from the other three caves. To date, agrichemicals have not been detected in water samples or sediments prior to the spring application of agricultural pesticides. High fecal bacterial counts in all four caves, and the abundance of taxa associated with both human and livestock waste, along with heavy sediment loads in Stemler Cave, suggest that several types of human impacts are having a negative impact on groundwater quality.
Steven J. Taylor & Donald W. Webb, Center for Biodiveristy, Illinois Natural History Survey, 607 East Peabody Drive, Champaign, IL, 61820 & Samuel V. Panno, Illinois State Geological Survey, 615 East Peabody Drive, Champaign, Illinois, 61820 USA
CONSERVATION & RESTORATION
VOLUNTEER VALUE FORMS
Generic forms have been created for documenting volunteer time contributed to any project. Forms can be used for recording our efforts in survey, science, conservation, photography, etc. The volunteer value system is based on government rates. It was created as a adjunct to the volunteer value agreement between the Forest Service and the NSS. However, the system can be applied to caves managed by other agencies, conservancies, or private owners. A web site is being created so we can easily report hours and value.
Val Hildreth-Werker, PO Box 1018, Tijeras, NM 87059
THE AMERICAN CAVE CONSERVATION ASSOCIATION AND HORSE RIVER CAVE
The American Cave Conservation Association (ACCA) was founded in 1977 with a mission to protect caves and karstlands. This mission was to be accomplished through public education and professional seminars. In 1986, after a national search, the Association headquarters was relocated in Horse Cave, Kentucky. In 1993 the American Cave Museum opened its doors.
George N. Huppert, Department of Geography and Earth Sciences, University of Wisconsin-La Crosse, La Crosse, WI 54601, firstname.lastname@example.org
A former show cave (Hidden River Cave) is being redeveloped with environmentally sound methodologies. The ACCA also provides professional seminars, school programs, literature, and management consultation. The Association gated well over 100 caves over the years, mostly on federal land and all by invitation. Recent purchases of property will allow expansion of the museum, offices and the show cave tour in the near future.
EXPLORATION - INTERNATIONAL
CAVING IN THE BORDERLANDS - TABASCO AND CHIAPAS, MEXICO James A. Pisarowicz, Wind Cave National Park; RR 1 Box 190, Hot Springs, SD 57747 USA & Abigail B. Wines, Great Basin National Park; Baker, NV 89311 USA
Twelve caves were explored and mapped along the border between the Mexican states of Tabasco and Chiapas. The caves ranged from just a hundred meters above sea level to high elevation caves at ~1200-1300 m msl. Many of the caves were highly decorated, notably Cueva de Arroyo Azul. A complex of five caves around Grutas Cuesta Chica was mapped and explored. Locals indicated that perhaps 50 more caves could be found in this same area. A trip into the Sierra Madrigal located a vertical cave that was explored down two drops and the cave continues going down. Local rumors of the Sierra Madrigal tell of another pit that breathes sulfurous odors. Near Arroyo Magestic, Chiapas, an interesting cave formed in sandstone was explored and mapped. Several caves were near Kolem Jaa, including a muddy, crawly cave that has yet to be completed. A trip into a disputed area near Agua Blanca, Tacotalpa, yielded a fine nacimiento which was not entered due to the politically fluid situation along the border in this area.
CAVES OF AUSTRALIA: CAVING IN QUEENSLAND'S CHILLAGOE REEF Mike Zawada, 10162 E. Exposition Ave., Denver, CO 80231 USA
Australia's dry climate restricted karst development mostly to the wet fringes of the continent. One example of such karst is in the northeastern part of Queensland in the Chillagoe-Mungana National Park. In addition to Chillagoe, limestone caves in Queensland are in the Mitchell-Palmer karst (120 km northeast of Chillagoe) and the Camooweal karst to the southwest. To the south, the Undara lava tubes (volcanic in origin) form a spectacular underground complex. Most of the 500 Chillagoe caves are confined inside limestone towers. Chillagoe tower karst is underlain by a marble plain. Because caves did not form in the marble, they are generally short and can only extend vertically within the towers, whose maximum heights are typically under 100 m. The Chillagoe karst towers formed in limestone that was deposited as a coral reef during the Late Slurian (434-416 Ma). The Chillagoe Formation consists of alternating limestone, sandstone and chert strata. These strata, originally deposited horizontally, were tilted nearly vertical by tectonic forces. Subsequently they eroded, leaving behind parallel, linear-strike ridges composed of less soluble rock. This valley and ridge topography allows relatively easy access to the towers. Because of the extended dry season in this area, bottle trees, relatives of African baobab tree, often grow above subterranean chambers into which they send their roots is search of water. Local caves are also home to children's python, huntsman spiders and several species of bats. Chillagoe caves offer immense opportunity for further study and exploration.
CAVE EXPLORATION IN INDIA: AN INTERNATIONAL EFFORT TOWARDS UNDERSTANDING A NEW KARST REGION.
Expeditions that began in 1992 have shown that the northeastern Indian state of Meghalaya contains significant cave systems. Known as "Abode of the Clouds", Meghalaya is rich in limestone and receives record precipitation. Warm subtropical climate further enhances speleogenesis of extensive river caves. Expedition members from UK, Germany, India, and US have explored and surveyed 125 km of caves by early 1999. The expeditions have been organized in collaboration with the Meghalaya Adventurers Association. The February 1999 expedition extended survey in Pielkhlieng Pouk, the third longest cave in India, to 9.7 km in length. The main passage of this cave features huge gour dams up to 8 m high. The dams define a series of lakes and canals necessitating over three kilometers of swimming on the through trip. Synrang Pamiang was extended to just over 14 kms, making it India's second longest cave. Trips to 21 km-long Kotsati-Umlawan System, currently the longest cave in India, completed photographic and biological surveys of the cave. These efforts resulted in a discovery of two potentially unknown species of blind cave fish in Synrang Pamiang and Pielkhlieng Pouk. In the Cherrapunjee area, several new caves were explored adding 2.5 km of new cave passage and the promise of more to come. The expedition also conducted reconnaissance trips to other areas in preparation for return trips that are planned for 2000. The success of these explorations would not be possible without the hospitality of the Meghalayan people.
Mike Zawada, 10162 E. Exposition Ave., Denver, CO 80231 USA & Simon Brooks, 29 Cedar Close, Ashbourne, Derbyshire DE6 1FT UK
EXPLORATION - UNITED STATES
MALHEUR CAVE
In March 1999, Tom Miller and Larry Hill traveled to Malheur Cave, located in the desert southeast of Burns, Oregon. Malheur Cave is a lava tube with an opening large enough to drive a vehicle into (~2 m high by 6 m across). The cavern opens into a lava tube ~6 m high and 12 m across. The cave is currently owned and used by the Masons for meetings. The cave has historical uses dating back more
Larry Hill, 236 Main Avenue North, win Falls, ID 83301 USA & Tom Miller, 831 Quincy Apt. 1, Twin Falls, ID 83301-3939 USA
than 300 years, when Indians used the cave for shelter.
The cave system consists of ~250-300 m of dry cave, 600 m of partially submerged cave, and 670 m of totally submerged cave. There are numerous springs located along the walls of the submerged portion of the cave. The most recent mapping of the cave was in 1973 by the Oregon Grotto. The 1973 mapping effort ended where the lava tube becomes totally submerged.
RECENT CAVE EXPLORATION IN THE SAN JUAN MOUNTAINS, SW COLORADO
Colorado's San Juan mountain contains over 930,000 hectares, most of which consist of volcanic and other igneous rock. Mississippian and Pennsylvanian limestones are in the western San Juans. Recent cave discovery and exploration activities have resulted in identification of 40 previously unreported caves and pits About half of these discoveries have been surveyed, and several limestone outcrops have yet to be investigated. Most of the San Juan caves are in Pennsylvanian limestones of the Hermosa Group (middle Honaker Trail Fm.) that are usually no more than 9 m in thickness. These beds contain a variety of small, cold, wet caves at elevations of 3000-3400 m. The largest of these, Surprise Cave, has over 1100 m of surveyed passage, another (Twin Pit/Sunset Slide) has 370 m surveyed, and several other caves also have the potential for having over 300 m of passage.
Doug Medville, 11762 Indian Ridge Road, Reston, VA 20191 USA
DISCOVERY AND EXPLORATION OF COYOTE CAVE, SOUTH DAKOTA Marc Ohms, Wind Cave National Park, Hot Springs, SD 57747 USA, Joel Despain, HCR 89-Box 211, Three Rivers, CA 93271 USA & Merrilee Proffitt, 6503 Valley View, Oakland, CA 94611 USA
Discovered by Tom Miller in 1974, Coyote Cave is the second longest cave known within Wind Cave National Park, South Dakota. The cave is formed within a thin limestone bed in the Minnelusa Formation, which overlies the cavernous Madison Limestone. Even though the cave has strong airflow that hints at the cave's potential, exploration has been sporadic and currently only 370 m of survey have been completed. The cave's small passages and tight squeezes have not made exploration easy or appealing. In late 1997, Joel Despain, Merrilee Proffitt, and Greg Stock squeezed through the cave's most intimidating squeeze to discover going cave beyond.
DEFINING THE TROUT LAKE SYSTEM
The Trout Lake caves are probably the largest, unrecognized lava tube system in the United States. In 1853, Captain George McCellan, later General of the Army of the Potomac during the Civil War, explored the lava fields while searching for a railroad route. Later, cavers explored the area and found numerous caves. The 1972 NSS Convention at White Salmon, Washington, focused interest on the caves. Until recently, cavers thought the caves, featured in the 1972 and 1991 NSS Convention guidebooks, were randomly located. We can now establish the connectivity of the caves with 32 km of mapped passages and the aid of geologic studies. While the picture is but half complete, the study is driving the exploration for new caves and passages. Northwest cavers discovered new passages in Dynamited, Dead Horse, and Poachers caves. We have placed Chubby Bunny, Technonine, Down Draft, Three Sinks, and Skamanic caves in their correct locations relative to other caves in the system. By filling in the gaps in the system, it is hoped that new caves will be discovered.
Garry Petrie, 19880 NW Nestucca Drive, Portland, OR 97229-2877 USA
GEOLOGY & GEOGRAPHY
COMPARISON OF KARSTIFICATION AND SOLUBILITY OF THE LOYALHANNA LIMESTONE, CHESTNUT RIDGE AND LAUREL HILL, WESTERN PENNSYLVANIA
The Mississippian Loyalhanna Limestone is the primary caveforming unit in the geologically similar Chestnut Ridge and Laurel Hill anticlines. Exploration and mapping show Chestnut Ridge has more and larger caves than Laurel Hill. The Loyalhanna Limestone is a massive, cross-bedded rock unit that varies in composition from a calcareous sandstone to a sandy limestone. Even though Laurel Hill has more Loyalhanna Limestone exposed and appears to receive more precipitation, Chestnut Ridge contains 178 solutional caves compared to Laurel Hill's eight. The discrepancy could reflect exploration bias. However, the caves that have been discovered on Laurel Hill are significantly smaller and less extensive than those on Chestnut Ridge. This study examined the amount of outcrop, precipitation, and solubility of the limestone in order to explain this difference. The amount of outcrop was determined from published maps by Berg and Dodge (1981). Qualitative analysis of satellite imagery was used to estimate relative amounts of precipitation. The rates of dissolution of 15 rock samples from Chestnut Ridge and 14 samples from Laurel Hill were measured in 5-7% acetic acid (vinegar) over 91 hours. This experiment showed a higher rate of dissolution in the limestone of Chestnut Ridge than in the limestone of Laurel Hill. Solubility of the limestone, probably caused by facies change, thus appears to be the controlling factor that favors karst development on Chestnut Ridge over Laurel Hill. Other factors may include the number and density of joints and fractures, differences in grain size, and variations in stratigraphy and lithology.
B. Alex Boughamer & Karen Rose Cercone, Geoscience Department, University of Pennsylvania, Indiana, PA 15705 USA
ALPINE KARST DEVELOPMENT AND SPELEOGENESIS IN THE LIME CREEK HYDROLOGIC SYSTEM, EAGLE COUNTY, COLORADO
This study determined the controls on and the nature of alpine karst development in Lime Creek, Eagle County, Colorado. The major controlling factors on karst development in the Lime Creek/Tellurium Park area are lithology and structure. Paleokarst and mineralization affect individual passages, but have little control on overall cave morphology. In general, water is captured in sinkholes and follows fractures, bedding planes, and open conduits until encountering major faults. Flow continues along these faults to the karst conduit that feeds into Clark Spring in Lime Creek Canyon.
Paul Burger, Geology Department, Colorado School of Mines, Golden, CO 80401 USA
Detailed mapping of cave sediment distribution and composition was used to assemble a depositional history for caves in the study area. Cave development probably began about 130-95 ka and continues to the present. Sediment deposition was strongly controlled by glacial advances and retreats in the Lime Creek Valley.
During glacial periods, caves overrun by glacial ice were characterized by calcite deposition and roof breakdown. Periglacial caves were marked by active stream erosion and deposition, and calcite deposition in abandoned cave passages. Meltwater from glaciers increased stream energy and completely filled some passages with glacial materials. During interglacial periods, speleogenesis in most of the caves was probably characterized by roof collapse, calcite precipitation, and sediment deposition.
LUMINESCENCE BANDING IN YOUNG FLOWSTONE: COMPARISON WITH CONTEMPORARY CLIMATIC RECORDS
Most calcite speleothems display a blue-white to green-white luminescence under excitation by ultraviolet light. The brightness of the luminescence varies along the growth direction of the speleothem producing alternating light and dark bands with a thickness on the order of 20-60 µm. These have been associated with annual wet and dry cycles so that the luminescence banding, if it can be properly interpreted, forms a paleoclimatic record that can extend through the Holocene and into interglacial periods. To read the climatic record, it would be useful to compare luminescence banding with known climatic data. Woodward Cave, Pennsylvania, contains thin layers of flowstone over bare limestone walls that are known to have grown since mud and silt were cleaned out of the passage during commercialization in 1924. Likewise, there is recent flowstone forming in limestone mines of western Pennsylvania. Luminescent banding was measured on slabbed and polished samples of Woodward Cave and limestone mine flowstone using laser excitation focused through a microscope to a 1-2 µm spot. Luminescence radiation emitted from the spot was transmitted back through the microscope, through a monochromator, to a photomultiplier for quantitative intensity measurement. The specimen was mounted on a precision stage that could be advanced in micrometer intervals for high spatial resolution. By this means, luminescence banding records have been obtained which can be compared with actual climate records for central and western Pennsylvania.
Bryan Crowell & William B. White, Materials Research Laboratory, The Pennsylvania State University, University Park, PA 16802 USA
STATISTICAL ANALYSIS OF CAVE TEMPERATURE VARIATIONS IN SALTPETRE CAVE, CARTER COUNTY, KENTUCKY: A POTENTIAL REFERENCE FOR ASSESSING THE APPLICABILITY OF THE THREE-ZONE CAVE TEMPERATURE MODEL
Past workers have discussed three-zone models for temporal and spatial variations of temperature within caves. With the recent introduction of inexpensive data loggers capable of recording temperature changes with high resolution and precision, the opportunity to quantitatively reassess the three-zone model exists. Recent investigations indicate the three-zone model insufficiently explains temperature variations in caves situated in tropical climates and/or containing active streams, multiple entrances, etc. As a point of comparison, high resolution data on the temperature structure of a cave adhering to the three-zone model would be useful. However, such an analysis is unavailable. To provide such a reference, a statistical examination of temperature variations in Saltpeter Cave, Carter County, Kentucky is presented.
Toby Dogwiler, Department of Geological Sciences, University of Missouri-Columbia, Columbia, Missouri 65211 USA
Temperatures at 14 locations along a 200 m horizontal transect into the cave were recorded every five minutes for 7 days in January 1998 using HoboTM ® data loggers. Additionally, temperature was recorded outside the cave providing a reference for external meteorological patterns. Statistical analysis of these data show decreasing variance (7.2-0.0 °C), range (10.9-0.0 °C), standard deviation (3.3-0.0 °C), and standard error (0.07-0.0 °C) away from the cave entrance. These patterns suggest that external influences on cave temperature decrease with increasing distance from the entrance. As expected during the winter season, the mean temperature increased with increasing distance from the entrance. In agreement with the model, three cave zones were determined to exist in Saltpeter Cave: twilight cave (0-~18 m), middle cave (~18-~60 m), and deep cave (>60 m).
However, truly static temperature conditions are not found until 183 m.
GEOMICROBIOLOGY OF SULFURIC ACID SPELEOGENESIS Annette S. Engel, Department of Biological Sciences, University of Cincinnati, Cincinnati, OH 45221-0006
Geomicrobiological interactions occurring during sulfuric acid speleogenesis were investigated from active sulfidic caves, including Movile Cave (Romania), the Frasassi Cave (Italy), Cesspool Cave (Virginia), and Lower Kane Cave (Wyoming). Strains of sulfur-oxidizers were isolated using standard laboratory enrichment techniques and their acid production potential was screened for using two unique plating methods. The first method detected acid production through introduction of a pH indicator, bromocresol green, into the growth medium. The bromocresol green plates indicated that strains lowered the pH of the media to values below 3.8. The second method introduced CaCO3 within the growth medium. As the bacterial colonies grew and produced acid, the CaCO3 was cleared from the plates in the vicinity of the colonies. Although preliminary, gypsum precipitation was also linked to microbial sulfur oxidation in the laboratory strains. Attempts to identify the cultures indicated that they are new species, with their closest known relatives being acid-producing, sulfur-oxidizing bacteria, such as Thiobacillus.
Oxidation of reduced sulfur compounds (e.g. H2S, S 0 ) to sulfate, and ultimately sulfuric acid, controls development of sulfidic karst. Traditionally, sulfidic cave systems were believed to originate by primarily chemical karstification mechanisms. More recently, a host of complex microbial biofilms, which have the potential to oxidize reduced sulfur to sulfate, have been identified in some systems. Previous work has speculated that these bacteria may be directly involved with sulfuric acid speleogenesis, but this work is the first to test those hypotheses.
CHARACTERIZATION OF KARST GROUNDWATER BASINS USING NORMALIZED BASE FLOW ANALYSIS, FORT KNOX, KENTUCKY Scott A. Engel & Dennis P. Connair, Dames & Moore, Inc., 644 Linn Street, Suite 501, Cincinnati, Ohio 45203 USA
Normalized base-flow (NBF) was calculated for both the entire study area and for 28 individual basins. Projected basin areas were measured by planimeter from topographic maps. Discharge measurements collected in October 1997, representing 5-10% of peak discharge, were used for base-flow conditions. NBF calculations yielded a site-wide value of 1.53 (0.33 L/s/km² or Lsk), with individual basins ranging from 1.86 to 1.09 Lsk, and were comparable to published results from similar terrains. Comparison of NBF values between individual basins and the site-wide result proved an effective indicator for groundwater flow characterization. Basins with higher than average NBF have less-developed conduit systems and greater storage potential. Alternatively, further investigation in several basins with unusually high NBF found artificial contributions to groundwater flow from leaking water and sewer lines. Basins with lower NBF have well–developed conduit systems that efficiently transport
Fort Knox occupies an upland sinkhole plain bounded on three sides by base level streams. The karst aquifer is developed within a 60-m thick sequence of St. Louis Limestone and is constrained by an underlying aquitard, the Salem Limestone. To evaluate groundwater quality concerns from hazardous materials facilities located throughout Fort Knox, karst groundwater basins were characterized and delineated using a combination of dye tracing (visual, qualitative, and quantitative), spring flow characterization (discharge, temperature, pH, and conductivity), and structural and topographic controls.
groundwater through the basin, limiting storage. Additionally, NBF results were used to refine the basin limits and to establish boundary zones in areas of uncertainty or potentially overlapping basins
ESTIMATES OF SEEPAGE RATES OF REDUCED, SALINE GROUNDWATER INTO THE DRAGONS LAIR TUNNEL OF THE CRYSTAL BEACH SPRING CAVE SYSTEM
Crystal Beach Spring is a freshwater, submarine spring in the intracoastal waterway of the Gulf of Mexico to the east of Honeymoon Island and ~300 m offshore (west) from Crystal Beach in Pinellas County, Florida. A unique ecosystem exists within the Crystal Beach Spring cave system at a penetration of 700-820 m and a depth of 37 m salt water in a tunnel known as the Dragons Lair. This area of the cave is characterized by a pycnocline, a distinct thermocline/halocline in the water column separating freshwater flowing toward the entrance from warmer, stagnant saltwater. Just above the pycnocline, a "cloud" of sulfur oxidizing bacteria is present. These bacteria use hydrogen sulfide from the saltwater as an energy source (electron donor) and oxygen as the electron acceptor. This allows primary production to be performed without photosynthesis. The saltwater in the Dragons Lair is seeping up through the carbonate sediments covering the floor of the cave in the Dragons Lair. The vertical hydraulic gradient of the saltwater was measured using a piezometer and submersible manometer. The manometer data showed an upward hydraulic gradient, and water quality data demonstrated that the Dragons Lair saltwater was significantly different from the Gulf saltwater. A specific discharge of 2.92 x 10 -5 m/s for the saltwater was obtained using a saltwater/freshwater mixing model. This model was based on the change in total dissolved solids of the freshwater as it flows across the saltwater in the Dragon's Lair.
K. Michael Garman, University of South Florida, Department of Marine Sciences, 140 7th Avenue South, St. Petersburg, FL USA
COMPARATIVE OBSERVATIONS FROM TWO ACTIVE SULFUR-RICH SPRING CAVES: LOWER KANE CAVE AND CUEVA DE VILLA LUZ
Lower Kane Cave (LK), Wyoming, USA, provided much of the evidence Egemeier (1973) cited in his "replacement-solution" model of hypogenic speleogenesis. Recent work in Cueva de Villa Luz (VL), Tabasco, Mexico, has expanded our knowledge about erosive processes in sulfur-rich spring caves, prompting several new observations in Lower Kane Cave.
Louise D. Hose, Environmental Studies Program, Westminster College, Fulton, MO 65251, U.S.A. & Harvey DuChene, 7216 E. Bentley Circle, Englewood, CO 80112, U.S.A.
The two caves display similar features, including: 1) Springs rising from the floor form sulfur-rich streams; 2) Spring waters have pH values between 6-7 and pHs of the streams are 7-7.5; 3) White bacterial stringers undulate in the streams; 4) Bright red microbial mats line the bedrock and stream bottoms adjacent to and for ~20 m downstream of some springs in each cave; 5) Actinomycetes are common; 6) "Biovermiculations" are abundant in stream passages of Villa Luz and near the entrance of Lower Kane; 7) Small snails (LK <5 mm and VL <2 mm across) are abundant in the stream sediments; 8) Spiders are plentiful in Villa Luz and present in Lower Kane; 9) Gypsum crystals ranging from microcrystalline pastes to macrocrystalline blades coat most of the walls and ceilings. Gypsum pastes consistently display pH values of 1-3.
Atmospheric H2S levels are markedly higher in Villa Luz (maximum recorded value of 158 ppm versus 3 ppm in Lower Kane). Carbon monoxide has also been recorded (V.L. = 58 ppm; L.K. = 24 ppm). Unidentified gas bubbles, thought to be CO2, rise from some springs in both caves. Apparent "corrosion residue" near one spring in Kane resembles deposits from Lechuguilla Cave.
TOWARD A SUITABLE CONCEPTUAL MODEL OF THE NORTHERN GUAM LENS AQUIFER
The Northern Guam Lens Aquifer is a carbonate island aquifer in an uplifted limestone sequence consisting of a Miocene-Pliocene detrital facies grading upward into a Pliocene-Pleistocene coral-algal reef-lagoon facies. The limestone sequence rests atop a EoceneOligocene submarine volcaniclastic basement. Basement topography is complex, varying from a maximum elevation of ~200 m, where it crops out to form the highest point above the limestone plateau, to a minimum of more than 150 m below sea level. The island has been generally emergent over Pleistocene time; the entire Pleistocene section is currently above sea level, the highest elevation of the plateau being about 180 m. Relative sea-level still-stands are recorded in several notches and marine terraces incised in cliff faces surrounding the plateau. The entire sequence has undergone fresh-water diagenesis as it was uplifted through the fresh water lens. How karst processes have modified the subsequent porosity is of fundamental concern to those attempting to interpret or predict aquifer behavior. Three especially compelling questions include: (1) What is the relative importance of cavernous, fracture, and diffuse porous flow in the current vadose and phreatic zones, and what controls the occurrence of each type of porosity? (2) How strongly has horizontal conductivity been modified by water table dissolution at previous still-stand levels? (3) What is the relative importance of concentrated versus diffuse infiltration? Answers to such questions are crucial for assessing the reliability of models for evaluating pump test results and predicting groundwater flow directions, fresh water lens geometry, and response to withdrawal.
J.W. Jenson, Water & Environmental Research Institute of the Western Pacific University of Guam, Mangilao, Guam 96923 & M.A. Reece, Department of Geosciences, Mississippi State University, Mississippi State, MS 39762 USA
HYDROLOGIC INSIGHTS FROM A FINITE ELEMENT MODEL OF THE YIGO TUMON SUB-BASIN, NORTHERN GUAM LENS AQUIFER
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J.M.U. Jocson & J.W. Jenson, Water & Environmental Research Institute of the Western Pacific, University of Guam, Mangilao, Guam 96923, D.N. Contractor, Department of Civil Engineering & Engineering Mechanics, University of Arizona, Tucson, AZ 85721 & M.A. Reece, Department of Geosciences, Mississippi State University, Mississippi State, MS 39762 USA
The Northern Guam Lens Aquifer (NGLA) is a Pleistocene karst aquifer in an uplifted Cenozoic limestone sequence forming a plateau about 60-180 m high. The climate is tropical wet-dry, with average rainfall about 2.5 m/a, 80% of which falls between July and January. Monthly recharge estimates for 1982 through 1995 based on positivedefinite daily differences of rainfall minus pan evaporation suggest a relationship between monthly precipitation and recharge of N = max (0, -1.7+0.87P), where N and P are estimated minimum monthly recharge and precipitation, respectively, in inches. We used a twophase fresh water/saltwater flow model to simulate transient regionalscale responses of the fresh water lens to monthly variations in natural recharge in the Yigo-Tumon sub-basin of the NGLA. Boundary conditions included monthly-averaged mean sea-level changes. Recharge rates were based on the assumption that 100% of monthly recharge infiltrated to the fresh water lens within each one-month time step. Comparison of observed well water elevations with elevations simulated for various values of hydraulic conductivity, K, suggest a regional K of about 6100 m/day, consistent with previous studies. Variations of 20% around this value produced calculated water levels consistent with observed water levels. The most significant result from the modeling study, however, is that even for best-fit simulations, simulated water levels are consistently higher than observed levels for wet season months and lower than observed levels during the dry season months. The simplest explanation is that vadose storage is sufficient to dampen monthly-scale variations in recharge.
THE HISTORICAL IMPORTANCE OF THE BAUMANNSHÖHLE/HARZ ILLUSTRATED BY THE REPORT OF ZÜCKERT (1763)
The Baumannshöhle, in Rübeland, Harz, Germany, is one of the most important caves in early scientific literature. First mentioned in 1546, it was the first natural cavern from which a picture of its interior (1654) and a map (1665) was made. It also was the first cave to be protected by decree and for which a guide was appointed (1668). In the 18th and 19th century, it was the focus of investigations by numerous scientists, and appeared in many publications and in most of the natural science overviews. Here I report about a description published in 1763 by Johann Friedrich Zückert (1731-78), a physician and author, so far unknown to speleological literature. Zückert appears to have been a critical observer. He not only described the individual flowstone figures, taking account of previous reports, but he also discussed the question of their formation, showing a thorough knowledge of the chemistry of his time. Furthermore, he deals with the bone deposits in the cave, however, without identifying them as bear bones, even though Horst (1656) and Brückmann (1734) had already stated that the bones from the Einhornhöhle were bear. Walch (1769) was the first to acknowledge Baumannshöhlen bones as bear bones. In 1774, Esper suggested that they belonged to the ice bear, and, in 1794, Rosenmüller finally realized that they represent an extinct species: Ursus spelaeus, the cave bear. Using the most recent survey of the Baumannshöhle (Fricke 1998), we were able to identify many of the historical flowstone figures discussed by Zückert.
Stephan Kempe, Geological-Paleontological Institute, Schnittspahnstrasse 9, D-64287 Darmstadt, Germany, email@example.com
MIXING CORROSION AT MANITOU SPRINGS, COLORADO Fred Luiszer, Department of Geological Sciences, University of Colorado, Campus P. O. Box 399, Boulder, Colorado 80309
The iron and manganese content of the water decreases in the mixing zone from the mixing of the same two groups. In this case the first group of waters is rich in dissolved iron and manganese and the second group is rich in oxygen. When these two waters mix, the manganese and iron precipitate out in the mixing zone. The nearby Cave of the Winds along with the manganese- and iron-rich sediments in
Precision measurements of the anion and cation content of myriad springs of Manitou and a surface stream along with their flow rates were used to calculate the mass balance of the conservative and nonconservative anions and cations entering and leaving the mixing zone beneath the city of Manitou Springs. The conservative cations and anions are nitrate, sodium, potassium, lithium, sulfate, bromide, fluoride, and chloride. The non-conservative cations are calcium, magnesium, iron and manganese. The calcium and magnesium content of the water increases from the mixing of two different groups of waters. When one group, which has elevated total dissolved solid and very high CO2 content mixes with another group, which has low total dissolved solid and low CO2 content, a solution is created that has the ability to dissolve ~71 tonnes/a of the dolomitic limestone that hosts the mixing zone.
the cave are excellent proof that the mixing corrosion taking place at present had been actively dissolving limestone for millions of years.
DOES CRYSTAL SPLITTING PLAY A PART IN THE CURVATURE OF HELICTITES?
At straight segments of calcite helictites, the crystal axis of fastest growth maintains a constant orientation, whereas at curved segments it follows the curvature. Three mechanisms for rotated crystals are (1) the long axes of the crystals in conical stalactites always point toward their curved outer surface, because they crowd out slower growing seed crystals of other orientations; (2) Russian investigators explain radiating crystals by crystal splitting, the insertion of molecular wedges to divide an initial crystal; and (3) microorganisms cause a non-typical diagonal orientation of calcite moonmilk grains. Helictites are nourished by a capillary at the tip. The growth increments consist of nested cones, but thin sections show that the crystal units are wedges that diagonally cross the whole helictite. The youngest wedge points toward the intersection between two faces of the helictite's 3-sided pyramidal tip. The wedges grow toward that intersection (the trace of a scalenohedral tip) and by crystal overgrowth at the edges of older wedges. Deposition follows the crystal lattice of the wedges but is greatest near the capillary, leading to an increased angle. When water flow stops periodically, subsequent growth is controlled by crystal crowding. It is perpendicular to the outside of the curve next to the capillary, and its crystal orientation differs slightly from that of the previous wedge. I cannot, with certainty, distinguish crystal crowding from crystal splitting near the orifice of the capillary, but crystal splitting ought to cause a fanning from the orifice, whereas the wedges are planar across the entire helictite.
George W. Moore, Oregon State University, Corvallis, OR 973315506
THE ROLE OF MAPPED AND UNMAPPED IMPERMEABLE UNITS IN CONTROLLING CAVE DEVELOPMENT AND CONTAMINANT TRANSPORT IN CENTRAL TENNESSEE: THE "PERCHED WATER TABLE THEORY" REVISITED
Studies by the authors have shown that thin, impermeable shaly and sandy units occur in central Tennessee that prevent the downward migration of groundwater and contaminants. In the Highland Rim, four impermeable units exist. The Chattanooga Shale is mapped and is obvious, but the Warsaw Limestone contains an upper and lower clay- and sand-rich limestone member that perches contaminated groundwater. Dye trace studies substantiate this hypothesis. These two members have not been depicted on geology maps. Large, horizontal caves occur above the two impermeable Warsaw members. Higher in the stratigraphic section, there is an unmapped non-continuous green shale that occurs in the Monteagle Limestone. Where present, this shale perches water causing many deep pits to terminate at this unit.
Albert E. Ogden & Laura R. Ogden, Department of Geography and Geology, Box 9, Middle Tennessee State University, Murfreesboro, Tennessee 37132 USA
In the Central Basin, the mapped Hermitage Formation and Pierce Limestone are shaly, and major horizontal caves are developed above them. Groundwater tracing from two state-listed Superfund sites demonstrates the importance of the Pierce in perching potential contaminants above it. Less conspicuous is the unmapped Lower Ridley Confining Unit which has been mistakenly identified and mapped as the Pierce throughout many areas of the Central Basin. Mis-identification of the Pierce and Lower Ridley Confining Unit has caused cross-contamination of aquifers by monitoring wells.
IDENTIFICATION AND DEPOSITION OF METATYUYAMUNITE AND RELATED MINERALS IN CAVERNS OF SONORA, TEXAS, USA
A new mineral association composed of metatyuyamunite, celestite, opal, and several minor additional mineral phases has been identified from Caverns of Sonora, Sutton County, Texas. Metatyuyamunite, Ca(UO2) 2(VO4) 2•3H2O occurs as patches of bright lemon yellow crystalline crusts on a limestone substrate that has the appearance of dried and cracked lime mud. The yellow crystals luminesce the characteristic bright green from the uranyl ion. Blue 200300 µm prismatic crystals of celestite, SrSO4, occur in association with the metatyuyamunite and nearby gypsum crusts. Metatyuyamunite takes the form of platy crystals about 50 µm in diameter. In some places, a thin layer of botryoidal opal covers the metatyuyamunite. Associated with the opal are stringy masses of silica that appear to be the residue of bacteria. Mineral identification was by X-ray diffraction with crystal habit determined by scanning electron microscopy. Several other minor mineral phases were observed in the SEM images but were too sparse for X-ray identification. The ultimate source of uranium and vanadium may be from deep seated hydrogen-sulfide rich waters supported by other evidence that the primary excavation of Caverns of Sonora was by the sulfuric acid mechanism now generally accepted for the caves of the Guadalupe Mountains. If this is so, the deposition of metatyuyamunite and associated minerals is much older than the deposition of the calcite speleothems that decorate Caverns of Sonora.
Bogdan P. Onac, Department of Mineralogy, "Babes-Bolyai" University Kogalniceanu 1, a3400, Cluj, Romania, George Veni, George Veni Associates, 11304 Candle Park, San Antonio, TX 782494421 USA & William B. White, Department of Geosciences and Materials Research Laboratory, The Pennsylvania State University, University Park, PA 16802 USA
INTERPRETING PREGLACIAL KARST WITH THE AID OF GRAVITY SURVEYS Arthur N. Palmer, Margaret V. Palmer, & Paul A. Woodell, Department of Earth Sciences, State University of New York, Oneonta, New York 13820-4015 USA
Late Pleistocene glaciation in New York State buried most of its karst landscapes beneath as much as 100 m of till, outwash, and lake deposits. Nearly all the karst is preglacial, so this process had a profound effect on groundwater flow and the relation of caves to the surface. Gravity surveys reveal preglacial karst topography by making use of the density contrast between bedrock and overlying glacial sediment. Calibration with well logs suggests densities of 1.7, 2.0, and 2.5-2.65 g/cm³ for unsaturated sediment, saturated sediment, and bedrock. Because of the broad extent of the gravity traverses, terrain and latitude corrections are essential. Theodolite surveys provide the necessary precision for elevation corrections. Approximate bedrock depths can be estimated with the Bouguer equation, but they must be refined by finite-difference calculations, which reveal far greater local relief than do the initial approximations. We have devised interactive computer software for this purpose. Results show that much of the present karst drainage was adjusted to topographic conditions quite different from those of today. Glacial deposits filled major valleys to roughly half their depth, and topographic relief was reduced by about a third. Many small valleys were completely filled and now show little or no topographic expression. The gravity surveys help to reveal the origin and distribution of artesian springs, filled-valley barriers between neighboring cave systems, blocked inputs, and deranged upland recharge.
FOSSILIZED BACTERIA IN THE RUSTICLE STALACTITES OF LECHUGUILLA CAVE
We investigated iron oxide filaments in two sections of unusual iron-oxide stalactites from Lechuguilla Cave, New Mexico. The filaments were reported by Davis et al. (1990) as fossilized bacteria. We investigated further to characterize their material and biological aspects. Outer layers of these stalactites consist of calcite with thin bands of iron oxide, while their inner cores consist predominantly of iron oxide. The filaments are reddish to yellowish brown and mostly encased in calcite, dolomite, or quartz within the central canal of the stalactite where they are restricted. The filaments vary in diameter from 1- 6 µm, and in length from 10 to >100 µm. They have a curved, sinuous to helical morphology, and optical examination shows that they have a central tube. Electron microscopy images clearly show that the filaments are constructed of radial laths of crystalline iron oxide around a "pre-existing" central tube. X-ray diffraction of the stalactite core indicates that the crystalline phase of the iron oxide is goethite. Crystallinity of these laths is confirmed by electron diffraction. Central tube diameters were measured up to 0.5 µm at which size the tube is most distinct. Smaller diameter central tubes in these filaments are probably the result of goethite laths growing into the tubes. The 0.5 µm diameter of central tubes in these filaments is consistent with the diameter of most iron-depositing filamentous bacteria. The filaments may be fossils of Leptospirillum ferrooxidans, which grew in an acidic environment, somewhat similar to acid mine drainage settings.
Paula Provencio, Sandia National Laboratories, Albuquerque, New Mexico & Victor Polyak, University of New Mexico, Albuquerque, New Mexico USA
KARST HYDROLOGY OF THE LOGAN CANYON AREA, BEAR RIVER RANGE, NORTHERN UTAH
Recharge areas and residence time were determined for water from four springs in Logan Canyon, in the Bear River Range of northern Utah. Dewitt, Wood Camp Hollow, Ricks, and Logan Cave Springs discharge from Paleozoic carbonate rocks into the Logan River, east of Logan, Utah. The Logan River is base level for groundwater that discharges from this alpine region.
Lawrence E. Spangler, 4959 W. Larkin Way, West Valley City, Utah 84120-1438 USA
Dewitt Spring discharges from 0.28-0.99 m³ and has a recharge area that largely coincides with a regional syncline. Wood Camp Hollow Springs discharge less than 0.1 m³ to at least 1.4 m³ from two outlets. Ricks Springs discharge along a normal fault and range in flow from about 0.28-2.1 m³. Recharge areas for these springs are at least 26 km² and as much as 980 m higher than the springs.
Specific conductance of water from all springs during peak discharge ranges from 250-290 microsiemens per centimeter (µS/cm) and temperature ranges from 5.5°-6.0°C. Conversely, specific conductance of water during base flow ranges from 340-420 µS/cm and temperature ranges from 6.5°-7.75°C. Differences between these values result from mixing of snowmelt with groundwater with a longer residence time.
Recharge to the springs occurs primarily during snowmelt, resulting in peak discharge from late spring to early summer and base flow during the winter months. Qualitative dye tracing indicates maximum groundwater travel times of 2-4 weeks from more than 11 km.
DEVELOPING A CAVE & KARST INFORMATION SYSTEM USING ARCVIEW ® GIS
A Cave and Karst Information System (CKIS) is a specialized type of geographic information system (GIS). Common tasks and issues are found in developing a CKIS when compared with other types of GISs, but developing a CKIS also presents a unique set of problems, issues, and considerations. ArcView ® GIS is a popular desktop GIS software product that includes tools, extensions, and customization capabilities that provide a robust framework for data management and visualization of cave survey data and inventories, as well as a substrate for both analytic and interpretive applications. Several prototypes have been implemented that have demonstrated the usefulness of cave and karst information systems and ArcView ® GIS. Preliminary work has yielded specialized code and techniques for visualization and data management. This work has also identified issues and shortcomings that future work will need to address.
Bernie Szukalski, 1224 Mira Monte Drive, Redlands, CA 92373 & Mike Yocum, 329 E Main Street, Frankfort, KY 40601 USA
ARST
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D. Taborosi, Water & Environmental Research Institute of the Western Pacific, University of Guam, Mangilao, Guam 96923 & M.A. Reece, Department of Geosciences, Mississippi State University, Mississippi State, MS 39762 USA
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The population of Guam is rapidly growing. Over 70% of its water supply is drawn from the carbonate Northern Guam Lens Aquifer. This project is the first attempt to comprehensively inventory, map, and interpret the aquifer's karst features. Guam exhibits characteristic island karst features, but karst evolution and hydrologic behavior have been influenced in important ways by rapid uplift (up to 180 m in Pleistocene time). Moreover, in spite of the aquifer's relatively small size and young age, it also exhibits, on some terrain, some well-developed classic karst features more typical of continental settings (e.g., blind valleys and disappearing streams). Features on which this investigation is focused include epikarst, closed depressions, caves, and coastal springs. Epikarst on Guam appears identical to epikarst of other carbonate islands. Dissolutional closed depressions include large sinkholes mimicking cockpit karst, small collapsed sinkholes, and blind valleys. The largest closed depressions are probably constructional. Exposed caves on Guam include pit caves, stream caves, and flank margin caves. Numerous pit caves vary widely in size and reach depths of 50 m. Stream caves are associated with allogenic rainwater catchment by volcanic rocks. Flank margin caves are exposed on the cliffs in Northern Guam and indicate previous sea-level still stands. Additional types of caves include voids created on the top, bottom, and within the freshwater lens. These voids, not exposed at the surface, are often intercepted during well drilling. Coastal springs include discharging caves, fractures, and underwater vents along cliff lines, and springs and seep fields along beaches.
KARST GEOARCHAEOLOGY OF PIEDRAS NEGRAS, PETEN, GUATEMALA George Veni, George Veni & Associates, 11304 Candle Park, San Antonio, Texas 78249-4421 USA, firstname.lastname@example.org
Piedras Negras is the modern name for an ancient Mayan city in the karst lowlands of Guatemala's Peten region. The city's location was determined by a geologically favorable location along the Usumacinta River, on a low-relief platform above seasonally flooded valleys, and part of an arch across a regional syncline. Black chert exposed along the river provided the community a rich deposit of tool making material, and along with rocks stained black from manganese dioxide, was the source of the town's modern name. The site is within a cone-karst setting; cockpits are not associated with the cones, and there is little apparent internal drainage. Caves are small, less than 10 m in length and mostly collapse-formed shelters. However, one pit is possibly the largest is Guatemala at 100 m in diameter by 66-120 m deep. These contrasts result from the late Cretaceous and Paleocene units underlying the site. The uppermost unit is a cliff-forming dolomite to dolomitic limestone that supports little solutional enlargement for caves. It is underlain by an easily eroded carbonate chalk that forms no caves. Karst cones are partly formed by solution of the dolomitic limestone and partly from weathering of the chalk, undercutting and collapsing the dolomitic limestone. The pit formed by the collapse of both units into a deeper limestone where large phreatic conduits are apparently present. The Maya, known for attributing religious significance to caves, used them for rituals and important burials, but not as intensively as in other locations where caves are larger.
STRONTIUM ISOTOPES OF REDMOND CREEK CAVE, WAYNE COUNTY, KENTUCKY
Redmond Creek Cave is near Monticello, in Wayne County of south-central Kentucky. The cave cuts through the Kidder and Ste. Genevieve limestones and is overlain by the Hartselle, Bangor Limestone, Pennington, Breachitt, and Lee formations.
Katherine Walden, 1672 S. Galena Road, Galena, Ohio 43021-9540 USA
Strontium isotopes have been used to evaluate the sources of Sr in groundwater and to see if they changed over time. The 87 Sr/ 86 Sr ratios and Sr concentrations have been analyzed in bedrock and water samples taken from the surface, the cave, and its main insurgence and resurgence. Water from both the dry and wet seasons were analyzed. Also, different growth layers of a stalactite were analyzed to evaluate long-term variations.
Significant variations are observed with 87 Sr/ 86 Sr ranging from 0.7082 to 0.7078 for limestone bedrock and from 0.71307 to 0.70837 for water. Sandstone of the Hartselle and Lee Formations have the highest 87 Sr/ 86 Sr ratios, up to 0.7337. In contrast, limestone of the Kidder and Ste. Genevieve limestones have the lowest 87 Sr/ 86 Sr ratios, near 0.7080; the limestone values are consistent with the seawater 87Sr/86Sr during the Mississippian Period when these rocks formed. All water samples are intermediate, indicating that they have mixed sources of Sr. Some changes in these over time are apparent. Waters from dripping speleothems have ratios closer to the limestone. The 87Sr/86Sr ratios in a stalactite show only minor variations. Overall, the values of 87 Sr/ 86 Sr in water and the stalactite appear to reflect the paths of water flow and the degree to which the water interacted with bedrock of various types.
AIRFLOW AT THE DOYAL VALLEY ENTRANCE OF THE MAMMOTH CAVE SYSTEM, KENTUCKY: IMPLICATIONS ON CAVE CLIMATOLOGY
Around-the-clock studies of airflow at the Doyal Valley entrance to Mammoth Cave, Kentucky, indicate that the temperature of outside air at ground level correlates most closely with movement of cave air at this site. Barometric pressure changes of multiple origin also affect
Bruce A. Zerr, 629 Clifty Street, Harriman, Tennessee 37740, email@example.com, Warren Lewis, 6536 Cathy Ave. NE, Albuquerque, New Mexico 87109, firstname.lastname@example.org, William Hardin, Universal Technical Systems, Inc., 4855 Linden Road #1844, Rockford, Illinois 51109, whardin@worldnet. att.com & Jeffrey Forbes, Daniel B. Stephens & Associates, Inc., 5020 Academy NE, Albuquerque, New Mexico 87109 USA, email@example.com
airflow. Change in humidity plays a minor role. Other factors are not significant here. Each main factor has been analyzed to show its contribution to airflow and its relation to the other factors. We suggest that this information can be used to advantage in controlling the climate of the cave.
Installation of sensors and a remote controlled airgate would allow for control from a central point. Such control could be automated to help achieve the desired changes in cave climate. A network of such controls operated over time would have a beneficial effect on the cave climate. These include modification of cave temperature, increased cave humidity, and increased ventilation of tourist routes, if desired, to reduce radon levels. If indicated for the protection of visitors, who may number a million a year, fans and in-cave baffles could be discreetly installed to augment natural flow.
HISTORY
BEYOND THE SUMP: THE BURNLEY MAP OF CARVERS CAVE Greg Brick, Research Specialists, Inc., 2575 University Avenue West, Suite 130, St. Paul, Minnesota 55114 USA
Carvers Cave was most recently reopened with a front-end loader in 1977 by city officials and was thereafter secured with a steel door. Since then, a 2 m thick deposit has accumulated below the bluff, burying the door and deepening the lake. Although still accessible today through a small opening, the cave will again be lost to view early in the next millennium.
Carvers Cave is a sandstone cave, ~35 meters long, at the foot of Daytons Bluff near downtown St. Paul, Minnesota. Containing a spring-fed lake, it became the "baptismal font" of Minnesota caving when explorer Jonathan Carver visited it in 1766-67 and subsequently published his account, one of the first descriptions of a cave in the Upper Mississippi Valley. Since then, the cave has gone through the cycle of being shut by talus and then dug open again several times per century.
The 1913 reopening of Carvers Cave by Colwell, however, generated the most publicity. At that time, a journalist named Burnley drafted a conjectural map showing large rooms beyond the sump at the rear of the cave. Probing the sump with poles today, there is good reason to believe that Burnley's rooms exist. After failed scuba and pumping efforts to crack the sump in the 1990s, local cavers resorted to trenching the talus in the hope of draining the lake that fills the cave and exposing the rooms.
THE REDISCOVERY OF HEISKELL CAVE: A CONFEDERATE NITRE BUREAU WORKS
Heiskell Cave is the Civil War name of a cave near Rose Hill area of Lee County, Virginia, within the boundaries of Confederate Nitre District No. 1. Payroll records for a saltpeter mining operation in this cave are known from October 1862 through August 1863. The exact location and modern name of this cave remained a mystery to speleohistorians until November 1994, when the names of three Civil War miners were matched between payrolls and cave graffiti. The inscriptions "John R. Fitts 1863," "A.P. Waterman Mar 7 1863," "A.P. Waterman March 10 1863," and "1863 Andrew J. Milbourn CSA March 24 1863" were found on the walls of Jones Saltpeter Cave and correlate with the Heiskell Cave payroll names of John R. Fitts (laborer) January-August 1863, Alfred P. Waterman (laborer) FebruaryAugust 1863, and Andrew J. Milbourn (laborer) January-April 1863.
David A. Hubbard, Jr., P.O. Box 3667, Charlottesville, VA 22903 & Marion O. Smith, P.O. Box 8276 UT Station, Knoxville, TN 37996 USA
Other mining evidence observed includes piles of rocks culled from sediment, old sediment levels on walls, mattock marks, torch perch sooting, taley marks, and old leach vat cast piles.
Jones Saltpeter Cave is once again closed to visitation by cavers and researchers alike.
SURVEY & CARTOGRAPHY
SPELEOMORPH COMPUTER-ASSISTED CARTOGRAPHY Steve Reames, 11925 Greentree Rd., Colorado Springs, CO 80908 USA
As computer-assisted drafting becomes more popular with cave cartographers, the problem of entering and manipulating sketches becomes problematic. The optimum solution would be to have a computer program that would scale, rotate, and move the sketch on the computer to match the entered data. SpeleoMorph is the first program to fully automate this process. This talk discusses the Kolstad Algorithm, which is the key for achieving the non-linear transformations required, and presents the results from the SpeleoMorph program on a one-mile (1.6 km) long cave system.
CREATING A SUCCESSFUL COMPUTER GENERATED CAVE MAP WITH FREEHAND ®
As home computer hardware and software becomes cheaper and easier to use, graphics software is replacing the manual cartography methods used by cavers in the past. The use of FreeHand® software is one such package available to cave cartographers. Understanding how to set-up and execute using a variety of FreeHand® tools is essential in creating a successful computer generated map.
Bob Richards, 1206 Spinnaker Way, Sugar Land, TX 77478-5601 USA
FreeHand ® is an object oriented drawing application that is robust and boasts many more features than the original version that first appeared 12 years ago. Cross platform and menu driven, the latest version, FreeHand 8 ® , enables one to draw high quality cave maps and graphics. Creative tools like freeform tool and reshaping tool allow you to edit paths interactively without using Bezier control points. Transparency effects, blends, shadow tools, and graphics hose are just a few of the new features that can give your cave maps a professional look.
Computer generated maps have the advantage of easily adding color to a cave map. Proper use of color can add visual impact to your map. The use of color is added quickly and easily with graphics software. As more cavers start using FreeHand ® and other illustration programs, computer generated maps will be the preferred choice and method to draw and display cave maps.
THE DEVELOPMENT OF A "GRID-STYLE FORM": A NEW WAY TO
PO Box 266, Murphys, CA 95247 USA
COMBINE CAVE INVENTORY WITH CAVE SURVEY Carol Vesely, 817 Wildrose Ave., Monrovia, CA 91016 & Greg Stock,
Despite the diversity in objectives, forms, procedures and data reduction techniques, there are four basic types of cave inventory methods:
1) "whole cave, open-ended" methods, 2) "whole cave, checklist" methods, 3) "location-based, open ended" methods, and 4) "locationbased checklist" methods. Each of these methods has its advantages and limitations. In the process of developing a cave inventory system for Sequoia and Kings Canyon National Parks, we have designed a new style of cave inventory form that has multiple advantages over many of the methods currently in use. Our "location-based, gridstyle" form is simpler and easier to use than standard "checklist style" forms. The grid-style form also facilitates the detection and recording of resource information in the cave and the data transfer and manipulation afterwards. Using this form, it is easy to combine cave inventorying with cave surveying or to return and inventory the cave after the mapping is complete.
PALEONTOLOGY
FOSSILS AND BONES FROM THORN MOUNTAIN CAVE, PENDLETON COUNTY, WEST VIRGINIA
Thorn Mountain Cave is developed in the very fossiliferous, upper Devonian Helderberg Limestone. A collection of invertebrate fossils free from the limestone matrix was made in the 1950s and has been examined and identified. The fauna consists of brachiopods, crinoids, corals, and gastropods. Additionally, a few bags of floor matrix (primarily aragonite crystals) was also collected in the 1950s and has now been partially screened for bones. Preliminary identification of the fauna includes bats, shrews, and voles.
E. Ray Garton, WV Geological Survey, Morgantown, WV & Robert L. Pyle, Archeological Archives, Morgantown, WV USA,
Fredrick Grady, Arlington, VA, Ray Garton, WV Geological Survey, Morgantown, WV & Marshall G Homes, Snow Shoe, WV USA
THE PLEISTOCENE PECCARY PLATYGONUS VETUS FROM POORFARM CAVE POCAHONTAS COUNTY, WV
A virtually complete, articulated skeleton of the extinct peccary Platygonus vetus has been recovered from an obscure passage in Poorfarm Cave, Pocahontas County, West Virginia. Platygonus vetus dates from the early to middle Pleistocene at about 0.4 to 1.5 Ma. Based on other associated fauna, the Poorfarm specimen probably dates at the younger part of this time span. Platygonus vetus is much less frequently found than its younger and smaller relative, Platygonus compressus. The Poorfarm skeleton is only the second relatively complete skeleton of Platygonus vetus ever found in the United States. Platygonus vetus has also been found in other West Virginia caves such as Rennick Quarry Cave, Greenbrier County, Hamilton and Elias Davis Caves in Pendleton County, and, possibly, Bowden Cave in Randolph County.
VULCANOSPEOLELOGY
ESTIMATING DEPTHS AND VOLUMES OF LAVA TUBE PLUNGE POOLS – AN ONGOING STUDY
Modeling thermal erosion in paraffin produces similar features to those commonly found in lava tubes. Of particular interest are extremely deep plunge pools melted into the paraffin "substrate". These paraboloid-shaped pits are only formed where plunge pools are stationary and the otherwise aggressive headward backcutting cannot occur. If we assume mature (not backcutting while active) lava plunge pools are dimensionally proportional to the paraffin models, the original depths of the pools are approximately twice their maximum pool width.
Kevin and Carlene Allred, P.O. Box 376, Haines, Alaska 99827 USA, firstname.lastname@example.org
Ten mature plunge pools were studied in Kazumura Cave, Hawaii. Their sunken surfaces were measured to calculate the volume of contraction that had occurred during the slow cooling of the lava tube. Contraction volumes are figured using an equation for spherical segments. We can then calculate for the depth and volume of the pool, and test the feasibility of the depth estimate based on twice the pool width. For some mature pools, depths calculated from contraction volumes are 9-25% deeper than depth estimated from pool width alone. Several reasons are given for discrepancy using the expected 9% contraction volume. Those fully mature plunge pools with shallower than expected contraction appear to have been partially filled by falling breakdown during their cooling, which would lessen their contraction volumes.
SOME UNUSUAL CAVES IN HAVO (HAWAIIAN VOLCANOES NATIONAL PARK)
Recent exploration in HAVO turned up two unusual caves for which I had the good fortune to do photo-documentation. The first cave, Lae' apuki, is only 2.5 years old and formed from the Pu'u O'o flows from Kilauea. Portions of the cave were measured at 42°C. The cave has extensive mineral deposition, including white depositional stalactites up to a foot long. Longer stalactites seen in December had vanished by April, suggesting some of these minerals are short-lived. The second, unnamed cave was found in a 400-yearold flow. It contains massive amounts of red-tinted Pele's Hair encrusting stalactites and "stretched" stalactites. Above a 6m lava falls, a fist-sized clump hangs free from a stalactite, flapping in the cave wind. Additionally, portions of the cave are splattered with various colors of intrusive lava. Some of the "spattermites" also grade into thin strands of Pele's Hair.
Dave Bunnell, P.O. Box 879, Angels Camp, CA 95222 USA, email@example.com
STUDIES IN YOUNG LAVA TUBES OF HAWAII VOLCANOES NATIONAL PARK Bobby Camara, Hawaii Volcanoes National Park, PO Box 52, Hawaii National Park HI 96718, firstname.lastname@example.org & Carl Thornber, Jim Kauahikaua, USGS Hawaiian Volcano Observatory, PO Box 51, Hawaii National Park HI 96718
Mineral crystals such as ilmenite, magnetite, plagioclase, copper titanium oxide, and iron titanium oxide were identified by petrographic and scanning electron microscopic studies of soda straws. These studies demonstrate that straws form while tubes are active as well as during the initial cooling process. Minerals such as bloedite, thenardite, mirabilite, gypsum and others are often spectacularly developed on walls, floors, and roofs of young, hot caves. These relatively low-temperature-phase minerals are unstable and are observed to grow and dissolve as a result of changing environmental factors.
Recent work in Hawaii Volcanoes National Park has included exploration and analyses of features in recently formed lava tubes. During the last 13 years, numerous lava tube systems have developed between various vents and the sea, a straight-line distance of 11 km, in the active flow field on the southeast flank of Kilauea. Tubes on the coastal flats form by inflation of surface flows rather than by roofing over of lava channels. While some tubes were buried soon after their formation, a few others have remained accessible and have cooled sufficiently to allow exploration. Two caves near the coast have been a focus of our attention. The first, formed in 1995, provided us with samples of soda straws as well as secondary minerals. The second, active in 1996, contained spectacular stalactites, stalagmites, and other features composed of secondary minerals. Materials collected were analyzed with the cooperation of scientists at the USGS Hawaiian Volcano Observatory.
GEOPHYSICAL DETECTION OF ENTRANCELESS LAVA TUBES
Entranceless lava tubes possess two characteristics that enable them to be detected by geophysical methods from the surface.
Dale J. Green, 4230 Sovereign Way, Salt Lake City, UT 841243138 USA, email@example.com
1. Volcanic rocks are weakly magnetic because they contain the mineral magnetite. A cavity in volcanic rocks, therefore, causes a distortion of the earth's magnetic field that can be measured with a sensitive magnetometer. However, the distance between the magnetometer sensor and the center of the void cannot be much larger than the void's diameter or detection may not be possible. Non-uniform fields from various causes, and magnetization caused by lightning strikes also limit the depth of detection.
2. Lava tube roofs generally lie a near-constant depth from the surface for long distances. This characteristic allows detection by gradient-array resistivity surveys. A circular tube may be reliably detected under favorable conditions provided the depth from surface to the ceiling is not more than the diameter. A major limiting factor is geologic noise mainly due to other small cavities in the area that are nearer to the surface. Natural-potential survey, another geophysical electrical-method, was tried in a few areas using the same survey grid as the resistivity surveys but was found to have limited application over lava tubes.
CONDUIT FLOW OF WATER IN VOLCANIC PSEUDOKARSTS William R. Halliday, 6530 Cornwall Court, Nashville, TN 37205 USA, firstname.lastname@example.org
Conduit flow of lava in some volcanic pseudokarsts is so commonly observed as to be taken for granted. Yet conduit flow of water in the same or similar pseudokarsts is omitted from conceptual diagrams and models of their hydrology. Due to a variety of factors, conduit flow of lava and of water are of different orders of magnitude here. Yet, much of the water supply of a town in Terceira (Azores, Portugal) is obtained from conduit flow through a lava tube cave, with municipal water works constructed in the cave. The extent of similar occurrences in Hawaii is unknown. However, Kaumana Cave demonstrates varying levels of conduit flow in response to different quanta of rainfall. It has striking parallels to karstic water flow, from a wetland or bog recharge area to floodwater filling of major sections of the cave. Due to increasing urbanization of some sparsely inhabited, "substandard" subdivisions on Hawaiian pseudokarsts, an increasing threat of groundwater contamination and pollution exists from such conduit flow. Groundwater dye tracing is increasingly needed in certain critical areas.
THE ROOTS OF VULCANOSPELEOLOGY KEYNOTE ADDRESS William R. Halliday, 6530 Cornwall Court, Nashville, TN 37205 USA, email@example.com
Participants in early European voyages encountered lava tube caves in Iceland, then other oceanic islands. Finally, they reached those of Hawaii in 1823. A map of Iceland's Surtshellir was published by 1757. In Hawaii, James Dana was the first American scientist to discuss such caves, but he was preceded by both British and American missionary-savants.
The American root of vulcanospeleology is in the Pacific Northwest, but an Italian root is more than 2000 years old. Only on Mt. Etna did lava tube caves exist in the geographic mainstream of Western civilization and culture. The first recorded visit to a volcanic cave in Japan was in 1203, but as late as 1959, studies of such caves were barely begun in Japan.
In the l940s, Bischoff and Rhodenbaugh independently focused attention on lava tube caves of the Pacific Northwest. My 1963 Caves of Washington has been given credit for beginning descriptions of lava tube caves "in general" and for introducing much of today's terminology. However, it was only one part of a world-wide flowering of vulcanospeleology in the latter half of the century. Reflecting the dual roots of this new subscience, the 1st and 3rd International Symposia of Vulcanospeleology were in the Pacific Northwest; the 2nd, 4th, and forthcoming 9th in Italy at the foot of Mount Etna. They constitute the "cutting edge" of the field.
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Russell Harter, 10815 Galvin St., Culver City, California 90230-5408
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Recognition of types of lava surfaces is useful in understanding how lava tubes form. Pahoehoe, aa, and fracture (broken) surfaces are common. Sheared or grooved lava indicates that relative movement took place between two pieces of lava, at least one of which was still plastic during the movement. Separation of a crust from molten lava below it leaves spiky projections on the underside of the crust. Some stretched stalactites likely are spiky projections. Gas pockets may be lined with similar spiky projections. Presence of remelt glaze indicates that the surface was exposed to intense heat. Lenticular chips of earlier rock and stringy bits of spatter are commonly embedded in cast surfaces. A cast surface indicates cooling while in contact with some earlier formed solid. The thickness of a lava layer, defined by surfaces, relates directly to the amount of time required for the layer to have solidified. Black color of a lava surface indicates a lack of available oxygen at the time of cooling; red lava indicates that cooling occurred in the presence of steam. Identification of lava surfaces helps to reduce larger problems into simpler elements. Individual lava layers, and their surfaces, remain from the processes that emplaced the layers. Those processes are, in part, recorded on the lava surfaces. Observation of specific lava surfaces in walls around caves can clarify the overall formation mechanism. Surfaces of lava layers in a cave roof can tell certain details of the roof formation.
CHANNEL AND CAVE SYSTEMS OF THE PUHIA PELE FLOW, HUALALAI, HAWAII, AND ITS RELATION TO THE 1801 (HUEHUE) FLOW Stephan Kempe, Christian Lerch & Matthias Oberwinder, Geological-Paleontological Institute, Schnittspahnstrasse 9, D-64287 Darmstadt, Germany, email@example.com
Hualalai, the only active volcano in its terminal alkali basalt phase on Hawaii, erupted last in 1801. The precise size of this flow was, however, unclear. With the exploration of the 10.8 km long Huehue Tube and the analysis of its geologic structure, a long-standing riddle was solved. The flow field formerly attributed to the 1801 eruption is a composite of three individual flows: the contemporary Huehue and Mystery Flows, and the underlying and older Puhia Pele Flow. The Huehue 1801 flow reached the ocean and formed a large lava delta, partly occupied by the Kona airport. The upper part of the flow is, however, covered by the Mystery flow, which originated about 50 m north of the inconspicuous Huehue vent from a low shield. Two caves are attributed to the Mystery Flow, Zoes Puka, 428 m long, and Puka4-Cave, 292 m long. Both flows interacted. The Mystery Flow consists of shallow flows, grading from fast flowing pahoehoe to sluggish aa within a few hundred meters below the vent, transgressing much of the upper Huehue Tube and partly draining into it. The underlying Puhia Pele Flow was gas richer and, therefore, spatter cones and spatter ramparts formed along the vent fissure at 490 m msl. Below the vents, a large tube and trench system formed, which we now mapped
by DGPS. Several blockages occurred, causing the trench to overflow, forming two side channels. Below 80 m msl, a tube developed feeding a large delta about 10-15 m thick. The tube is only partly accessible because of ponding and collapse.
WAIPOULI AND KAMAKALEPO, TWO SECTIONS OF A LARGE AND OLD MAUNA LOA TUBE ON HAWAII
Exploration and survey of a large tube near South Point, Hawaii, yielded several interesting results. Two large collapse holes, Lua Nunu O Kamakalepo (Pigeon Hole of the Common People) and Waipouli (Dark Waters), 560 m apart, give access to four individual caves (upslope to downslope): Kamakalepo (305 m long), Kamakalepo Makai (155 m), Waipouli Mauka (125.5 m) and Waipouli (260 m). The tube is up to 13 m high and 23 m wide. The lava is picritic tholeiitic basalt, with abundant large olivine phenocrysts. The tube is one of the oldest accessible in Mauna Loa lavas. In Waipouli, sea level is reached 34 m below ground. The tube is filled by a 200 m long lake, before the ceiling drops below the water level. After 127 m a large block, 12 m wide, 6 m high, and 8 m long, originally floating on the lava river, is jammed into the ceiling. The water is 10 m deep and a halocline is found at its bottom. We found an individual whale backbone in the water. Next year we will conduct a diving expedition to explore the 600 m long section remaining to the seashore. The Kamakalepo sections feature splendid archeological remains (Bonk 1967), among them two large defense walls and over 100 sleeping platforms. Mauka, a very narrow crawl, leads into a 111.5 m long continuation. Charcoal shows that it was already visited by ancient Hawaiians, a remarkable deed. It is geologically unclear why this large tube simply pinches out upslope and between the entrances.
Stephan Kempe, Geological-Paleontological Institute, Schnittspahnstrasse 9, D-64287 Darmstadt, Germany, firstname.lastname@example.org
ROCK RING/LAVA TUBE RELATIONSHIPS ON HUALALAI VOLCANO HAWAII,
Doug & Hazel Medville, 11762 Indian Ridge Rd., Reston, VA 22091 USA , Medville@patriot,com
Two rock rings are found in a prehistoric flow (2140 years BP) on the northwest rift zone of Hualalai volcano at elevations of 290270 m msl. These rings have been called collapsed tumuli by Kauahikaua, who hypothesized that they formed over widened parts of a tube. Following collapse, vertical flexure of this material in response to variations in lava flowing within the tube resulted in deposition of a shattered rock ring at the perimeter of the collapse. The Hualalai rock rings do not match these observations. Surveys of the tubes beneath the rings show that the tube traverses the eastern perimeter of the lower ring rather than passing beneath it and a bifurcated tube passes beneath the upper ring with both arms of the branched tube terminating beneath trenches in the floor of the ring. Tube widths beneath the upper ring are up to 9 m while the diameter of the ring is about 100 m. Evidence of a pre-existing, widened tube that led to development of the ring has not been seen in the existing tubes.
KA'ELEKU CAVERNS AND OTHER RECENT SURVEY ACTIVITIES IN LAVA TUBES ON MAUI
For the past two years, members of the Hawaii Speleological Survey have started surveying caves on the lower slopes of Haleakala on the island of Maui. Along its East Rift Zone is where the last major stage of volcanics on the island ended some 10 ka. It is here that Ka'eleku Caverns was formed in a flow that has been radiocarbon dated at 30 ka.
Bob Richards, 1206 Spinnaker Way, Land, Texas 77478, email@example.com
In January-February 1998 and April 1999, there were several survey trips into Ka'eleku Caverns. This is Maui's largest lava tube and it is currently a cave-for-pay operation run by Maui Cave Adventures near Hana. About 3 km have been explored and mapped to a depth of 220 m. Exceptionally "daggerlike" lavacicle ceilings and "botryoid" formations are in the upper portions of the cave.
This April, exploration and mapping has started on the dry southern slopes of Haleakala. An 8 m deep skylight entrance near the coast gives access to a large lava tube. A couple hundred meters downslope leads to a sump that probably connects to the ocean. Mapping has started upslope in this lava tube, which is quite large and has passages up to 10 m in diameter. We are just beginning to study and understand these older lava tubes on the "Valley Isle" of Maui. | <urn:uuid:6cfd2c87-9523-477d-8afe-99ae94f69b00> | CC-MAIN-2019-18 | http://nss2015.caves.org/pub/journal/PDF/V62/v62n1-Filer_Convention.pdf | 2019-04-26T10:13:11Z | crawl-data/CC-MAIN-2019-18/segments/1555578765115.93/warc/CC-MAIN-20190426093516-20190426114551-00044.warc.gz | 130,561,280 | 22,280 | eng_Latn | eng_Latn | 0.988376 | eng_Latn | 0.988792 | [
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the week of
Student
March 14-23
H.E.A.R Journal
Theme for the week: Dealing with Conflict
Passage for the week: James 3:1-12
DAY ONE Highlight
After reading the passage today, highlight or choose one or two verses that standout to you as important or that "speak" to you. Write down the verse number(s) and write out the verse(s) in the space below.
DAY TWO Explain
Read the passage again today and explain what the text means by answering some of these questions:
- What did the verse mean to the original audience?
- Why was this written?
- To whom was it originally written?
- How does it fit with the verses before and after it?
- What are the differences between the biblical audience and us?
DAY THREE Apply
Read the passage again today and consider how the verse(s) can apply to your life by answering some of these questions:
- What is the theological principle in the verse(s)?
- Is there a command to obey?
- Is there a sin to avoid?
- Is there a promise to claim?
- Is there something new to learn about God, myself or others?
DAY FOUR Respond
Read the passage again today and write down a prayer or action as a result of what you have learned or "heard" from the verse(s) this week. Be specific and carry it out. | <urn:uuid:d5b86f20-dc4d-4dc7-b63c-9192c1add5d3> | CC-MAIN-2019-18 | http://breakawaystudents.org/wp-content/uploads/2019/03/HEAR-Journal-3.14.pdf | 2019-04-26T10:49:12Z | crawl-data/CC-MAIN-2019-18/segments/1555578765115.93/warc/CC-MAIN-20190426093516-20190426114600-00002.warc.gz | 27,860,972 | 285 | eng_Latn | eng_Latn | 0.998223 | eng_Latn | 0.998211 | [
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www.macmillanenglish.com/straightforward
Definition bingo Units 1 – 4 Teacher's notes
Level
: Intermediate (equivalent to CEF level B1)
Aim: To revise and recycle a large group of vocabulary items.
Vocabulary: The activity can be used with any group of vocabulary items.
Note: As well as being useful for general revision, this activity can be used as a warmer to recycle new vocabulary from a previous lesson, or at the end of the lesson to recap on any new vocabulary encountered/presented during the class.
Preparation:
1.Either write the words from the wordlist on the board or make a copy of the wordlist worksheet for each pair or group of three students in the class.
2.Copy and cut out one bingo card for each pair or group.
Procedure:
1. Put the students into pairs or groups of three. Ask them to look at the words in the word list and choose nine words they remember well.
2. Students prepare definitions for the nine words which do not include the word itself (or any words deriving from it). You may want to provide a model definition of one of the words as an example.
3. Give the groups a copy of the bingo grid. Ask the students to write their nine words in the bingo grid, one word for each box.
4. Explain that you are going to play bingo. Students will hear the other students' definitions of words from the word list. If the word is on their card, they can cross it out. The first pair/group to cross out a line of three consecutive boxes wins the game. When a pair or group have crossed out a line of three words, they must shout out 'Bingo!'.
5. Each group takes it in turn to read out one of their definitions. The other students must listen in silence and if the word is on their card they can cross it out. The group which reads out the definition cannot cross out the word on their card, so as the game develops they will need to be careful as to which word they choose to define.
Note: Keep a record of the words which are defined as they cannot be repeated.
6. Continue the game until one of the pairs/groups has a line of three. Check their words against yours and ask them to recall the definitions. If you want you can continue the game to establish second and third place. Alternatively you can ask the students to prepare another grid and start over again.
Variations:
1. You could ask the students to brainstorm the wordlist from previous classes, or ask them to choose 25-30 words from recent lessons in the book and write them on the board. Alternatively ask them to turn to one of the language reference pages in the Student's Book and choose words from the word list.
www.macmillanenglish.com/straightforward
2. For a shorter version, suitable as a warmer or closer, you could drop stage 2 and provide the definitions yourself. | <urn:uuid:6e4ed559-7161-4ee4-8fe9-378eb0d472b3> | CC-MAIN-2019-18 | http://www.macmillanstraightforward.com/wp-content/uploads/2011/12/SFInt005Tdefinitionsbingounits1-4-Updated.pdf | 2019-04-26T10:30:50Z | crawl-data/CC-MAIN-2019-18/segments/1555578765115.93/warc/CC-MAIN-20190426093516-20190426114601-00050.warc.gz | 266,141,836 | 604 | eng_Latn | eng_Latn | 0.997263 | eng_Latn | 0.9994 | [
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Make a Monster
Punnett Square Virtual Lab
Accessed at http://www.glencoe.com/sites/common_assets/science/virtual_labs/E09/E09.html
Heredity
How are traits passed from parents to offspring?
A trait is a characteristic such as color or size that is inherited by an offspring from its parents. The genes that control a trait come in pairs, one gene from each parent. We represent these gene pairs by writing a combination of two capital or lowercase letters. For example, if one parent contributes a gene for blue eyes (C), and the other parent contributes a gene for brown eyes (c), then we write the offspring's eye color trait as Cc. This combination of the two genes that determine the trait is called a genotype. Each letter in a gene pair stands for one form of the trait. The forms of a trait are called alleles. In this example, the alleles are blue eye color and brown eye color. The two types of alleles are dominant and recessive. A dominant allele is written as a capital letter, and a recessive allele is written as a lowercase letter. If a gene pair contains a dominant allele, then the offspring will show this dominant trait. Recessive alleles can only show up when there is no dominant allele present to suppress them. The form that shows up is called a phenotype.
In this Virtual Lab you will use a Punnett square to find possible gene combinations and to create a fictitious animal.
Pre-Lab Questions:
1. What is a trait?
2. What are genes? How are they related to traits?
3. How are gene pairs written out?
4. What is a genotype?
5. What are dominant and recessive alleles? How are they written out?
6. What is a phenotype?
Objectives:
Identify the phenotypes of offspring from • a genetic cross.
* Use Punnett squares to identify the outcomes of genetic crosses.
Procedure:
1. Click the Video button. Watch the video about Punnett squares. Write your observations.
2. Select a trait from the list of six traits (eyes, ears, nose, mouth, fur, and feet).
3. Click the Perform the Genetic Cross button to cross the pairs of alleles. This will set up the Punnett square showing the four possible genotypes.
4. Click and drag Possible Phenotypes into the boxes of the Punnett square. If you want to change your selection, first drag the previous phenotype out of the Punnett square.
5. After you have filled all four boxes of the Punnett square, click the Check button to check your matches. Incorrectly matched phenotypes will be highlighted in yellow. Correct your matches and click the Check button again.
6. When the Punnett square is correctly filled in, select one of the four boxes to apply that trait to the mystery animal.
7. Repeat the above procedure for each of the six traits. Record your findings in your Table and answer the questions.
8. You can reset your mystery animal by clicking the Reset button. This will erase all your data and give you a new mix of genes to work with.
Table.
Conclusion Questions.
1. Draw a picture of your animal. Label all of the phenotypes. What are the genotypes behind each phenotype?
2. What is the difference between a genotype and a phenotype?
3. How are alleles and traits related? Explain using an example.
4. In pea plants, purple flower color (P) is a dominant allele, while white flower color (p) is recessive allele. If a pea plant has the genotype Pp, what is its phenotype? Explain your answer. | <urn:uuid:5b78df49-9782-4082-8d4e-384def6bc63d> | CC-MAIN-2019-18 | https://www.murrieta.k12.ca.us/cms/lib5/CA01000508/Centricity/Domain/1820/Make_a_Monster_Punnett_Square_Virtual_Lab_.pdf | 2019-04-26T09:58:52Z | crawl-data/CC-MAIN-2019-18/segments/1555578765115.93/warc/CC-MAIN-20190426093516-20190426114557-00026.warc.gz | 761,223,911 | 739 | eng_Latn | eng_Latn | 0.998167 | eng_Latn | 0.998357 | [
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RIGHTS AND RESPONSIBILITIES FOR CHILDREN AND YOUTH IN FOSTER CARE
Michigan Department of Health and Human Services
While in foster care, you have the right to have appropriate care, supervision, food, clothing, shelter, services, safety and security. Many of these rights are required by law and foster care policy, depending on your age, developmental level and individual life situation. These rights and responsibilities will help to encourage and support you during your time in foster care.
You Have the Right To:
Your Responsibilities Are:
ENTRY INTO FOSTER CARE:
- Receive a copy of the Rights and Responsibilities for Children and Youth in Foster Care, your agency's grievance policy and the opportunity to ask questions.
- Be told by your caseworker or your attorney why you came into foster care and what is going on with your family.
PLACEMENT:
- Be treated with respect and free from discrimination.
- Live in a safe, nurturing environment that supports permanency, well-being and normalcy. This includes encouraging goals, interests, and participation in social, extracurricular, enrichment and cultural activities. If placed in a licensed foster home or licensed residential facility, this is achieved through the Reasonable and Prudent Parent Standard.
- Live in the most home-like and least restrictive setting available that meets your needs and provides you with food, adequate clothing, school supplies, and personal hygiene products.
- Be disciplined in a manner that is appropriate to your developmental and maturity level and medical condition.
- Be protected from physical, sexual, emotional or other abuse and to be free from cruel, harsh or unnecessary punishment including hitting or spanking.
- Make a complaint without fear of negative consequences if you feel like your rights are not being protected.
- To discuss placement options with your caseworker and express your preference of where you want to live or request a placement change.
- To have your personal belongings with you and have a secure place to keep them. This includes items or gifts you received while in care.
- Ask questions and get information about a foster family before moving there.
- Have interested relatives explored as potential placements.
DHS-5307 (Rev. 2-17)
- To maintain an open mind toward the foster care process and understand adults have a responsibility to keep you safe.
- To let your caseworker know if your rights are not being respected.
- To know all rights carry with them responsibilities and to respect the rights of others, including foster parents, caseworkers and siblings.
- To respect yourself and others, and treat everyone as you would want them to treat you.
- Try to learn from mistakes you make.
- To try to do your best to make positive decisions concerning your life.
- To report any abuse or unusual punishment to your caseworker and to not be involved in the physical, sexual, or emotional abuse of others.
- To not possess things that are harmful to yourself or others.
- To treat others' personal belongings with respect.
- To participate in the inventory of your items to make sure they stay with you.
- To express your preference in where and with whom you want to live.
- To ask questions about your placement and be openminded to the information learned.
- To try to resolve problems in your placement when necessary.
1
You Have the Right To:
FAMILY/SOCIAL:
- Be placed in a home with your siblings who are in care, when possible. If separated, maintain regular contact with your siblings, unless otherwise ordered by the court.
- Visit with your parents within a week after entering foster care and to have regular ongoing visits, unless prohibited by the court.
- Participate in activities that are appropriate for your age and development, such as after-school activities, summer activities, or work experience. When you are at least 16 years old, you have the right to apply for a driver's license.
- Continue contact with family and friends as long as it is in your best interest. You can have confidential communication, including receiving and sending unopened mail and make and receive phone calls, unless prohibited by caseworker or the court.
- Attend or not attend religious services of your choice and practice your religion, if you choose.
- Preserve your cultural heritage and celebrate holidays. If possible, your placement should be with a family member or someone in your community with similar religion, culture, and/or heritage.
EDUCATION:
- At 14 years or older, you have access to information regarding the educational options available to you, including but not limited to, vocational and college/universities and information regarding financial aid programs and have assistance in applying to colleges and vocational programs that are in or out of state.
- Have minimal changes in the school you attend. If you do have to change schools, you have the right to be enrolled in a school within 5 days.
HEALTH:
- Receive medical, dental, vision, and mental health care regularly and/or as needed, and to continue to see your regular doctors if possible.
- Know what and why your doctor prescribed medications and to be present at your appointments to participate in health care decisions, as appropriate for your age and development.
- Receive guidance on family planning and to consent to reproductive health care services.
DHS-5307 (Rev. 2-17)
2
Your Responsibilities Are:
- To develop and maintain healthy sibling relationships, and to respect healthy boundaries.
- To use the mail, social media, or phone, to maintain contact with only those that you are allowed to.
- To be on time and ready for visits and to treat family members respectively.
- To provide contact information to your caseworker for those you wish to have continued contact with.
- To make good choices with peers.
- To follow the house rules about phone calls and computer use.
- To understand that foster parents have the duty to keep you safe. Be patient as they get to know your friends to ensure your safety.
- To respect caregivers' rights to their religious beliefs and their cultural background.
- To inform your caseworker, or foster parent, if you want to participate in activities.
- To attend school and do your best. Let an adult know if you are having problems.
- To ask your caseworker about questions you might have about college or plans after high school.
- To voice your opinion about the school you want to attend.
- To be free from illegal drugs or alcohol, or medications which are not prescribed to you.
- To take your medications as prescribed and know the consequences of not taking them as prescribed.
- To let someone know how your medications are working for you.
- To let your caseworker know if there is a specific doctor you would like to go to.
You Have the Right To:
CASE INFORMATION:
- Fair and equal access to all available services, placement, care, treatment, and benefits and how to access them.
- Have a permanency plan and to participate in the development of your case plan and to be given information about any changes in your case plan, placement, or other decisions that affect your life.
- Have the name and contact information for your caseworker, your caseworker's supervisor, and your Lawyer Guardian ad litem (LGAL).
- Have your records and personal information kept private and only given to people or agencies who have a legal right to see them.
- Have at least a monthly visit with your caseworker and have a private conversation with them.
- At age 14, or older you have the right to independent living preparation and services which will help you transition to self-sufficiency. This includes participation in quarterly case planning meetings and involvement in the development of your case service plan.
- At age 18 and older, or if you are independently leaving foster care, you must be provided with your birth certificate, social security card, health insurance information, medical records, educational documents and driver's license/state issued identification card.
- At age 14 or older, you may select up to two adults, who are not your caseworker or foster parent/caregiver, to be a part of your case planning team. These adults will serve as your advisor and to advocate on behalf of your rights.
- At age 14 or older, to express your preference for adoption.
- If age appropriate, you have the right to get your credit checked and review the credit report with your caseworker.
COURT INFORMATION:
- Be represented by a Lawyer Guardian ad Litem (LGAL) who represents your best interest during court hearings. You have the right to meet with them before court hearings to express your wishes regarding what you want to have happen in your case.
Your Responsibilities Are:
- To be actively involved in your case plan and to advocate for your needs.
- To ask questions about things that you don't understand or agree with.
- To participate in services that are recommended for you or ordered through the court.
- To ask questions about your case during your home visit or bring up concerns you may have.
- To let your worker know which supportive adults you would like to attend the meeting.
- To participate in the Semi-Annual Transition Meetings that are held to discuss your permanency plan.
- To let your caseworker or your foster parent know about any independent living skills you would like to know more about.
- To be respectful while attending court.
- To understand that your attorney is there to represent your best interest; this might not always be the same as your wishes.
- Attend court hearings, if appropriate.
It is important to be able to contact important people involved in your case. They are there to help support you and give you guidance.
1.
2.
3.
4.
5.
DHS-5307 (Rev. 2-17)
3
6.
7.
Who should I talk to if I feel that my rights are being violated?
1. Explain what is happening to your caseworker, parent, guardian, Lawyer Guardian ad Litem (LGAL) or foster parent.
2. If you continue to feel your rights are being violated, contact your caseworker's supervisor and explain the situation. You can ask to talk with your caseworker's supervisor in private.
3. Every agency is required to provide you with their grievance procedure. If you still feel your rights are being violated, your caseworker can assist you with filing a grievance with your agency.
4. If your concerns have not been resolved after following steps 1-3, you can contact the Michigan Department of Health and Human Services Office of Family Advocate.
I have received a copy of the Rights and Responsibilities for Children and Youth in Foster Care and the agency's grievance policy and was able to have a discussion with my caseworker about any questions I had.
Child/Youth Name (print)
Child/Youth Signature (11 years or older and appropriate) Date
/ /
Caseworker's Name (print)
Caseworker's Signature
Date
/ /
Parent Name (print)
Parent Signature (Temporary Court Ward)
Date
/ /
Foster Parent/Caregiver Name (print)
Foster Parent/Caregiver Signature
Date
/ /
Parental participation is preferred but not mandatory.
The Michigan Department of Health and Human Services (MDHHS) does not discriminate against any individual or group because of race, religion, age, national origin, color, height, weight, marital status, genetic information, sex, sexual orientation, gender identity or expression, political beliefs or disability.
DHS-5307 (Rev. 2-17)
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Breakout Sessions Young Adult Day
March 18
Breakout Session #1 10:10-11:00 a.m.
Room 174
Diversify Your Summer Reading Lists---The How and the Why.
Presenter(s): Paige Garrison, The Alfred & Adele Davis Academy
This program is designed to help school media specialists develop reading lists to assist their students into broadening their reading horizons and exposure to books featuring diversity of gender, race, religion, and sexuality. The program will also discuss the importance of focusing on these books vs. the literary canon/status quo.
Topic Strands: ELA, Diversity
Targeted Audience: Teachers, administrators, media specialists
Room 221
Making Book Reports Fun
Presenter(s): Patrice Tealer, Rockdale County Schools
This presentation will focus on assisting educators with incorporating book reports and novel units to aid in independent reading, but with a focus on technology integration and differentiated instruction to reach all learners.
Topic Strands: ELA, Technology
Targeted Audience: Teachers, administrators, media specialists
Room 225
Mathematizing Children's Literature
Presenter(s): Jill Gough, Trinity School
What happens when we connect mathematics with reading and writing? How might we deepen understanding of numeracy using children's literature? What if we mathematize our read-aloud books to use them in math as well as Readers and Writers Workshop? What opportunities will teachers have to learn more about their readers, writers, and mathematicians?
Targeted Audience: Teachers, administrators, media specialists Topic Strands: Math, ELA
Morphological Instruction and Content Areas in Middle Grades
Presenter(s): Nora Schlesinger, Kennesaw State University
Briana Davis, University of Illinois at Chicago
Student's word knowledge is strongly linked to academic success. Morphological instruction is a beneficial tool that helps students build a strong lexicon. This session will use content literature to support educators in implementing morphological analysis to strengthen their own and students' morphological understandings and vocabulary across content areas.
Topic Strands: ELA, Word Study, Content areas
Targeted Audience: Teachers, administrators, media specialists
Room 460
Using Afrofuturistic Texts to Engage Diverse Audiences
Presenter(s): Erin Berry-McCrea, Saint Augustine's University Tiffany A. Flowers, Georgia State University Perimeter College
The purpose of this presentation is to focus on Afrofuturistic texts which can be used within the classroom. Texts from authors such as Butler to Adeyemi will be presented. Attendees for this session should include teachers, media specialists, librarians, and reading enthusiasts interested in learning about diverse futuristic texts.
Topic Strands: ELA, Multicultural, Diversity
Targeted Audience: Teachers, administrators, media specialists
Room 461
Delving Deeper into Reading
Presenter(s): Amanda Thomas and Laura McRae, Trinity School
Participants will learn different strategies which allow students to read deeper into fiction and nonfiction texts.
Topic Strands: ELA
Targeted Audience: Teachers, administrators, media specialists
Room 462
Let's Talk About Young Adult books! What are you reading? What are you doing with those titles in your learning space?
Presenter(s): Kelli Sowerbrower, Northgate High School
Sarah Klein, East Coweta Middle School
In this book club like session, we want to start a group conversation that will continue throughout the year about what great things we are reading, how we find titles to read and share with our students, and what we do with these texts in our classrooms and media centers.
Topic Strands: ELA
Podcasts as Technological Integration in the Literature Classroom
Presenter(s): Ashley Miller, Cobb county Public Library System
This session will teach educators techniques for introducing students to free or inexpensive ways to use podcasting as a presentation tool in the classroom.
Topic Strands: ELA, Content areas, Technology
Targeted Audience: Teachers, administrators, media specialists
Room 182
Changing Lives Through Fiction: How novels can promote kindness among young adults Presenter(s): Amalie Jahn, Light Messages Publishing
Words go beyond the pages of books, affecting how readers interact with the world—especially teen and young adult readers. USA TODAY bestselling author Amalie Jahn discusses how positive themes in novels can shape young readers into empowered promoters of kindness.
Topic Strands: ELA, Content areas
Targeted Audience: Teachers, administrators, media specialists
Room 300
Courtney Stevens
** Special session for mentor teachers and student teachers
Breakout Session #2 11:15a.m. – 12:05p.m.
Room 182
GALILEO: Resources for Children's Literature
Presenter(s): Russell Palmer and Karen Minton, GALILEO
GALILEO, Georgia's Virtual Library, provides access to thousands of e-books for children and review and evaluation resources like NoveList. Join us to learn more about accessing and evaluating children's literature with GALILEO.
Targeted Audience: Teachers, administrators, media specialists Topic Strands: ELA, Technology
Way to Promote Creative Writing for All Ages
Presenter(s): Ge-Anne Bolhuis, Whitfield County Schools
Digital tools can be used to promote creative writing as well as innovative non-tech-based tools. This session will focus on using tools like Creative Commons images, online authoring tools and analog tools like word dice to promote creativity in writing.
Topic Strands: ELA reading and writing, Technology
Targeted Audience: Teachers, administrators, media specialists
Room 221
New Favorites: Hot Off the Presses Picture Books for Integrating Social Studies and ELA, Grades 6-
12
Presenter(s): Joy Hatcher and JoAnn Wood, GaDOE Social Studies Program Specialist
Explore some fresh titles and how they can spark powerful learning across the curriculum in this interactive session. Be prepared to be wowed and to share your own recent treasures!
Topic Strands: ELA, Content areas
Targeted Audience: Teachers, administrators, media specialists
Room 300
No-Low-High Tech Storytelling
Presenter(s): Helen M Maddox, Kennesaw State University
In this session learn ways to bring in No-Low-High Tech options for Storytelling into the classroom. From puppets to green screen, learn how to get your students or teams to move from author to screenplay creator to director and producer of a final product.
Topic Strands: ELA, Technology
Targeted Audience: Teachers, administrators, media specialists
Room 244
Using Sketch Notes To Make Thinking Visible
Presenter(s): Jill Gough, Trinity School
How might we creatively check for comprehension when young learners are reading? What if we embrace creativity and color to illustrate what resonates as we read? Come learn about sketch noting to enhance reading and note taking.
Topic Strands: ELA, Art
Getting of the Way: Stepping Aside for More Engagement (SAME)
Presenter(s): David Bryson, Carrollton City Schools
Tami Ogletree, University of West Georgia
Literacy is not a spectator sport. Two educators share their journey of getting out of the way and listening to the voices of students. Their discovery/implementation of Stepping Aside for More Engagement (SAME) teaching strategy can be used to empower any level of engaged learning.
Topic Strands: ELA, Content areas
Targeted Audience: Teachers, administrators, media specialists
Room 462
Welcome to Choice Reading Where It Is Okay to Be Different
Presenter(s): Whitney Beem and Heather Wilkens, Hopewell Middle School
From start to finish, learn how to implement choice reading through Book Clubs or Literature Circles by being introduced the process that includes how to create student buy-in, parent buy-in, and overall, how to help create readers
Topic Strands: ELA, Content Areas
Targeted Audience: Teachers, administrators, media specialists
Room 225
Write On!: Tacking Anxiety and Depression in Your Classroom Through Journaling
Presenter(s): Jillian Bradfield, JilleyBean Books
Today children are faced with of self image issues, anxiety, depression and bullying. Many of these occurrences take place in the classroom. Guided Journaling is a tool that can be used to aid in getting children to positively express their feelings about these issues.
Topic Strands: ELA reading and writing, Motivation
Targeted Audience: Teachers, administrators, media specialists
Room 248
Incorporating Culture using Young Adult Literature
Presenter(s): Hannah Stokes and Ashley Yates
We will be diving into what it means to manageably incorporate culture within the classroom. This will include providing resources regarding current young adolescent literature for both teachers and media specialists. We will also discuss different methods to create learning experiences from the texts and instill engagement within the students.
Topic Strands: ELA, Diversity and Culture
Room 461
"Teaching Young Adult Literature with Diversity and Cultural Competence in Mind"
Presenter(s): Crystal LaVoulle, LaVoulle Group
Today's classrooms need teachers who are responsive to the learning, emotional and social needs of ethnically and linguistically diverse students with and without disabilities. The strategies presented in this session provide numerous examples of diverse young adult literature that is both culturally responsive and engaging. This session demonstrates ways to use books, short stories, poems and song lyrics to comprehend fictional portrayals of a time and a historical account of the same period (Georgia Standards of Excellence).
Strands: ELA, Diversity and Equity
Breakout Session #3 1:25 p.m. – 2:15p.m.
Room 225
March, Maus, and Persepolis Walk Into a Library: Building Historical Graphic Novel Collections Presenter(s): Jennie Law, Georgia State University
This presentation is comprised of a series of book talks on recommended historical graphic novels (with particular emphasis on lesser known titles), a showcase of various online sources for quality reviews to use in collection development, and information on how to build within your institution's existing collection policies.
Topic Strands: ELA, History, Social Studies
Targeted Audience: Teachers, administrators, media specialists
Room 221
Creating Spaces for Young Adult Literature in the Curriculum
Presenter(s): Angelyne Collins, Brookwood High School, University of Georgia
Discover ways to create new and exciting spaces that delve into inquiry, curriculum development, and choice reading with students and teachers. Participants will explore the benefits of being deliberate in the integration of young adult books in the secondary classroom to engage reluctant, busy, voracious, and indifferent readers.
Topic Strands: ELA, Content areas
Targeted Audience: Teachers, administrators, media specialists
Room 244
Bon Appetit: Host a Book Tasting in Your Classroom!
Presenter(s): Pamela Mather, Teasley Middle Schools
Offer your students a creative and engaging opportunity to expand their reading horizons by "tasting" a variety of books, and independently choosing high-interest literature to read in the classroom. Just add a chef's hat and apron, and voila! You have your very own "Book Bistro!"
Topic Strands: ELA, Multicultural
Targeted Audience: Teachers, administrators, media specialists
Room 460
Differentiating in Literacy Using "Thinking Hats"
Presenter(s): Mirette Carpenter, Lindsey Thompson and Lauren Palace, Georgia College & State University
We've heard it before... "put on your thinking hat!" These thinking hats are different: green top hat, red sombrero, yellow cowboy hat, and more! "Thinking Hats" are a unique take on task cards: the colorful hats provide an effective literacy strategy that focuses on differentiation and fosters collaboration among students.
Room 174 Room 462
Social Justice Pedagogy in the High School Classroom.
Presenter(s): Diana Bishop and George Seaman, Cobb County School District
Using Just Mercy by Bryan Stevenson as a foundational text, we will provide ELA teachers with texts and techniques to engage students in critical literacy designed to heighten students' awareness of social justice so that they might "read the word and the world" fostering a better world for all (Freire, 1970).
Topic Strands: ELA, Social Justice
Targeted Audience: Teachers, administrators, media specialists
Room 182
Using Reader's Theater to Inspire Readers
Presenter(s): Donna Malone, Rockdale County Public Schools
Reader's Theater in the classroom serves as a vehicle for comprehension, fluency, the richness of language and provides the building blocks for language arts. Research shows the value of presenting stories through Reader's Theater and using this tool to motivate non-readers and give all readers a reason to reread.
Topic Strands: ELA, Drama
Targeted Audience: Teachers, administrators, media specialists
Room 174
Student Voice Through the Use of Technology.
Presenter(s): DaMeka Whitehead, Memorial Middle School
An explanation of how to best connect Literature (novel studies/writing topics) and the program Flipgrip, which is a digital tool that allows teachers to create a "Topic" (question) and have students respond with video.
Topic Strands: ELA, Technology
Targeted Audience: Teachers, administrators, media specialists
Room 248
Expanding the View of Literacy: The Benefits of Incorporating the Arts
Presenter(s): Lydia Blair and Lucy Clay, John H. Lounsbury College of Education at Georgia College
We will be examining the benefits of incorporating arts (nature, paintings, and music) into literacy. We will discuss the value of incorporating these topics as a helpful tool in assisting with students' development. Our presentation with exemplify relevant methods for incorporating these studies into everyday class time.
Topic Strands: ELA, Art, Music
Targeted Audience: Teachers, administrators, media specialists
Room Number: 300
Matt de la Peña
** Special Session for mentor teachers and student teachers | <urn:uuid:0273bdd4-7c9d-4f6e-8e6e-afce465a19a9> | CC-MAIN-2019-18 | https://lcya.kennesaw.edu/docs/breakout_sessions/Young%20Adult%20Program%20Breakout%20Sessions%203.18.2019%20.pdf | 2019-04-26T10:03:59Z | crawl-data/CC-MAIN-2019-18/segments/1555578765115.93/warc/CC-MAIN-20190426093516-20190426114605-00054.warc.gz | 464,464,613 | 2,863 | eng_Latn | eng_Latn | 0.991041 | eng_Latn | 0.991709 | [
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NUTRITION GUILDLINES
Are you interested in healthy eating and having a balanced diet? If so, you'll want to learn more about food groups.
You may have grown up with the "Basic 4": dairy group, meat group, grain group, and the fruits and vegetables group. As nutrition science has changed, so have these food groups.
What are the basic food groups?
Foods are grouped together when they share similar nutritional properties. The Dietary Guidelines for Americans, 2010 has five food groups: vegetables, fruits, grains, dairy and a protein group, which includes meat, poultry, fish, legumes and nuts.
*Oils are NOT a food group, but they provide essential nutrients such as vitamin E.
How much of each food group should I eat?
The amount of food you need to eat from each group depends on your age, sex, and level of physical activity however general guildlines are listed below.
Carbohydrates: Get 45 to 65 percent of your daily calories from carbohydrates. Carbohydrates have 4 calories a gram. Based on a 2,000-calorie-a-day diet, this amounts to 900 to 1,300 calories a day, or about 225 to 325 grams. Emphasize natural, nutrient-dense carbohydrates from fruits and vegetables, beans and legumes, and whole grains. Limit less healthy sugar-sweetened beverages, desserts and refined grain products.
Protein: Get 10 to 35 percent of your total daily calories from protein. Protein has 4 calories a gram. Based on a 2,000-calorie-a-day diet, this amounts to about 200 to 700 calories a day, or about 50 to 175 grams a day. Emphasize plant sources of protein, such as beans, lentils, soy products and unsalted nuts. Include seafood twice a week. Meat, poultry and dairy products should be lean or low fat.
Fats: Limit total fat to 20 to 35 percent of your daily calories. Fat has 9 calories a gram. Based on a 2,000-calorie-a-day diet, this amounts to about 400 to 700 calories a day, or about 44 to 78 grams of total fat. Emphasize unsaturated fats from healthier sources, such as lean poultry, fish and healthy oils, such as olive, canola and nut oils. Limit less healthy full-fat dairy products, desserts, pizza, burgers and sausage, and other fatty meats.
Sodium: Limit sodium to less than 2,300 milligrams a day — or 1,500 milligrams if you're age 51 or older, or if you are black or you have high blood pressure, diabetes or chronic kidney disease. To reduce sodium in your diet, limit processed and prepared foods, which are often high in sodium, avoid salty condiments, don't add salt at the table, and eliminate salt from recipes when possible. | <urn:uuid:aa66d5df-199d-4abf-8bd3-db0450e2d302> | CC-MAIN-2019-18 | https://www.glendaleaz.com/healthcenter/documents/BasicNutrition.pdf | 2019-04-26T10:33:23Z | crawl-data/CC-MAIN-2019-18/segments/1555578765115.93/warc/CC-MAIN-20190426093516-20190426114607-00011.warc.gz | 695,395,888 | 606 | eng_Latn | eng_Latn | 0.997576 | eng_Latn | 0.998272 | [
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Developments
Name
Effect
Leadership
Irrigation
Agriculture
Quarrying
Medicine
Coinage 20
Caravans
Religion
Granaries
Masonry
Engineering
Architecture
Empire
Cost
10
10
15
15
15
20
20
30
30
40
50
60
2
2
3 +1 food / food die
3 +1 stone if collecting stone
3 Pestilence has no effect
4 Coin die results are worth 12
4 No need to discard goods
6 Revolt affects opponents
6 Sell food for 4 coins each
6 +1 worker / worker die
6
8 Bonus pts: 1 / monument
8 Bonus pts: 1 / city
Reroll 1 die (after last roll)
Drought has no effect
Use stone for 3 workers each
Pts
Monuments
Disasters
Player's Name
Order of Play
1. Roll dice and collect goods and food
3. Build cities and/or monuments
2. Feed cities and resolve disasters
4. May buy a development
5. Discard goods in excess of 6
Dice
3 Food
1 Good
2 Goods and
1 Skull
3 Workers
2 Food or
2 Workers
7 Coins
Disasters
Game End
Game ends at the end of the round when:
* One player has 5 developments Fill in scores and determine winner
* All monuments are collectively built or
Score
+ Monuments
= Subtotal
+ Bonuses
– Disasters
= Total
Developments | <urn:uuid:6851719d-9225-4252-81c4-9fea78106a16> | CC-MAIN-2019-18 | http://www.eggrules.com/app/download/8505456/RTTA_BronzeAge_Scoresheet.pdf | 2019-04-26T09:47:33Z | crawl-data/CC-MAIN-2019-18/segments/1555578765115.93/warc/CC-MAIN-20190426093516-20190426114606-00040.warc.gz | 229,306,008 | 355 | eng_Latn | eng_Latn | 0.90781 | eng_Latn | 0.90781 | [
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Rettendon School Policy on Assessment
Agreed by Governing Body 24/03/2015 To be reviewed March 2017
Policy on Assessment, Marking & Feedback
1 Introduction
1.1 All children are entitled to regular and comprehensive feedback on their learning.
1.2 We believe that effective assessment provides information to improve teaching and learning through a shared understanding of pupil progress and next steps. We use a combination of formative and summative assessment.
1.2 Formative assessment is built into the learning process. It is continuous and on-going process, lesson by lesson.
1.3 Summative assessment comes at the end of a learning episode and is a measurement of attainment at a given point in time.
1.4 We give our children regular feedback on their learning so that they understand what it is that they need to do better. Research has shown that their involvement in the review process raises standards, and that it empowers pupils to take action towards improving their performance.
2 Objectives
2.1 The objectives of assessment in our school are:
- to enable our children to demonstrate what they know, understand and can do in their work;
- Promote self and peer assessment
- to help our children recognise the standards to aim for and to understand what are their next steps in their learning;
- to allow teachers to plan work that accurately reflects the needs of each child;
- boost self-esteem and aspirations
- to provide regular information for parents and carers that enables them to support their child's learning
- to provide the headteacher and governors with information that allows them to make judgements about the effectiveness of the school.
3 Planning for Assessment
3.3 We plan our lessons with clear learning objectives. We base these upon the teacher's detailed knowledge of each child. We strive to ensure that all tasks set are appropriate to each child's ability.
3.4 Teachers always share the lesson's learning objective with the children as the lesson begins. They also indicate the way in which the activity is linked to the learning objective, and the criteria against which the work will be judged.
3.5 Teachers ask well phrased questions and analyse pupils' responses to find out what they know, understand and can do, and to reveal their misconceptions.
3.6 We make a note of those individual children who do not achieve at the expected level for the lesson, and we use this information when planning for the next lesson. We also keep this information as a record of the progress made by the class in Target Tracker.
Rettendon School
Policy on Assessment Agreed by Governing Body 24/03/2015 To be reviewed March 2017
4 Target-setting
4.1 We set aspirational targets in mathematics and English for all our children, during each academic year. We discuss individual targets where necessary, and communicate these to children, governors, parents and carers.
5 Reporting to parents and carers
6.1 We have a range of strategies that keep parents and carers fully informed of their child's progress in school. This includes: Learning Journals, Home-School Link Books, Parent Teacher Consultations, Annual written report.
7 Feedback to pupils
7.1
We believe that feedback to pupils is very important, as it tells them how well they have done, and what they need to do next in order to improve their work.
7.2 We give children verbal feedback on their work whenever possible. We usually do this when the children are working during the lesson, although we sometimes give feedback on a particular lesson at the beginning of the next one. When lesson time does not allow for verbal feedback, we write comments on the children's work during marking.
7.3 When we give written feedback to a child, we relate this to the learning objective for the lesson. If we consider that the objective has not been met, we make it clear why we think so. In either case, we identify what the child needs to do in order to produce (even) better work in the future.
7.4 Children should be engaged in their own assessment. Children learn how to assess their own and each other's work because it helps them to clarify ideas and progress to the next step. Teachers always check the work themselves afterwards.
7.6
We allow time at the beginning of some lessons for the children to absorb any comments written on their work, to answer any questions written on it by the teacher, and also to ask any questions of their own. There may also be improvements they can work on during this time. We sometimes start the lesson in this way in order to ensure that the time our teachers spend on marking really has an impact.
8 Inclusion and assessment for learning
8.1 Our school aims to be an inclusive school for all. We actively seek to remove the barriers to learning and participation that can hinder or exclude individual pupils, or groups of pupils.
9 Moderation of standards
9.1 All subject leaders study examples of children's work within their subject area. All our teachers discuss these levels, so that they have a common understanding of the expectations in each subject. By doing this, we ensure that we make consistent judgements about standards in the school.
10 Monitoring and review
10.1 Our assessment coordinator is responsible for attending CPD and disseminating to staff.
10.2 All staff and governors monitor pupils' overall progress on a regular basis so that potential underachievement can be identified and addressed as soon as possible.
Signed: J Barber
Rettendon School
Policy on Assessment Agreed by Governing Body 24/03/2015 To be reviewed March 2017
Appendices
Guidance for adults providing marking and feedback
The main objective of marking and feedback is not to find fault, but to help children learn. If children's work is well matched to their abilities then errors that need to be corrected will not be so numerous as to affect their self-esteem.
A delicate balance has to be achieved. Children should not receive the impression that things are right when they are not. On the other hand, they should not be discouraged from being adventurous for fear of having faults emphasised.
Who marks?
- Any adult that works with the children
- Children can peer / self-assess
Codes used:
S = supported
HS = heavily supported
I = Independent work
Does every piece of work need to be marked?
Yes - in some format the work needs to be marked or assessed. Any adult other than the teacher needs to initial the piece of work.
How are the books set out?
All books are to be set out consistently across the school.
Every unit of work must have;
- Date (long in Literacy & Topic and short in Maths)
- 'Can I?' statement
- Title if necessary (all the above underlined with a ruler)
- Pieces of independent writing must have the targets sticker alongside the teachers marking.
Comprehensive Marking
Comprehensive marking is formative, detailed marking designed to assess the child's learning and provide targeted feedback in order to move the child on.
Rettendon School Policy on Assessment
Agreed by Governing Body 24/03/2015 To be reviewed March 2017
How do we comprehensively mark?
[x] Tick/stamp the 'Can I' statement if the target is met
[x] Tick if the outcome is correct
[x] Dot if the outcome is incorrect. Place a circle around the exact mistake where this level of guidance is deemed necessary
[x] = verbal feedback given (ticked once child has actioned feedback)
[x] Brackets around work that does not make sense
[x] = missing word
[x] Under a spelling error which would be expected to be achieved
[x] Level stickers are used in composition writing to show what targets have been achieved
[x] Next steps are clearly indicated
Marking and Feedback in Writing
[x] All children from Year 1 upward have target card. This shows how many pieces of writing they have produced at any given level
[x] Children receive feedback from the teacher via a sticker which shows which objectives have been achieved and next steps
Self & Peer assessed work
Children learn to self-assess first then eventually to peer assess. As they learn the principles of this form of assessment they are expected to adopt the same methods as adults when assessing work.
How often should work be marked?
[x] Each piece of independent writing is comprehensively marked
[x] Maths is comprehensively marked daily
[x] SPAG is comprehensively marked routinely
[x] Foundation subjects and Early Morning work are viewed by the teacher
Rettendon School Policy on Assessment
Agreed by Governing Body 24/03/2015 To be reviewed March 2017 | <urn:uuid:163331b2-8e36-4e6b-8f17-0fae4ca8fc9f> | CC-MAIN-2019-18 | https://s3.eu-west-1.amazonaws.com/jotter2.files/6173812?response-content-type=application%2Fpdf&response-content-disposition=attachment%3Bfilename%3Dassessment-and-marking-2015.pdf&X-Amz-Content-Sha256=UNSIGNED-PAYLOAD&X-Amz-Algorithm=AWS4-HMAC-SHA256&X-Amz-Credential=AKIAIH4MJHC24RK4EHAA%2F20190426%2Feu-west-1%2Fs3%2Faws4_request&X-Amz-Date=20190426T094819Z&X-Amz-SignedHeaders=host&X-Amz-Expires=3000&X-Amz-Signature=a5ce878f77df31bb8e8d0a8b5ea8bcf3e57fe47c63b4728f7878c6f37ab4d8be | 2019-04-26T09:48:19Z | crawl-data/CC-MAIN-2019-18/segments/1555578765115.93/warc/CC-MAIN-20190426093516-20190426114607-00015.warc.gz | 513,170,144 | 1,782 | eng_Latn | eng_Latn | 0.981796 | eng_Latn | 0.998163 | [
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Download 4th Grade Physical And Chemical Change
Fourth Grade Physical Science Worksheets and Printables. The complex world of high school science is closer than fourth-graders think, so now is the time to get a firm handle on important rudimentary science concepts such as matter, metal properties, and electromagnetic energy.Experimental Procedure. Gather all the materials you will need for this project. These include baking soda, calcium chloride, phenol red solution, one large sized plastic zip lock bag, one graduated cylinder or measuring cup, one vial with cover, one beaker, two spoons, paper towels for clean up, a camera to take photos of the experiment (if you wish) , safety glasses, gloves and lab apron.Summary A lesson on physical and chemical reactions. Objectives • To introduce students to the two types of reactions. • To teach the signs of a physical change.Quiz *Theme/Title: Physical and Chemical Changes * Description/Instructions ; This quiz illustrates the differences between physical and chemical changes. - 4th Grade Physical And Chemical Change | <urn:uuid:30e20d1b-6d6d-47d1-b9ff-43b8f2b4b3b3> | CC-MAIN-2019-18 | http://nopukob.com/download/pdf/4th_grade_physical_and_chemical_change_.pdf | 2019-04-26T10:43:46Z | crawl-data/CC-MAIN-2019-18/segments/1555578765115.93/warc/CC-MAIN-20190426093516-20190426114606-00040.warc.gz | 131,544,662 | 211 | eng_Latn | eng_Latn | 0.992186 | eng_Latn | 0.992186 | [
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STATE UNIVERSITY OF NEW YORK COLLEGE OF TECHNOLOGY CANTON, NEW YORK
COURSE OUTLINE
ESCI 320
WEATHER, CLIMATE, and CLIMATE CHANGE
Prepared By: Dr. David C. Bradford
A. TITLE: WEATHER, CLIMATE, and CLIMATE CHANGE
B. COURSE NUMBER: ESCI 320
C. CREDIT HOURS: 3
D. WRITING INTENSIVE COURSE: Yes
E. COURSE LENGTH: 15 weeks
F. SEMESTER(S) OFFERED: Spring
G. HOURS OF LECTURE: 3 hours lecture per week
H. CATALOG DESCRIPTION: This course is an introduction to the science behind weather and climate. It will focus on the composition, structure, and disturbances of the atmosphere. The energy balance and role of water will necessarily include discussions of solar radiation and the water cycle. The difference between weather and climate will be illustrated with a discussion of global climate change. The most current reports from the UN Intergovernmental Panel on Climate Change (IPCC) and the US Global Change Research Program (USGCRP – National Climate Assessment) will be reviewed.
I. PRE-REQUISITE: One semester college level science
J. GOALS (STUDENT LEARNING OUTCOMES):
By the end of this course, the student will be able to:
1. Explain the pattern of seasons around the world in context of where the energy is received from the sun.
2. Describe the composition and structure of the atmosphere.
3. Explain the connections between the energy balance; temperature; and how and why energy is transported around the globe
4. Describe the role of atmospheric pressure and pressure gradients behind atmospheric circulation and winds.
5. Outline the connection between the special properties of water and their implications in cloud development and precipitation.
6. Understand the competing interactions behind local weather phenomena and larger scale disturbances such as a middle latitude cyclone.
7. Define the difference between weather and climate.
8. Discuss the evidence for unprecedented global climate change and the cause.
9. Review most current state of climate change, projected changes, and mitigation efforts.
K. TEXTS: Aguado & Burt, 2012. Understanding Weather & Climate, 6/E, Prentice Hall, Upper Saddle River, NJ 07548
L. REFERENCES: Evolving on-line material including extensive materials maintained by the USGCRP.
M. EQUIPMENT: Technology Enhanced Classroom
N. GRADING METHOD: A-F
O. MEASUREMENT CRITERIA/METHODS:
* Exams
* Quizzes
* In-class computer based activities
* Short answer homework
* Term paper
P. DETAILED COURSE OUTLINE:
I. Composition and structure of the Atmosphere
A. Thickness of the atmosphere and changing density
B. The vertical profile based on temperature
C. Permanent gases, variable gases, and aerosols
D. Evolution of the atmosphere; historical and daily
E. Weather basics: pressure, wind, temperature, and humidity
II. Solar Insolation and the Seasons
A. Why we have seasons
B. Kinds of energy and energy transfer mechanisms
C. Measuring temperature
D. The wave and particle models of light; both transmit energy
III. Energy Balance and Temperature
A. Absorption, reflection, scattering, and transmission of electromagnetic radiation (light).
B. Energy transfer between the surface and the atmosphere
IX.
XI.
C. Greenhouse effect (Venus as an example of a runaway Greenhouse effect)
D. Global temperature distributions
E. Influences on temperature by land, water, latitude, altitude, and circulation
F. Change of state of H2O and temperature
IV. Atmospheric pressure and wind
A. What is pressure
B. Vertical and horizontal pressure changes
C. Equation of state
D. Measurement of pressure
E. Pressure gradients and hydrostatic equilibrium
F. Forces affecting the speed and direction of the wind
G. Surface winds, upper atmosphere winds, and large air mass winds
H. Measuring wind speeds
V. Atmospheric moisture
A. Evaporation and condensation
B. Indices of water vapor content
C. Distribution of water vapor
D. Measuring humidity
VI. Cloud Formation and Precipitation
A. Mechanisms that lift air
B. Static stability and the environmental lapse rate
C. Inversions
D. Cloud types and what they tell you about the atmosphere
E. Growth of cloud droplets
F. Forms of precipitation
VII. Modeling Atmospheric Circulation and Pressure Distributions
A. The three cell model
B. Winds in the upper troposphere
C. Wind/ocean interactions
D. Major wind systems
E. Air masses and fronts
VIII. Disturbances
A. Mid-latitude cyclones
B. Lightning, thunder, and tornadoes
C. Tropical storms and hurricanes
Human Effects on Weather
A. Atmospheric pollutants
B. Heat islands
X. Earth's Climates
A. Defining climate
B. Parameters used to classify different climates
C. Different climates around the world
Climate change: past, present, future
A. The time scales of climate change
B. Past climates and correlations with their atmospheres
C. Factors that can force climate change
D. Feedback mechanisms and tipping points
E. Environmental impact
XII. Most authoritative sources for current state of the Earth's Climate
A. Review of UN- IPCC working group reports
B. USGRP National Climate Assessment
Q. LABORATORY OUTLINE: N/A | <urn:uuid:aad5a077-54ae-443c-8f76-9b6481996316> | CC-MAIN-2019-18 | http://www.canton.edu/middlestates/review/ESCI320.pdf | 2019-04-26T09:56:06Z | crawl-data/CC-MAIN-2019-18/segments/1555578765115.93/warc/CC-MAIN-20190426093516-20190426114605-00054.warc.gz | 211,915,301 | 1,165 | eng_Latn | eng_Latn | 0.749482 | eng_Latn | 0.959023 | [
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Where Is Sam?
by Julie Ellis illustrated by Christine Ross
Overview
In this humorous story, the reader follows Sam through the house, fi nding item after item of discarded clothing, until the answer to the question posed in the title is revealed. The keyhole illustration on the cover provides an intriguing clue, while the detailed illustrations provide many opportunities for discussion.
Suggested purposes
This text supports the comprehension strategies of predicting using illustrations and making connections with real-life experiences. It provides opportunities for consolidating the high-frequency words "here", "where", "is", and "are" and for monitoring the students' use of return sweep. Look at Me is another Dragonfl ies emergent title about clothes.
Text features (Focus on only one or two per session.)
* the digraph -sh – shoes, T-shirt
* the high-frequency words – are, he, is, this
* the repetitive text structure
* the question and answer format of the text
* the shift from one to two lines of text per page
* the names for the items of clothing
* the possessive apostrophe in "Sam's"
* the exclamation mark for emphasis on page 8
* the close picture–text match
* the way the illustrations heighten the fun of the story, showing Sam disappearing from view on each page
Setting the scene
Use the cover to set the scene. This book is about a boy. His name is in the title. Can you fi nd it? Some students may recognise "am" in "Sam". What do you notice at the end of the title? What do you think the question is? Look through the keyhole. Can you guess where Sam is? Discuss the students' ideas and predictions without giving away the answer.
Back cover – Read aloud the preview question. Discuss the students' predictions.
The fi rst reading
Listen to the students read the title, then read the names of the author and the illustrator.
Title page – What is Sam doing? Listen to the students reread the title.
Page 2 – Listen to the students read the text.
Page 3 – The word "Here" may be a challenge for some students. Draw their attention to the initial consonant, but be prepared to tell them the word to set the pattern of the text.
Ask the students to read the text independently, offering support as necessary. Note that, from page 5, there are two lines of text per page. As the students read, observe how well they are able to maintain one-to-one word matching and return sweep.
Page 6 – The students may read "trousers" or "jeans" for "pants". Prompt them to cross-check using the initial consonant. Does that look right? What else could that word be? What letters in the word will help you? Where is Sam now?
Page 8 – Encourage the students to read this page expressively! Draw their attention to the exclamation mark. How does the author want you to read this?
Encourage the students to think critically. Is that where you thought he would be? What will Mum or Dad say about Sam's clothes? What else could Sam have done with his clothes?
Ideas for revisiting the text (Choose only one or two per session.)
* Listen to the students reread the text, observing which students are using visual and syntactic cues accurately. Observe, for example, the students' fl uency when reading the shifts from "is" to "are".
* Locate some of the high-frequency words. Can you fi nd "here"? Can you fi nd another one? Now can you fi nd "where"? How are the words different?
* Find the word "shoes". Can you think of other words that start the same way? Can you hear the "sh" sound in "T-shirt"? Show me the letters that make that sound.
* Talk about the apostrophe in "Sam's". Explain that it is there because each item of clothing belongs to Sam.
* Using the words and punctuation cards for this book, reassemble the sentences with the students.
* Work through the illustrations, discussing the features of each room. Which room is Sam in now? How can you tell? Can you see Sam in the illustration? Note that the boat on page 8 is also visible through the keyhole in the cover illustration.
Suggestions for further activities
* Reread the Dragonfl ies emergent book Look at Me.
* Innovate on the text, using the names of the students.
* Rewrite the story, replacing the bath with the swimming pool or the beach.
* Talk about what the students are wearing. Ask the students to draw and label items of clothing.
* Cut out clothes to go on an outline of Sam's body.
* Draw a fl oor plan of Sam's house and label it.
* BLM word activity: practise writing high-frequency words
The students can write either "is" or "are" in the appropriate spaces. They can then read their sentences to a partner.
* BLM comprehension activity: cut and paste sentences to match pictures The students can cut out the labels and stick them under the appropriate illustration. | <urn:uuid:9642c2e2-3ffe-433e-a328-ec3eafac3294> | CC-MAIN-2019-18 | https://learningmedia.co.nz/resources/static/main/pdf/lm31680_9780790316802_where_is_sam_lp.pdf | 2019-04-26T09:44:43Z | crawl-data/CC-MAIN-2019-18/segments/1555578765115.93/warc/CC-MAIN-20190426093516-20190426114607-00011.warc.gz | 467,395,061 | 1,071 | eng_Latn | eng_Latn | 0.999007 | eng_Latn | 0.999131 | [
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NOTETAKING: USING ABBREVIATIONS & SYMBOLS
Having trouble keeping up when taking notes? Try using these shortcuts to ensure you catch everything!
909-748-8069
NOTETAKING: USING ABBREVIATIONS & SYMBOLS
A few more note taking tips for you:
1. If you are in a hurry, leave out a, an, or the, and dot your i's and cross your t's later.
2. Always use 1, 2, 3…instead of one, two three.
3. Abbreviate any word by leaving out the vowels.
Adapted from: http://www.redlands.edu/globalassets/depts/student-affairs/academic-success/skillsworksheets/1abbreviations_and_symbols_updated_2015.pdf
909-748-8069 | <urn:uuid:4b54bafd-e65f-4175-83f6-f6e7b758ce5a> | CC-MAIN-2019-18 | http://mscok.edu/sites/www/Uploads/Users/612/Files/ACSheets_TemplateFirstDraft_AbbandNotes.pdf | 2019-04-26T09:52:05Z | crawl-data/CC-MAIN-2019-18/segments/1555578765115.93/warc/CC-MAIN-20190426093516-20190426114605-00054.warc.gz | 125,285,157 | 170 | eng_Latn | eng_Latn | 0.986164 | eng_Latn | 0.993713 | [
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CARPAL TUNNEL SYNDROME STRETCHES
Certain activities that involve strenuous grip, repetitive motion, wrist bending or exposure to vibration may trigger the development of hand or wrist pain. The following stretches can help strengthen your hand and wrist — and may also relieve pain.
WARM-UP STRETCHES
FIST STOP SIGN
1. Make a fist.
Rotate your wrist up, down, and from side to side.
REPEAT 4 TIMES
Lay your hand flat on a table, palm down, stretch your fingers far apart, relax them, then stretch them again.
REPEAT 4 TIMES
With your hand up in front of you, stretch your thumb by pulling it back gently, holding it, and then releasing it.
REPEAT 4 TIMES
PRAYER STRETCH
1. Start with your palms together in front of your chest, just below your chin.
2. Slowly lower your hands toward your waistline, keeping your hands close to your stomach and your palms together, until you feel a mild stretch in your wrist and forearms.
HOLD FOR AT LEAST
15
TO
30
SECONDS
REPEAT 2-4 TIMES
HAND SQUEEZES FOR GRIP STRENGTH
Squeeze a stress ball or a soft rubber ball.
HOLD FOR 5 SECONDS
REPEAT 10 TIMES
2. Slide your fingers up until they point toward the ceiling, like you're motioning to stop.
REPEAT 5-10 TIMES
BASIC WRIST STRETCHES
1. Rest your elbow and arm on a table or chair arm, letting your wrist hang over the side, palm of your hand facing up.
2. Start with your hand in a straight, neutral position.
3. Bend your hand toward you, so your fingers point up toward the ceiling.
HOLD FOR
5
SECONDS
--- RETURN TO A STRAIGHT, NEUTRAL POSITION --
Bend your hand away from you so your fingers point down toward the floor.
Carpal tunnel is a medical condition and the appropriate exercises or treatments for your carpal tunnel are best determined between you and your physician. The information above is not intended as medical advice, and we encourage you to work with your physician to identify exercises or treatments that are right for you.
- | <urn:uuid:01e099ab-ac6c-493e-ba03-229ee0ff9436> | CC-MAIN-2019-18 | https://www.amerisure.com/Resources/Tips/19RISK98567CarpalTunnelStretches.aspx | 2019-04-26T09:52:20Z | crawl-data/CC-MAIN-2019-18/segments/1555578765115.93/warc/CC-MAIN-20190426093516-20190426114610-00037.warc.gz | 594,150,201 | 479 | eng_Latn | eng_Latn | 0.994054 | eng_Latn | 0.994054 | [
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Family photo
Possessives
In this photo you can see My cousin standing next to me His sister who's my cousin too Is sitting next to her friend Sue.
Their mother who's my aunt, of course Is riding Uncle Rav's new horse Our family meets up all the time Is your family big like mine?
Listen to this chant https://learnenglishkids.britishcouncil.org/en/grammar-chants/family-photo
Grammar chant | <urn:uuid:c6bb98bf-b7f1-45db-b94e-97e56fd20ae4> | CC-MAIN-2019-18 | https://learnenglishkids.britishcouncil.org/sites/kids/files/attachment/grammar-chants-family-photo-lyrics.pdf | 2019-04-26T10:14:24Z | crawl-data/CC-MAIN-2019-18/segments/1555578765115.93/warc/CC-MAIN-20190426093516-20190426114610-00017.warc.gz | 456,917,183 | 92 | eng_Latn | eng_Latn | 0.972414 | eng_Latn | 0.972414 | [
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I. WRITING SKILLS
(25 MARKS)
Write a composition of about 250 - 300 words:
'Family means putting your arms around each other and being there.' Discuss.
II. READING SKILLS
(40 MARKS)
A. Choose the best answer a, b, c or d in each case according to the text: (5 x 2 = 10 marks)
1. In the stereotypical American family, a mother used to ……….
c. stay at home and look after the children.
2. In our days the institution of the family has ………. changed in America.
b. partly
3. In most American families both parents ……….. .
b. are employed outside the home.
4. Parents should not answer their children's questions about family structure with a ………. .
b. short answer
5. Generally, families share ………. .
d. emotions and responsibilities.
B. Answer the following questions on the text: (3 x 3 = 9 marks)
1. Mention three (3) factors which have influenced the family structure nowadays.
a. The entry of women into the workforce
b. The increasing divorce rate
c. The growing number of single-parent households
2. Refer to the three (3) family changes that children are trying to understand.
a. Changes in structure
b. Lifestyles
c. Relationships
3. Write three (3) ways which could strengthen family ties.
a. Listening to each other
b. Accepting differences
c. Working together to resolve conflicts
C. Extended writing: (15 marks)
(Use information from the text and your own views)
According to the text what are four problems families might have to deal with?
(conflicts, disagreements, how to raise children, family finances, illness, disability, addiction, job loss, school failure, marital problems, parentchildren conflicts)
In your opinion how can families face these four problems?
Write about 80 - 100 words.
D. Match the words in Column A, in bold in the text, with the words in
Column B, according to the text:
(More words than needed are given in Column B) (6 x 1 = 6 marks)
III. LANGUAGE USAGE
A. Complete the second sentence so that it has a similar meaning to the first sentence. Use the word in bold and other words to complete each sentence. Do not change the words given.
(5 x 1 = 5 marks)
1. … it is necessary for …
2. … regrets leaving / having left …
3. … reminded me to phone …
4. … if he had been living …
5. … was given …
B. Fill in the gaps in the following text with the correct form of the words given in brackets.
(10 x 0,5 = 5 marks)
1. inevitably
2. themselves
3. development
4. variations
5. sociability
6. succeed
7. awesome
8. belief
9. unrealistic
10. failure
C. Fill in the gaps in the following text with only ONE word.
(10 x 0,5 = 5 marks)
1. them
2. are
3. a
4. be
5. know
6. to
7. both
8. and
9. if
10. at | <urn:uuid:85d36bc6-0ba4-4d33-90cf-7cc7a449d57a> | CC-MAIN-2019-18 | http://www.moec.gov.cy/ypexams/panexams/exams2011/2011_05_26_anglika_lyseis.pdf | 2019-04-26T10:04:58Z | crawl-data/CC-MAIN-2019-18/segments/1555578765115.93/warc/CC-MAIN-20190426093516-20190426114610-00017.warc.gz | 265,695,376 | 1,039 | eng_Latn | eng_Latn | 0.99772 | eng_Latn | 0.998162 | [
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NATURAL GAS SAFETY IN YOUR HOME
www.montana-dakota.com
800-638-3278
MONTANA-DAKOTA UTILITIES CO. IS COMMITTED to providing safe and reliable natural gas service to our customers. Natural gas is a clean, efficient, and safe fuel that adds comfort and ease to life. It heats homes, warms showers, cooks food, dries clothes and more. Natural gas is safe when used with proper care; as with any fuel source, it is important to follow proper safety precautions to keep a home safe.
NATURAL GAS LEAKS
Natural gas is a colorless, odorless, non-toxic substance. For easy detection, an odorant is added to help identify a potential natural gas leak. The odor gives off a smell similar to rotten eggs or sulfur. If there is a natural gas smell in your home:
CARBON MONOXIDE
■ Leave the building immediately.
■ If you are outside, leave the area immediately.
Carbon Monoxide (CO) is an odorless, colorless, and tasteless gas that is produced when any fossil fuel (including natural gas) is burned. When fossil fuels do not burn properly, CO can build up and cause sickness and even death. CO can build up when gas appliances are used improperly or are not vented properly. The warning signs of CO poisoning include:
■ From a safe place, call 800-MDU-FAST (800-638-3278).
■ Stay away until given the "all clear" from a Montana-Dakota employee or emergency official.
LEAVE THE HOME IMMEDIATELY & REMEMBER:
■ Do not turn on any lights, electrical switches or unplug appliances in the home.
■ Do not smoke, use lighters or matches. Extinguish open flames.
■ Turn off electric, battery-powered or rechargeable devices including phones, radios, TVs, computers, garage door openers—any device that could spark.
■ Do not use any telephones in the home, including cell, cordless or landline phones.
■ Dizziness, nausea, headache and coughing.
■ Irregular heartbeat.
■ Unconsciousness.
If CO poisoning is suspected, get fresh air immediately. Stay outside and call 911 for emergency assistance.
PREVENT CO POISONING BY:
■ Never using a gas range or oven to heat a home or apartment.
■ Having gas appliances and heating systems inspected annually by a qualified contractor.
■ Installing CO detectors in a home. Follow the manufacturer's installation and use guidelines.
NATURAL GAS APPLIANCE AND HEATING SAFETY
On natural gas appliances and heating systems, the color of the flame is a good indicator of the degree of combustion. The flame should always burn blue, not orange or yellow. If the flame is not blue, it may be a sign that the equipment needs adjusting or cleaning. Appliances and heating systems should be checked and adjusted by a qualified service technician.
■ Water Heaters: Make sure the hot water heater is set to no higher than 120°F to prevent accidental burns.
■ Furnaces: Have a qualified service technician check the heating system annually. Technicians check for proper combustion, carbon monoxide levels, flue gas temperature, burners, and the heat exchanger for proper operation.
■ Keep Flammables Away From Appliances: Never use or store flammable products such as gasoline, solvents or adhesives near a water heater or any other natural gas or electric appliance because vapors from flammable liquids can ignite.
NATURAL GAS METERS
Natural gas meters are designed to withstand extreme weather conditions, but they should be protected from ice and snow buildup during the harsh winter months. Accumulated snow places stress on the meter piping. Damage to the piping can cause a gas leak. To avoid undue stress on your gas meter:
■ Try to keep gas meters free of heavy accumulations of snow or ice.
■ Do not strike meters with snow blowers, blades or shovels.
■ Do not kick the gas meter to break or clear ice.
■ Remove icicles from overhead eaves and gutters to ensure dripping water does not splash and freeze on the meter or vent pipes.
Scan the QR code with your mobile device to visit our website.
The greatest risk to underground natural gas pipelines is accidental damage during excavation. Even minor damage such as a dent, scrape, crease or gouge to a pipeline coating may cause a leak or failure. If you or a contractor will be digging on your property, remember to call 811 before you dig. One free and easy call gets all of your utility lines marked and helps protect you from injury and expense. Remember to dig safely by:
- Calling 811 before digging.
- Waiting for the site to be marked.
- Respecting the marks.
- Digging with care.
For additional information on pipelines in your area, visit the following state agencies:
MONTANA www.psc.mt.gov
NORTH DAKOTA www.psc.nd.gov
SOUTH DAKOTA www.puc.sd.gov
WYOMING psc.wyo.gov
Or visit the National Pipeline Mapping System at www.npms.phmsa.dot.gov. | <urn:uuid:feffb7f7-a649-4bec-9b31-b59746a46e85> | CC-MAIN-2024-38 | https://www.montana-dakota.com/wp-content/uploads/PDFs/Brochures/2023/october/2023-10_mdu_natural_gas_safety_in_your_home.pdf | 2024-09-11T22:49:57+00:00 | crawl-data/CC-MAIN-2024-38/segments/1725700651405.61/warc/CC-MAIN-20240911215612-20240912005612-00533.warc.gz | 839,617,955 | 1,109 | eng_Latn | eng_Latn | 0.996629 | eng_Latn | 0.996938 | [
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Storytelling – forest immersion
Boulder:
Sit down on the ground and familiarize yourself with the sturdiness of the boulder beneath you. Feel how strong it is and place yourself in the same position by wrapping your arms around your knees. Think of yourself as a boulder as well: strong, sturdy, ancient and solid.
I travel, situated in the centre of cold blue ice, always moving. I've been traveling for a while now, only seeing glints of sunlight through layers and layers of the ice. I wonder how long we've been moving. And for how long we will move still. I was picked up in the far north, a land of ice and green dancing lights. Sometimes I still miss the green dancing lights, but then I can talk to my siblings who remind me of the exciting places we still have to discover. I think our time is coming soon: I can feel the intensity of the sun, something I have never felt before on my cold stone surface, and can hear the plink, plink, plink of water dripping down the sides of my ice enclosure. The stiffness of the enclosure is easing, and I can feel the air and wind and water sliding between us. I've moved far; even on the coldest day, the sun peaks above the ground. With every movement of the ice surrounding me, I roll closer to freedom. Parts of myself have dropped off along the journey, as the ice melts. We have ample time for goodbyes, the ice moves slowly. I feel the ice beneath my base has thinned, and the sand underneath has begun to rub against me, slower now, as my momentum also brings me to a stop. I have been deposited in my new home, and sense that some of my siblings have also settled down around me. I am grateful for their presence in this new and unfamiliar place. My siblings and I sit forever, living patiently together in our new home. Together, we experience the seasons: the lengthening and shortening of the sun's rays on my exposed surface. The steady rhythm of the sun's seasons is comforting; the warmth of summer melting the snow settled atop me and reaching through to my very core, and then winter snowfall again, reminding me of my glacial days. Moisture collects on the divots of my surface, etched by waters before. I am accustomed to the feeling of rain and snow water running over me, and pooling together at my flat peak. There is a new feeling though. Someone reaching steadily up and around me, following the path of moisture. Excitement bubbles through me, like the stream nearby who giggles and babbles after each rainfall. I offer myself to my new friend, who blankets me in green. I offer them the waters and nutrients that I've collected after years and years of waiting. I give myself to them fully, allowing them to break down my hard surface, weathering my body into a liveable surface, inviting more to join them, and, in turn, me. Thank you for living with me. I tell them. Thank you for providing a life for me to live. They say back.
Moss:
Place your hands down onto the moss around you and allow your fingers to brush the moss' soft surface. Extend your fingers and gently sink them into the cushion of the moss. Think of yourself as the moss: soft, expanding, nurturing, and resilient.
The wind carries me away from my peers and settles me gently onto a large boulder. To my delight, the Boulder, my new home standing grand and proud, holds wetness for me to absorb. I multiply myself and anchor my rhizoids firmly into their rocky exterior. The Boulder tells me that they've been waiting for me. That I am welcome here. I tell them that I welcome the feeling of their sturdiness underneath me, and the feeling of finding a home. I set out to explore. The water-eroded patterns in the stone guide me in my expansion, and the etchings lead me with promises of a water-rich environment plateaued at the Boulder's head. Here, I breathe with the Boulder: swelling in vivid greens after rainfall, then sinking back to a dark crackling hue in periods of drought, only to vibrantly rise once more after a dewy morning. The Boulder and I
become intertwined in this way, and in other ways. I've begun my duty of weathering their stony surface by releasing acids to break down the Boulder into usable nutrients, making our rough home habitable for more. I realize that this is my way of paying forward what the Boulder has given to me: a home. Excitement rushes through me at this thought, like the wind who rustles the leaves on the surrounding trees. I wait, breaking down more nutrients and collecting more water, until one day I feel it: a plop of someone gently dropping down into my soft cushion. I embrace them, drawing them downward into my spongy cradle. I too know what it's like to leave my family, to drop from the sky, to enter the unfamiliar. I tell them. But I will protect you and nourish you, like the Boulder did for me. I feel a great sense of pride and purpose now, as I spend the days and nights nesting my seed. The seed cuddles deeper into me, and extends their small roots through me. They explore the same way I explored when I first arrived on the Boulder, feeling out patterns and grasping for stability. I feel them start to grow strong and tall, nourished with the nutrients I provide, nutrients which the Boulder provided to me. I watch her spread her branches and sprout leaves that lap up sunny days. I cover her exposed roots, grown strong now, that weave their way around the Boulder. We grow together now. I provided them with a place to grow, and now they offer their roots to me. Thank you for living with me. I tell them. Thank you for providing a life for me to live. They say back.
Tree:
Sit up tall and ground down through your seat. Imagine your spine straightening, growing upwards like a trunk, while your hips sink down into the ground beneath you. With each inhale your crown grows taller, and with each exhale ground downwards. Think of yourself as a tree, feel how your roots attach themselves to the ground, and at the same time your extremities become ever growing branches, an ever growing tree.
I remember dropping from the sky as a baby, carried far from my mother tree in the beak of a bird. I was afraid of the fall, but my fall was cushioned by the soft belly of the moss who embraced me and promised to care for me as one of their own. They protected me and fed me in an otherwise harsh environment until I could stand on my own. The moss guided me as my roots grew, leading me to find my own path around the boulder. They collected the cool rain water that would have slid off the boulder's surface for me and regulated the cold winters and long days of sunlight creating the perfect nursery for my youth. Under the moss' care not only did my roots grow stronger, but my crown grew taller reaching upwards towards the sun and the sky. As I grew tall I realized that there was an entire world beyond my mossy childhood. I saw for the first time other trees like me, carrying insects, feeding squirrels, and housing birds. I knew then that I too wanted to make a house for the insects, squirrels, and birds. Just like the moss did for me. As time went on I grew taller and taller, when suddenly in the springtime I sprouted buds at the tips of my new branches. They unfurled into beautiful green needles and I felt pride burst through me. My new needles glowed emerald all summer long attracting so many new friends, but I was still too small to give them a home. Then one cold day, I noticed my bird friends gathering on my mossy boulder. In a dramatic gust they all took off, singing of travels to warmer lands. I panicked at the thought of my friends leaving before I was able to grow big enough to provide them with a home. But the trees around me console me: Don't worry child. It's just temporary. The bird-folk will return with the sun. Throughout the long winter when I am unsure and cold, the moss provided me and my remaining friends a shelter. The moss reminded me that they were always there; I still felt their softness covering my roots. They told me that the needles I dropped were gifts that I could give them to help them survive through the winter. They told me that the winter was a time of rest, to conserve my energy for the spring to come. And spring came again, just as promised. My branches had multiplied and my needles sprouted even more beautiful and plentiful than ever before. I felt strong again, and my neighbors and friends felt my strength as well. My friends returned, just as promised. One of them, a young bird, began bringing me gifts: twigs and sticks, feathers and fur. They wove the neatest little nest cradled in my strongest branch. I burst with pride, and rushed through my roots to tell the moss what I'd achieved. I can finally give the gift of a home, just like the moss did for me and just like the boulder did for the moss. One late spring day I heard the chirping of their chicks and felt the joy of company, and of being a part of renewing life. Thank you for living with me. I tell them. Thank you for providing a life for me to live. They say back.
Bird:
Rock around on your seat, loosening your roots beneath you. Feel light and free in your body. Extend your fingertips and spread them into the air in front of you. Feel the wind blowing underneath your fingers, lifting you as it lifts the bird through the sky. Think of yourself like a bird, floating effortlessly through the air.
I sail through the sky, riding the heat pockets in the air upwards and diving downwards towards the forest beneath me. I'm looking for one tree in this forest, searching for the home of my ancestors. My mother's grandparents told her stories of a tree with beautiful emerald leaves that stood tall and strong atop a boulder. They told her tales of their falls being cushioned by soft mosses when they first jumped out of their nests while learning to fly. It was the tree that I was born in, but I spent my youth traveling the world over the winter months. Now that the spring has come I have returned, ready to settle down in the tree where my mother, her mother, and I were raised. The wind is strong, but I've learned not to fight it. I let myself be carried, turning my body slightly to let it guide me where I need to go. I scan beneath me, searching for the mossy boulder and emerald leaves. I begin to recognize where I am. There is the circle of trees where my siblings and I played in our youth. There, in the circle of trees, my ancestors told stories of finding a home here. It was in this circle of trees that we all gathered for our winter journey south. Now I have returned. I tilt my body forwards and dive downwards. I watch my home get closer and closer until I land, righting myself at just the right moment, on the branch of my fabled tree. The tree looks even stronger than I remembered. Its leaves are fuller and brighter, its trunk is taller, and its roots extend longer. I bring the tree gifts, just as my ancestors: twigs and sticks, feathers and fur. I am going to build a home here, just like my mother and her mother before me. I tell the tree. I remember. The tree tells me back. I will teach my children to spread your seeds far and to drop nutrients to your roots below. Thank you for living with me. I tell them. Thank you for providing a life for me to live. They say back.
As I sail through the sky again, carrying the seed of my home, I see a group of humans below me telling stories in the circle of trees, just like my ancestors have for generations. I am happy that our traditions have carried and extended to more. They, too, will learn of the gifts that we have given to each other. That we exist only because we give life to each other. We are all connected in this way. I tilt my wings upwards and fly away, carrying the seed, excited to drop it and begin a new cycle for more to enjoy. | <urn:uuid:94975529-3bb4-4b66-9c89-481db1053d36> | CC-MAIN-2024-38 | http://thewaterwithin.com/wp-content/uploads/2023/11/Storytelling.pdf | 2024-09-11T22:55:44+00:00 | crawl-data/CC-MAIN-2024-38/segments/1725700651405.61/warc/CC-MAIN-20240911215612-20240912005612-00536.warc.gz | 28,663,679 | 2,600 | eng_Latn | eng_Latn | 0.99912 | eng_Latn | 0.999094 | [
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Talking to Parents about Bedtime Routines Bedtime Routines: •Are longer versions of "repetition to soothe"•Help babies relax•Help babies feel safe and happy •Help babies learn when it is time to sleep•Help babies wake less at night•Help parents of older babies get more sleep
Starting a Bedtime Routine•Start when baby is showing signs of fatigue•Example: Bath –Book –Bed •Give bath or wash face and brush teeth•Read a book or sing or tell a story•Repeat calming words, rock, or walk with the baby --then lay baby in bed
Facts about routines: •Routines are not "schedules" –same steps but not based on the clock•Don't have to take long (about 20 min)•Can include steps that parents already use•Babies might take 1-2 weeks to get used to new routines or to get back to old routines | <urn:uuid:c4d81167-4734-410b-b4ed-81a341493c4d> | CC-MAIN-2024-38 | https://nevadawic.org/wp-content/uploads/2021/04/Handout-TalkingAboutRoutines-Staff-1.pdf | 2024-09-12T00:37:12+00:00 | crawl-data/CC-MAIN-2024-38/segments/1725700651405.61/warc/CC-MAIN-20240911215612-20240912005612-00532.warc.gz | 391,336,296 | 191 | eng_Latn | eng_Latn | 0.99751 | eng_Latn | 0.99751 | [
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SCHOOLS PACK
ABOUT WHOLE HOUR
Each year an estimated 20% of children and young people worldwide experience mental health difficulties.
With the #IAMWHOLE campaign, YMCA are on a mission to tackle the stigma and stereotypes surrounding mental health difficulties so no young person ever feels isolated, marginalised or discriminated
against because of their mental wellbeing.
This World Mental Health Day we want people around the world to show their support by taking a WHOLE HOUR out of their day to do something to support their mental wellbeing.
By taking a WHOLE HOUR, you'll be championing the importance of self care and taking time to look after your mental health.
JOIN THE MOVEMENT ON WORLD MENTAL HEALTH DAY
On the 10th October 2019, we want young people to take a WHOLE HOUR for themselves.
We recognise that everyone is different, and what works to improve one young person's mental health, doesn't necessarily work for the next. However, there are some simple and proven things we can all do to look after our mental health.
Whether it is doing something active and healthy, creative and fun, mindful and thoughtful, or restful and relaxing, there are a variety of things young people can do to make them feel good.
WHOLE HOUR is designed to be flexible, so there are lots of ways your school can join in across the day on the 10th October 2019. To help get you started, we have set out some ideas for things that your school could do during WHOLE HOUR on World Mental Health Day no matter what age of children or young people you work with:
Running mindfulness, yoga or meditation sessions
Putting on sports and fitness sessions
Organising arts and crafts sessions
Providing opportunities for volunteering
Offering talking sessions (e.g. tea 'n' talk, walk 'n' talk)
Running healthy cooking sessions
Putting on a disco or dance sessions
Organising music sessions or a concert
Join us!
World Mental Health Day
POWERED BY:
You could support your WHOLE HOUR activity by putting on mental health awareness sessions or assemblies for pupils, encouraging them to speak out, seek help in their time of need and ensuring they know where to go if they need information, support and advice.
But this list in not exhaustive, there are lots of different things your school can do with your WHOLE HOUR. Why not speak to your pupils and get them involved in planning what your school does with its WHOLE HOUR?
To help promote and show your support for WHOLE HOUR in your school as well as online, you can also download a range of posters, flyers, and digital graphics and digital banners from wholehour.com.
STAY IN TOUCH
Whatever you decide to do on World Mental Health Day, we want to hear from you.
Share your WHOLE HOUR plans and stories on social media using the hashtags #IAMWHOLE and #WHOLEHOUR. If you need inspiration visit wholehour.com.
The #IAMWHOLE campaign aims to tackle the stigma and stereotypes surrounding mental health and encourage young people to speak out, seek help and get support.
The #IAMWHOLE campaign seeks to tackle stigma in three key ways:
Talking - Starting and normalising conversations with young people about mental health
Educating - Educating and informing young people about mental health and how to access support
Sharing - Encouraging young people to share their experiences of mental health difficulties Launched on World Mental Health Day 2016, #IAMWHOLE is a youth-led campaign that has reached more than 120 million people, but we want to go further.
YMCA is the largest and longest running youth charity in the world, operating in 120 countries, and reaching 65 million people each year. YMCA works to bring social justice and peace to young people and their communities, regardless of religion, race, gender or culture.
If you want to find out how you can get involved in the #IAMWHOLE campaign beyond World Mental Health Day, you can find out more at whole.org.uk or by emailing email@example.com
Sign the pledge at ymca.org.uk/wholepledge
Join us!
World Mental Health Day
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Learn how to write about and compare two pie charts.
Before reading
Do the preparation task first. Then read the text and tips and do the exercises.
Preparation task
Match the definitions (a–f) with the vocabulary (1–6).
Vocabulary
Definition
Writing: B2
Comparing two charts
Reading text: Comparing two charts
Overall, the two pie charts show that smartphones and tablets are used for the same purposes but to very different extents.
The first pie chart shows how people spend their time on smartphones while the second pie chart illustrates how time is spent on tablets. For both types of device, the top use is for games, but the figures differ greatly. 57% of the time spent on a tablet is given to playing games, while only 35% of the time spent on a smartphone is used for this. In contrast, smartphone users spend 29% of their time on their gadget accessing social networking sites compared with just 15% of tablet time spent on the same activity.
The third most popular use of the tablet is for consuming entertainment, with users spending 13% of their tablet time watching videos and listening to music. Smartphone users, however, dedicate only 8% of their smartphone time to such entertainment, preferring instead to spend 20% of their time on their phone accessing utilities. These can include maps, weather information and calculators.
There is a clear difference in the way people are using their smartphones and tablets. In general, while tablets are being used more for gaming and other forms of entertainment, smartphones seem to be the preferred option for tasks as well as communication with the world around us.
Please note: This page was designed for writing practice only. Information in the charts may not be accurate.
Tips
1. Before writing about the detailed figures, give an overview of what the graphs or charts represent.
2. Say precisely what the data refers to. There is a difference between, for example, a user spending 57% of their time on games and a user spending 57% of their tablet time on games. (You can write % or per cent, but be consistent.)
3. You don't need to describe all the information in the diagrams. Select the most important things.
4. Don't repeat vocabulary. Use different words and phrases with the same or similar meanings, e.g. playing games = gaming.
5. Use similarly, in the same way or also to show similarities.
6. Use however, in contrast, but, while or instead to show differences
Tasks
Task 1
Are the sentences true or false?
Answer
Task 2
Put these words in the correct group.
Task 3
Complete the sentences with words from the box.
Instead
Similarly
contrast
However
while
as well
1. Both tablet usage and smartphone usage are growing. ………………………………, they are used in very different ways.
2. Fewer people watch television in the evenings now. ………………………………, for entertainment, they use their tablets.
3. Over a quarter of time spent on smartphones is on social networking sites. In ………………………………, only 15% of tablet time is used for social media.
4. Younger people like shopping on their tablets, but they often use their smartphones to buy things ……………………………… .
5. Tablet users spend the majority of their time on the device playing games. ………………………………, gaming is the top use for smartphones.
6. People use smartphones more for communication, ……………………………… tablets are preferred for entertainment.
Discussion
Do you own a smartphone and a tablet? What differences do you notice between the way you use them? Are there any similarities?
Answers
Preparation task
2. f
1. c
3. b
5. a
4. e
6. d
Task 1
2. False
1. False
3. False
5. True
4. False
6. False
Task 2
Task 3
2. Instead
1. However
3. contrast
5. Similarly
4. as well
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Shaping Fulshear
WORD MATCH
Match the key term to the definition.
CHURCHILL FULSHEAR JR.
John Huggins
Pittsville
plantation sharecropping
emancipated individuals
abolition
Fulshear
Churchill Downs
San Antonio & Aransas Pass
Pitts Family
enslaved people
A large estate or farm where crops are grown.
Individuals forced into labor without freedom.
The movement to end slavery.
Farming system where tenants use land in return for a share of crops.
Son of Churchill Fulshear who inherited land in what is now Ft. Bend County
Town north of Fulshear that declined due to refusal of right-of-way to the railroad
Horse trainer who helped Fulshear Jr. operate Churchill Downs.
Owners of a local store and post office and had a town named after them.
Horse racecourse owned and operated by Churchill Fulshear Jr.
A town that thrived due to Churchill Fulshear Jr. giving right-of-way to the railroad.
People who have been freed from slavery.
Railroad track extension to Houston led to Pittsville's decline and Fulshear's growth.
www.FulshearHistory.org | <urn:uuid:29d342e8-dc4c-42ff-8163-fd78818472d9> | CC-MAIN-2024-38 | https://www.fulshearhistoricalassociation.org/_files/ugd/24d637_cb99ea495c2442168009b2389e1a09fd.pdf | 2024-09-11T22:35:31+00:00 | crawl-data/CC-MAIN-2024-38/segments/1725700651405.61/warc/CC-MAIN-20240911215612-20240912005612-00536.warc.gz | 707,382,622 | 251 | eng_Latn | eng_Latn | 0.9975 | eng_Latn | 0.9975 | [
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Study of Religion
Advice for Year 11 and 12 students learning from home
The Queensland Curriculum and Assessment Authority (QCAA) understands that the COVID-19 pandemic has changed the way many senior students are accessing their learning.
We've prepared some suggestions to help you with your studies.
Resources to support preparation for assessment
Assessment type
Suggestions to support learning from home
Examination (extended response) (IA1)
Investigation (inquiry response) (IA2) Investigation (inquiry response) (IA3)
Investigation (inquiry response) (IA3)
External assessment
* Review the Internal assessment 1 (IA1) section of the subject report that can be found on the Teaching tab on the Study of Religion subject page. Focus on the points about effective practices.
* Read and unpack the annotated IA1 responses on Assessment tab of the Study of Religion subject page.
* In consultation with your teacher, devise a hypothesis to determine the focus of your investigation.
* Analyse perspectives within the specified religion that influence an adherent's response to the ethical issue.
* Evaluate and draw conclusions about the influence of specific and relevant religious ethics on an adherent's response to the ethical issue.
* Review the Internal assessment 2 (IA2) section of the subject report that can be found on the Teaching tab on the Study of Religion subject page. Focus on the effective practices samples.
* Read and unpack the annotated IA2 responses on the Assessment tab of the Study of Religion subject page.
Suggested resources to support understanding of the subject matter:
* BBC Ethics Guide www.bbc.co.uk/ethics/guide
* Queensland State Library www.slq.qld.gov.au
* ABC, Religion and ethics https://www.abc.net.au/religion.
* In consultation with your teacher, devise a hypothesis to determine the focus of your investigation.
* Analyse perspectives that influenced religion's interaction with the nation–state within the context selected.
* Evaluate and draw conclusions about the interaction between religion and the nation–state, and its influence on shaping society's response within the context selected.
* Read and unpack the annotated IA3 responses on the Study of Religion subject page.
Suggested resources to support understanding of the subject matter:
* IDEA Guide to Religion–State relationships
https://www.idea.int/sites/default/files/publications/religion-state-relationsprimer.pdf
* Queensland State Library www.slq.qld.gov.au
* ABC, Religion and ethics https://www.abc.net.au/religion.
* Review past papers and the sample external assessment that can be found on the Assessment tab on the Study of Religion subject page.
210750
© State of Queensland (QCAA) 2021
Licence: https://creativecommons.org/licenses/by/4.0 | Copyright notice: www.qcaa.qld.edu.au/copyright — lists the full terms and conditions, which specify certain exceptions to the licence. |
Attribution: '© State of Queensland (QCAA) 2021' — please include the link to our copyright notice.
Advice for Year 11 and 12 students learning from home
Page
2
of 2
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Elements Primary School Early Years Foundation Stage Policy
Within this document, the term Early Years Foundation Stage is used to describe children who are in our Reception class.
Aim
At Elements we aim to provide the highest quality care and education for all our children thereby giving them a strong foundation for their future learning. We create a safe and happy environment with motivating and enjoyable learning experiences that enable children to become confident and independent. We value the individual child and work alongside parents and others to meet their needs and help every child to reach their full potential.
As outlined in the EYFS 'Every child deserves the best possible start in life and the support that enables them to fulfil their potential. Children develop quickly in the early years and a child's experiences between birth and age five have a major impact on their future life chances.'
We adhere to the Statutory Framework of the EYFS and the four guiding principles that shape practice within Early Years settings.
* Every child is a unique child, who is constantly learning and can be resilient, capable, confident and self-assured.
* Children learn to be strong and independent through positive relationships.
* Children learn and develop well in enabling environments, in which their experiences respond to their individual needs and there is a strong partnership between practitioners and parents and/or carers.
* Children develop and learn in different ways and at different rates.
Principles into practice
As part of our practice we:
* Provide a balanced curriculum, based on the EYFS, across the seven areas of learning, using play as the vehicle for learning.
* Promote equality of opportunity and anti-discriminatory practice. We provide early intervention for those children who require additional support.
* Work in partnership with parents and within the wider context.
* Plan challenging learning experiences, based on the individual child, informed by observation and assessment.
* Provide opportunities for children to engage in activities that are adult-initiated and child-initiated, supported by the adult.
* Have a key person approach to develop close relationships with individual children.
* Provide a secure and safe learning environment indoors and out.
Foundation Stage Curriculum
We plan an exciting and challenging curriculum based on our observation of children's needs, interests, and stages of development across the seven areas of learning to enable the children to achieve and exceed the early learning goals.
All the seven areas of learning and development are important and inter-connected.
Three areas are particularly crucial for igniting children's curiosity and enthusiasm for learning, and for building their capacity to learn, form relationships and thrive.
These three areas are the prime areas:
Personal, social and emotional development
Physical development
Communication and language
Children are also supported through the four specific areas, through which the three prime areas are strengthened and applied.
The specific areas are:
Literacy
Mathematics
Understanding the World
Expressive Arts and Design
Children are provided with a range of rich, meaningful first-hand experiences in which they explore, think creatively and are active. We aim to develop and foster positive attitudes towards learning, confidence, communication and physical development.
Children have whole group and small group times which increase as they progress through the EYFS with times for a daily phonics session using 'Read Write Inc', teaching aspects of Mathematics and Literacy, including shared reading and writing.
The curriculum is delivered using a play-based approach as outlined by the EYFS.
'Each area of learning and development must be implemented through planned, purposeful play and through a mix of adult-led and child-initiated activities'
We plan a balance between children having time and space to engage in their own child-initiated activities and those that are planned by the adults. During play the Reception staff interact with the children to stretch and challenge them further.
In planning and guiding children's activities, we reflect as practitioners on the different ways that children learn and reflect these in our practice.
We create a stimulating environment to encourage children to free-flow between inside and out.
Observation and Assessment
As part of our daily practice we observe and assess children's development and learning to inform our future plans. We record our observations in a variety of ways. Everyone is encouraged to contribute and discussions take place. Significant observations of children's achievements are collated in their own personal learning journey, which are shared with parents online. In the Autumn and Spring term, parents are invited to attend a parents evening and reports are written at the end of the academic year.
Within the final term of Reception, we provide the parent's with a report based on their child's development against each of the Early Learning Goals and the characteristics of their learning.
Safety
Children's safety and welfare is paramount. We create a safe and secure environment and provide a curriculum which teaches children how to be safe, make choices and assess risks. We have stringent policies, procedures and documents in place to ensure children's safety.
We promote the good health of the children in our care in numerous ways, including the provision of nutritious food, following set procedures when children become ill/accident.
End of the day routines
At the end of the school day the Reception children will stay in the Reception classroom until their parent/carer comes collect them. Each child will be released 1 at a time to allow the staff to make sure they have left safely and with the right person. Children will only be sent with an adult who is known to staff and on the pick up list. Should there be any change in who is collecting the child the parent must inform the school office before the end of the school day.
During pick up time there will be one teacher at the classroom door, one teacher at the entrance gate to the Reception area and the office manager on the school gate to ensure no child leave the school grounds without their adult.
Inclusion
We value all our children as individuals at Elements, irrespective of their ethnicity, culture, religion, home language, background, ability or gender. We plan a curriculum that meets the needs of each individual child and supports them at their own pace so that most of our children achieve and some even exceed the Early Learning Goals. We strongly believe that early identification of children with additional needs is crucial in enabling us to give the child the support that they need and in doing so, work closely with parents and outside agencies.
Parents as Partners and the Wider context
We strive to create and maintain partnership with parents and carers as we recognise that together, we can have a significant impact on a child's learning. We welcome and actively encourage parents to participate confidently in their child's education and care in numerous ways.
Working with other services and organisations is integral to our practice in order to meet the needs of our children. At times we may need to share information with other professionals to provide the best support possible.
We draw on our links with the community to enrich children's experiences by taking them on outings/inviting members of the community into our setting.
Transitions
Transitions are carefully planned for and time given to ensure continuity of learning. At any transition, we acknowledge the child's needs and establish effective partnerships with those involved with the child and other settings, including nurseries and childminders. Children attend an open day in Reception to develop familiarity with the setting and practitioners.
In the final term in Reception, the Year 1 teacher will meet with the Early Years staff and discuss each child's development against the Early Learning Goals in order to support a smooth transition to Year 1. This discussion helps the Year 1 teacher to plan an effective, responsive and appropriate curriculum that will meet the needs of all children. The Reception children will also move up into Year 1 for the last 3 weeks to enable them to build positive relationships with their new teacher.
Review of Policy
Policy last reviewed: January 2020
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Q&A: Plastic waste is a global problem, but carbon recycling can help
Closing the carbon cycle to remove CO2 greenhouse gas (GHG) emissions. Credit: Nature Reviews Chemistry (2024). DOI: 10.1038/s41570-024-00587-1
Heavy industries such as aviation and chemical manufacturing contribute to about 20% of overall U.S. greenhouse gas emissions and will continue
to depend on fossil fuels.
While scientists are continuously exploring ways to reduce fossil fuel use in these sectors, Oana Luca, assistant professor in the Department of Chemistry at the University of Colorado Boulder, explores technologies like recycling and carbon capture to prevent carbon from ending up in the environment.
Luca and her collaborators recently published a report on reducing carbon emissions through carbon recycling in these hard-to-electrify industries. The roadmap appeared on May 1 in the journal Nature Reviews Chemistry.
"We produce a lot of new materials to support our modern life, but most of them just end up in landfills. We need to reinvent ways we recover and reuse these materials so each carbon atom could be used multiple times," Luca said.
Luca, who is also a fellow of the Renewable & Sustainable Energy Institute, gives her take on decarbonization, her research in plastic recycling and the importance of closing the carbon cycle.
Why are some of these sectors difficult to decarbonize?
Switching from fossil fuels is difficult in general because of ingrained practices. It takes a lot of time and effort to develop technologies that can utilize alternative fuels, like solar or wind, as efficiently as the current methods. For example, electric vehicles use an electric motor instead of the conventional engine in gas vehicles. So the barrier to adoption is pretty high.
How is recycling related to electrification?
In general, electrification is the process of switching from fossil fuels to alternative energy sources. Recycling can convert plastic waste to fuels, which can be used to power other things and prevent carbon from getting into the atmosphere.
Despite widespread plastic recycling schemes being implemented across the country, quite a lot of the plastic waste will still end up in landfills. This is largely because we don't have the technology in place to recycle plastics efficiently. We produce these materials, which have great properties, on scale, but the pace of recycling isn't keeping up.
The report serves as a road map to 'close the carbon cycle.' What does a carbon cycle look like?
Imagine a typical T-shirt, like one you, I and most people probably own. It's likely made of nylon, which is a type of polymer. The shirt has undergone a long production process where small molecular chemicals are combined to form larger ones, which are then assembled into fibers. The fibers are woven into fabrics and eventually turned into a T-shirt.
When we get tired of the shirt, or it's worn out, we either throw it into the trash or donate it. But at the end of the day, the shirt will end up in a landfill.
What if there's an option to take the shirt to a facility to recover the carbon-based materials it is made of and use them to make a new shirt? This is what a circular model looks like. In this model, the carbon in the shirt doesn't just end up in the environment but instead gets recycled.
How do we currently recycle?
The most common method for recycling organic materials, including plastics, is called mechanical recycling. To recycle a plastic water bottle, the bottle is heated up, melted down and then pushed through molds to make pipes or sheets. These products are lower in quality and no longer recyclable. So, even in the best-case scenario when your bottle actually gets recycled, the plastic can only be reused once. It's more like downcycling than recycling.
Another method of recycling is to burn the plastics and use the energy from combustion as power. But during that process, you are producing large amounts of carbon dioxide and other greenhouse gases.
How can we innovate the process?
Here in my lab, we use electricity to break apart the plastics into their molecular building blocks without changing their properties or releasing carbon dioxide. This allows us to start thinking about how to reconstruct the water bottles or T-shirts with these molecular raw materials.
What do you hope to achieve through this report?
We need to reinvent the way we consume, conserve and reuse the materials around us. We need to be responsible for where the materials end up.
We also hope to encourage scientists, engineers, economists and social scientists to work together, and find new ideas for closing the carbon cycle. It will take a village to allow some of these technologies we talked about to develop and become integrated into a circular economy.
I'm really excited to share that we just received a grant from CU to work on a project called Polymers for a Sustainable Earth (POSE). Led by
Powered by TCPDF (www.tcpdf.org)
Wei Zhang, chair of the Department of Chemistry at CU Boulder, I am hoping to tackle the plastic problem together with faculty from six CU Boulder departments and the National Renewable Energy Laboratory
My group will focus on making recycling more efficient, while other groups will work on redesigning plastics with recycling and reuse in mind.
More information: Wendy J. Shaw et al, A US perspective on closing the carbon cycle to defossilize difficult-to-electrify segments of our economy, Nature Reviews Chemistry (2024). DOI: 10.1038/s41570-024-00587-1
Provided by University of Colorado at Boulder
Citation: Q&A: Plastic waste is a global problem, but carbon recycling can help (2024, May 28) retrieved 11 September 2024 from https://phys.org/news/2024-05-qa-plastic-global-problem-carbon.html
This document is subject to copyright. Apart from any fair dealing for the purpose of private study or research, no part may be reproduced without the written permission. The content is provided for information purposes only. | <urn:uuid:f6e41940-7889-4cbc-9409-6b096398a857> | CC-MAIN-2024-38 | https://phys.org/news/2024-05-qa-plastic-global-problem-carbon.pdf | 2024-09-11T23:37:26+00:00 | crawl-data/CC-MAIN-2024-38/segments/1725700651405.61/warc/CC-MAIN-20240911215612-20240912005612-00539.warc.gz | 423,898,180 | 1,208 | eng_Latn | eng_Latn | 0.993013 | eng_Latn | 0.998892 | [
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Years 7–10 Music
Australian Curriculum Version 9.0: Sequence of content descriptions
The following table provides a sequence of content descriptions aligned to the strands for Years 7–10 Music. Content descriptions identify the learning area's essential knowledge, understanding and skills. This resource can be used as a resource to support curriculum planning. A similar resource is available for Prep–Year 6 Music and Prep–Year 6 The Arts.
Strand: Exploring and responding
Strand: Creating and making
220897
More information
If you would like more information, please visit the QCAA website www.qcaa.qld.edu.au. Alternatively, email the K–10 Curriculum and Assessment branch at email@example.com.
© State of Queensland (QCAA) 2022
Licence: https://creativecommons.org/licenses/by/4.0 | Copyright notice: www.qcaa.qld.edu.au/copyright — lists the full terms and conditions, which specify certain exceptions to the licence. | Attribution (include the link): © State of Queensland (QCAA) 2022 www.qcaa.qld.edu.au/copyright.
Unless otherwise indicated, material from Australian Curriculum is © ACARA 2010–present, licensed under CC BY 4.0. For the latest information and additional terms of use, please check the Australian Curriculum website and its copyright notice.
Page of 2
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Module: Literary Texts
Level : 2
nd year
Teacher: Dr. Nassima Amirouche
Lecture 4:
1. ELIZABETHAN POETRY
One of the literary historians called Elizabethan age as a nest of singing birds about the composition of poetry in this period. There were many poets who contributed to develop
this form of literature and it reached the peak of its development. The poets not only adopted and innovated the forms of poetry and wrote on the varied themes. The poetry of Elizabethan
era mirrors the spirit of Age. It reflects the spirit of conquest and self-glorification, humanism and vigorous imagination, emotional depth and passionate intensity.
The poetry of his period is remarkable for the spirit of independence. The poets refused to follow set rules of poetic composition. Consequently, new poetic devices and new
linguistic modes developed. All varieties of poetic forms like lyric, elegy, ode, sonnet etc.
were successfully attempted. Thematically, the following main divisions of poetry existed during this period:
1.1
Love Poetry
The love poetry is characterized by romance, imagination and youthful vigour,
Sidney's
Astrophel and
Stella
, Spenser's
Amoretti
, Daniel's
Delia
, Marlowe's
Hero and
Leander
, Shakespeare's
Venus and Adonis period.
1.2 Patriotic Poetry
The ardent note of patriotism is the distinctive characteristic of Elizabethan poetry.
Warner's
Abbicen
's
England
, Daniel's
Civil Wars of York and Lancaster
, Drayton's
The
Barons War and
The Ballad of Agincourt are some memorable patriotic poems.
1.3
Philosophical Poetry
Elizabethan age was a period both of action and reflection. Action found its superb expression in contemporary drama. People thought inwardly. The tragedies of Shakespeare
represent this aspect of national life. Brooke's poems, On Human Learning, On Wars, On
Monarchy, and On Religion have philosophical leanings.
1.4
Satirical Poetry
It came into existence after the decline of the spirit of adventure and exploration, of youthful gaiety and imaginative vigour towards the end of Elizabeth's reign. Donne's Satires
and Drummond's Sonnets are some fine examples of this type of poetry. In the reign of
1
and his sonnets are noticeable love poems of this
Module: Literary Texts
Level : 2
nd year
Teacher: Dr. Nassima Amirouche
James I life's gaiety was lost. A harsh cynical realism succeeded. Poetry had grown self- conscious. Poetry had crept under the shadow of the approaching civil conflicts.
The poetry of this age is original. The early classical and Italian influences were completely absorbed and the poetry of this period depicts the typical British character and
temperament.
1.2 Poets of the Age
Wyatt and Surrey traveled widely in Italy. They brought to England the Italian and classic influence. They modeled their poetry on Italian pattern. They are the first harbingers of the
Renaissance in English poetry. They are the first modern poets. The book that contains their poems is Songs and Sonnets, known as the
Tottel's Miscellany
. The brief introduction of the major poets of the age is necessary to be discussed along with their remarkable works.
I. Sir Thomas Wyatt.
Wyatt brought to English poetry grace, harmony and nobility. He followed the Italian models and attempted a great variety of metrical experiment – songs, sonnets, madrigals and
elegies. He was the first poet, who introduced sonnet, which was a favorite poetical form in
England with Shakespeare, Milton, Spenser, Wordsworth, Keats, Shelley, Arnold and many others. He first of all introduced personal or autobiographical note in English poetry. Wyatt's
true ability as a poet is revealed not by the sonnets but by a number of lyrics and songs that he composed.
The heart and service to you proffer'd
With right good will full honestly,
Refuse it not, since it is offer'd,
But take it to you gentlely.
And though it be a small present,
Yet good, consider graciously
The thought, the mind, and the intent
Of him that loves you faithfully.
2
Module: Literary Texts
Level : 2
nd year
Teacher: Dr. Nassima Amirouche
II. Earl of Surrey
Surrey is a disciple of Wyatt rather than an independent poetical force. His sonnets are more effective than those of Wyatt. The former followed the Petrarchan pattern of sonnet,
whereas the latter modified it and made it typical English. The Petrarchan form is perhaps more impressive, the modified English form the more expressive.
O happy dames, that may embrace
The fruit of your delight,
Help to bewail the woeful case
And eke the heavy plight
Of me, that wonted to rejoice
The fortune of my pleasant choice;
Good ladies, help to fill my mourning voice.
III Sir Philip Sidney
Sidney was the most celebrated literary figure before Spenser and Shakespeare. As a man of letters he is remembered for
Arcadia
(a romance),
Apology For Poetry
(a collection of critical and literary principles) and Astrophel and Stella (a collection of sonnets). These 108
love sonnets are the first direct expressions of personal feelings and experience in English poetry. He analyses the sequence of his feelings with a vividness and minuteness. His sonnets
owe much to Petrarch and Ronsard in tone and style.
V. Edmund Spenser
Edmund Spenser is rightly called the poet's poet because all great poets of England have been indebted to him. C. Rickett remarks, ―Spenser is at once the child of the
Renaissance and the Reformation. On one side we may regard him with Milton as ―the sage and serious Spenser‖, on the other he is the humanist, alive to the finger tips with the sensuous
beauty of the Southern romance. Spenser's main poetical works are:
-
The Shepherd's Calendar (1579), two eclogues, March and December, are prescribed in your syllabus for detailed study.
Amoretti (1595), a collection of eighty eight Petrarchan sonnets
3
-
Module: Literary Texts
Level : 2nd year
Teacher: Dr. Nassima Amirouche
- Epithalamion (1559), a magnificent ode written on the occasion of his marriage with Elizabeth Boyle
- Prothalamion (1596), an ode on marriage
- Astrophel (1596), an elegy on the death of Sir Philip Sidney
- Four Hymns (1576) written to glorify love and honour
- His epic, The Faerie Queen (1589 – 90).
Amoretti I: Happy ye leaves when as those lilly hands
Happy ye leaves when as those lilly hands,
Which hold my life in their dead doing might Shall handle you and hold in loves soft bands, Lyke captives trembling at the victors sight. And happy lines, on which with starry light, Those lamping eyes will deigne sometimes to look And reade the sorrowes of my dying spright, Written with teares in harts close bleeding book. And happy rymes bath'd in the sacred brooke, Of Helicon whence she derived is, When ye behold that Angels blessed looke, My soules long lacked foode, my heavens blis. Leaves, lines, and rymes, seeke her to please alone, Whom if ye please, I care for other none. | <urn:uuid:a2857351-ac1b-4d17-91fa-2ac744ced3ca> | CC-MAIN-2024-38 | https://elearning.univ-msila.dz/moodle/pluginfile.php/706378/mod_resource/content/1/Lecture%204.pdf | 2024-09-11T22:05:53+00:00 | crawl-data/CC-MAIN-2024-38/segments/1725700651405.61/warc/CC-MAIN-20240911215612-20240912005612-00545.warc.gz | 197,919,991 | 1,616 | eng_Latn | eng_Latn | 0.996373 | eng_Latn | 0.997028 | [
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Selecting a Drinking Water Container for Household Use
Use this checklist to select the best water container option for your situation.
NOTE: Most containers will not be perfect, but the more boxes ticked, the better!
What will the water container be used for?
Evaluate your drinking water container using the characteristics in the sections that apply.
How will you reduce the risk of recontamination?
* Educate households to clean their container before every use or once a day
* Provide households with, or ensure supply chain of cleaning materials, including low-abrasive brush, sponge or cloth, soap and chlorine
* Educate households on how to properly clean their container (see procedures below)
* Educate households to replace old, scratched and damaged containers
* Educate households to store only treated water in containers
* To learn how to prepare a 0.5% chlorine solution, check the following job aid from CDC: https://www.cdc.gov/vhf/ebola/pdf/cleaning-handwashing-5percent-liquid-bleach.pdf
* ** Using pebbles or sand may lead to premature aging of the container.
This project is made possible by the generous support of the American people through the United States Agency for International Development (USAID). The contents are the responsibility of CAWST (Centre for Affordable Water and Sanitation Technology) and do not necessarily reflect the views of USAID or the United States Government. | <urn:uuid:9853d4a6-b8ab-430b-a580-a6878c0879ac> | CC-MAIN-2024-38 | https://cdn.sanity.io/files/r8bm187e/production/242e0baa4f3971dcb0b00db4448cf2537c157846.pdf?dl=WaterContainerChecklist_JA_2021-09-07_en.pdf | 2024-09-11T23:23:04+00:00 | crawl-data/CC-MAIN-2024-38/segments/1725700651405.61/warc/CC-MAIN-20240911215612-20240912005612-00547.warc.gz | 132,774,809 | 294 | eng_Latn | eng_Latn | 0.989134 | eng_Latn | 0.993597 | [
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What is Yizani Sifunde?
Yizani Sifunde (isiXhosa for "Come, let's read") is a collaborative 5-year project funded by Liberty Community Trust in the Eastern Cape. It's a 3-way partnership between Book Dash, Nal'ibali and Wordworks, with local Eastern Cape partners ITEC and Khululeka. Although the project started in 2020, 2021 was the first year of on-the-ground implementation.
Who is behind this project?
Nal'ibali is a national readingfor-enjoyment campaign to spark children's potential through storytelling and reading. In Yizani Sifunde Nal'ibali mobilises local young people to activate reading and storytelling in communities.
Book Dash is a project gathering creative professionals who volunteer to create new, open-source, and affordable African storybooks. The books provided by Book Dash are used across the Yizani Sifunde project.
Wordworks is a South African nonprofit organisation that focuses on early language and literacy development in the first eight years of children's lives. Its training programme, Little Stars, is used to equip ECD practitioners and parents to enhance the children's learning.
What is the project's vision?
Yizani Sifunde aims to infuse underserved communities in the Eastern Cape with high-quality Early Childhood Development (ECD) training, an abundance of books for the children and their families, and sustained literacy practices in the community and in the family.
ITEC and Khululeka are two non-governmental organisations based in the Eastern Cape, which train and support practitioners of Early Childhood Development centres.
The Liberty Community Trust's aim is to improve the learning outcomes of young people in South Africa. It initiated the Yizani Sifunde project and provides funding, active engagement and support.
What did we achieve in 2021?
During this year, the Yizani Sifunde project was rolled out in 40 ECD sites and their communities around East London, Elliot and Queenstown.
Key programme numbers
INPUT BOOKDASH OUTPUT
• 10 new books published
* 80 new books translated and available on bookdash.org
* More than 36 000 books distributed through ECD centres, to more than 1 100 children, to take home and own
* 128 500 books printed and delivered to sites for distribution over the next two years
* Over 35 000 books distributed to 1 350 children via 60 reading clubs
* At least 2 600 books distributed to other projects in the area
INPUT NAL'IBALI OUTPUT
* 18 training sessions held for community members
* 356 adults trained to run or supporting reading clubs
* 88 reading clubs registered and receiving reading club starter kits
* 11 585 reading supplements distributed
* 1 402 children enrolled at reading clubs
* 1 991 people reached via events and activations
INPUT WORDWORKS OUTPUT
* 80 hours of training and support given to trainers (by Wordworks)
* 13 trainers trained in Yizani Sifunde
* More than 60 hours of training given to teachers (by implementing partners)
* 700 parent packs made available to support informal learning at home
* 35 teachers attending training sessions
* 1 190 children that are taught using the Little Stars program
Some outcomes
Local trainers are better equipped to support the teaching of early literacy in ECD centres.
Young professionals have been given meaningful training and experience.
ECD centres and homes now have lots of beautiful, relevant South African picture books.
ECD teachers share stories in a more engaging and interactive way.
Children enjoy storytime more; this builds their confidence and strong language foundations.
Parents value owning books, and use them regularly at home.
Communities are excited about books and storytelling.
What did we learn this year?
2021 was experienced as a positive year of learnings for the collaborative project and by and large, the programme was implemented as intended.
Covid affected the ECD centers' enrolment and child attendance patterns, which required much flexibility in implementation.
Voices from the ground
I am satisfied and happy about the project – it is going very well. Children are getting home support and we practitioners feel empowered. We know what to do to drive learning."
(ECD practitioner, East London)
Parents have embraced the project, and now they are spreading it in the community. Due to rotational school attendance [due to Covid19], one of the parents is combining all the kids that roam around in the township in one place and reading to them or telling them stories. Kids love this very much."
By now, whenever I read stories to children, they can retell a story willingly. They have more confidence."
(Story sparker, East London)
The Little Stars training was very well received by ECD teachers, and has strengthened their relationships with caregivers. Once they saw that families were using the books and looking after them, teachers felt more comfortable to send books home.
Story Sparkers were deployed to the communities from June to December, to promote reading and story-telling and support reading clubs. In 2022, this process started in February to allow for deeper impact.
When working with children, it is exciting to get more resources. The books help us to support learning and teaching. I am happy that the materials are in the children's home language because language is a foundation of culture."
(ECD practitioner, Queenstown)
(ECD practitioner, East London)
You can see the children come up to ask for more books and supplements. They have finished the previous stories and want new ones."
(Story Sparker, Queenstown)
With lower child enrolment, we could not distribute all the books through centres. To achieve the project's vision, we also distributed books to families via activations at clinics and post offices.
Undincedile ngondifaka kuleprogram ndiyafunda kakhulu." ("You have done me a great favour by inviting me to join this programme, I am learning a lot".)
(parent at a Day Care centre in Queenstown)
What to expect for 2022?
The Yizani Sifunde project will be moving to new sites around Molteno, Burgersdorp, Sterkstroom, as well as Mdantsane and Berlin. However, the work that has been started in the first cohort of ECD sites, in East London, Queenstown and Elliot, should continue.
For questions or support please contact your trainer: Rene Botha (ITEC) 073 410 8434 firstname.lastname@example.org
Busisiwe Nyikila (Khululeka) 072 698 9172 email@example.com
For any questions about the Yizani Sifunde project please contact the Project Manager:
Reading club leaders
You are encouraged to reregister your reading clubs with Nal'ibali so you can continue to receive resources and support.
For questions please contact: firstname.lastname@example.org https://nalibali.org/readingclub/register-your-reading-club
ECD practitioners trained in Little Stars
You will have access to refresher courses and more parent packs so that you can sustain the Little Stars practices and continue to support caregivers.
Pume Keswa
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Volume 6, Issue 3
A PSI Communique for the Educational Community www.psi-solutions.org
Editor's Note:
PSI Matters!
PSI will be periodically publishing issues of Paradigm focusing on the three tenets that encompass its name: P= Partners, S= Success, I= Innovation.
We are proud of these three facets that truly describe our mission and the standards and goals to which we continually aspire. This issue will focus on the important relationships PSI has with its various Expert Partners such as Tim Rasinski, PhD and Scott Poland, EdD. They provide PSI and its partner schools with immediate access to the latest information in their fields through consultation, training and education. Also included will be school and/or staff success stories on innovative programs in which they are involved.
We hope you join us in honoring these efforts as we all work toward the goal we have in common: to provide the very best for our students as we assist them in learning, thriving and growing.
IN THIS ISSUE: PSI Matters! ...........
June 2017
P = Partners S = Success I = Innovation
- Jessica Nave, Educational Specialist
Dr. Tim Rasinski Brings Reading Fluency to Life P= Partners
Reading Fluency, which is a critical but often neglected goal of reading programs, was brought to life by Dr. Timothy Rasinski during a recent PSI professional development session. Rasinski, best-selling author and professor at Kent State University, provided participants with a model of reading instruction, and he stressed the importance of foundational reading skills in children, expressing that the ultimate goal of reading, comprehension, cannot be achieved without these foundational skills.
Fluency instruction is one of these foundational skills. Fluency is the ability to read accurately, quickly, expressively while using good phrasing and achieving comprehension. Rasinski focused his session on these components of effective fluency instruction: Accuracy with Words, Modeling Fluent Reading, Assisted Reading, Practice, Phrasing, and Synergy.
Rasinski provided plenty of examples of activities that could be incorporated into the classroom immediately to assist with improving students' reading fluency. Rasinski suggests harvesting words.
"Whenever reading to your students, reciting a poem, singing a song, or playing a word game in your class, if you or your stu-
(continued on page 2)
KEEP SCHOOLS
SAFE...............................................................2
PSI AND THE OHIO
OPIATE CRISIS..............................................3
SPECIAL NEEDS
SUCCESS STORIES......................................4
ENSURING
SUCCESS.......................................................5
Bringing Reading Fluency to Life
Continued from Page 1
dents notice any interesting words, have them call out the words at the end of the read aloud. Write the words on a daily word wall and talk about the meaning of the words and begin to use the words in your own oral language over the next several days. Encourage your students to also use the words in their oral and written language," Rasinski said.
If a teacher is able to harvest five or six words per day, the students will be exposed to 900-1,180 new words over the course of the school year. Rasinski also stressed the importance of teaching Latin and Greek roots to students. Creating a root wall and brainstorming words with the root of focus can help increase word comprehension and fluency.
Assisted reading was also discussed as a component that can be used to teach reading fluency. "Assisted reading refers to the notion that what a person cannot read fluently on his or her own, he or she can develop fluency when reading orally with another reader who is more fluent," Rasinski said.
There are many forms of assisted reading, including choral reading, paired reading, audio-assisted reading, and captioned video text. Rasinski said you can create your own audio-assisted reading files using online programs like Audacity, and captioned video text practice can be achieved through the use of karaoke machines and captioned television shows.
Another component addressed was repeated reading. When students are ready to practice and incorporate phrasing into their reading, Raskinski suggests repeated reading. Raskinski said repeated reading works best and is most authentic when readers are given an opportunity to perform the texts they practice. This can also increase the confidence levels of the readers. Besides confidence, repeated reading can provide another benefit.
"When readers practice a passage, they improve on the passage on which they practiced. However, improvement is also apparent on passages readers have not yet read," Rasinski said. When repeating reading of authentic texts, teachers can use readers theater, poetry, song lyrics, speeches, chants, monologues, dialogues, and letters.
Participants in Rasinski's workshop left with ideas that can be incorporated immediately into their classrooms, plenty of resources, and a renewed energy for teaching fluency to students!
...........
Keep Schools Safe
Planning plays a key role in preventing School Violence
Scott Poland, Ed.D. National Expert on Suicide Prevention iolence in school is a widely misunderstood issue that breeds contention and fear in educators, parents, and the community. School violence is rare: FBI data shows that students are far safer in schools than they are even at home. However, when horrific tragedies occur, school officials, parents, and the community tend to do one of two things: Underreact or Overreact. V
Underreacting comes from the mindset of "this couldn't happen here" and suggests complacency. Overreacting leads to calls for excessive security measures, including a movement to arm teachers. I've been responding to school crisis and violence for 30 years and have personally responded to 15 school shootings. I've found that balanced plans that prepare students and staff for emergencies while avoiding traumatizing them are the ones that keep schools the most safe.
Preventing Tragedy
In the aftermath of school shootings, some administrators take every necessary measure to safeguard their students. However, what seems sensible is often overzealous from an objective viewpoint. The most pertinent example is the concept of active shooter drills. I've seen schools stage shootings with real firearms and fake blood. One even cast two students in the role of "shooter," an action that could trigger trauma in those students, especially those who have experienced violence at home.
What is the goal of a school violence policy? No one would say that the primary objective is to invoke fear. Unfortunately, that may be the primary takeaway for students in the face of overzealous strategies.
(continued on page 3)
For More
For more on Timothy Rasinski, including products, resources, and references, visit his website at: www.timrasinski.com.
Keep Schools Safe
Continued from Page 2
Many school shootings may have been prevented with a smart, practical plan in place that routinely discusses safety with staff and students and gets their commitment to it. Oftentimes, active shooter scenarios are missing that crucial foundation.
Furthermore, a poor or unbalanced school violence protocols actually can contribute to violence in schools by failing to focus on an effective safety program's most basic criteria—student and staff involvement. For example, the University of Colorado Center for the Study and Prevention of Violence and the University of Northern Colorado's Department of Criminal Justice recently released a report on the 2013 school shooting at Colorado's Arapahoe High School.
The report said an anemic threat assessment program, poor record keeping, and a "culture of silence" were among the gaps in school policy that allowed shooter Karl Pierson to enter the school, armed with the intent to kill. The shooting spurred Colorado lawmakers to pass legislation bearing the name of Pierson's victim, 17-year-old Claire Davis. It allows lawsuits against schools in the state when there are shootings or other violence. This is a wakeup call for schools across the country. Do we think that similar legislation won't be put into place in other states? Do we want to take the chance?
Violence Policy Goals
Schools need to pay attention, and the opportunity to thoughtfully and meticulously plot every step of a school violence and crisis prevention strategy is relevant now more than ever. To get started, we have to answer the central question posed earlier in this article: What is the goal of a school violence plan?
In active shooter scenarios, many schools fail to ask precisely what they expect students to learn or how students are expected to behave. Simulated gunfire, stage blood, and students cast as villains don't teach anyone anything useful. The No. 1 goal of any effective active shooter/crisis drill should be to instruct students to listen to the nearest adult and do what they say, and then to practice it. Simulating a "realistic" school shooting doesn't teach students that.
Additionally, what kinds of measurement and data collection inform this policy? For any administrator considering crisis drills, a pre-test and a post-test to find out if students feel safe in school is an essential step. Do your students feel safe in your school? Compare the data to that collected after the drill. Do they feel safer? If not, are crisis drills the right strategy? If they feel safe already, do you need to simulate one at all?
Students and their sense of safety and recourse when threatened must be at the heart of any school violence prevention policy. Administrators need to survey their students and find out what their concerns are regarding school violence. Further, schools need to be proactive in getting them involved by committing them to safety pledges and providing them with resources they can use to safely report threats.
PSI Provides Partner Schools with Opiate Crisis Information
There is a growing opiate crisis in our country, and Ohio leads the nation in overdose deaths.
How can we work to protect today's students? Nancy Pommerening, executive director of Drug Awareness and Prevention, Inc. recently led a webinar for PSI about the current drug crisis and prevention education. According to Pommerening, the United States, which makes up 5 percent of the world's population, uses over 60 percent of the world's illegal drugs and over 80 percent of the world's prescription opiates. Drug abuse, Pommerening said, costs the United States $180.9 billion annually through societal and medical costs. Problems with prescription drug abuse are relatively new.
Pommerening said that there are many causes of this new drug crisis, including overprescribing medication, pharmaceutical company profits, and self-medicating. Especially noticeable is the drastic increase in fentanyl-related deaths in Cuyahoga County beginning in 2013. Fentanyl is especially dangerous because it is used to "cut" powdered heroin and is 50-100 times as strong as heroin. In Cuyahoga County in 2016, fentanyl caused 375 of 663 fatal overdoses.
So what can be done about this current crisis? Pommerening's mission is to lessen the demand for illicit drugs through education and prevention strategies. The Substance Abuse and Mental Health Services Administration offers six key strategies in prevention: information dissemination, prevention education, alternative to use, community-based process, problem identification and referral, and environmental strategies. Examples of individual and environmental risk factors include early aggressive behavior, poor social skills, lack of parental supervision, substance abuse, drug availability, and poverty.
(continued on page 4)
PSI Provides Partner Schools with Opiate Crisis Information
Continued from Page 3
Protective factors to help reduce the risk of addiction include self-control, positive relationships, parental monitoring and support, academic competence, anti-drug use policies, and strong neighborhood attachment. One such program working to decrease deaths caused by overdose is Project DAWN (Deaths Avoided with Naloxone), a community-based overdose education and naloxone distribution program. Project DAWN works to prevent the number of drug-related deaths due to opiate overdoses through the use of naloxone, which blocks or reverses the effects of opiate drugs.
Pommerening says that prevention to target early use is the biggest key to prevent addiction as age of first use is the most significant risk factor. She says that if possible, school-based prevention programs should be integrated into the school's academic program. These programs, she says, can be infused into the core curriculum. Besides the end-goal of reducing the number of addictions and overdoses in the future, Pommerening also says that science-based drug prevention programs lead to increases in science achievement test scores.
One such prevention program is Brain Power. The program aligns with science and technology standards in today's curriculum. The program can be incorporated into science and health classes so there is no daily schedule interruptions for teachers (it will take five to ten hours each year to complete the program). The cost-effective program also includes a parent newsletter, supplemental worksheets, games, DVDs, posters, trading cards, and extension activities. Presented using multimedia and interactive lessons, the program meets the needs of visual, auditory, and kinesthetic learners.
Brain Power uses age-appropriate lessons that target stages of development for students in Kindergarten through grade 12. For example, grade 1 students learn about scientists and how to keep their brains healthy, grade 3 may be learning about how the brain sends and receives messages and how drugs can affect the brain, while grade 5 learns about how the brain functions with the human body and how drugs can affect the brain, nervous system, and body.
For more information on the Brain Power program and how you can bring it to your school, visit: http://ow.ly/ylgK30c7aYx.
For access to the webinar, visit: http://ow.ly/ssL530c7b6M.
Special Needs Success Stories
Now at her second year at PSI, Ms. J Quinones, an LPN in Special Needs Nursing, works with her client at Luis Munoz Marin School in Cleveland. Currently, she spends three days a week with one student by way of curbside service. This means she meets the student at home, spends three days a week with the student and then returns to the student's home eight hours later via school transportation.
The student with this need is still part of the class despite having a much lower performance level. For example, a child who is seven or eight might only be able to do what a child of twelve months can. The teachers and the nurse work with the student on a one-on-one basis. The term 'special needs' can apply to any number of disabilities. " The reality is that such students won't learn as other children would," Ms. Quinones says. It is extremely challenging work!
During a typical school day the nurse will pay close attention to the student's behavior, check vital signs, use catheters, monitor tube feeds, attend to matters of personal hygiene, take care of basic needs, note any signs of wounds or abrasions, accompany the student to special intervention classes (art, gym, music, media, Spanish), assist in helping with academics, and engage in sensory integration activities.
An LPN has many types of work to choose from. For this nurse, working with children who have special needs, the choice has been easy. She is in it for the long run!
For more information contact Paula Harris, Special Needs Manager, at firstname.lastname@example.org.
Walsh Jesuit High School Students prove success along with their PSI Mandarin teacher, Hui-ying Lee. The National Chinese Honors Society Induction ceremony was recently held at Walsh for six new inductees. Congrats to all!
Ensuring Success
How to Get Your Special Needs Child a Quality Education
Jenny Wise PSI Educator and Parent
"Special needs" is a broad term that encompasses many different (and sometimes, coexisting) needs or conditions. Children might have a physical disability, a mental illness, ADHD, or simply difficulty learning. Whatever the case may be, there are special education systems in place to support special needs children in their continued success.
As a parent, of course you only want the best for your child. This includes his or her education. When seeking special education services and resources for your child, it is important to remember that not all schools are equipped to teach all types of special needs.
Here are some questions to ask for ensuring a quality education for your child, regardless of his or her condition, abilities and unique needs:
Is the class inclusive, instructing a combination of special needs, disabled and abled children or is it specifically a special education classroom?
Is the classroom well lit?
Does it seem to be safe and nurturing?
Does it promote diversity and inclusion?
What is the student-to-teacher ratio?
How many teachers are present in the classroom?
If there is a regular education teacher, is a special education teacher also available to co-teach?
Is this school equipped to handle the specific special education needs of your child?
When you meet your child's teacher for the first time, be sure to ask questions to determine his or her teaching style. Is he or she certified and trained to work with children who have special needs or disabilities? How many years experience does he or she have? Does he or she break learning objectives down into smaller, short-term pieces? If so, this is ideal for students of all learning types so students feel a sense of confidence and accomplishment as they work through learning objectives.
If you feel you have the resources available to homeschool your child, it is important to consider that homeschooling can be very tedious, difficult and sometimes even a struggle. In addition to teaching your child the required curriculum, you'll also need the patience to handle any meltdowns, lack of confidence, strong emotions or other frustrations your child might experience during the learning process. Depending on the severity of your child's condition, each day might be a struggle for him or her, and you will experience your child's emotions on a greater scale if you are homeschooling.
Regardless of whether or not you homeschool your child, you may also want to consider a service dog. Service dogs are individually trained to work with those in need, including children with special needs. Whether your child has autism, physical disability, or another type of special need, a service dog can be a wonderful way to support your child and transform his or her life. According to the charity Merlin's Kids, "the dogs save the kids and the kids save the dogs; it's a match made in Heaven!"
In the end, it is up to you to decide what type of education and which resources would best benefit your child. Remember, you are the best advocate for your child's needs. Your child is probably too young to advocate for himself or herself, and as a parent, you unfortunately can't always count on the school system to advocate for you. By doing your research and coming into the situation prepared, you'll be able to make the best possible decisions for your child's future.
Photo courtesy of Pixabay by Pezibear
PSI's Ashley Haas
Receives Kudos on Program Implementation
This Fall I created and implemented a Coping Skills Group at Towpath Trail High School. The program sought to complement Towpath's mission of educating and supporting alternative students. It was a nine-week long small group that taught students how to effectively manage stress. The group reached out to students who were rated by staff members as currently or at-risk of experiencing high levels of stress, but it was open weekly to any student who wished to participate. It was held during each school session (morning and afternoon) and had a total of 33 participants. Weekly lessons included: education on stress and coping skills, meditation, mindfulness, progressive muscle relaxation, mandalas, journaling, positive psychology, cognitive distortions, and anger management.
The Coping Skills Group received positive feedback from staff, as well as attendees. Interest has been raised in implementing the program in additional schools within Cambridge. Towpath has also requested that the group be taught on a continuing basis.
A second group, with focus on anger management, will be implemented this spring and will also run on a continuing basis. The length of the group is six-weeks and will feature evidence-based anger management techniques.
My name is Alexis Valley, and I am an Intervention Specialist at Towpath Trail High School. I have been working with Ashley Haas for the past year and a half and had the pleasure of co-teaching the Coping Skills Building Group that she implemented at our school this year.
Ashley approached me this past Fall with the idea of starting this group because she felt it would help educate our students and build their skills needed to cope with a variety of issues in their lives. When Ashley approached me about helping her teach it, I was truly honored and excited to be part of this new group at Towpath so we could help our students in a new way.
On a weekly basis, Ashley and I met to brainstorm ideas, complete lesson plans and discuss each week's goals. Each Wednesday, Ashley would invite students to participate in the Coping Skills Building Group and would never turn anyone away. During each session, we would have a specific topic, such as "meditation," and have several activities, discussions, and journals planned for that day. Students were actively engaged and always showed a genuine interest in coming to the session, and there were many weeks when students would approach us and tell us they could not wait for the next group session.
Personally, I felt this class was extremely beneficial to every single student who chose to come, and I truly feel it will continue to be a success. I had the opportunity to see each of these students in another light and learn about their struggles. One of my favorite aspects of the group was when students would share how they used specific coping skills in their life, skills they had learned from previous sessions.
Ashley did an amazing job planning, implementing, and teaching the Coping Skills Building Group, and I am so happy she chose to pilot this program. It is evident that Ashley's passion for educating students helps them learn these coping skills and builds their confidence in their academic and personal lives.
I am so excited to continue seeing the progress that is being made due to the group that Ashley created. In the nine short weeks and 33 students who participated in her first round of sessions, she has already made a huge difference at Towpath.
Thank you so much,
Alexis Valley Intervention Specialist 440-241-5225
In 2017, LifeAct will be commemorating 25 years of educating teens about depression awareness and suicide prevention. In 2015 alone, PSI and LifeAct instructors taught more than 25,000 middle and high school students in Northeast Ohio and 1,790 came forward to our instructors seeking additional help. We provide lifesaving programs at no cost to the schools. There is an urgent need for our program.
LIFEACT and PSI SAVE YOUNG LIVES
To register your school for AT NO COST TO YOUR SCHOOL, complete the registration form here: (https://www.surveymonkey.com/r/YBJG5P9 ).
VirtualPSI
Online Educational Supports Whenever, Wherever!
Mike Tornow, Director of Marketing/Development Chris Worthington, Coordinator of VirtualPSI Emily Logue, VirtualPSI Speech and Language Therapist
The enormous potential of the computer as an educational tool is just beginning to be realized. VirtualPSI is an important step in that direction. We spoke about this development with Mike Tornow and Emily Logue via PSI's online platform. Currently VirtualPSI is deployed at ten K-12 schools for students with Speech and Language needs, Occupational Therapy needs and for English Learners.
PSI began researching the efficacy of an online learning platform for special needs students over 5 years ago. This has resulted in several pilot attempts until landing on VirtualPSI in the Fall of 2016! "Students tend to focus better with online learning and our platform appears to match their learning style," says Mike Tornow. "Students who are struggling in the classroom are more focused." Tornow adds, "It is not for every child, but data shows that students progress similar to or even better than the traditional classroom model." E-learning is an individual supplement for kids in need of these services, not a replacement for classroom instruction.
With today's technology, which will only get better, VirtualPSI is easy to put into practice within a school system. Schools are equipped with headset for their students, both onsite and online support are available, and easy setup instructions; which are all part of the enrollment in the program. Students will be engaged through a live platform in 'real time' on a whiteboard or through online learning activities. Sessions can be recorded for student work samples and other team members can log in as needed. From virtual high-fives to online awards and praises, it's easy to witness the positive effect on kids in need of this new and emerging form of instruction. It's a matter of seeing is believing!
Through VirtualPSI, Emily Logue, a field Speech and Language Therapist, can reach students at different schools and in different grades without the interruptions during the school day. "There is so much good that can come for those kids that need it, I see a great future for virtual therapy," Emily states enthusiastically.
VirtualPSI's potential is limitless! Some benefits include it reaching rural communities, assisting schools when therapists or teachers are on medical leaves, and for students who not only need educational supports but who get anxious learning in a classroom setting – and what kid doesn't like being on a computer! Another plus is that no stigma is attached to online therapy, which is very private. PSI's e-learning platform is, in fact, individualized learning and it addresses the goals in the student's educational plan. By default it is a customized teacher to student curriculum, the student working at his or her own pace. Scheduling most often is a convenient and flexible matter, no waiting or downtime.
With kids seemingly always online, it is no wonder that a student who may be uncomfortable talking in person to a teacher face-to-face will likely become totally engaged through e-learning. And for the teacher it is an added channel for delivering and tailoring content, at the same time extending the reach of that content.
VirtualPSI is new and fast emerging. For more information, contact Mike Tornow or Christine Worthington or call PSI at 800.841.4774.
Chris Worthington
Emily Logue
PSI's Mobile App is Coming!
PSI staff can now stay connected like never before with up-to-date PSI news and notes so they can better serve their schools. They can log into email, link to the Educational Support Services or Health websites and access their forms to save time and be more efficient.
Once it is set up this coming summer, they can scan the barcode that is applicable to their phone and follow the prompts. It will be that easy and will provide the innovation that has come to be expected from PSI! For questions, contact: email@example.com. | <urn:uuid:f093f938-9260-4b77-9ca3-7ee2e8280381> | CC-MAIN-2024-38 | http://www.psi-solutions.org/wp-content/uploads/2017/06/ParadigmMay17_web.pdf | 2024-09-12T00:16:15+00:00 | crawl-data/CC-MAIN-2024-38/segments/1725700651405.61/warc/CC-MAIN-20240911215612-20240912005612-00546.warc.gz | 46,042,001 | 5,503 | eng_Latn | eng_Latn | 0.998302 | eng_Latn | 0.999111 | [
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L
REGENTS HIGH SCHOOL EXAMINATION
COMPREHENSIVE EXAMINATION IN LATIN
Teacher Dictation Copy
Tuesday, June 20, 2000 — 1:15 to 4:15 p.m., only
General Directions
Before the start of the examination period, distribute one examination booklet, face up, to each student. When each student has received a booklet, tell the students to open it and carefully remove the answer booklet, which is stapled in the center. Then tell the students to close the examination booklet and fill in the heading on the front of the answer booklet.
After each student has filled in the heading of the answer booklet, begin the examination by following the directions for Part II, as given below.
Directions for Part II
Instruct students to open their test booklets and read the directions for Part II. After students have read and understood the directions, say:
This part of the examination is a dictation. I will read aloud a short passage in Latin. In the space provided in your answer booklet, write the Latin exactly as I have dictated. Do not write a translation. Directions for punctuation will be given in English. I will indicate the end of a sentence by saying the word "period" and the beginning of each following sentence by saying "new sentence." There will be no penalty for improper use of macrons, punctuation, or capitalization.
First, I will read aloud the entire passage in Latin. Listen carefully to this first reading. Then I will read the passage in short phrases. I will pause after each phrase to allow you to write the phrase in your answer booklet. Finally, I will read the entire passage one more time to allow you to check your work. Are there any questions? (pause) I will now begin the dictation.
Administer Part II as follows:
First, read the entire passage in Latin. Then read the passage aloud in short phrases, pausing at each slash marked in the passage while the students write the Latin. After students have finished writing, read the entire passage again to allow students to check their work.
Ex hı ês autem,¶ quı ê sunt,¶ eligamus non eos,¶ quı ê verba¶ magna celeritate¶ praecipitant¶ et communes locos¶ volvunt¶ et in prı êvatoµ¶ circulantur,¶ sed eos,¶ quı ê vı êta docent,¶ quı ê cum dı êxerunt,¶ quid faciendum sit,¶ probant faciendo,¶ quı ê docent,¶ quid vı êtandum sit,¶ nec umquam in eo,¶ quod fugiendum dı êxerunt,¶ deprehenduntur.¶ Eum elige adiutorem,¶ quem magis admı êreris,¶ cum vı êderis¶ quam cum audieris.
[Note to teacher only: This passage is from Seneca, Epistulae Morales, LII, 9]
After the last reading of the passage, say:
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BRIGHT FUTURES HANDOUT PARENT
15 MONTH VISIT
Here are some suggestions from Bright Futures experts that may be of value to your family.
TALKING AND FEELING
- Try to give choices. Allow your child to choose between 2 good options, such as a banana or an apple, or 2 favorite books.
- Know that it is normal for your child to be anxious around new people. Be sure to comfort your child.
- Take time for yourself and your partner.
- Get support from other parents.
- Show your child how to use words.
* ◦ Use simple, clear phrases to talk to your child.
* ◦ Use simple words to talk about a book's pictures when reading.
* ◦ Use words to describe your child's feelings.
* ◦ Describe your child's gestures with words.
TANTRUMS AND DISCIPLINE
- Use distraction to stop tantrums when you can.
- Praise your child when she does what you ask her to do and for what she can accomplish.
- Set limits and use discipline to teach and protect your child, not to punish her.
- Limit the need to say "No!" by making your home and yard safe for play.
- Teach your child not to hit, bite, or hurt other people.
A GOOD NIGHT'S SLEEP
- Put your child to bed at the same time every night. Early is better.
- Make the hour before bedtime loving and calm.
- Have a simple bedtime routine that includes a book.
- Try to tuck in your child when he is drowsy but still awake.
- Don't give your child a bottle in bed.
- Don't put a TV, computer, tablet, or smartphone in your child's bedroom.
- Avoid giving your child enjoyable attention if he wakes during the night. Use words to reassure and give a blanket or toy to hold for comfort.
HEALTHY TEETH
- Take your child for a first dental visit if you have not done so.
- Brush your child's teeth twice each day with a small smear of fluoridated toothpaste, no more than a grain of rice.
- Be a role model.
- Wean your child from the bottle.
- Brush your own teeth. Avoid sharing cups and spoons with your child. Don't clean her pacifier in your mouth.
Helpful Resources: Poison Help Line: 800-222-1222
Information About Car Safety Seats: www.safercar.gov/parents
|
Toll-free Auto Safety Hotline: 888-327-4236
American Academy of Pediatrics | Bright Futures |
https://brightfutures.aap.org
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PAGE 1 of 2
15 MONTH VISIT—PARENT
SAFETY
- Make sure your child's car safety seat is rear facing until he reaches the highest weight or height allowed by the car safety seat's manufacturer. In most cases, this will be well past the second birthday.
- Never put your child in the front seat of a vehicle that has a passenger airbag. The back seat is the safest.
- Everyone should wear a seat belt in the car.
- Keep poisons, medicines, and lawn and cleaning supplies in locked cabinets, out of your child's sight and reach.
- Put the Poison Help number into all phones, including cell phones. Call if you are worried your child has swallowed something harmful. Don't make your child vomit.
- Place gates at the top and bottom of stairs. Install operable window guards on windows at the second story and higher. Keep furniture away from windows.
- Turn pan handles toward the back of the stove.
- Don't leave hot liquids on tables with tablecloths that your child might pull down.
- Have working smoke and carbon monoxide alarms on every floor. Test them every month and change the batteries every year. Make a family escape plan in case of fire in your home.
Consistent with
Bright Futures: Guidelines for Health Supervision of Infants, Children, and Adolescents,
4th Edition
For more information, go to https://brightfutures.aap.org.
The information contained in this handout should not be used as a substitute for the medical care and advice of your pediatrician. There may be variations in treatment that your pediatrician may recommend based on individual facts and circumstances. Original handout included as part of the Bright Futures Tool and Resource Kit, 2nd Edition.
Inclusion in this handout does not imply an endorsement by the American Academy of Pediatrics (AAP). The AAP is not responsible for the content of the resources mentioned in this handout. Web site addresses are as current as possible but may change at any time.
The American Academy of Pediatrics (AAP) does not review or endorse any modifications made to this handout and in no event shall the AAP be liable for any such changes.
© 2019 American Academy of Pediatrics. All rights reserved.
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WHAT TO EXPECT AT YOUR CHILD'S 18 MONTH VISIT
We will talk about
- Handling stranger anxiety, setting limits, and knowing when to start toilet training
- Supporting your child's speech and ability to communicate
- Talking, reading, and using tablets or smartphones with your child
- Eating healthy
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ENGLISH CONSTITUTIONAL LAWS
Magna Carta 1215 (Great Charter of Freedoms)
The Magna Carta is a royal charter of rights agreed to by King John of England at Runnymede, near Windsor on June 1215. It was the first document to put into writing the principle that the king and his government was not above the law. This Great Charter took us further than the Charter of Liberties of Henry I, 1100. There were clauses providing for a free church, reforming law and justice, and controlling the behavior of royal officials. Above all the Magna Carta guaranteed that government, royal or otherwise, would be limited by the written Law of the Land.
Magna Carta 1297
Confirmation of Charters was issued in Norman French by Edward I in 1297. In 1297, to meet his debts from foreign wars, King Edward I imposed new and harsher taxes, provoking another confrontation with the barons. This resulted not only in the reissue of Magna Carta and the Forest Charter to avoid civil war but for the first time its entry into the official Statute Rolls of England which remains today. Edward's government was not prepared to concede this, they agreed to the issuing of the Confirmation, confirming the previous charters and confirming the principle that taxation should be by consent.
Observance of due Process of Law 1368
In 1368, the Parliament of England passed the Observance of Due Process Law 1368. It is assented and accorded, for the good Governance of the Commons, that no Man be put to answer without Presentment before Justices, or Matter of Record, or by due Process and Writ original, according to the old Law of the Land: And if any Thing from henceforth be done to the contrary, it shall be void in the Law, and holden for Error.
The Petition of Right 1627
The Petition of Right, passed on 7 June 1628, is an English constitutional document setting out specific individual protections against the state and is reportedly of equal value to Magna Carta and the Bill of Rights 1688/9. Following a series of disputes with Parliament over granting taxes in 1627, Charles I imposed "forced loans" and imprisoned those who refused to pay, without trial. This was followed in 1628 by the use of martial law forcing private citizens to feed, clothe and accommodate soldiers and sailors, which implied the King could deprive any individual of property, or freedom, without justification. A Commons committee prepared four "Resolutions", declaring each of these illegal: 1. No taxation without the consent of Parliament. 2. No imprisonment without cause. 3. No quartering of soldiers on subjects. 4. No martial law in peacetime. The Petition remains in force in the united kingdom and parts of the common wealth.
Declaration of Rights 1688 (Contract)
The Declaration of Rights is a contract writtten on a scroll (held in the House of Lords) produced by the English Lords and Commoners, following the 1688 Glorious Revolution. It was the conclusion to a negotiation between Prince William and Princess Mary and Lords and Commoners. It sets out the wrongs committed by the exiled James II, the rights of English citizens, and the obligation of their monarch. The Declaration of Rights was written into the English Bill of Rights; it became law in December 1689 and is now part of the Constitution of the United Kingdom, similar to the Magna Carta it states forever (it cannot be changed by parliament or the monarchy). This declaration and its 27 heads of terms are equally as important as the Conversion to Statue (Bill). This is referenced in the Commentaries on the Laws of England, the common law of England by Sir William Blackstone. It is a common law contract converted to statute with equal weighting. English Belt and Braces.
Below are Common Law Constitutional Rights belonging to the English:
1. The Right of the Realm of England and its Subjects to defend themselves.
2. The Right to a Jury.
3. The Right to remain silent.
4. The Right to Govern ourselves via County, District & Parish Councils.
5. The Right of Property Freehold.
6. The Right to earn a living.
7. The Right to full freedom of navigation and trade.
8. The Right to bring up and protect our Children.
9. The Right of Habeas Corpus.
10. That the pretended Power of Suspending of Laws is illegal.
11. The Right to Assert English ancient Rights and liberties.
12. That the pretended Power of Dispensing with Laws is illegal.
13. The Right to Petition the Monarch. Commitments and Prosecutions for such Petitioning is illegal.
14. That Election of Members of Parliament ought to be free.
15. That levying Money such as Income Tax and VAT (a European Tax) is illegal.
16. Commissioners for Ecclesiastical Causes and all other Commissions & Courts of like nature e.g. (Sharia) and 'fake online common law courts', are llegal and pernicious.
17. That all Grants and Promises of Fines and Forfeitures of particular person before Conviction are illegal and void, nor excessive Fines imposed nor cruel and unusual Punishments inflicted.
18. And that for Redress of all Greivances, and for the amending, Strengthening and preserving of the Laws Parliaments ought to be held frequently.
19. That no Foreign Prince, Person, Prelate, State or Potentate hath or ought to have any Jurisdiction, Power, Superiority, Pre-eminence or Authority, Ecclesiastical or Spiritual within this Realm, so help me God.
Above are Common Law Constitutional Rights removed by the
British Establishment!
ENGLISH CONSTITUTIONAL LAWS
Bill of Rights 1688 (Statute)
The Bill of Rights 1689 is a landmark Act in the Constitutional Law of England. Formally an Act declaring the rights and liberties of the subject like freedom of speech, press and religion, and Settling the Succession of the Crown (1689), it is one of the basic instruments of the English Constititution; the result of the long 17th-century struggle between the Stuarts Kings and the English people and Parliament. The Bill of Rights remains in statute and continues to be cited in legal proceedings in the United Kingdom and other commonwealth realms. It has had a long-lasting impact on the role of government in England. It also influenced laws, documents and ideologies in the United States, Canada, Australia, Ireland, New Zealand and other countries. It came via the Declaration of Rights (contract) and a convention Parliament created it was enacted after the Crown & Parliament Recognition Act 1689. This important Act cannot be repealed or any of its provisions (rights).
Coronation Oath Act 1688
It was passed in 1689 (New Style; 1688 Old Style). The preamble noted that "by the Law and Ancient Usage of this Realm" the Kings and Queens thereof have taken a Solemn Oath at their Coronations to maintain the Statute Laws and Customs of the said Realme and all the People and Inhabitants thereof in their Spirituall and Civill Rights and Properties. But forasmuch as the Oath itselfe on such Occasion has been framed in doubtful Words and Expressions with relation to ancient Laws and Constitutions at this time unknown. It established a single Uniform Oath in all Times to come to be taken by the Kings and Queens of this Realme at their coronation.
Crown & Parliament Recognition Act 1689 (2 Will & Mary c 1)
Was an Act of the Parliament of England. It was designed to confirm the succession to the throne of King William III and Queen Mary II of England and to confirm the validity of the laws passed by the Convention Parliament which had been irregularly convened following the Glorious Revolution and the end of James II's reign. This Act is still wholly in force in England and Wales. (as of 2022).
Act of Settlement 1700
This English Act of Parliament was passed in 1701 to settle the succession to the English and Irish crowns on protestants only. Anyone who became a Roman Catholic, or who married one, became disqualified to inherit the throne. It placed limits on both the role of foreigners in the English government and the power of the monarch with respect to the Parliament of England. It remains today one of the main constitutional laws governing the succession not only to the throne of the United Kingdom but to those of the other commonwealth realms, whether by assumption or by patriation.
61/295 United Nations Declaration on the Rights of Indigenous People
The Declaration on the Rights of Indigenous Peoples is a legally binding (if ratified) resolution passed by the United Nations in 2007. It delineates and defines the individual and collective rights of indigenous peoples, including their ownership rights to cultural and ceremonial expression, identity, language, employment, health, education, and other issues. Their ownership also extends to the protection of their intellectual and cultural property. The Declaration "emphasizes the rights of Indigenous peoples to maintain and strengthen their own institutions, cultures and traditions (for England and the English), and to pursue their development in keeping with their own needs and aspirations." It "prohibits discrimination against indigenous peoples," and it "promotes their full and effective participation in all matters that concern them and their right to remain distinct and to pursue their own visions of economic and social development".
Union with Scotland Act 1706 / Union with England Act 1707
The Acts of Union 1706/1707 were acts of the English and Scottish Parliaments that created the British Parliament (a political union, the union of the crowns happened in 1603 which was not political). The Act(s) enshrined English common law and our constitutional laws (from a convention parliament) for England and Roman Law for Scotland, and both nations independent rights prior were protected for the future generations (see also Claim of Rights 1689, Scotland). The British Parliament has purposely encroached on these enshrined and inalienable rights ever since. i.e. British Nationalities Act 1981 eradicated English as a National identity which is unlawful under international law. | <urn:uuid:5c19aca6-463d-47c3-9c48-318b5235efd4> | CC-MAIN-2022-27 | https://englishconstitutionparty.com/wp-content/uploads/2022/06/front-generic-ECP-leaflet-09-06-2022-1.pdf | 2022-06-25T17:15:41+00:00 | crawl-data/CC-MAIN-2022-27/segments/1656103036077.8/warc/CC-MAIN-20220625160220-20220625190220-00604.warc.gz | 289,625,499 | 2,193 | eng_Latn | eng_Latn | 0.996248 | eng_Latn | 0.996248 | [
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UNDERSTANDING THE CAREER CLUSTERS MEET THE CAREER CLUSTERS: LESSON 1
Summary:
Students explore how Career Clusters relate to specific careers and learn examples of careers within each Career Cluster.
Lesson Objectives:
Time Needed:
45 minutes
Students will be able to:
* Define and describe Career Clusters
* Explain how Career Clusters relate to real world jobs
Resources Needed:
* Access to CFWV.com
* Copy of Career Clusters and a Carton of Ice Cream worksheet
* Copy of Meet the Career Clusters worksheet
* Image of a carton of ice cream (projected, screen share, or actual carton)
Computer Use:
Yes
Description:
In this lesson, students will learn to define and describe each Career Cluster. They will also develop an understanding of how Career Clusters relate to various industries. As an introduction, students will learn that careers from any Career Cluster can relate to topics that they are interested in. They discover this by brainstorming how every Career Cluster is involved in the production or use of a carton of ice cream while completing the Career Clusters and a Carton of Ice Cream worksheet as a group. During the main activity, students will complete the Meet the Career Clusters worksheet where they match a career to each Career Cluster
Preparation:
1. Before the lesson begins, display a carton of ice cream. You can use a picture, a real (empty) carton, or project an image onto your smartboard, etc.
3. Print the Career Clusters and a Carton of Ice Cream worksheet.
2. Print the Meet the Career Clusters worksheet
Warm up:
4. Tell the students that in today's lesson, you will be learning about the Career Clusters.
o Career Clusters are groups of careers that share similar skills and interests. Students interested in specific careers can find related options that might interest them by using the clusters. There are 16 Career Clusters that are subdivided into Career Pathways.
5. Read aloud the definition of Career Clusters:
6. To ensure the students understand the concept of Career Clusters, ask them to match several careers that you name with the correct Career Cluster.
8. Add more examples of your own if students need additional practice.
7. Write Nurse, Carpenter, Counselor and Engineer on the board. Say something like, "Which of these careers do you think is part of the Health Science Career Cluster?" Wait for a student to answer "Nurse". Then ask which career belongs in the Human Services Career Cluster (Counselor), the Architecture and Construction Career Cluster (Electrician), and the Science, Engineering, Technology, and Mathematics Career Cluster (Engineer).
9. Once the students are demonstrating a general understanding of the Career Clusters by matching career
MEET THE CAREER CLUSTERS
titles to the correct Career Cluster, move onto the activity below.
Activity Part I:
1. Distribute the Career Clusters and a Carton of Ice Cream worksheet.
3. Tell the class that they are going to brainstorm which Career Clusters have jobs that are involved with a container of ice cream. This involvement begins with the development of the recipe, to acquiring the ingredients, all the way to the day it is purchased from the grocery store and carried home to be eaten.
2. Give students a few minutes to read over the names of each Career Cluster. Alternately, you can briefly describe each Career Cluster to the class.
4. Lead the class in a brainstorming discussion during which they name a Career Cluster and explain how it relates to the carton of ice cream. Tell them that not all the answers are obvious and to think creatively. Students should write the answer down as you brainstorm as a class. Students do not need to name an exact career title. They can describe a general activity from each Career Cluster.
5. If the class does not eventually name all 16 Career Clusters, you can share that ALL Career Clusters are related to the carton of ice cream. Share the examples below or think of your own.
* Agriculture, Food and Natural Resources: Dairy Farmer raises and milks the cows
* Arts, A/V Technology and Communication: Graphic Artist designs the package
* Architecture and Construction: Architect designs the store or factory
* Business, Management and Administration: Store manager runs the grocery store
* Finance: Accountant manages the finances for the ice cream manufacturer
* Education and Training: Driving instructor trains the truck drivers who transport the ice cream
* Government & Public Administration: FDA Inspector inspects the factory
* Hospitality and Tourism: Restaurant Manager offers the ice cream in the restaurant
* Health Science: Nutritionist analyzes the nutrition content of the ice cream
* Human Services: Childcare worker cares for the children of the store staff
* Law, Public Safety, Corrections and Security: Security guard at the grocery store
* Information Technology: Computer programmer develops software for cash registers
* Manufacturing: Factory workers manage production
* Science, Technology, Engineering and Mathematics: Chemist ensures ice cream is shelf stable
* Marketing: Advertising Manager designs the sales campaign.
* Transportation, Distribution, and Logistics: Transportation workers supervisor ensures the ice cream is shipped
6. Once it has been established that all 16 Career Clusters can relate to a carton of ice cream, ask the students to think about something that they are interested in. It might be a sport, social media, a particular hobby, etc. Remind them that they can connect careers from any Career Cluster to their area of interest.
Activity Part II:
1. Distribute the Meet the Career Clusters worksheet.
3. Ask students to complete the Meet the Career Clusters worksheet independently or in pairs to match all the careers with the correct Career Cluster.
2. Ask students to log into CFWV.com and navigate to the Career Planning tab and then go to Explore Careers. Point out the Career Clusters on the Explore Careers page. Students may use the Career Clusters as they complete their worksheet, or they can make their best guess.
Wrap Up:
1. Review the answers with your students.
3. Answer any remaining questions.
2. Ask them if they discovered anything that surprised them? Do they have a favorite Career Cluster?
MEET THE CAREER CLUSTERS
THE CAREER CLUSTERS AND A CARTON OF ICE CREAM
How many of the career clusters are involved in producing a carton of ice cream – from the development of the recipe to the day it is purchased from the grocery store counter and carried home to be eaten? In the blank beside each of the 16 career clusters, briefly explain how each career cluster is involved in producing a carton of ice cream.
MEET THE CAREER CLUSTERS
Match each of the careers listed below to the correct Career Cluster.
Firefighter
Purchasing Manager Comic Illustrator
Coach
Advertising Manager Pharmacy Technician Chemical Engineer Computer Programmer
Social Worker
Accountant
Food Scientist
Court Clerk
Airline Pilot
Electrician
Aircraft Assembler Tour Guide
MEET THE CAREER CLUSTERS ANSWER KEY
Match each of the careers listed below to the correct Career Cluster. | <urn:uuid:587e14dc-20fb-4039-9581-2f57315995f1> | CC-MAIN-2022-27 | https://www.cfwvconnect.com/wp-content/uploads/2022/04/1-Lesson_PLAN_Meet-the-Career-Clusters.pdf | 2022-06-25T18:02:59+00:00 | crawl-data/CC-MAIN-2022-27/segments/1656103036077.8/warc/CC-MAIN-20220625160220-20220625190220-00603.warc.gz | 766,756,573 | 1,476 | eng_Latn | eng_Latn | 0.963002 | eng_Latn | 0.995334 | [
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of P. juliflora, talking of a single tree in terms of nesting substrate for birds is somewhat meaningless. Also, it has to be borne in mind that birds have enormous plasticity and adaptability when it comes to utilizing resources for living and opportunistically using nesting substrates. That is why heronry birds tend to build nests wherever they can find suitable substrates and protection, even in urban ponds. For the past 50 years, Painted Stork (Mycteria leucocephala) has been regularly nesting on clumps of P. juliflora in the ponds of Delhi Zoo 2 . In Upalapaddu, Andhra Pradesh, pelican and Painted Stork have started nesting on metal structures erected in ponds by the local forest department. Birds like Black ibis (Pseudibis papillosa) have been recorded building nests on electricity pylons 3 , about 10–11 m above the ground.
Invasive species like P. juliflora are certainly a nuisance and create ecological havoc due to a number of reasons 4 . Being an aggressive species, it is known to compete with local species and drive them to extinction and this is by far its most negative feature. However, as far as the note of Chandrasekaran et al. is concerned, by presuming first and foremost that an invasive species is bound to have negative impacts on nesting birds, and basing their conclusion on only one set of observations, is like putting the cart before the horse.
1. Chandrasekaran, S., Saraswathy, K., Saravanan, S., Kamaladhasan, N. and Arun Nagendran, N., Curr. Sci., 2014, 106, 676– 678.
2. Urfi, A. J., The Painted Stork Ecology and Conservation, Springer, New York, 2011.
3. Sangha, H. S., Indian Birds, 2013, 8/1, 10– 11.
4. Prosopis juliflora (Prosopis or Mesquite), Fact Sheet Bio NET EAFARINET; http://keys.lucidcentral.org/keys/v3/eafrinet/ weeds/key/weeds/Media/Html/Prosopis_ juliflora_(Prosopis_or_Mesquite).htm (accessed on 5 February 2015).
ACKNOWLEDGEMENTS. Financial help received from the University of Delhi through a research grant to A.J.U. is acknowledged. N.K.T. thanks UGC, New Delhi for the award of SRF.
A. J. URFI*
IWARY
N. K. T
Department of Environmental Studies,
University of Delhi,
New Delhi 110 007, India.
*e-mail: email@example.com
Response:
Even a small human movement inside the Sanctuary will lead to greater mortality of juveniles/eggs due to vigorous movement of the birds. Therefore, it is difficult to collect fine details such as species-wise fallen eggs and chicks from the study sites. Our statement regarding the possibility of sliding eggs and chicks from the nest of Prosopis juliflora and Acacia nilotica is based on the observations from the banks of the Sanctuary. A long-term study currently undertaken by us on the exotic plants–birds interaction will give more insight on the topic in the future.
S.
C
HANDRASEKARAN
Department of Plant Sciences, School of Biological Sciences, Madurai Kamaraj University, Madurai 625 021, India e-mail: firstname.lastname@example.org | <urn:uuid:cf04c5d1-8470-4bbf-8f8c-04208eb00cca> | CC-MAIN-2022-27 | https://currentscience.ac.in/Volumes/108/11/1974.pdf | 2022-06-25T17:14:07+00:00 | crawl-data/CC-MAIN-2022-27/segments/1656103036077.8/warc/CC-MAIN-20220625160220-20220625190220-00603.warc.gz | 247,654,282 | 749 | eng_Latn | eng_Latn | 0.979076 | eng_Latn | 0.979076 | [
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A Mississauga Legend: The AVRO Arrow
By Eric Gibson
Legend tells us that in the 14th Century William Tell used an arrow to shoot an apple off the head of his son – an act which led eventually to the freeing of the people of Switzerland from tyranny. In Canada we also have an arrow legend - one which tells of a political leadership which destroyed an arrow and along with it one of the nation's major industries and much of that industry's hopes and dreams. The legend is really a Mississauga legend for the arrow in this story manifested itself in Malton not so many years ago. Just enough years for the story to become a legend and to ensure that it will be passed on to future generations. This is not a legend in the sense of Camelot and King Arthur, but it is a legend never-theless. It will become an enduring legend and we will hear much about it during the next two years. The legend tells of not just one, but of several arrows. They were known collectively as the CF-105, or to use the better known title, the Avro Arrow. But, unlike the William Tell legend nothing good for Canada came out of the tragic story, though one of our neighbours did find some benefit. After the destruction of the Arrow, many of the engineers and technicians who had built them moved to the United States to find work in that country's space programme. Those Canadians, and there were quite a few of them, had a great deal to do with helping our neighbours fulfill their dreams and aspirations by enabling men to walk upon the Moon.
So, what is this Avro Arrow, and why has it become a legend? Many readers already know the story and many more have heard about the programme without knowing the details. It all happened a mere 50 years ago so some will have seen the Arrow, heard the Arrow, helped to build the Arrow, perhaps even helped to destroy the Arrow.
The story took place during a dark period of world history known as the Cold War. This was a period following the Second World War when instead of enjoying an era of peace, Russia and the United States spent a large number of years and a great deal of effort in threatening each other and engaging in an unbelievably expensive arms race. By the middle 1950s, this had escalated to the stage where each side was threatening the other with nuclear bombs to be delivered by supersonic aircraft flying over the North Pole. Canada was right in the flight path of such an attack and had no option but to take a major role in defending North America against the potential Russian threat.
There were no existing aircraft which could carry out this role and Canada, which at that time had a very strong aviation industry, undertook to design and build a suitable supersonic interceptor. This aircraft would have to be a major advance on any aircraft flying, or even contemplated. It would have to be capable of flying long distances over the Arctic where few navigation aids existed. It had to seek out and destroy an enemy which was approaching at supersonic speed. Thus the Arrow itself had to be capable of flying at supersonic speeds while carrying a huge load of electronics and weapons.
It was just 50 years ago that the Arrow first saw the light of day – the first aircraft being rolled-out on October 4th, 1957. However, the celebrations were seriously flawed because on the very same day, Russia successfully launched its Sputnik satellite into orbit around the earth. This event marked the opening of the space age, bringing the threat of attack by missiles one step closer to reality. This of course cast a very dark shadow on the viability of the Arrow, for manned fighter aircraft could not hope to defend against a missile attack.
Even though Sputnik created a dilemma for both the government and the Royal Canadian Air Force, the test programme for the Arrow went ahead as planned and it proved to be very successful. The first batch of five aircraft was powered by an interim engine with only 80% of the thrust of the engines intended for the production Arrows, but even with this penalty the aircraft exceeded the RCAF requirements. There were some problems, but mostly of a minor nature. The most visible of these were two incidents which ended with the collapse of the landing gear and the aircraft lying ignominiously on the grass. The company and all of its employees were anxious to see aircraft number six completed and put through its paces, for it was fitted with Orenda Iroquois engines which had been custom designed for the Arrow. Once it was available, the aircraft would be able to reveal its full potential.
Of far greater concern were the political and financial problems associated with the Arrow. A change of government between concept and roll-out had brought in the Conservatives under John Diefenbaker, with a platform of social change and reduced spending. The Arrow ran contrary to these objectives and it is believed in some quarters that Diefenbaker intended to stop the programme from the time he took up office. In addition costs were escalating at an alarming rate. The Arrow was a very complex aircraft requiring many design changes to be made during development. The armament which the aircraft was to carry was never clearly defined and since a suitable "off the shelf" engine was not available, it was necessary to design new engines for the aircraft. In addition, there was a faction which maintained that the day of the manned fighter aircraft was over and that "anti-missile missiles" were what Canada needed.
In late 1958 following a visit to Canada by American president Eisenhower, a cabinet decision seems to have been made that the Arrow would be cancelled and would be replaced by a defence sharing arrangement based on the use of American Bomarc missiles. This cancellation was not announced until Friday February 20th, 1959, an infamous date in Mississauga's history. It will be forever known as "Black Friday." At Malton, about 15,000 employees were suddenly without jobs, and Canada-wide another 10,000 or so people were in the same position at the various sub-contractors.
Here the story should have ended, but it didn't. The government had made the cancellation decision in secret without public or parliamentary debate and without advanced notice to those involved. All work on the Arrow was halted immediately. Permission to complete the sixth aircraft – it was the one powered by Orenda Iroquois engines and was 98% complete – and to "see what it could do," was vehemently denied. Then came the worst blow of all - an order to destroy all completed and partially built aircraft, along with drawings, specifications, reports, tooling, spare parts etc, etc. In other words destroy everything that could possibly come back to haunt the government.
A very small number of large components escaped destruction and were sent to the National Museum of Science and Technology in Ottawa. An unknown, though probably large, number of small parts were "liberated" by employees, occasionally to be brought out of their hiding places and shown to interested and sympathetic friends. There is even a story of the "one that got away." This seems very unlikely, though various versions of the story persist to this day. The favourite one tells of Malton being awakened by what everyone assumed to be an Arrow taking off at full power in the darkest hours of the night, being spirited away, perhaps to be hidden in a farmer's barn somewhere. Another says that over a period of several nights a fleet of heavily laden canvas covered trucks left the plant for an unknown destination.
All of this, together with the fact that Prime Minister Diefenbaker's memoirs say not one word about the Arrow, is the stuff from which legends are made. And there is no doubt that the Arrow has already become a legend – a Mississauga legend, and one which will gather strength over the next two years as the story of 50 years ago, in all of its forms and with all of its embellishments, will be told over and over by those who were there and by those who were not. | <urn:uuid:bbc4984a-b46c-492b-8a3c-fa4b5f1d75b5> | CC-MAIN-2022-27 | https://heritagemississauga.com/wp-content/uploads/2018/07/A-Mississauga-Legend-The-Avro-Arrow-by-Eric-Gibson.pdf | 2022-06-25T16:11:39+00:00 | crawl-data/CC-MAIN-2022-27/segments/1656103036077.8/warc/CC-MAIN-20220625160220-20220625190220-00604.warc.gz | 353,294,067 | 1,681 | eng_Latn | eng_Latn | 0.999527 | eng_Latn | 0.999544 | [
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COMPUTER SCIENCE TRIPOS Part II – 2012 – Paper 3
1 Algorithms II (FMS)
(a) Draw a proto-vEB node, labelling each of its fields and briefly explaining what each field does. [2 marks]
(b) Draw a vEB node, labelling each of its fields and briefly explaining what each field does. [2 marks]
(c) On its own page, draw in pencil a complete and legible vEB tree holding the values {0, 2, 4, 8, 9, 10, 13, 14}. The correctness of the structure and the accuracy of all fields of all nodes is important. Once done, write each of the values in ink under the leaf record in which it is logically stored. [6 marks]
(d) Consider the task of inserting a value v into a proto-vEB or vEB tree whose root node is r. Assume the value is in range and not already in the tree. Write two legible pieces of high-level pseudocode for insertInProtoVEB(r, v) and insertInVEB(r, v) respectively. Clarity (insert comments where appropriate) will count more than perfect low-level accuracy. Derive the computational complexity of your two procedures using the appropriate recurrence formulae (but solving the recurrences is not required). Explain what specific features of the vEB tree make it faster than the proto-vEB tree for this particular task.
[10 marks] | <urn:uuid:bfefd8e5-7dc8-4ce5-8711-80bf5b2073e0> | CC-MAIN-2022-27 | https://www.cl.cam.ac.uk/teaching/exams/pastpapers/y2012p3q1.pdf | 2022-06-25T16:47:28+00:00 | crawl-data/CC-MAIN-2022-27/segments/1656103036077.8/warc/CC-MAIN-20220625160220-20220625190220-00604.warc.gz | 762,949,469 | 327 | eng_Latn | eng_Latn | 0.981692 | eng_Latn | 0.981692 | [
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Treetops School of Early Learning
Nursery Menu- 6 months- 1 year
NQF QUALITY AREA 2- CHILDRENS HEALTH AND SAFETY- Healthy eating and physical activity are promoted and appropriate for each child
It is encouraged that children are breastfed 0-1 years. Children begin solids around 6 months old. As children progress with solids towards 1 years old they may be offered finger foods and pureed childrens menu (1 year – 5 years) as directed by the childs family
Children are fed meals as directed by families according to age and development
Seasonal fruit purees include apple, banana, pear, blueberry and peach
Seasonal vegetable purees include corn, pumpkin, spinach, carrot, sweet potato, zucchini, broccoli and cauliflower
All allergy, dietary and cultural requirements are catered for as directed by families
Children have access to drinking water throughout the day, which is offered at all mealtimes
Our Menus are developed in consultation with Feed Australia and the Australian Dietary Guidelines | <urn:uuid:3edfd32c-371a-4d80-bf0b-ef1a36a7eab2> | CC-MAIN-2022-27 | https://www.treetopsearlylearning.com/_files/ugd/6d39be_446d36333b5a471f9f6719a13de61f05.pdf | 2022-06-25T17:45:19+00:00 | crawl-data/CC-MAIN-2022-27/segments/1656103036077.8/warc/CC-MAIN-20220625160220-20220625190220-00604.warc.gz | 1,105,159,247 | 229 | eng_Latn | eng_Latn | 0.994309 | eng_Latn | 0.994309 | [
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Contents
Introduction
Quiet Heroine
a story in which a young girl performs an act of heroism
Superheroes
information about what makes a superhero
The Further Adventures of Souperkid
a comic strip superhero to the rescue
Special Effects on Film
inside information on how special effects are created on screen
Introduction
Many people, both children and adults, enjoy stories which are about heroes, heroines or superheroes. There are heroes in almost every book we read and in every film we see, but what is a hero?
Does a hero always have to be brave?
Or strong?
Does a hero have to have special powers?
In this booklet you will have a chance to find out something about heroes in fiction and superheroes in fantasy, as we take a look at what makes a hero on paper and on screen.
Quiet Heroine
This story takes place in a forested region of the eastern USA. Lyddie, the eldest daughter, is preparing breakfast one morning.
Lyddie looked up from the pot of oatmeal she was stirring over the fire, and there in the doorway was a massive black head, the nose up and smelling, the tiny eyes bright with hungry anticipation.
"Don't nobody yell," she said softly. "Just back up slow and quiet to the ladder and climb up to the loft. Charlie, you get Agnes, and Mama, you take Rachel." She heard her mother whimper. "Shhh," she continued, her voice absolutely even. "It's all right as long as nobody gets upset. Just take it nice and gentle. I'm watching him all the way, and I'll yank the ladder up after me."
They obeyed her, even Mama, though Lyddie could hear her sucking in her breath. Behind Lyddie's back, the ladder creaked, as two by two, first Charles and Agnes, then Mama and Rachel, climbed up into the loft. Lyddie glared straight into the bear's eyes, daring him to step forward into the cabin. Then when the ladder was silent and she could hear the slight rustling above her as the family settled themselves on the straw mattresses, she backed up to the ladder and, never taking her eyes off the bear, inched her way up to the loft. At the top she almost fell backward on to the platform. Charles dragged her on to the mattress beside her mother.
The racket released the bear from the charm Lyddie seemed to have placed on him. He banged the door aside and rushed in toward the ladder, but Charles snatched it. The bottom rungs swung out, hitting the beast on the nose. The blow startled him momentarily, giving Lyddie a chance to help Charles haul the ladder up on to the platform and out of reach. The old bear roared in frustration and waved at the empty air with his huge paws, then reared up on his hind legs. He was so tall that his nose nearly touched the edge of the loft. The little girls cried out. Their mother screamed, "Oh my!"
"Hush," Lyddie commanded. "You'll just make him madder." The cries were swallowed up in anxious gasps of breath. Charles's arms went round the little ones, and Lyddie put a firm grip on her mother's shoulder. It was trembling, so Lyddie relaxed her fingers and began to stroke. "It's all right," she murmured. "He can't reach us."
From Lyddie by Katherine Paterson
Superheroes Superheroes
THE earliest superheroes appeared in comic books in the 1930s. Some of them such as Captain Marvel are less well known today but others from that era, Superman for example, are still with us. They appear in feature films, cartoons, on television, as well as in comics and a new type of fiction called 'graphic novels'. Such is their appeal that many of them – Batman, Superman and Wonder Woman, to name but three – are known throughout the world and their stories are told in many languages.
OF COURSE superheroes may be popular all over the world, but that does not mean that everybody likes them. Some people argue that their adventures are far-fetched and unrealistic. They are accused of having a harmful influence on children who put themselves in danger by copying their heroes' impossible deeds. Others enjoy the stories for their excitement, suspense and escape from reality. Fans revel in knowing every detail about their superheroes: their individual powers, their intriguing costumes, their unique physical features – even their family backgrounds.
While fans may be interested in the detailed differences between these characters, there are certain features they have in common and which they have to possess in order to qualify as 'superheroes'.
SUPERHEROES must have:
extraordinary powers – they may have the ability to appear and disappear, fly, or see with x-ray vision;
superhuman strength – they have to be exceptionally strong and fast;
a sharp mind – they must be quick thinkers to detect clues, to unravel mysteries and decide on the course of action;
a sense of justice – they fight crime, never give in, always do the right thing for the good of others;
courage – they are always willing to take risks to save others;
skills to take on any evil – they are able to battle against a single individual, or a thousand, against humans, animals or enemies from another planet;
a secret identity – they lead double lives as part-time heroes, part-time ordinary humans;
a special costume – they are recognised as superheroes by their unique outfits;
AND THEY ALWAYS TRIUMPH … ... in the end.
on on
film film
THE ACTORS who play superheroes in films are just ordinary humans. Somehow film makers have to make them fly, appear or disappear and escape from all forms of danger in order to make their characters seem superhuman. A large team of technicians helps the director and camera crew in creating the various special effects used to give the impression that something extraordinary is taking place on screen. Flying, for example, is something we often see superheroes do and there are lots of ways to create the illusion that someone is flying. It can be done by simply suspending an actor from wires in front of a moving background; or it can be done by computer, which can be complicated and take much longer.
Reporter, Jo Novak, asked three technicians about the part they play in creating special effects. These are their answers to her questions.
10
Q
A
Q
A
Q
A
How do actors survive the fires, explosions and other dangerous accidents in films?
They don't! Only a stunt double like me can do that. Films would be very boring without the exciting scenes stunt doubles perform. The way it works is that I get made up and dressed to look like the main star. I do all the dangerous, exciting bits instead of the actor. You can't tell it's me because all my shots are filmed from a distance so that you never get a clear view of my face. I'm trained to make
sure that my life is never put at any risk, though. If I have to fall from an upstairs window, I wear padded body armour under my costume and land on soft crash mats to cushion my fall. Closeups of the star are added later, so the audience think she was the only one ever involved in the action. That's how actors are made to seem braver than they really are!
How do actors change from ordinary humans into superheroes, monsters or even aliens?
That's what we call morphing – transforming one image into another. Before computers, this was a lengthy process that involved gradually altering an actor's make-up and filming each new look after each make-up change. My most complex project required 15 applications of make-up. Now, a hi-tech computer needs only two 'still' images – the actor before and after the change. These two photographs are all that is needed by the computer program to generate all the stages in between, blending them so smoothly that you believe the transformation is happening before your very eyes.
How do you make the bangs, crashes and other sound effects?
My job, as part of the sound crew, starts when the filming is finished. We work on the actors' dialogue, the music and all the splats, bangs and crashes you get in action films. We create most sounds artificially, record them and add them at this late stage. A lot of our work is still done without computers. You'd never guess, but the scrunching sound of footsteps in snow is made by squeezing custard powder inside a rubber glove; the sound of crackling fire is made by rustling paper. On the other hand, we produce roars, explosions and the thud … thud … thud of a heartbeat electronically, using a synthesizer. This sound is stored on a computer and called up when needed to fit the film.
11
Acknowledgements: Lyddie by Katherine Paterson, published by Victor Gollancz, London, 1991.
This text has been incorporated into this test paper solely for the purposes of the examination in accordance with Section 32(3) of the Copyright Designs and Patents Act 1988. No copyright clearance for any other use has been obtained or sought.
© Qualifications and Curriculum Authority 2003 QCA key stage 2 team, 83 Piccadilly, London W1J 8QA
QCA/03/1010 (pupil pack)
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The Journal of Extension
Volume 47
Number 1
2-2009
Using Computer Technology to Map Local Farms for Rapid Response in Agricultural Emergencies
David L. Marrison Ohio State University, firstname.lastname@example.org
This work is licensed under a Creative Commons Attribution-Noncommercial-Share Alike 4.0 License.
Recommended Citation
Marrison, D. L. (2009). Using Computer Technology to Map Local Farms for Rapid Response in Agricultural Emergencies. The Journal of Extension, 47(1), Article 20. https://tigerprints.clemson.edu/joe/ vol47/iss1/20
This Tools of the Trade is brought to you for free and open access by the Conferences at TigerPrints. It has been accepted for inclusion in The Journal of Extension by an authorized editor of TigerPrints. For more information, please contact email@example.com.
Article 20
February 2009 Volume 47 Number 1 Article Number 1TOT7
Return to Current Issue
Using Computer Technology to Map Local Farms for Rapid Response in Agricultural Emergencies
David L. Marrison
Extension Educator, ANR Ohio State University Extension Jefferson, Ohio firstname.lastname@example.org
Abstract: An emergency or disaster can strike at any time without warning. This article describes how educators can use computer technology to map local farms for rapid response in agricultural emergencies. Critical farm data such phone contacts, global position systems location, and resources available for disaster recovery initiatives can quickly be imported into a computer mapping program. Then, at a click of a button, the information provided from a farm is opened in a message box. This allows for quick communication to farms during an emergency. This article also describes how this technology can be used for other Extension applications.
Introduction
An emergency or disaster can strike at any time and without warning. Fires, floods, tornadoes, radiological releases, droughts, winter storms, prolonged power outages, agri-terrorism, and hazardous material releases all have the potential to affect our communities. The ability to respond quickly to any emergency is crucial, and this is no exception for the agricultural industry. Many Extension educators serve on local Emergency Management Agency boards representing the local agricultural industry in disaster situations. Extension can provide valuable assistance to county-level emergency response efforts. The vulnerability of communities can be reduced with effective preparedness (Washburn, 2006). One goal of Extension should be to share educational resources to reduce the impact of natural and manmade disasters.
The author of this article is the Agricultural & Natural Resources Extension educator in Ashtabula County, Ohio. Ashtabula County is located in the far northeast corner of the state of Ohio. Ashtabula County is in the heart of the snow-belt and is next door to Lake County, which has the Perry nuclear power plant. Due to the harsh winter weather and proximity of the nuclear power plant, Ashtabula County has a very active emergency management agency (E.M.A.). This agency responds to local emergencies and conducts mock disaster drills. OSU Extension represents the agricultural community on this board.
During actual or mock emergencies, it is often frustrating for the E.M.A. members to flip through phone books or OSU Extension mailing lists to find which farmers may be experiencing difficultly due to a given disaster. It was the goal of the educator to develop a computer mapping program that would allow for quick retrieval of contact information for local farmers during an emergency or recovery phase. This article describes how the educator was able to develop this system and how it can be used by other Extension educators.
Survey Development
Working with representatives from the National Guard, the Federal Emergency Management Agency, and the Ashtabula County Emergency Management Agency, the educator developed an agricultural disaster farm survey (Marrison, 2006). This survey was sent to the 1,280 farms in Ashtabula County. The information received from the surveys allowed the educator to map local farm data in a computer program to be used in disaster situations. Farm data collected included farm address, phone contacts, global positional system coordinates, animals and crops raised, and resources available for disaster recovery initiatives such as feed, stored water, generators, and livestock trailers. The mapping program has been installed on the laptop computers in the local Emergency Management Agency's crisis room and at the Ashtabula County Extension office.
Mapping Farm Data to an Electronic Media
The educator used the computer program Microsoft® Streets & Trips (copyright 2004 Microsoft) to develop the mapping program. There are other mapping programs that are similar in nature that could be used in the same manner. All of the data collected from the Ashtabula County disaster survey was entered into a spreadsheet, which was then imported into the computer mapping program. Clip art was then imported for use as the icons (Figure 1).
The clipart chosen indicates the main agricultural commodity of the farm. Icons developed included agronomy (ear of corn), alpaca (alpaca), beef (steer), dairy (cow), equine (horse), fruit (apple), meat processing plant (steak), and grape (vineyards/wineries). By clicking on the icon, the information provided by the local farm on the disaster survey opens in a message box. This allows for a very quick and efficient way for farms to be contacted during an emergency.
Summary
Mapping individual farm data has allowed the educator to make quick contacts to local farmers during practice disaster drills. It has also allowed the educator to work with the emergency management team to coordinate the movement of livestock trailers, feed, water, and generators during mock drills. It is hoped the mock drills will never have to be placed into practical application. A map has also been established for the farms within the 10-mile evacuation zone (Figure 2) for the Perry nuclear power plant. Another map has been
Using Computer Technology to Map Local Farms for Rapid Response in Agricultural Emergencies 02/23/09 12:48:56
developed to show farms that have available generators for use during prolonged power outages, and another was developed to map the farms with livestock trailers to move livestock in the event of an emergency.
There are several additional ways this technology can be used. Educators can import individual spreadsheets to develop farm market, winery, agri-tourism, or commodity specific directories. Educators could also develop similar maps for operations who have hay for sale in the county or for farms that offer custom farm services such as hay baling, plowing, or harvesting. Educators could also use similar programs to map the location of noxious weeds (McReynolds & Howery, 2001). The author has used this technology to map the sites of Giant Hogweed, a federal noxious weed in Ashtabula County. 4-H educators could map 4-H clubs and members in the county. This map could be used to see where shortfalls are occurring with regards to membership, volunteer leadership or diversity. Educators are only limited by their imagination for developing mapping programs.
References
Marrison, D. L. (2006). Ashtabula county agricultural disaster survey. The Ohio State University. Retrieved May 12, 2008 from: http://ashtabula.osu.edu/ag/ag.htm
McReynolds, K. H., & Howery, L. D. (2001). Public education, mapping, and early action to control Russian knapweed in southeastern Arizona. Journal of Extension [On-line], 39(2). Available at: http://www.joe.org/joe/2001april/a2.html
Washburn, C. (2006). Extension's role in homeland security: A case study of Washington county, Utah. Journal of Extension [On-line], 44(6) Article 6COM1. Available at: http://www.joe.org/joe/2006december/comm1.shtml
This article is online at http://www.joe.org/joe/(none)/tt7.shtml.
Copyright © by Extension Journal, Inc. ISSN 1077-5315. Articles appearing in the Journal become the property of the Journal. Single copies of articles may be reproduced in electronic or print form for use in educational or training activities. Inclusion of articles in other publications, electronic sources, or systematic large-scale distribution may be done only with prior electronic or written permission of the Journal Editorial Office, email@example.com.
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Promoting positive behaviour
Our philosophy actively encourages good behaviour and we aim to 'accentuate the positive and eliminate the negatives.'
At Mornington Primary School, we foster the strong relationships that exist within school, which lead to mutual respect and encourage good behaviour. It is important to teach children in an atmosphere of warmth and support, so that children can develop self- confidence and a love of learning, pride in themselves and each other, seek to improve and have fun!
At Mornington Primary, our vision is simple. We believe that 'every child has the chance to shine.'
Successful Hard-working Independent Never give up Enthusiatic
Within this positive philosophy, we have a short list of clear and simple values, which all stakeholders share. These 'Green Team' values are displayed around school and in every classroom. Through discussion and example, our values are shared with the children on a regular basis to ensure all children understand the behaviour expectations and can thrive within school.
Green Team Values
We need to be:
Ready Respectful Responsible
Roles and responsibilities
As a school community, we believe we all have a responsibility to promote good behaviour and realise our school vision.
The role of adults in school
* Develop positive relationships based on mutual respect and understanding and high expectations
* Show, understand and demonstrate the school's beliefs about behaviour and share a duty to reinforce them and be a good role model
* Ensure school assemblies are used to promote children's social, emotional and behavioural skills
* Celebrate and reward good behaviour
* Ensure adults are consistent and positive role models
* Plan teaching activities that routinely incorporate tasks designed to promote children's social skills and emotional development as well as teaching the language of sharing and cooperation, choice and consequences
* Follow our clear systems for dealing with positive and negative behaviour to ensure consistency of action and language
* Take time to discuss actions with a child after the event
* Have opportunities to discuss and contribute to the development of school systems underpinning positive behaviour
* Use CPOMs to note changes in behaviour and to record specific incidents that give concern and require monitoring
* Be aware of our systems, which can give additional support when a child experiences difficulties in developing or sustaining appropriate behaviour e.g. IEP, behaviour plans, AFA targets, involvement from outside agencies.
The role of children
* Understand our 'Green Team' values, how they translate into action in school during lessons, playtime and lunch time and demonstrate them at all times, including during educational visit and team events
* Care about and respect themselves, all adults and peers and their school environment
* Recognise their own success and be proud of their achievements
* Learn the value of friendship
* Be responsible for their own actions and part of the restorative process when incidents occur.
The role of parents
* Support the children in being Ready, Respectful, Responsible
* Celebrate their child's achievements and show an interest in school life
* Feel comfortable to come into school and work with the school on modelling and developing good behaviour
* Ensure children arrive at school at the correct time and are collected promptly wherever possible.
* Read school documentation and attend meetings.
Rewards
We promote positive behaviour by praising and rewarding. Rewards we use include:
* 'Shine' certificates on Friday assembly
*
Use of messages, points and portfolio posts on Class Dojo
* Phone calls home or face to face conversation with parents for 'beyond expectation'
* Verbal praise, stickers. star charts, house points
* 'Wow' postcards home
* Lunch time fast track passes
* Half termly 'Star 'certificates and achievement assembly, music certificates, sport certificates
* Attendance certificates
* End of year 'Achievement Presentation' Events
* End of Year Awards for Attainment, Effort and Progress and the 'Mornington Star.'
Sanctions
For the majority of our pupils, the range of strategies promoted via assertive, positive discipline techniques is enough to manage their behaviour. On occasion, it might be necessary to use alternative strategies to assist a child in achieving our high expectations of behaviour using other strategies including progressive sanctions, which are known to everyone and are widely agreed. Our list of sanctions have been discussed and agreed between teaching staff and the School Council. The sanctions are displayed around school and they have been communicated to parents.
Sanctions work on a traffic light system. Each class has a green (top), amber and red traffic light display in their classroom. The children start on Green. It is expected that they immediately meet expectations and are ready to learn.
It is the teacher's responsibility, or the adult leading the lesson to move children from one light to another.
If necessary, the following sanctions will apply:
Sanction 1 Verbal warning
FS2 and KS1 - Using a rule of 3
st
1
warning
2 nd warning and a reminder of expectations and consequences if the 3 rd warning is given. 3 rd Final warning and progression to sanction 2.
KS2 - 1st warning and a reminder of expectations and consequences if the 2nd warning is given.
2 nd warning given, move to Amber.
Sanction 2 Moves to Amber
Miss all of playtime. This will be carried out in a designated room following the rota system within the KS (not DHT). This is recorded on ScholarPack in the Amber section and on Class Dojo. DHT and HoS monitor entries every term and repetition is investigated and followed up with the Head and families.
In the next session the child has the opportunity to move back to Green if they behave appropriately. If they continue to misbehave then they move onto the next sanction.
Moves to Red
Removal from class to DHT (or Senior teacher) to complete set work for an am/pm session
This is logged on Class Dojo and ScholarPack
Class teacher must invite parents in for a structured conversation. This meeting must explain and discuss the expectations.
Once the child has returned to their classroom they have the opportunity to earn the right to move back to Green. This is at the teacher's discretion. However if their behaviour continues to be disruptive then they move onto the next sanction.
Repeated cases - Sent to the Head of School
HoS discusses behaviour with the child, impact on learning and expectations of the school. HoS decides on appropriate consequences for the child and is responsible for re-integration into class.
The HoS will meet with the parents to discuss the ongoing behaviour and the possibility of a behaviour log.
Sanction 5 Severe cases – three or more reds a half term Sent to the Head teacher and Head teacher to speak to parents Child to work in HT office and leadership room
Acts of physical assault are taken very seriously and are recorded on Scholar Pack to act as a monitoring tool so that effective support or further sanctions can be implemented. Children should move to red.
In line with DFE guidance and the Physical Intervention policy trained staff may intervene using reasonable force with pupils when there is a risk to self, others or property, or when there is an issue of discipline or control. The actions that are taken will be in line with government guidelines on the restraint of children
Sanction 3
Sanction 4
On some occasions, a formal fixed term exclusion might be issued. Formal procedures as set out in 'Exclusion from maintained schools, academies and pupil referral units in England – statutory guidance for those with legal responsibilities in relation to exclusion 2017 – updated 2021.
During intervention in all situations, our procedures ensure that:
* Adult investigation ensures that all sides are heard
* Action with individual children follows investigations at an appropriate level.
* Where judged a serious breach of our school rules, parents are contacted in person, by phone or messaging on Class Dojo.
Special Educational Needs
As an inclusive school, we understand that our policy will not meet the needs of all of our children. Should exemptions need to be made, the class teacher will consult with the SENCo. Reasonable adjustments such as individual behaviour charts or alternatives to amber sanctions may be put into place.
Bullying
The Department for Education and Science says that bullying is 'deliberately hurtful behaviour repeated often over a period of time'.
As part of a whole school focus on this important subject, we discuss bullying at regular intervals within assemblies, 'Safety week' and our Relationships curriculum via PSHE so that we can all be clear about what bullying is and how we should deal with it.
Bullying includes the following:
* something that happens more than once and is upsetting
* physical intimidation
* threats
* excluding individuals from play
* assertive play which intimidates
* name calling
* 'ganging up'
* cyber bullying
* any prejudiced and discriminatory behaviour
We stress to children that they must tell the adult who will deal with the situation there and then. It is important that a child knows that their concern has been heard and dealt with as quickly as possible. If a child only tells their parents at home of any incidents, then we encourage parents to inform the class teacher as soon as possible. We do not tolerate bullying and we investigate and deal with every incident. All reports are recorded on CPOMs for the attention of the Head, HoS or Deputy and appropriate actions are agreed. These reports are held on file and revisited at timely intervals.
Safeguarding
As a school, we take all our safeguarding responsibilities extremely seriously. We recognise that young people can be vulnerable in a number of ways and that the dangers in the online world are as much a threat as those in the real world. We have ensured that our staff understand what makes some children and adults more vulnerable to certain risk factors; how to recognise the signs of somebody at risk; and what to do if they have a cause for concern. We include in our consideration of risk radicalisation and extremism; female genital mutilation; peer on peer abuse; forced marriage and honour-based violence; and child sexual exploitation. We will ensure that any changes in behaviour or
patterns of attendance are identified quickly and that appropriate action is taken swiftly and is proportionate to the level of concern. We will work with the whole school community to ensure all our stakeholders understand our wider safeguarding responsibilities and work in partnership with us to keep our pupils safe.
Playtimes
Playtimes are periods of unstructured activity during the school day. It can be one of the happiest times in the school day. It can also be a period of boredom, loneliness and inactivity when inappropriate behaviour and bullying can occur.
We aim to promote positive behaviour during playtimes and lunchtimes. The midday supervisors are important to our whole school approach. Teaching staff monitor behaviour on a regular basis. Class teachers follow up any incidents, following reports from adults on duty.
The school council discuss issues that relate to playtime provision and these are discussed in class.
Supporting staff and pupils
Staff provide support to other members of staff, teaching and non -teaching, with regard to behaviour issues. Similarly, children are encouraged to behave in a way, which reflects the ethos of the school and to support each other wherever possible.
Equal opportunities
We aim to help all pupils to reach their full potential regardless of race (which includes colour, nationality, ethnicity) religion, age, disability or gender.
Link governor – Jill Owen
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Curriculum Units by Fellows of the Yale-New Haven Teachers Institute 2011 Volume III: The Sound of Words: An Introduction to Poetry
Linking the Senses: A Unit Connecting Visual and Spoken Rhythms
Guide for Curriculum Unit 11.03.12 by Amy Migliore-Dest
This unit was written to connect art and poetry. The unit focuses on the creation of pieces of art, the writing and reading of poems, and the links between these and sound. It also connects visual and spoken rhythms through the discussion of the art principle of rhythm and the discussion of rhythmic words. Students will be asked to attribute sounds to certain works of art, and to respond to sound by creating their own pieces of art.
Students will experience a unique connection of their senses through the teaching of this unit, and will hopefully gain a broad understanding of creating pieces of art in response to poetry, creating poetry in response to pieces of art, using sound to create pieces of art and figuring out what sounds could represent certain pieces of art. Students will also be introduced to several artists and poets in this unit and their work, including: Wassily Kandinsky, M.C. Escher, Bridget Riley, Romare Bearden, Keith Haring, Langston Hughes, Robert Frost, and Edgar Allan Poe.
This interdisciplinary unit of study will create an opportunity for students to express themselves creatively using more than one of their senses. Students will use the poetry-art connection to deepen their understanding of voice. This understanding will help students achieve a higher level of thinking, problem solving and creative expression.
(Recommended for Art, grades 5-12)
https://teachersinstitute.yale.edu
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Curriculum Units by Fellows of the Yale-New Haven Teachers Institute 1980 Volume VI: The Present as History
Slavery in Connecticut 1640-1848
Curriculum Unit 80.06.09 by David L. Parsons
Teaching both Connecticut and Afro-American history to sixth-graders last year, I began to question the wisdom of teaching the two subjects separately. Students' questions in class often revealed their attempts to relate the two main parts of their social studies work. The student who asked if Jonathan Trumbull was Black and the student who wanted to know where Connecticut's plantations had been were both searching for a way to understand one subject in the context of the other. It was impossible for them to do it with any accuracy because they had learned so little about Blacks in Connecticut.
In this unit I explore ways to tie Afro-American history into our study of Connecticut. Even though this approach eliminates a study of plantation slavery and other topics in Black history which I've taught in previous years, it gives students a better grounding in their state's history. With their knowledge of Blacks in Connecticut as a basis for comparison, the different situations of Blacks in other parts of America should be clearer to them.
Also, the development of Connecticut's social, legal and political institutions is much easier for students to understand if they can study the relationships of real people to those institutions. Consequently, the emphasis of this unit is on personal studies from each of several critical periods in Connecticut's development.
This unit is the first part of a unit which will span the entire period of Connecticut's Black history. It begins with the colonial era and ends with the abolition of slavery in Connecticut in 1848. The period from 1848 to the present will be the subject of a later unit.
Since there is always the concern of giving students practice in a variety of language and reference skills, I have designed this unit around a student activity booklet. The activity booklet, which is available at the Institute library, provides students with a series of discrete units, each centering on an episode from a significant period in Connecticut and Black history. Accompanying the narrative are a number of assignments designed to develop students' skills in using maps, graphs and outlines and in understanding and generalizing what they read.
I chose this approach for another reason besides its emphasis on skill development. Students, at least sixth graders, don't really learn well by listening to lectures, and I don't enjoy lecturing. The different episodes in their activity booklets are excellent focal points for discussions. Students will raise their own questions in trying to understand how the lesson in their activity booklet relates to what they have been learning about Connecticut.
The study of Connecticut is a year-long endeavor in sixth-grade social studies, and the activity booklet is designed to be used periodically throughout much of the year. The main reason I would not recommend using it as one unit is that much of the immediate impact of the episodes is lost that way. When the activity booklet is used in conjunction with other lessons on Connecticut, it complements them rather than appearing as an afterthought.
Before teaching anything, it is important to know what you expect the students to learn. This unit touches on so many areas of historiographical controversy that that question is one of vital importance here. The following discussion of Connecticut Black history provides both a background for teachers to use in working with the activity booklet and reveals my own bias in selecting and writing the episodes contained in the booklet.
Slavery in Colonial Connecticut
Origins : The first Blacks came to Connecticut soon after the first settlements were founded. Colonial records note Black servants as early as 1660, and there is evidence that at least a few Blacks lived in Connecticut as early as 1640. Although no one is sure how they came to Connecticut originally, Connecticut's first Black residents were not held in life bondage, and their bondage was not hereditary. When their White owners deemed their purchase price repaid, the first Black slaves were released.
Slavery was also not an exclusively racial institution; it applied to Indians and Whites as well. Habitual White criminals were periodically sold into servitude in the West Indies. Whether this condition was hereditary slavery or "life at hard labor" is impossible to tell from Connecticut records. In any event it was infrequently applied as a punishment.
Indian slavery was far more common. An ancient custom and one the Indians practiced, the enslavement of captives in the Indian wars did not work out well for the Puritans. It introduced a dissident element into Puritan society that proved resistant to subjugation or conversion. There were too many places for Indians to run, too many Indians who were not slaves, and too many opportunities for them to revolt to make Indians trustworthy slaves. Furthermore, their society had little prepared Indians to work as laborers on farms or as domestic servants.
One colonial law of the period affected Black slaves, but it was aimed mainly at protecting the colony against its Indian captives. In 1660 the General Court of Connecticut ordered "that neither Indian nor negar servants shall be required to train, watch or ward in the Colony." Phrased as an exemption from service, the law was an effective way to keep from arming a part of the population colonists feared.
The growing West Indian and African trade gave the colonists the opportunity to trade their Indian captives for more desirable Black slaves. Indian slavery waned as the Indian population of Connecticut was decimated in the wars of the late 1600's. For a time Indian slaves were imported from other colonies, but the arrival of captive Tuscarora warriors from South Carolina led in 1715 to the banning of the Indian slave trade in Connecticut.
Colonists found the large group of Tuscarora warriors difficult to control. Blacks were preferred for several reasons. They had no place to run to, no tribe to assist them in a rebellion, and they seemed more able to
adapt to European ways. Also, as trade increased with Africa and the West Indies, it was easier to buy Black slaves than to capture Indian ones.
As the Black population grew, servitude in Connecticut became slavery for life and it became hereditary. There was no opposition to hereditary slavery among Whites. It made economic sense and it kept Blacks under control. Although slaves and free Blacks had legal rights and a part in the society, they were not accepted as equals and not fully trusted.
The growth of Black slavery in Connecticut prompted Puritan leaders to justify it. Puritan Connecticut held religious freedom as one of its guiding principles, but it was an intolerant and rigid society. There was a firmly hierarchical social order, based on a clear understanding of the importance or worth of each member of society. Little tolerance existed for any other religious viewpoint. Puritan leaders embraced those parts of Leviticus (25, 45, 46) which support slavery. A second justification was the notion that slavery gave Blacks the opportunity to live Christian lives in America. To this end the state encouraged slave owners to educate the children of their slaves as Christians and teach them to read.
The profits to be made in the slave trade prompted British merchants in the 1600's to increase their shipments of Blacks from Africa to the colonies. In 1680 there were only thirty slaves in Connecticut; by 1774 over 6,500 people, or 3.4% of the population, were Black slaves. There were very few free Blacks, probably fewer than ten by some accounts.
Activity Booklet
It is important to consider several points in discussing the origins of slavery in Connecticut. A general discussion of slavery in ancient times would serve as a good introduction to the topic. A study of documents concerning the enslavement of Indians, Whites and Blacks in colonial Connecticut leads to three major concepts of slavery: as a result of war, as a punishment and as an economic convenience.
The activity lessons for this part of the unit focus on these three concepts. Each of the accounts is fictional but it is based on a character mentioned in colonial documents and on general conditions that prevailed in Connecticut around 1700.
Abda : Abda is a mulatto servant who escapes from his master, Mr. Richards, and is sheltered by another White man, Captain Wadsworth. His master reclaims him and seeks damages from Captain Wadsworth. Abda sues for his freedom. Legally this case is significant because it establishes hereditary servitude, the notion that the children of a female slave are the master's property. There is also the idea that even as early as 1700 not all Connecticut Whites were in agreement about slavery. There is also the question of Abda having the right to sue his master in court, a right which Southern slaves did not have. It is significant that Abda's suit was largely based on his "White blood." That race and slavery were linked even by slaves at that time says a great deal about the nature of the institution.
The fictional account makes use of the basic situation and the names, but I take some liberties. The judge's legal language is simplified; Mr. Richards makes arguments that were not his but John Davenport's; and Captain Wadsworth becomes something of an early, religious abolitionist.
The lesson contains reading comprehension exercises and vocabulary words as well as some discussion questions.
Quinasset : Quinasset's narrative is not based on the account of a real slave as Abda's was but is a
combination of several characters. Her situation is similar to several situations encountered by early
Connecticut Indians.
Quinasset is taken captive after King Phillip's war. Her father has been killed. Her brother is sent to Barbados and her mother and other sister are sent as servants to other parts of Connecticut.
The main points of the story are the colonists' treatment of captives, the confusion which arises over how to deal with warriors, women and children and the fear of Indians which the colonists show.
This again is a reading comprehension lesson.
Henry Wentwood : Henry is a White "slave" sent to the West Indies for his crimes. This is largely a vocabulary and map skill lesson centering around the relationships of England's early colonial settlements with one another. The central point is that Henry's crimes are serious, but that his sentence to slavery is limited to four years. This may seem like an extreme punishment by today's standards but it was considerably less harsh than Abda's or Quinasset's.
Skill Lesson : The fourth lesson is a combination chart and map lesson on the growth of Connecticut's Black population and its distribution around the state.
The Black Code
As the Black population increased, Connecticut's lawmakers enacted more and more laws to control it. The socalled Black Code was a series of laws passed between 1690 and 1730 which described the rights and responsibilities of slave and master.
The Black Code formalized slavery in Connecticut. There were no laws specifically forbidding slavery, and custom and the laws controlling it combined to give slavery legal standing in Connecticut. The early Capital Law of 1642 which prohibited stealing "man or mankind" was interpreted to mean only White mankind.
Black servants were required to carry passes outside the town or be treated as runaways. Sellers of liquor were not allowed to serve Blacks without permission from their master. It is not clear what was done to Blacks who drank without permission. Blacks were not allowed to sell items without proof of ownership or written permission from the owner. Blacks were liable to whippings for disturbing the peace or "offering to strike a white person." Blacks found outside after 9:00 p.m. without a pass could be whipped. Whipping was also the punishment for slaves who used unseemly language.
This group of laws applied equally to free and slave Blacks, but free Blacks who were well-known and responsible local citizens were exempted in some towns. The law concerning liquor is interesting in that it also applied to minors and apprentices. Some writers assert that this demonstrates the Black slaves' position to have been closer to that of life apprentice than that of chattel. This point also makes sense in light of a section of the Black Code enacted in 1730. Slaves were allowed to give evidence in court, to enter petitions and pleas and to make complaints.
Two other parts of the code which were not meant to harm Blacks effectively discouraged manumission. These were sections dealing with the responsibilities of masters and towns to freed slaves. To discourage the
wholesale freeing of old or infirm slaves, masters were required to provide for any Black whom they freed if ever he came to want. The second act specified that the town would provide for any needy ex-slave and sue the former master to recover expenses if the master refused support. Designed to save the town the expense of supporting former slaves, the laws served in numerous cases to prolong slavery.
Activity Booklet
The Black Code is interesting for the several ways in which it differs from Southern slave codes. Probably most significant are the rights of slaves in court. They were obviously considered members of the society with very specific rights despite their bondage. Crimes against slaves were treated no differently from crimes against Whites, although there were practical differences. The stories in the next two lessons attempt to bring out some of the differences between the rights of Blacks and Whites in Connecticut.
Hagar : Hagar is suing her master for her freedom on the grounds that her master's father had promised her her freedom just before he died. Her case is clear, but what is important is that she is given an opportunity to present it, and that the testimony of other Black servants is admissible.
Although this is a reading comprehension lesson, it leads easily to a discussion of a more general nature on slaves' rights and the concept of manumission.
Jason : The slave Jason runs afoul of the Black Code while on an errand for his master. With him are a free Black and a White apprentice. The differences in their punishments and in the treatment they receive in court are the central points this story makes.
This is also a reading lesson.
Skill Lesson : The students are given a chart of the basic elements of the Black Code and are required to interpret the chart in order to answer questions about the code.
Social Conditions
Although their rank was at the bottom of Puritan society, the Blacks of colonial Connecticut did have a place in the social order. They were expected to follow the Christian principles by which their masters lived. They attended the same Congregational churches as their masters, usually sitting in their own sections, and worshipped with the families they served.
Slavery was paternalistic in Connecticut, with slaves treated as irresponsible junior family members on some occasions and nearly as equals on others. There were farmers in Eastern Connecticut, particularly in New London and Norwich, who operated large farms with slave labor, but slaves and free Black servants were used primarily as domestic servants and hands on family farms. Many of Connecticut's early leaders, including John Davenport, Theophilus Eaton and a long list of ministers, owned slaves. Ministers often entrusted the complete management of a farm to their slaves while they tended to their religious duties.
There are cases of slaves who were freed or who purchased their freedom during the colonial period, but they were individual instances of generosity, conscience or industry. The movement to rid Connecticut of slavery began to take hold of the public imagination at a time when Connecticut citizens were chafing under
restrictions imposed by England on their own political freedom.
Activity Booklet
The two stories in this unit are not drawn from legal cases but from a composite of narratives and secondary sources. There is more imagination applied here than in other sections of the activity book, but the essential details are as authentic as I could make them.
In both stories I try to present a concise picture of what it was like to live as a slave in Connecticut around 1750. The two slaves Timon and Sarah have very different lives. Timon is a hired hand on a large farm in New London County. Sarah is a housekeeper for a minister's family in Hartford. Discussions of these two stories could center around how their lives differed from those of Southern slaves seen on Roots or described in other reading students may have done.
Slavery in Revolutionary Connecticut
Opposition to Slavery : There is considerable controversy surrounding the decision of Connecticut lawmakers in 1774 to halt the importation of slaves. Earlier in the year an article had appeared in the Norwich Packet which condemned slaveholders for their hypocrisy. In a time when there was increasing dissatisfaction with English control, how could Christians justify their own enslavement of Blacks? The Reverend Levi Hart of Preston condemned slavery from his pulpit for much the same reason in September of 1774.
Still, when the law to ban the importation of slaves was enacted, it included the phrase "whereas the increase of slaves in this Colony is injurious to the poor and inconvenient." Free White workers could not compete with slave labor and were pressuring their representatives to limit slavery. The spirit of enlightenment was not behind this law. Connecticut Whites had long shown a tendency to limit and control the Black population. There was no economic reason to allow its increase. Craftsmen often trained slaves in a trade, saving the higher cost of hiring journeymen or the inconvenience of using apprentices.
A final argument in favor of the law was the political one that to halt the slave trade into Connecticut deprived England of a source of profit; it was thus a blow for freedom. Connecticut merchants were not heavily involved in the slave trade like some in Boston and Newport; the state could afford to halt it. Any humanitarian impulses such an action may have indulged were secondary.
The spirit behind the Gradual Emancipation Acts of 1784 and 1797 was more clearly humanitarian. The gradual nature of the emancipation was the result of Puritan political conservatism and respect for property rights, even those of slaveholders. The agitation for emancipation which began in the 1770's grew during the Revolution and was strengthened by two factors. First, Blacks from Connecticut served loyally in the Continental Army. Second, as a direct result of this service many Blacks were freed.
The Act of 1784 provided that slaves born after 1784 would be free at the age of twenty-five. The Act of 1797 reduced that age to twenty-one, bringing slavery in line with apprenticeship. The comparison many contemporary writers made between this abbreviated slavery and apprenticeship has several flaws. Slavery was not voluntary it did not involve a contract; and slaves did not receive money, clothes and professional standing at the end of their servitude. The only basis for comparison is the similarity between a slave's and an apprentice's rights.
Activity Booklet
What strikes me as most important about Connecticut's Gradual Emancipation Law and the earlier ban on slave trading is the balance they achieved between revolution and practicality. The lessons for this section are vastly different from those I devised for earlier sections. The first is simply a historical narrative. The second is a graphing exercise on the slave/free Black population balance in Connecticut. The third is a biography of James Mars, one of the unfortunate slaves who was born a little too early to qualify for emancipation.
Black Soldiers
From the time of the Law of 1660 Blacks did not train in the Connecticut and town militias. They did, however, fight in the Revolutionary War. A few free Connecticut Blacks fought in the Lexington, Concord and Boston campaigns of 1775, but they were excluded once the colonies began to organize their military forces more formally in 1776. Both prejudice against an integrated army and fear of slave insurrection led to their exclusion.
What changed the situation was military necessity. To win the war, the Continental Congress needed a standing army and it imposed quotas on the thirteen colonies to raise that army. By 1777 Blacks, both free and slave, were joining the Continental Army.
Service in the army was often a way for Blacks to achieve freedom. Some slaves were freed by patriotic masters to serve. Some slaves served in place of their masters, with freedom as their reward at the end of their enlistment. Some slaves used their enlistment bounty to buy their freedom. Some slaves served with no promise of freedom, but accompanied their masters out of loyalty or for adventure. Adventure and the bounty moved many free Blacks as well as Whites to serve. Whites preferred militia units, however, because they could stay closer to home. Few Blacks were encouraged to join local militias.
Blacks served in integrated units as combat soldiers and sailors. They were not relegated to the largely service roles they filled in later American armies. In fact, except when soldiers had such surnames as Africa or Negro, there is no way to tell Black from White soldiers on Continental muster rolls.
Some Black Americans served in the British Army, but very few were Connecticut Blacks. The British offered freedom to Black slaves who would join their army, but no major British units were stationed in Connecticut. Blacks from Connecticut had to run away to New York to reach the British.
Activity Booklet
In this section I have used five fictionalized biographical sketches to show students the different conditions under which Black men fought in the Revolution. Each sketch is about a Black man who served honorably in the war. I have used real names and real conditions of enlistment, but the details are fiction.
Caesar Stewart : Caesar Stewart was one of the few Connecticut Blacks who fought with the Minutemen at Lexington and Concord, but he was not allowed to reenlist once the militia reformed in 1776. In 1777 he joined the Continental Army, in which he served until his death in battle in 1778. A free man, Stewart joined for adventure, to protect his home and for the bounty.
Gad Asher : A slave, Gad Asher was allowed by his master to enlist in 1777. Asher's master freed him in 1780
in gratitude for his service in the army. The master's motives were not wholly generous or patriotic, since Asher served in his master's place.
Jack Arabas : Arabas' case was a famous one in Connecticut. He served for six years in the Continental Army and was awarded several citations for bravery. His master reclaimed him as a slave after the war. Arabas sued for his freedom and won. There was considerable public support for Arabas due to his war service.
Jason Yawpon : Yawpon was enlisted by his master and served beside him for three years. He was never promised freedom and saw military service as one more duty assigned to him by his master. He died a slave.
James Cromwell : Cromwell belonged to a Tory who left Connecticut for Long Island in 1776. On Long Island his master enlisted Cromwell in the British Army. Very few Connecticut Blacks fought for the British Army and it was to Cromwell's credit that he deserted to the Continentals as soon as he was able.
The End of Slavery: 1797-1848
As Connecticut's slaves were subject only to limited servitude and hereditary slavery was abolished, the concerns of Connecticut's Blacks centered on improving their social position and working to free slaves in the south. These two issues are not really a part of this unit, but I do want to describe briefly the general conditions which Connecticut's Blacks faced in the early nineteenth century.
Social Conditions : By 1800 83% of Connecticut's 6,281 Blacks were free, and by the time general emancipation was enacted in 1848 there were only six slaves left in the state. The revolutionary ideas of the last century had released them from bondage, but Connecticut's Blacks were little better off free than they had been as slaves. They could testify in court and own property, but their place was still at the bottom of society. They could not vote; they were not welcome as social equals in the educational and social institutions of the state.
Simultaneous with the movement toward manhood suffrage was the disfranchisement of Connecticut's Blacks. Theoretically, free Blacks who amassed enough land could have voted, but in 1818 a state law specifically denied Blacks the vote. Connecticut was the only New England state to disfranchise Blacks. Blacks were voting regularly in Massachusetts before the Civil War. In 1847 and 1865 the Connecticut General Assembly convincingly voted down Black suffrage. Only with the passage of the Fifteenth Amendment in 1869 could Blacks vote in Connecticut.
With the beginnings of industrialization free Blacks in Connecticut began to move from the rural areas and small towns into the cities. Living in strictly defined neighborhoods Blacks formed a separate community within the cities. They lived in poor, shabby neighborhoods and held low-paying jobs. The only potential for advancement was through professional or commercial service to their own community. In this Blacks in cities had some benefits denied Blacks who remained in smaller towns. In these towns Blacks were firmly held at the lowest levels of society. Only a few Black farmers were able to prosper in rural areas; others lived much as they had as slaves, working as field hands.
Blacks were not the only people in Connecticut who moved to cities during this period. The high birth rate in Connecticut coupled with continuous immigration from Northern Europe meant that virtually all good farmland in Connecticut was claimed by 1800. Children of farmers either moved west to farm or abandoned farming
and moved into the cities. This population shift effectively prevented Blacks from working in the early waterpowered factories in Connecticut. White workers were nearly always given preference.
The coming of steam-powered factories in the 1830's boosted Connecticut's industrial growth, but this coincided with the mass immigration in 1845-1846 of the Irish following the potato famine. The immigrants served to push the Blacks one notch lower on the social scale by competing directly for those few jobs above the menial level that Blacks had been able to hold. Blacks were squeezed out of municipal and construction jobs they had held earlier in the century.
Although some Blacks held skilled jobs in larger cities like New York and Philadelphia, they were largely within the Black community. Connecticut's cities rarely had Black populations exceeding five percent during the period and the small size of these cities (2,000-10,000) meant that Black populations were too small to support much independent economic activity.
Education : Blacks were admitted in small numbers to local schools in Connecticut as early as the 1780's, but these were exceptional cases. The state of public education in Connecticut improved markedly in 1795 when proceeds from western land sales were used by the state for schools. For the next twenty-five years grade schools in Connecticut were of good quality, and in most communities Blacks attended. Their life was not pleasant in these schools and there was no opportunity for them to go on to public secondary schools. Blacks in larger communities suffered because they were provided with separate—and inferior—schools.
When the state withdrew support from grade schools in 1820, the towns allowed them to decline in quality. In the public schools Whites received poor educations and Blacks, worse.
Henry Barnard as head of education for the state in 1839 and again in 1849 labored to improve public education, but his efforts were of little benefit to Blacks. By 1869 Black children in Connecticut were either unwelcome pupils in small town schools or pupils in inferior all-Black city schools.
Higher education was worse. Few Blacks were admitted to public high schools and few could afford private academies. The social ostracism suffered by Black students in private schools severely limited their numbers there. Much the same was true of Blacks in Connecticut's private colleges and universities. A few exceptionally determined Black men made it through Amherst, Yale and other White colleges, but most Black college graduates had gone to Abolitionist-dominated institutions like Oberlin, Oneida and New York Central College.
Two clear examples of the problems of Black education in Connecticut are the attempt to establish a Black manual arts school in New Haven and Prudence Crandall's efforts to run a private boarding school for Black girls in Canterbury. The townspeople of New Haven in 1831 vehemently objected to the idea of a Black school in town as "incompatible to the prosperity" of Yale and other area colleges and "destructive of the best interests of the city." Prudence Crandall, by operating a boarding school for Black girls, touched off a controversy which resulted in action by the General Assembly. In 1833 it became a crime in Connecticut for any person to open without permission of the town a school for Blacks from other states or countries.
Activity Booklet
The two episodes I have chosen for this final section of the unit are concerned largely with White feelings toward slavery and Blacks in Connecticut. Both are well-documented historical events which I have attempted to simplify without altering the basic facts or outcome.
Both occurred in the 1830's and both were the subject of a major controversy. The first is the Amistad Affair. The second is Prudence Crandall's case, which I present as a play.
The Amistad Affair concerned slaves captured in Sierra Leone who had seized control of their slave ship and sailed to Connecticut. The court battle over whether to try them for piracy, return them to their Cuban captors or free them lasted several months. Their story has heroic qualities and the brief account of it in the activity booklet places more emphasis on those qualities than on the legal maneuverings that freed them.
The activity booklet lessons are important to this unit but they really only get things started. In teaching the unit myself I find these activities a good way to get students thinking. Then we have something to discuss. The sample lesson plans in the next section are things you can do to follow up on the mental activity the booklet lessons have triggered.
Sample Lesson Plan I
After the three activity booklet lessons on the origins of slavery (Abda, Quinasset and Henry Wentwood), there are a number of class projects possible.
Reports: African, Roman and Greek slavery Brazilian and Indian slavery Pequot treatment of captives Maps: slave routes in Africa the triangular trade Charts: the economics of the slave trade
My own preference is to have students write their personal feelings about the stories. They could write an essay on any of the following questions:
Do you think Wentwood should have been punished by being made a slave? Why or why not? Who was treated most unfairly of of these three persons: Abda, Quinasset or Wentwood? Why? Do you have a better plan for dealing with Indian captives? Describe it.
As an alternative assignment some children enjoy making comic strip versions of the stories. If you can draw, do your own comic strip on ditto masters and leave the balloons empty for them to fill with dialog.
Sample Lesson Plan 2
A good exercise to follow up the activities on social conditions among pre-Revolutionary slaves is list-making. The lists and their justification can get a good class discussion going.
Station students at the board to write down the items or have each child make a complete list first. Some categories for the lists are:
Things slaves must do Things slaves cannot do that free people can Things slaves can also do that free people can Things slaves don't have to do that free people do Good things about being a slave Bad things about being a slave Good things about owning slaves Bad things about owning slaves
Needless to say, this lesson needs careful controlling, but it can generate a good deal of student interest. Other projects are also possible.
Reports: Southern slavery
slave narratives (oral reports on individual slaves)
Map: slave population density in Connecticut
Chart: slave jobs in Connecticut
Sample Lesson Plan 3
One way of using the sketches of the stories of Black soldiers is to have the students adlib skits on the following situations:
Caesar Stewart signs up in 1775
Gad Asher asks his master to let him join the army Jason Yawpon is told to get ready to leave for the army Jack Arabas argues his case in court James Cromwell surrenders to the Continental Army after deserting the British
Some classes enjoy taping their skits. I don't really understand why, but some students seem more inventive with a microphone in their hand. Students can also work on the following projects:
Reports: soldiers' life in the Continental Army Black soldiers in the British Army Black war heroes Map: battles in which Connecticut Blacks fought
Teachers' Bibliography
Bayliss, John F., ed. Black Slave Narratives . New York: Macmillan, 1970.
This is a nicely organized collection of representative slave narratives which provides a brief and lucid view of slavery from capture in Africa to escape. The narrative of J.W.C. Pennington on pp. 196-221 details his escape from slavery in Maryland and provides interesting background information on a man who later became one of the leaders of Blacks in Connecticut.
Blessingame, John W., ed. Slave Testimony . Baton Rouge, Louisiana: LSU Press, 1977.
A massive, scholarly collection of letters, speeches, interviews and autobiographies of slaves and former slaves, this work also deals mainly with the south. However, pp. 30-46 and 200-204 contain letters and
interviews concerning the Amistad affair in New Haven. Also, on p. 7 is a letter from one of his former slaves, now in Georgia, appealing to James Hillhouse of Montville, Connecticut.
Cable, Mary. Black Odyssey . New York: Viking, 1971. This is a nicely written, thorough and enjoyable account of the Amistad affair. Although it is probably too dry for most middle school students, excerpts could make good comprehension exercises in reading or social studies classes. Pages 50-55, which contain a synopsis of the prisoners' account, might be useful for this.
Catterall, Helen T., ed. Judicial Cases Concerning American Slavery and the Negro . Volume IV: Cases from the Courts of New England , the Middle States and the District of Columbia . Washington, D.C.: The Carnegie Institution, 1936.
This is a massive work, but easy to use. It is organized by state and then chronologically. The section on Connecticut (pp. 413-447) begins with a concise summary of slavery in Connecticut and includes a number of significant cases in the history of slavery in the state.
Donnan, Elizabeth, ed. Documents Illustrative of the History of the Slave Trade to America . Volume III: New England and the Middle Colonies . New York: Octagon, 1969.
There is little direct material on Connecticut, since the bulk of slave-trading in New England was conducted through Boston and Newport. The material is detailed, not conveniently organized and hard to work with.
Greene, Lorenzo J. The Negro in Colonial New England . New York: Columbia, 1942.
This is a well-documented, well-written book which gives the best general presentation of Blacks' role in Puritan society.
Litwack, Leon. North of Slavery . Chicago: University of Chicago, 1961.
Not centrally concerned with slavery but with free Blacks in the north, Litwack's work was only marginally useful to this unit. It is useful for understanding the abolition and suffrage movements among northern Blacks after slavery in the north was largely abolished.
Mars, James. Life of James Mars , a Slave Born and Sold in Connecticut . Hartford: Case, Lockwood and Co., 1865.
An original narrative, this account is interesting although its abolitionist editors have made it more of a propaganda tract than an autobiography.
Logan, Gwendolyn E. "The Slave in Connecticut During the American Revolution." Connecticut Historical Societ y Bulletin 30:3 (July, 1965), pp. 73-80.
She takes a revisionist tack toward an economic explanation for the gradual emancipation of slaves in Connecticut, but Ms. Logan gives a generally balanced summary of the forces affecting Blacks in Connecticut during the Revolution. White's work is more detailed and more general in scope, but Logan's article is really all one needs to read to get an introduction to the question of the Blacks' role in the war.
MacManus, Edgar J. Black Bondage in the North . Syracuse, N,Y.: Syracuse University Press, 1973.
This book is less regional than Greene's and it takes a harsher position toward northern society. It is comprehensive, but material on Connecticut is not easy to separate from the essentially broad discussions this book contains. One needs to read the book cover to cover, or at least chapter by chapter. The first six chapters and Chapter Ten add to and give a viewpoint different from that of other accounts. Chapter Ten, on Black resistance, treats a topic that earlier writers gave little attention to.
Mitchell, Mary H. "Slavery in Connecticut and Especially in New Haven." Papers of the New Haven Colony Historical Society Volume X (1951), pp. 286-312.
There is an apologist tone to this article that makes it less than a balanced discussion of the subject. Its main usefulness is its wealth of information on prominent citizens of New Haven who held slaves, and how those slaves were treated.
Quarles, Benjamin. Black Abolitionists . New York: Oxford University Press, 1969.
Although this book covers the entire country and a later period than my unit, I recommend it for several reasons. It gives one a view of Blacks' efforts to secure their own freedom, of the problems emancipation did not solve, and of the development of Black leadership. If nothing else, read the introduction.
Steiner, Bernard C. "History of Slavery in Connecticut." Herbert B. Adams, Ed. Johns Hopkins University Studies : History and Political Science . Eleventh Series, Volumes IX-X. Baltimore: Johns Hopkins Press, 1893.
This is considered one of the basic works of the history of slavery in the north, but it suffers from its bias. Steiner was inclined to view northern slavery as "better" than southern slavery and sought examples to support that opinion. It remains valuable as a legal history of slavery in Connecticut.
Warner, Robert A. "Amos Gerry Beman." Journal of Negro History XXII:2 (April, 1937), pp. 200-221.
Beman was one of the major leaders of Connecticut's Blacks during the mid-nineteenth century, and this is a good brief biography. Warner is inclined to overpraise Beman's moderation on the abolition question, but the account is well-balanced otherwise.
Warner, Robert A. New Haven Negroes : A Social History . New Haven: Yale University Press, 1940.
Warner is a sympathetic writer and his account is a fascinating and very human one. Every teacher in New Haven should read it, if only to improve his or her feeling for the city's problems. It is not directly applicable to this particular unit, but I find it a great help in teaching later units on Connecticut Black history. Where it is particularly valuable is in its detailed economic, geographic and social profiles of one Black community in a Connecticut city.
White, David O. Connecticut ' s Black Soldiers 1775 - 1783 . Chester, Connecticut: Pequot, 1973.
This is an interesting and readable discussion of the impact of the Revolution on Connecticut's Blacks. It is far more detailed than Logan's.
Students' Bibliography
Since there is little written for children about slavery in Connecticut, the emphasis of this reading list is on two related topics: slavery elsewhere in America, and society in colonial Connecticut. These books are intended as "outside" or "book report" reading for individual students.
Bacon, Martha. Sophia Scooby Preserved . Atlantic Monthly, 1965.
This is an action-packed story of a young African girl's capture, her slavery in New Haven, her escape and involvement with pirates. Students enjoy it although it is for better readers.
Beyer, Audrey. Dark Venture . 1968.
A twelve-year-old African boy is captured by an enemy tribe and sold into slavery. He ends up the house slave of a rural New England doctor.
Goodman, Walter. Black Bondage : Life of Slaves in the South . Farrar, Straus, Giroux, 1969.
This is a moving history of slave conditions. It is valuable for its many photographs and illustrations.
Henessy, Maurice and E. Sauter, Jr. A Crown for Thomas Peters . Ives Washburn, 1964.
Another adventurous account of a young African's capture, transportation to America and escape. The wrinkle here is his return to Sierra Leone to fight the slave trade.
Lester, Julius. To Be a Slave . Dial, 1968.
This is a skillfully edited collection of slave narratives. Based largely on abolitionist editions of the 1850's and 1860's and on WPA accounts from the 1930's, this book is more accessible to students than Blassingame's book (see teacher's bibliography).
Sterne, Emma Gelders. The Long Black Schooner , Follett, 1968.
Somewhat fictionalized in the beginning, this is nonetheless a well-told account of the Amistad Affair of 1883.
Underwood, Betty. The Tamarack Tree . Houghton-Mifflin, 1971.
Prudence Crandall's story is made exciting by judicious fictionalizing.
Yates, Elizabeth. Amos Fortune , Free Man . Dutton, 1950.
This is the account of a New Hampshire slave who worked for a tanner until he could purchase his freedom at the age of fifty-nine. As a free man he continued as a tanner and was treated as a respected local citizen.
Classroom Materials
The student activity workbook, which is discussed in the narrative portion of this unit, is available from the library of the Teacher's Institute. There are thirty copies. The narrative portion of this unit is designed to serve as a teacher's guide.
Although it is not directly related, the two-part 16mm sound film about the life of Frederick Douglass could be used to good effect as a complement to this unit. This film is available from the Audio-Visual Center at Winchester School.
Another film available at Winchester, and a more pertinent one, is the one on Prudence Crandall. This could easily be used as a reinforcement lesson for the exercises on Prudence Crandall in the activity booklet. Moreover, since the film is somewhat "Hollywoodized," a discussion about how movies and television present events could be worked in as a link between the activity lesson and the film.
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:29fa4bdf-7237-4a12-825a-b14780b38fe5> | CC-MAIN-2022-27 | https://teachersinstitute.yale.edu/curriculum/units/files/80.06.09.pdf | 2022-06-25T16:59:39+00:00 | crawl-data/CC-MAIN-2022-27/segments/1656103036077.8/warc/CC-MAIN-20220625160220-20220625190220-00607.warc.gz | 601,765,247 | 9,075 | eng_Latn | eng_Latn | 0.998165 | eng_Latn | 0.998976 | [
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Mathematics
Decimals
Identify the value of each digit in numbers given to
3 decimal places and multiply numbers by 10, 100 and 1,000 giving answers up to 3 decimal places. Multiply 1-digit numbers with up to 2 decimal places by whole numbers.
Solve problems, which require answers to be rounded to specified degrees of accuracy.
Percentages
Solve problems involving the calculation of percentages [for example, of measures and such as 15% of 360] and the use of percentages for comparison.
Recall and use equivalences between simple fractions, decimals and percentages including in different contexts.
Algebra
Using simple formulae
Finding pairs of numbers to complete an equation with two unknowns
Using the inverse operation to find unknowns Record missing number problems algebraically Finding all possibilities of the combinations of two variables
Create and describe linear number sequences
Ratio & Proportion
Solving problems involving shapes where scale factor is known or can be found
Solving problems involving unequal sharing and grouping, using knowledge of fractions and multiples
Measurements
Converting between units of measure Finding missing angles in triangles and polygons Calculating area, perimeter and volume of shapes including circles.
Beech Class Miss Peck Curriculum Information Spring 2021
Physical Education
Joe Wicks
Fitness cards
Designing own fitness circuits and routines Daily walks and bike rides
5 a day TV
Invaders and Settlers: The Vikings
Science
First half term: Evolution and Inheritance- how animals have learnt to adapt to survive.
Second half term: begin animals including humans unit.
Topic
- Chronologically explain when the Vikings were around.
Creative development
- Identifying the Viking homeland countries and the physical geological reasons why they invaded.
- Discover how the Vikings' beliefs changed as a result of invading England.
- Learn about the pagan Viking gods.
RE-
Christianity- beliefs and meaning. Easter.
- Creating dramatic Viking dances.
- Sketching the symbolic icon placed at the front of a Viking longboat – a dragon head.
- Building a replica of a long boat
- Programing a game based on Viking sagas in Scratch.
- Writing a good melody-Viking Rock
English
- Reading & retelling Viking sagas
- Read Viking Boy
- Retrieving information & discussing how authors use language for impact
- Inferring and deducing about the characters
- Identifying & discussing themes
- Recognise the historical true facts and the fiction
- Writing a formal letter
- Writing information texts
- Forming logical arguments and conducting debates.
- Story writing
- Writing a diary entry
- Character and setting descriptions.
Personal and Social Development Working together
To be able to identify their own strengths and skills, those of others and know how these can complement each other.
To be able to talk about skills they would like to develop and hopes for the future.
Sex and Relationships Education
To be able to describe the main stages of how a baby is made, using some scientific vocabulary. Puberty and how it affects people in different ways.
Different types of relationships. Understand some basic reasons why a couple might choose to have children.
Show awareness of some family arrangements, which are different from theirs. | <urn:uuid:1e406453-b476-49d8-b05e-d9f19fa7c2e0> | CC-MAIN-2022-27 | https://d3hgrlq6yacptf.cloudfront.net/5f510d267b02c/content/pages/documents/1610811822.pdf | 2022-06-25T16:51:10+00:00 | crawl-data/CC-MAIN-2022-27/segments/1656103036077.8/warc/CC-MAIN-20220625160220-20220625190220-00608.warc.gz | 244,924,991 | 658 | eng_Latn | eng_Latn | 0.99408 | eng_Latn | 0.99408 | [
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Cooking with Corn Cobs Instead of Coal in China
This project replaces coal consumption from traditional coal burning stoves with improved clean biomass burning semi-gasifier stoves in rural households within Shanxi Province, Hubei Province and Guizhou Province in China. CO₂ emissions can be avoided by reducing coal consumption by using the inner part of the corn cub for cooking. The cleaner stoves improve indoor air quality which benefits the health of the women and children.
250
136,000
1
USD saved on fuel per year
stoves installed million tonnes of charcoal avoided
One of the most visible signs of the urban-rural disparity in China is in the household energy sector. While cleaner-burning petroleum-based fuels are increasingly common in wealthier areas, at least 50 percent of all households still depend on solid fuels like wood or coal as an important household fuel. A practice resulting in pollution exposures that the World Health Organization estimates to be annually responsible for over 420,000 premature deaths in China alone.
Project type:
Efficient cook stoves , Biomass
Project location:
Provinces of Shanxi, Hubei and Guizhou, China
Project status:
In operation, no credits available
Annual CO₂ reduction:
399,501 t
Situation without project
Cooking with coal and non-renewable fuelwood
Project standard
Impressions
What I like most about the stove, besides the convenience, is that since buying the stove I've saved so much money from not having to buy coal for cooking. It is wonderful, every home in our Shanxi should have one.
Li Xiaoxia, owner of a Jinqilin stove since 2009
myclimate, Impact Carbon and the China Association of Rural Energy Industry (CAREI) have partnered to alleviate the health and climate burdens found in rural China due to the inefficient and dirty use of solid fuels such as wood and coal for household energy demands. This partnership promotes the use of efficient and clean household energy technologies that can be used for cooking, heating, and water purification throughout China.
The coal used to cook cost us 1500 Yuan per year. Now with the biomass stove we save a lot of money and it's more convenient. In spring we plant the seeds. The corn is then sold on the market for money and the leftovers can be used for cooking with the biomass stove.
Nie Bianyu, User of biomass stove, China
Carbon finance revenues will be reinvested into the project for social marketing campaigns, quality control measures, solidifying supply chains, and a host of other activities.
This project contributes to 9 SDGs:
Households save around USD 1,000 on fuel over the stove's five year lifetime and EUR 80 for every Euro spent on the stove.
516,027 people profit from better air
Women save time and money.
136,000 stoves have been installed in three provinces.
278 jobs have been created.
Sustainable cooking stove production.
1 million tonnes of coal have been avoided since the start of the project and each stove avoids about 4.5 t CO₂ per year.
Reuse of otherwise unused biomass as an energy source.
The project strengthens the global partnership for sustainable development. | <urn:uuid:76c91ad1-86c1-4c7a-bc59-1885273ebe69> | CC-MAIN-2022-27 | https://www.myclimate.org/information/carbon-offset-projects/detail-carbon-offset-projects/pdf/?tx_mcop_projectdetails%5Bproject%5D=79&tx_web2pdf_pi1%5Baction%5D=&tx_web2pdf_pi1%5Bargument%5D=printPage&tx_web2pdf_pi1%5Bcontroller%5D=Pdf&cHash=fcf222319e358ebe3a20b721ed181518 | 2022-06-25T16:44:32+00:00 | crawl-data/CC-MAIN-2022-27/segments/1656103036077.8/warc/CC-MAIN-20220625160220-20220625190220-00606.warc.gz | 971,746,410 | 681 | eng_Latn | eng_Latn | 0.997893 | eng_Latn | 0.998498 | [
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Sharing a meal
In Jesus' story, the father had a big party to celebrate his son's return. What is something we can do to remember Jesus' love for us? To find the answer, write the letter that is added to the second word in each blank. Then read the answer.
on get
go
➔
➔
➔
one gate
got
___
___
___
AND
an ➔
at ➔
ran ➔
sad ➔
thin ➔
and
rat
rain
sand
think
___ ___ ___ ___ ___
Dear God, thank you for the meals we share. Amen
Help your family prepare a special meal to celebrate God's love and forgiveness.
Thorns protect the beauty of the rose, the sweet juice of the pineapple, and the water of the cactus.
Crowns of thorns can remind you that sadness comes before the joy of Easter.
Look for something rough or scratchy in your worship space.
A father forgives his son
Luke 15:1-3, 11b-32
Jesus told this story:
A man had two sons. The younger son asked his father to give him his half of the family's money. Then the younger son traveled to a faraway land, where he spent all of his money. He had to live with pigs on a pig farm. The younger son knew he would have a better life if he returned home, so he finally headed home.
When the father saw his younger son, he was happy and hugged him. The father had a big party. The older son was angry, though. He worked hard for his father, but his father never had a party for him. The father said to his older son, "Son, you are always with me. But we're having a party because your brother was lost and has been found."
Draw plenty of food for the party.
Eating and drinking
In the story Jesus told, the father had a big party because his younger son came home. We celebrate God's love and forgiveness for us by eating and drinking, too. This meal is called Holy Communion or the Lord's Supper or the eucharist (YOU-car-ist). Everyone has a place at God's table.
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'Eragon' Comprehension
Use the text to help you answer the questions below.
If you see a light bulb next to the question, you will need to think about your own thoughts or opinions, based on what you have read.
1. What does the phrase a 'practiced eye' mean?
He has done this many times before and his eyes have had lots of practise.
2. Why did the edges of the cloud in the sky glow?
The light from the harvest moon, cradled between two peaks
3. What is Eragon's job? Use evidence from the text to support your answer.
Eragon is a hunter. There is evidence in the text that suggests this, e.g. he had a hunting knife, bow and arrows and further in the text it says he was the only hunter that would come to this place.
4. What does the phrase 'boding ill' mean?
It means that they predicting something bad would happen.
5. Why is Eragon so certain he will catch the doe?
She was lame and therefore not able to run as fast as the others. He would be able to catch her more easily because of this.
6. What shocks the reader, as well as Eragon?
He has been so silent aiming for the doe with his bow and arrow, when suddenly an explosion 'shatters the night.'
7. Why is it surprising that Eragon still attempts to shoot the doe, considering the events that are unfolding?
You would expect him to run and find somewhere safe to stay until he realised what was going on. Instead he still hopes to kill the doe so that he has something for the family's meals.
8. Why does Eragon pick up the stone 'warily'?
He is unsure of what it is or where it has come from. He isn't sure if it will do something to him if he touches it, which is why he uses a stone.
9. What has Eragon learnt from the old stories?
To treat magic and those who used it with great caution.
10. 'At the very least, it will pay for some food.' (p.8)
Why is this statement written in italics?
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GSUSA x UNICEF Kid Power: Tips for Girl Scouts
Why Humanitarian Aid and Relief Are Important:
The Problem
Each year, millions of people face devastating humanitarian disasters that make it hard for their communities to function and meet basic needs like food and shelter.
Humanitarian disasters result when communities are overcome with damage from natural disasters like earthquakes, hurricanes, tornadoes, and droughts, or human-caused ones like oil spills and other forms of pollution and violent conflict. Sometimes it's a combination of natural and human-made events that creates a crisis.
Since 2005, the number of disasters around the world has increased, devastating millions of people. It's estimated that 168 million people needed help because of these disasters in 2020.
Humanitarian disasters impact everyone in the communities where they take place, but those who are poor are often more impacted because they don't have the resources to manage such a significant crisis in their lives. Humanitarian organizations and humanitarians work together, with communities and governments, to make sure those impacted by disasters get the food, supplies, and other support they need to survive and begin to rebuild.
How Can Girl Scouts Help?
How can girls do something right now to be humanitarians? Girl Scouts of the USA is partnering with UNICEF Kid Power to give girls a chance to connect their everyday activities to humanitarian assistance.
UNICEF Kid Power is an online platform that gives girls opportunities to participate in engaging three- to- five-minute activities, featuring a library of over 150 videos of interactive experiences called Kid Power Ups, which include:
* Videos with physical activities that give girls a chance to move, dance, work out, and do yoga
* Videos that teach girls social-emotional skills and spark/introduce conversations on topics involving social justice, social change, and resilience
For every Kid Power Up video a troop completes, girls earn coins that enable them to make a local impact and "unlock" global impact.
* Local: Girls and their troops have access to the Kid Power Exchange, allowing them to donate to local organizations via coins they earn by completing videos. Girls can support efforts to alleviate hunger, plant trees, and provide PPE for health workers.
* Global: For every ten videos they complete, girls can make a global impact by unlocking a ready-to-use therapeutic food (RUTF) packet to help severely malnourished children around the world.
Here are some ideas to get you started:
1. Power up with UNICEF Kid Power.
* Ask your parent/caregiver to visit www.unicefkidpower.org and sign up for free.
* Play the Student Introduction video to learn what it means to be part of the UNICEF Kid Power program.
* Check out the video library! Each video is three to five minutes long and will get you dancing, learning about the world, and having fun.
* Set a goal for the impact you want to make. Will you watch one video a day? Two a day for two weeks a month? You can also decide how many coins you want to earn through the Kid Power Exchange—and you can ask your troop members and family to join you in watching the videos and doing the activities!
* Make your impact. Remember, for every video you watch, you earn coins to use in the Kid Power Exchange, which lets you support local food banks and other organizations in your community. And for every ten videos you watch, you "unlock" therapeutic food packets for malnourished children around the world.
* Check out the Kid Power Quick-Start Guide for more information.
2. Get inspired to do more. A humanitarian is a person who works to improve the lives and living conditions of other people. There have been a great many inspiring humanitarians throughout history (also today!). Choose one and learn more about what they did or do to help others. Here are a few examples to get you thinking.
Humanitarians tend to channel a great deal of empathy, which is the ability to understand someone else's feelings and the situation they're in. Learn more about empathy by reading Stand in My Shoes by Bob Sornson or watching a read-aloud of the book. How do you practice empathy with your friends? Your family? Your community? Practicing empathy will help you become a humanitarian.
Humanitarians are often needed during emergencies and disasters. What causes different disasters? Who is most affected and how can you help? The more you understand, the more targeted and helpful your support can be! You could even earn this year's Global Action award by learning about climate change and its role in disasters.
Here are some books and videos you can ask your troop leader or parent/caregiver to read or watch with you to help you learn about some of the prominent issues humanitarians address through their work:
* Weather and natural disasters
o Flood by Alvaro Villa
o Tornadoes by Gail Gibbons (video
)
o Hurricanes by Gail Gibbons
o The Water Princess by Susan Verde and Georgie Badiel (video)
* Migration: Refugees and Migrants by Ceri Roberts (video)
* Poverty and hunger
o Still a Family by Brenda Reeves Sturgis (video)
o On Our Street: Our First Talk About Poverty by Jillian Roberts and Jane Heinrichs
o Maddie's Fridge by Lois Brandt (video)
o Poverty and Hunger by Louise Spilsbury (video)
3. Think local. As a Girl Scout, you know how to take action to help others and serve the greater good. This means you can be a humanitarian in your own community, if you're not already! Ask your troop leader to help you find humanitarian organizations or groups in your area and learn about what they do and how you can support. You might look for organizations that address homelessness, or food or healthcare needs. Ask them what they need and how you can partner with them in their work.
4. Take action! One way to build your humanitarian skills is to complete Girl Scout Journeys that help you take action and connect to humanitarian work. Ask your troop leader to support your troop in completing the Journeys in the It's Your World—Change It! and It's Your Planet— Love It! Series.
* It's Your World—Change It! Understand what it means to make a difference in the world through unique leadership and advocacy challenges.
* It's Your Planet—Love It! Learn about the environment and act for the betterment of Earth and its inhabitants.
5. Get prepared. Talk with your troop leader about how you and your troop can prepare for emergencies using Girl Scouts' disaster recovery resources, or see if your council has an emergency preparedness badge that you and your troop can earn. Once you've completed the badge, connect with your families, another troop, or members of your community to help them prepare for emergencies. | <urn:uuid:f9416962-52dd-4a55-bcc3-29c5afe68e0c> | CC-MAIN-2022-27 | https://www.girlscouts.org/content/dam/girlscouts-gsusa/forms-and-documents/at_home/volunteers/unicef/GSUSA_GSAH_info-for-girls--unicef-kid-power.pdf | 2022-06-25T17:40:59+00:00 | crawl-data/CC-MAIN-2022-27/segments/1656103036077.8/warc/CC-MAIN-20220625160220-20220625190220-00607.warc.gz | 855,335,601 | 1,397 | eng_Latn | eng_Latn | 0.996486 | eng_Latn | 0.996529 | [
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CONSTIPATION & CHIROPRACTIC
CONSTIPATION FACTS
Constipation is described as bowel movements that are challenging or infrequent, associated with hard stools and a feeling of not completely emptying. In children it is referred to as a delay or challenge to pass a stool for at least a month for infants and two months for an older child.
Constipation is common in children as it accounts for 3% of all visits to the pediatrician, with a slight difference between boys and girls.
Guidelines have been developed to help identify symptoms of constipation. Those guidelines include: Hard or painful bowel movements; Large stool that clog the toilet; Absence of bowel movements for two to three more days than usual; and blood on the outside of the stool.
The most common causes of constipation are behavioral and diet issues. Diet issues have been linked to the lack of enough fiber intake and behavioral issues can be related to stress and potty training. Other causes of constipation may be from a physical disorder, medication use, or environmental toxins.
Amongst the different alternative health care therapies available for children, chiropractic care is the most sought after. It is estimated that up to 30 million visits per year to chiropractors are accounted for by pediatric patients.
CASE STUDY
The child reported on in the study was a 3 1/2-year-old female who had chronic constipation. She had never had regular or consistent bowel movements, which was making potty training difficult. She feared the toilet because bowel movements were painful. Her parents were growing very anxious as she could not enroll in preschool without being potty trained. Her pediatrician suggested this behavior was a revolt in response to her twin sister being potty trained with no problem. Medication did not help her.
The chiropractor examined the child and found structural shifts in her neck, upper back, lower back, and sacrum. Tight muscles were noted and pain in the belly. These structural shifts can lead to obstruction of the nerves and it is this obstruction, called vertebral subluxations, that chiropractors correct.
Following chiropractic adjustments, she experienced complete resolution of constipation and experienced a bowel movement daily without pain. She became fully potty trained within 3 weeks, which eased her parents' anxiety about her going to preschool.
The study's author called for additional research to investigate the clinical implications of chiropractic in children with constipation.
According to researchers the nervous system controls and coordinates all functions of the body and structural shifts in the spine can occur that obstruct the nerves and interfere with their function. It is this obstruction, called vertebral subluxations, that chiropractors correct. By removing the structural shifts, chiropractic improves nerve supply and function.
Resolution of Chronic Constipation in a Child Undergoing Chiropractic Care: A Case Report Kara Babinski, DC & Joel Alcantara, DC. Journal of Pediatric, Maternal & Family Health, Chiropractic ~ Volume, 2019.
VetebralSubluxationResearch.com
– | <urn:uuid:6bd04466-845f-49f3-b590-d2c10d2873f0> | CC-MAIN-2022-27 | https://www.fallchiropractic.com/1625_Client%20Education-1.pdf | 2022-06-25T17:05:19+00:00 | crawl-data/CC-MAIN-2022-27/segments/1656103036077.8/warc/CC-MAIN-20220625160220-20220625190220-00606.warc.gz | 830,278,280 | 630 | eng_Latn | eng_Latn | 0.99882 | eng_Latn | 0.99882 | [
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Mapping an Idea
Video Transcript
Say you unfold a road map and look at it more closely. Or review the route proposed to you by your GPS or smart phone's map application. You can see that each city acts as a hub for multiple roads that lead away from it in different directions. Each road heading out of a city leads eventually to a new destination that itself is the converging point of more roads. But what do the images on a road map actually mean? How do they help us navigate in our world? They help us find our way, of course, but they also show the relationships between each of these destinations in terms of distance and direction.
In writing, when we are trying to build relationships between concepts in an essay, it can be hard to visualize where each topic connects to another. We may not even have a firm grasp on which topic is our central topic, much less how other topics relate to it and each other. This is where clustering can be useful.
Clustering is a free-associative exercise that uses words and basic concepts to build "idea maps" that will help you start thinking about the relationships between different concepts so that you can build a well-developed and focused product.
A key strategy in this exercise is to use word association to develop a broader context for the topic you want to write about. No word or concept exists in a vacuum. Each idea has something that came before it that helped it develop into a complete form, and many ideas themselves spawn new concepts that can be further developed over time. When building an idea map, you use word association to identify the key aspects of the topic you want to explore - what images, or words, comes to mind when thinking about the topic and what concepts are meaningfully related to your chosen topic. As you develop your essay, you may explore the relationships between the different topics in your idea map. This is the central idea behind clustering; identify words or basic ideas related to broad subjects and then build and elaborate on those connections.
Remember that clustering is simply a first step towards writing a paper, so when you finish this exercise, it may seem that all you've really accomplished from this is a bunch of seemingly random words crazily scribbled over a sheet of paper. You may begin to question your sanity. Don't let your own thoughts overwhelm you. The real goal of clustering is to help you recognize and understand the relationships between words and concepts so that you can begin to develop well-constructed arguments or analysis from a basic concept.
Have you ever tried to connect different concepts? Did you find it difficult to see the connections without writing them out? How do you think an idea might improve with a visualization of the connections between its components?
About this transcript:
- Transcript Title: Mapping an Idea
- Corresponding Lesson: Clustering
- Author and Curator: Matt Huigens for The TEL Library
- Creative Commons License: CC BY NC SA | <urn:uuid:988ae866-9e94-45ad-af3a-33715d1bc7db> | CC-MAIN-2019-04 | https://wp-media.tellibrary.org/2018/01/LACO_008-Clustering.pdf | 2019-01-23T04:29:44Z | crawl-data/CC-MAIN-2019-04/segments/1547583884996.76/warc/CC-MAIN-20190123023710-20190123045710-00464.warc.gz | 661,271,180 | 598 | eng_Latn | eng_Latn | 0.998468 | eng_Latn | 0.998621 | [
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Humans and the Water Supply
Say Thanks to the Authors
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Printed: July 7, 2015
Lesson Objectives
* List ways that humans use water.
* State why some people don't have enough water.
* Explain why poor quality water is a problem.
Vocabulary
* drought
* irrigation
Introduction
All forms of life need water to survive. Humans can survive for only a few days without it. That's a lot less time than we can live without food. Besides drinking, people also need water for cleansing, agriculture, industry, and many other uses. Clearly, water is one of Earth's most important natural resources. It's a good thing that water is recycled in the water cycle.
How We Use Water
Figure 1.1 shows how people use water worldwide. The greatest use is for agriculture and then industry. Municipal use is last, but is also important. Municipal use refers to water used by homes and businesses in communities.
Water in Agriculture
Many crops are grown where there isn't enough rainfall for plants to thrive. For example, crops are grown in deserts of the American southwest. How is this possible? The answer is irrigation. Irrigation is any way of providing extra water to plants. Most of the water used in agriculture is used for irrigation. Livestock also use water, but they use much less.
Irrigation can waste a lot of water. The type of irrigation shown in Figure 1.2 is the most wasteful. The water is sprayed into the air and then falls to the ground. But much of the water never reaches the crops. Instead, it evaporates in the air or runs off the fields. Irrigation water may cause other problems. The water may dissolve agricultural chemicals such as pesticides. When the water soaks into the ground, the dissolved chemicals do, too. They may enter groundwater or run off into rivers or lakes. Salts in irrigation water can also collect in the soil. The soil may get too salty for plants to grow.
1
Humans and the Water Supply
FIGURE 1.1
In this global water use chart, see how much is used for agriculture. Why do you think so much water is used in agriculture?
FIGURE 1.2
Overhead irrigation systems like this one are widely used to irrigate crops on big farms. What are some drawbacks of irrigation?
Water in Industry
Almost a quarter of the water used worldwide is used in industry. Industries use water for many purposes. Chemical processes need a lot of water. Water is used to generate electricity. An important way that industries use water is to cool machines and power plants.
Household Uses of Water
Think about all the ways people use water at home. Besides drinking it, they use it for cooking, bathing, washing dishes, doing laundry, and flushing toilets. The water used inside homes goes down the drain. From there it usually ends up in a sewer system. At the sewage treatment plant, water can be is treated and prepared for reuse.
Households may also use water outdoors. If your family has a lawn or garden, you may water them with a hose or
sprinkler. You probably use water to wash the car, like the teen in Figure 1.3. Much of the water used outdoors evaporates or runs off into the gutter. The runoff water may end up in storm sewers that flow into a body of water, such as the ocean.
FIGURE 1.3
What will happen to the water that runs off the van? Where will it go?
Water for Fun
There are many ways to use water for fun, from white water rafting to snorkeling. When you do these activities you don't actually use water. You are doing the activity on or in the water. What do you think is the single biggest use of water for fun? Believe it or not, it's golf! Keeping golf courses green uses an incredible amount of water. Since many golf courses are in sunny areas, much of the water is irrigation water. Many golf courses, like the one in Figure 1.4, have sprinkler systems. Like any similar sprinkler system, much of this water is wasted. It evaporates or runs off the ground.
FIGURE 1.4
Sunshine brings golfers to the desert but a lot of water is needed to make the desert green enough to play.
Water Problems: Not Enough Water
Most Americans have plenty of fresh, clean water. But many people around the world do not. In fact, water scarcity is the world's most serious resource problem. How can that be? Water is almost everywhere. More than 70 percent of Earth's surface is covered by water.
Where Is All the Water?
One problem is that only a tiny fraction of Earth's water is fresh, liquid water that people can use. More than 97 percent of Earth's water is salt water in the oceans. Just 3 percent is freshwater. Most of the freshwater is frozen in ice sheets, icebergs, and glaciers (see Figure 1.5).
FIGURE 1.5
This glacier in Patagonia, Argentina stores a lot of frozen freshwater.
Rainfall and the Water Supply
Rainfall varies around the globe. About 40 percent of the land gets very little rain. About the same percentage of the world's people don't have enough water. You can compare global rainfall with the worldwide water supply in Figure 1.6. Drier climates generally have less water for people to use. In some places, people may have less water available to them for an entire year than many Americans use in a single day! How much water is there where you live?
Wealth and the Water Supply
Richer nations can drill deep wells, build large dams or supply people with water in other ways. In these countries, just about everyone has access to clean running water in their homes. It's no surprise that people in these countries also use the most water. In poorer nations, there is little money to develop water supplies. Look at the people in Figure 1.7. These people must carry water home in a bucket from a distant pump.
FIGURE 1.6
Rainfall is a major factor affecting the water supply. Compare rainfall and the water supply in your part of the world.
FIGURE 1.7
Water is a luxury in Africa, and many people have to carry water home. How would you use water differently if you had to get your water this way?
Water Shortages
Water shortages are common in much of the world. People are most likely to run short of water during droughts. A drought is a period of unusually low rainfall. Human actions have increased how often droughts occur. One way people can help to bring on drought is by cutting down trees. Trees add a lot of water vapor to the air. With fewer trees, the air is drier and droughts are more common.
We already use six times as much water today as we did a hundred years ago. As the number of people rises, our need for water will grow. By the year 2025, only half the world's people will have enough clean water. Water is such a vital resource that serious water shortages may cause other problems.
* Crops and livestock may die, so people will have less food available.
* Other uses of water, such as industry, may have to stop. This reduces the jobs people can get and the products they can buy.
* People and nations may fight over water resources.
* In extreme cases, people may die from lack of water.
Water Problems: Poor Quality Water
The water Americans get from their faucets is generally safe. This water has been treated and purified. But at least 20 percent of the world's people do not have clean drinking water. Their only choice may be to drink water straight from a river (see Figure 1.8). If the river is polluted with wastes, it will contain bacteria and other organisms that cause disease. Almost 9 out of 10 cases of disease worldwide are caused by unsafe drinking water. Diseases from unsafe drinking water are the leading cause of death in young children.
FIGURE 1.8
This girl is getting drinking water from a hole that has been dug. It may be the only source of water where she lives.
Lesson Summary
* People use water for agriculture, industry, and municipal uses. Irrigation for agriculture uses the most water.
* Too little water is a major problem. Places with the least water get little rainfall. They also lack money to develop other water resources. Droughts make the problem even worse.
* Poor water quality is also a problem. Many people must drink water that contains wastes. This causes a lot of illness and death.
Lesson Review Questions
Recall
1. List the three major ways that humans use water.
2. What is the single biggest use of water in agriculture?
3. Give an example of an industrial use of water.
4. Why does golf use a lot of water?
5. What problems may result from serious water shortages?
Apply Concepts
6. Briefly describe a typical day in your life. Identify each time you use water. Don't forget that producing power, food, and other goods uses water.
Think Critically
7. More than 70 percent of Earth's surface is covered by water. Why is scarcity of water the world's most serious resource problem?
8. Relate droughts to water shortages. Explain why droughts are becoming more common.
Points to Consider
In this lesson, you learned that many people don't have clean water to drink. They must drink polluted water instead.
* How does water become polluted?
* Can polluted water be treated so it is safe to drink?
References
1. CK-12 Foundation. . CC-BY-NC-SA 3.0
2. Jellaluna. http://www.flickr.com/photos/90859240@N00/5983016558/ . CC-BY 2.0
3. Stuart Whitmore. Teenage girl sprays van with a hose . Used under license from Shutterstock.com
4. Kristin Smith. Beautiful Golf Course . Used under license from Shutterstock.com
5. Pablo H Caridad. Boat sailing near Perito Moreno glacier, in Patagonia, Argentina . Used under license from Shutterstock.com
6. Petra Döll - uploaded by Hpdoell, Jackaranga. http://commons.wikimedia.org/wiki/File:Water_Stress_Arou nd_2000_A.D._By_WaterGAP.jpg, http://commons.wikimedia.org/wiki/File:World_precip_annual.png . CCBY-SA 3.0
7. Lucian Coman. In many African villages, water is a luxury, and everyday people walk few kilometers to get it . Used under license from Shutterstock.com
8. Bob Metcalf. http://commons.wikimedia.org/wiki/File:Mwamongu_water_source.jpg . Public Domain | <urn:uuid:e53aa432-c4c7-479f-8b2e-a61da6f9515d> | CC-MAIN-2022-27 | https://www.wcpss.net/cms/lib/NC01911451/Centricity/Domain/3941/Humans%20and%20the%20Water%20Supply.pdf | 2022-06-25T16:52:55+00:00 | crawl-data/CC-MAIN-2022-27/segments/1656103036077.8/warc/CC-MAIN-20220625160220-20220625190220-00611.warc.gz | 1,141,450,806 | 2,627 | eng_Latn | eng_Latn | 0.994612 | eng_Latn | 0.998487 | [
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BEFORE YOU LIGHT UP, LOOK DOWN.
Children exposed to secondhand smoke are more likely to suffer from ear infections and asthma.
Secondhand smoke hurts.
Draw a picture of yourself and your family in the space. Color in the frame!
Keep us smoke-free!
Massachusetts Department of Public Health makesmokinghistory.org | <urn:uuid:2a0bee00-c6ce-4487-9e0e-c8e01c2ee7cb> | CC-MAIN-2019-04 | http://www.artguy.com/SecondHandSmoke_ColoringPage.pdf | 2019-01-23T04:08:49Z | crawl-data/CC-MAIN-2019-04/segments/1547583884996.76/warc/CC-MAIN-20190123023710-20190123045710-00465.warc.gz | 259,941,328 | 64 | eng_Latn | eng_Latn | 0.997753 | eng_Latn | 0.997753 | [
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WHIST-ory Moments
Howland Family of Dartmouth and New Bedford, Massachusetts.
Sails into the History of Wilmington, Delaware.
By Stacey Inglis , VP/GM Tilton Mansion home to University & Whist Club
The Howland family, similar to the Tilton family, had roots from England and Ireland both settling in Massachusetts when arriving in America in the late 1600's.
imported a variety of items.
George Howland was a whaling merchant. The Howlands had been among the earliest settlers in Old Dartmouth and George had numerous relatives in the area. At the age of 16 he began his career as an apprentice in the office of William Rotch Jr., one of the three leading New Bedford whaling merchants and shipping agents of the day.
For many years George Howland's ships carried freight and cargos from New Bedford, New York City, and Norfolk to a number of European ports including Dublin, Liverpool, Cadiz, Leghorn, Archangel, etc. and
In 1817, George Howland began sending ships on whaling voyages. Some were converted from merchant use, others selected specifically for whaling. His whaling vessels included the George and Susan, Golconda, Ann Alexander, Hope, Cortes, Java, George Howland, Rousseau, and Corinthian.
George Howland continued to send cargoes of oil to Europe, especially to Bremen and Rotterdam; he imported Swedish iron as well as English-made try pots, which he sold to other merchants in the whaling industry. He also sent oil and candles to his American agents in Boston, New York, Philadelphia and Baltimore.
On September 29, 1803 George Howland married his cousin,
Elizabeth Howland, the daughter of John Howland. George and Elizabeth had three children, but Elizabeth died on December 12, 1806.
Just seven yeas later, on April 26, 1810 George Howland married Susanna Howland, the daughter of his cousin Cornelius Howland. George and Susan, had 14 children, 8 of whom died young. Of the 6 children who survived into adulthood, Charles Wing Howland, is the Howland who would move into the Tilton Mansion.
He and his family first lived in Union Springs, New York but moved to Wilmington, Delaware.
Charles Wing Howland moved his family; wife Gulielma and seven children to Wilmington, Delaware in the 1850s.
Charles hired a renowned Philadelphia architect, Robert Morris Smith to enlarge the building. The structure was renovated into what the architect called the "pure Italian style." The tower on the Ninth Street side was built to house a spring water cistern with a power pump for running water in the house. The tower was topped by an observatory. Howland renamed the Tilton mansion, Hilton.
Charles Samuel Howland married Mary Catherine Shipley of Ohio on December 7, 1873. Charles and Mary built a house at 808 N. Broom Street across from the Tilton Mansion on 805 N. Broom Street. When the Howlands moved to Lower Merion Township in Pennsylvania, the property was sold to Coleman DuPont. The property is presently home to the Greek Church. (Photo below: 808 N. Broom St.)
Charles Wing Howland was a Director of the Wilmington Institute; Formed by a merger of the Library of Wilmington and the Young Men's Association for Mutual Improvements. The merger was passed by legislation on January 27, 1859.
Among its first officers were its President, Joshua Heald, a Vice President William Hilles. Hilles' sister Gulielma Maria Hilles was married to Charles Wing Howland. Another Vice President of the Wilmington Institute was George Washington Bush whose son Joshua Danforth Bush bought the Tilton Mansion from Howland and would go on to become the 6th Lieutenant Governor of Delaware.
the Tilton Mansion with her widowed daughter Margaret Howland Cookman 50, her grandson Harold 16, her grand-daughter Gertrude Maria and their Irish cook named Margaret Tierney.
Over the years, the Howlands had several Irish, Swiss and German live-in servants, including a gardener named Edward, Mary O'Neal and Mary Lenard.
By the time Gulielma passed away in 1907, she was living at 712 West Street in Wilmington according to her death certificate.
Gulielma's father Samuel's occupation was shown in the 1850's U.S. Census as a Gentleman: a man of leisure. His death certificate however, shows him as a retired professor. Perhaps he preferred to be
Charles S. Howland was the Treasurer of the Jackson & Sharp Company. He was educated at the Clarkson Taylor School and Haverford College.
In 1857, a stock committee had been formed to oversee the merger and the building of the home for the new entity. Several Wilmington notables were among the committee members: William Tatnall, William Hilles, Joshua Canby and George W. Bush.
Institution Hall was to be located with its façade on Market, between 8th & Shipley. The architect for the building was S.D. Button of Philadelphia.
Charles Samuel and Mary had a son Murray Shipley Howland who became a clergyman and moved to Buffalo, NY. He was the Reverend of the Lafayette Avenue Presbyterian Church of Buffalo.
Their daughter Alice Guliema Howland became Associate Principal of the Misses Shipley Schools of Bryn Mawr in Lower Merion, PA.
Gulierma Maria Howland was born in Wilmington in 1822. After her husband Charles Wing Howland passed away in February of 1896, the 1900 census shows her still living in remembered as man of leisure.
History doesn't share why the Howlands are predominately buried in Lower Merion up in Pennsylvania instead of here in Delaware.
We do know that Gulielma moved out sometime between 1900 and 1907 when she passed away in her West Street home.
But we do know the family who purchased the Tilton Mansion after the Howlands; the Bush family. Family friends of the Howlands.
Tilton Mansion
805 N. Broom St.
Wilmington, DE 19806
For tours call (302) 658-5125
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Year 1 English programme of study
Reading – Word Reading
Pupils should be taught to:
§ apply phonic knowledge and skills as the route to decode words
§ respond speedily with the correct sound to graphemes (letters or groups of letters) for all 40+ phonemes, including, where applicable, alternative sounds for graphemes
§ read accurately by blending sounds in unfamiliar words containing GPCs that have been taught
§ read common exception words, noting unusual correspondences between spelling and sound and where these occur in the word
§ read words containing taught GPCs and –s, –es, –ing, –ed, –er and –est endings
§ read other words of more than one syllable that contain taught GPCs
§ read words with contractions [for example, I'm, I'll, we'll], and understand that the apostrophe represents the omitted letter(s)
§ read aloud accurately books that are consistent with their developing phonic knowledge and that do not require them to use other strategies to work out wordsReading – comprehension
Reading – Comprehension
Pupils should be taught to:
§ develop pleasure in reading, motivation to read, vocabulary and understanding by:
§ listening to and discussing a wide range of poems, stories and non-fiction at a level beyond that at which they can read independently
§ being encouraged to link what they read or hear read to their own experiences
§ becoming very familiar with key stories, fairy stories and traditional tales, retelling them and considering their particular characteristics
§ recognising and joining in with predictable phrases
§ learning to appreciate rhymes and poems, and to recite some by heart
§ discussing word meanings, linking new meanings to those already known
§ understand both the books they can already read accurately and fluently and those they listen to by:
§ drawing on what they already know or on background information and vocabulary provided by the teacher
§ checking that the text makes sense to them as they read and correcting inaccurate reading
§ discussing the significance of the title and events
§ making inferences on the basis of what is being said and done
§ predicting what might happen on the basis of what has been read so far
§ participate in discussion about what is read to them, taking turns and listening to what others say
§ explain clearly their understanding of what is read to them.
Writing - Transcription
Spelling
Pupils should be taught to:
§ spell:
§ words containing each of the 40+ phonemes already taught
§ common exception words
§ the days of the week
§ name the letters of the alphabet:
§ naming the letters of the alphabet in order
§ using letter names to distinguish between alternative spellings of the same sound
§ add prefixes and suffixes:
§ using the spelling rule for adding –s or –es as the plural marker for nouns and the third person singular marker for verbs
§ using the prefix un–
§ using –ing, –ed, –er and –est where no change is needed in the spelling of root words [for example, helping, helped, helper, eating, quicker, quickest]
§ apply simple spelling rules and guidance, as listed in English Appendix 1
§ write from memory simple sentences dictated by the teacher that include words using the GPCs and common exception words taught so far.
Handwriting
Pupils should be taught to:
§ sit correctly at a table, holding a pencil comfortably and correctly
§ begin to form lower-case letters in the correct direction, starting and finishing in the right place
§ form capital letters
§ form digits 0-9
§ understand which letters belong to which handwriting 'families' (i.e. letters that are formed in similar ways) and to practise these.
Writing – Composition
Pupils should be taught to:
§ write sentences by:
§ saying out loud what they are going to write about
§ composing a sentence orally before writing it
§ sequencing sentences to form short narratives
§ re-reading what they have written to check that it makes sense
§ discuss what they have written with the teacher or other pupils
§ read aloud their writing clearly enough to be heard by their peers and the teacher.
Writing – Vocabulary, Grammar and Punctuation
Pupils should be taught to:
§ develop their understanding of the concepts set out in English Appendix 2 by:
§ leaving spaces between words
§ joining words and joining clauses using and
§ beginning to punctuate sentences using a capital letter and a full stop, question mark or exclamation mark
§ using a capital letter for names of people, places, the days of the week, and the personal pronoun 'I'
§ learning the grammar for year 1 in English Appendix 2
§ use the grammatical terminology in English Appendix 2 in discussing their writing.
Year 1 Mathematics programme of study
Number – Number and place value
Pupils should be taught to:
§ count to and across 100, forwards and backwards, beginning with 0 or 1, or from any given number
§ count, read and write numbers to 100 in numerals; count in multiples of twos, fives and tens
§ given a number, identify one more and one less
§ identify and represent numbers using objects and pictorial representations including the number line, and use the language of: equal to, more than, less than (fewer), most, least
§ read and write numbers from 1 to 20 in numerals and words.
Number – Addition and subtraction
Pupils should be taught to:
§ read, write and interpret mathematical statements involving addition (+), subtraction (–) and equals (=) signs
§ represent and use number bonds and related subtraction facts within 20
§ add and subtract one-digit and two-digit numbers to 20, including zero
§ solve one-step problems that involve addition and subtraction, using concrete objects and pictorial representations, and missing number problems such as 7 = ☐ – 9.
Number – Multiplication and division
Pupils should be taught to:
§ solve one-step problems involving multiplication and division, by calculating the answer using concrete objects, pictorial representations and arrays with the support of the teacher.
Number – Fractions
Pupils should be taught to:
§ recognise, find and name a half as one of two equal parts of an object, shape or quantity
§ recognise, find and name a quarter as one of four equal parts of an object, shape or quantity.
Measurement
Pupils should be taught to:
§ compare, describe and solve practical problems for:
§ lengths and heights [for example, long/short, longer/shorter, tall/short, double/half]
§ mass/weight [for example, heavy/light, heavier than, lighter than]
§ capacity and volume [for example, full/empty, more than, less than, half, half full, quarter]
§ time [for example, quicker, slower, earlier, later]
§ measure and begin to record the following:
§ lengths and heights
§ mass/weight
§ capacity and volume
§ time (hours, minutes, seconds)
§ recognise and know the value of different denominations of coins and notes
§ sequence events in chronological order using language [for example, before and after, next, first, today, yesterday, tomorrow, morning, afternoon and evening]
§ recognise and use language relating to dates, including days of the week, weeks, months and years
§ tell the time to the hour and half past the hour and draw the hands on a clock face to show these times.
Geometry – Properties of Shape
Pupils should be taught to:
§ recognise and name common 2-D and 3-D shapes, including:
§ 2-D shapes [for example, rectangles (including squares), circles and triangles]
§ 3-D shapes [for example, cuboids (including cubes), pyramids and spheres].
Geometry – Position and direction
Pupils should be taught to:
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Earth Day
CELEBRATING OUR PLANET – APRIL 22, 2022
More than a billion people, representing 193 nations, participate in honoring Earth Day every year, making April 22 the most celebrated civic observance in the world. Since the establishment of Earth Day, environmental conservation has become a hot topic. Most recently, at the 2021 Glasgow Climate Change Conference, participating nations pledged to engage in the collective effort and adopt the Glasgow Climate Pact, turning the current decade into a time for climate action. Earth Day is so much more than just a date.
DID YOU KNOW?
1. The idea of designating a special day to celebrate our planet originated in 1969. Senator Gaylord Nelson was prompted to establish Earth Day after witnessing a large oil spill in Santa Barbara, California.
2. There is a specific reason why April 22 was chosen – it was supposed to encourage student participation as it fell between most students' spring break and final exams. The first Earth Day was celebrated a year later, in 1970.
3. It was not until 1990 that Earth Day became a worldwide event, and in 2009, the United Nations gave it a new name – International Mother Earth Day.
4. The first Earth Day was recognized by 20 million Americans, which at that time represented 10% of the U.S. population!
5. Over the years, Earth Day has led to the passage of numerous environmental laws in the United States, including the Clean Air Act, Clean Water Act, Endangered Species Act, and National Environmental Education Act. Many countries adopted similar changes, and famously, the United Nations designated Earth Day to sign the Paris Climate Agreement in 2016.
6. Earth Day has also been responsible for the establishment of the National Oceanic and Atmospheric Administration (NOAA) and the Environmental Protection Agency (EPA), with many countries soon adopting similar laws.
7. Over 95% of primary and secondary schools in the United States observe Earth Day each year!
8. Earth Day has triggered numerous civic campaigns, including the Climate Literacy Campaign, National Civic Education Program, Educators Network, Green Schools, and many more.
9. Each Earth Day has a theme. In 2011, A Billion Acts of Green was chosen, aimed at reducing carbon emissions. Around the globe, many countries took up the challenge – in Afghanistan, 28 million trees were planted as part of the Plant Trees Not Bombs campaign.
10. 2020 marked the 50th anniversary of the Earth Day movement.
As educators and professionals, we have an obligation to educate ourselves about climate support and instill this knowledge and values into future generations. Did you know that over three billion students
McCormickCenter.nl.edu | 1.833.LEAD.ECE
still lack much-needed climate education? A large body of literature and research has emphasized an array of benefits environmental education brings to primary grade students:
"Environmental education is about hope and change. There is a mountain of evidence that suggests EE is a powerful way to teach students. Over 100 studies found that it provides transformative learning opportunities that bring tremendous results and engage young people in the world around them in meaningful, collaborative ways. There is no doubt that environmental education is one of the most effective ways to instill a passion for learning among students."
Dr. Nicole Ardoin, Stanford University
WHAT CAN YOU DO?
- Show children how to respect the environment by teaching them simple habits:
- Place a recycle bin in the classroom, and explain to the children that it is to reuse and recycle materials.
- Encourage children to pick up trash found on the playground and in other outdoor spaces.
- Turn off unneeded lights and water. Remember to explain to your students why it is so important!
- Have your students help with the classroom pet and plants. Show children how to gently handle a class pet to avoid hurting it, or ask them to help you water plants.
- Insects are good for the environment; therefore, explain the vital role they play in the natural world's ecosystems.
- Support climate literacy and education. Incorporate environmental education into your curriculum – there are tons of useful resources available. Some of these are listed below.
- Become a catalyst for change – nominate your school to become a Green Ribbon School.
- Organize a school cleanup. Invite local families and community partners to help clean the school building or a local park. You can even register your event!
- Become a social media advocate – use your own platform to encourage others to engage in Earth Day activities.
USEFUL RESOURCES:
Learn about Earth Day 2022
Learn more about the Glasgow Climate Change Conference – October-November 2021
Read about Benefits from Environmental Education - Key Findings
Join the Illinois Green Ribbon Schools Program
Register a cleanup
Earth Day 2022 Action Toolkit - Social Media
CURRICULUM RESOURCES:
Environmental Literacy for Illinois - A Framework
Kids for Conservation® - March 2022
The Illinois Department of Natural Resources - Grants for Schools
The Benefits of Environmental Education for Toddlers
Earth Day Schools
Daria Rymarzak is a Report Specialist at the McCormick Center for Early Childhood Leadership at National Louis University. She is pursuing a doctoral degree in community psychology at National Louis University's College of Professional Studies and Advancement. Daria earned a baccalaureate degree in psychology from Roosevelt University and a graduate degree in child development and early childhood administration from Erikson Institute. She is interested in supporting initiatives leading to integrated early learning and child development systems, connecting early childhood practice with policy and research, and the functioning and effectiveness of community-based coalitions addressing the importance of the early years.
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Geography
Weather and climate
What will the students study?
Students will explore the concepts of weather and climate. They will learn about the different types of weather we experience on a daily basis and how this phenomenon is measured and recorded. The UK has two dominant air pressure systems (high and low) which determines our weather. High-pressure systems are associated with settled weather (no clouds, clear skies, slight breeze) whereas low-pressure systems bring unsettled weather (cloudy, rainy, wind). Rainfall is a weather phenomenon that influences everyone especially us in the UK hence the students will study the three types of rainfall namely, frontal, convectional and relief. The final section of work for this unit will examine the weather and climate of the British Isles.
What will homework be?
Homework will consist of three broad in-depth sessions, which will follow the study scheme. The first session will focus on the theory and skills needed at this level which will include interpreting and reading various weather charts. The second will involve a months weather recording exercise the information at the end will be interpreted using a range of graphical techniques (numeracy). The final piece will involve extended writing (SPaG) which will focus on the weather associated with the UK – pressure systems and rainfall.
How can you help?
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J. Paul Getty Museum
Education Department
Brooklyn Bridge, Walker Evans
Brooklyn Bridge Walker Evans American, New York City, 1929 Gelatin silver print 5 13/16 x 5 9/16 in. 84.XM.956.10
Less a photograph of the Brooklyn Bridge than of the view from it, this image shows lower Manhattan just across the East River framed by crisscrossed steel suspension cables. The geometric cage of intersecting lines dissects the financial heart of the city, emphasizing the divide between the two New York City boroughs. Walker Evans's view hints at the separate and uneasy relationship between the two worlds connected by the bridge.
Built between 1869 and 1883, the Brooklyn Bridge
was at the time the world's largest suspension bridge and the first to use steel as cable wire. A symbol of progress in the Industrial Age, it also became a favorite motif for modern painters and photographers.
About the Artist
Walker Evans (American, 1903–1975)
"Leaving aside the mysteries and the inequities of human talent, brains, taste, and reputations, the matter of art in photography may come down to this: it is the capture and projection of the delights of seeing; it is the defining of observation full and felt." —Walker Evans
Walker Evans began to photograph in the late 1920s, making snapshots during a European trip. Upon his return to New York, he published his first images in 1930. During the Great Depression, Evans began to photograph for the Resettlement Administration, later known as the Farm Security Administration (FSA), documenting workers and architecture in the Southeastern
© 2007 J. Paul Getty Trust.
This education resource is licensed under a Creative Commons Attribution 4.0 International License. To view a copy of this license, visit http://creativecommons.org/licenses/by/4.0/.
Brooklyn Bridge, Walker Evans
states. In 1936 he traveled with the writer James Agee to illustrate an article on tenant farm families for Fortune magazine; the book Let Us Now Praise Famous Men came out of this collaboration.
Throughout his career Evans contributed photographs to numerous publications, including three devoted solely to his work. In 1965 he left Fortune, where he had been a staff photographer for twenty years, to become a professor of photography and graphic design at Yale University. He remained in the position until 1974, a year before his death.
Questions for Teaching
Using as many details as possible, describe what you see in this image. (This image shows a view of a city through the cables of a suspension bridge. The foreground of this image is occupied by the intersecting cables of the bridge. The background consists of three horizontal bands: the water, the city, and the sky.)
This image is taken from the Brooklyn Bridge, which connects the island of Manhattan to Brooklyn. What reactions do you think Evans wanted to evoke with this image? (The crossbeams, which are positioned with such prominence in the image, are strongly reminiscent of cage bars. Evans may be suggesting the separation between different populations and places within the same city. Although a bridge is meant to connect two areas together, Evans is ironically pointing out that two areas can remain isolated—socially, economically—even when physically connected.)
This image expresses many strong formal qualities. Which of the elements and principles of art are most strongly represented here? (The foreground of this image consists of strong vertical and diagonal lines. These lines intersect to form diamond shapes and create positive and negative space. The vertical lines of the cables are echoed in the vertical lines of the skyscrapers in the background. There is an interesting contrast in positive and negative space between the relatively blank sky and water and the view of the city in between, which is checkered with hundreds of windows. The lines also create a pattern of diamond shapes and create a repetition across the image. There is also pattern and repetition in the rectangularshaped windows in the distant buildings.)
© 2007 J. Paul Getty Trust
© 2007 J. Paul Getty Trust.
This education resource is licensed under a Creative Commons Attribution 4.0 International License. To view a copy of this license, visit http://creativecommons.org/licenses/by/4.0/. | <urn:uuid:9a54b714-8b12-4c55-9279-93bba280a187> | CC-MAIN-2019-04 | http://www.getty.edu/education/teachers/classroom_resources/curricula/exploring_photographs/downloads/brooklyn_bridge.pdf | 2019-01-23T02:49:10Z | crawl-data/CC-MAIN-2019-04/segments/1547583884996.76/warc/CC-MAIN-20190123023710-20190123045710-00465.warc.gz | 304,085,301 | 876 | eng_Latn | eng_Latn | 0.994894 | eng_Latn | 0.99647 | [
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December 2018 MSCU Elementary Family Newsletter
Dear Families,
The weather outside is frightful, but our MSCUE classroom has been delightful this December. Please take a moment to read about this month's events through the eyes of our first and second year students. Have a safe and relaxing break and a Happy New Year!
*Reminder– please bring a water bottle starting Monday, January 7th, 2019!
Student Sound-Off:
Temperature Recording by Arabelle L.-- At 9:00 first and second years go outside and check the temperature. We use a thermometer to check the temperature in Celsius. Then we come back inside, get our math notebooks, and draw a graph. At the end of the week we will see all the temperatures on our graphs. I like drawing the graph.
Songs Before Lunch by Ruth I.-- I will be writing about the new songs. We learned to sing "A Tisket a Tasket", "Old King Glory", and "The Canoe Song". We played a game with the new songs. We play these games before lunch. The games make me feel cheered up!
Leaf Venations by Stella L.-- Last week the first and second years went to Burwash Park to go and collect leaves. Then we went back to school and got our cultural studies notebooks. We sorted the leaves into three groups of veins. They are pinnate, palmate, and parallel. We had two parallel and a lot of palmate and pinnate. Then we recorded them and did a rubbing in our cultural studies notebooks. Then we put them back and started our priorities. My favorite part was going to the park and me and Yan were helping each other find leaves.
Music Class by Yan F.-- In music we are learning about German songs. We are learning a new dance. It's really hard! We play fun games with Ms. Sears. We also learned about the accordion. My favorite part of music is when Mrs. Sears brings things to show us.
Spanish Class by Joanna B.-- In Spanish class we write and speak words in Spanish. We have learned colors, body parts, the months of the year, and how to introduce ourselves. We learn songs in Spanish. I like learning the songs. Papa Noel means Santa Claus. "Feliz navidad, feliz navidad, feliz navidad, feliz Navidad, prospero año y felicidad" is a song we sing!
Puppet Show by Eloise A.-- Everyone is making a puppet show. There are six groups and they are all telling different stories from all around the world. First we found a story that we liked. Second we underlined the stuff each persons says in different colors. Then we made puppets in art class. Right now we are using our puppets while we read our story. We are going to perform our puppet shows in front of the primary! I like making the puppets.
This week Mr. Cook stopped in for a visit to give a presentation on positive self talk and using "I statements" to express ourselves. Our students greatly enjoyed the three activities Mr. Cook led them in! | <urn:uuid:f846a731-6fdd-4d2c-9abc-1e10291aefb4> | CC-MAIN-2019-04 | http://www.montessorischoolofcu.org/uploads/1/0/0/4/10048172/december_2018_newletter.pdf | 2019-01-23T03:25:31Z | crawl-data/CC-MAIN-2019-04/segments/1547583884996.76/warc/CC-MAIN-20190123023710-20190123045710-00465.warc.gz | 346,674,779 | 633 | eng_Latn | eng_Latn | 0.999308 | eng_Latn | 0.999308 | [
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Lactose Intolerance
Lactose intolerance is the inability to digest lactose, a sugar found in milk and milk products. Lactose intolerance is caused by a deficiency of the enzyme lactase, which is produced by cells lining the small intestine. Lactase breaks down lactose into two smaller sugars, called glucose and galactose. Lactose intolerance is sometimes confused with a milk allergy, which is your immune system's reaction to one or more proteins in milk, not the sugar.
Risk Factors
Symptoms
Factors that may lead to the develop of lactose intolerance include:
- Increasing age. Lactose intolerance usually develops during adolescence or adulthood and becomes more common as you age. Lactase deficiency develops begins after the age of two when the body begins to produce less of the enzyme.
- Ethnicity: African Americans, Asian Americans, Hispanic Americans and American Indians.
- Premature birth. The lactase enzyme increases late in the third trimester; therefore, infants born prematurely may have reduced levels of lactase.
- Illness or diseases affecting the small intestine. Small intestine problems that can cause lactose intolerance include bacterial overgrowth, celiac disease and Crohn's disease.
- Radiation to the abdomen. If you've received radiation therapy for cancer in your abdomen, you have an increased risk of lactose intolerance.
Individuals ages 19-50 years old are recommended to consume approximately 1000 mg of calcium daily.
Symptoms of lactose intolerance may begin 30 minutes to 2 hours after consuming milk and milk products. The severity of these symptoms depends on the amount of lactose consumed and the amount a person can tolerate. Common symptoms include:
abdominal cramps
bloating
gas
diarrhea
nausea
Lactose intolerance is typically treated by restricting milk and milk products from the diet. This means you may miss out on vital nutrients, such as protein, riboflavin, vitamin A, vitamin D, phosphorus, magnesium, and especially, calcium. Not to worry, you can get these nutrients from other non-dairy sources or fortified dairy alternatives.
Calcium Supplements
If you are not getting enough calcium from your diet, a calcium supplement may be necessary. Calcium supplements are available over-the-counter. The most common supplements are in the form of calcium carbonate or calcium citrate. Calcium carbonate (i.e., Caltrate®, Os-Cal® 500, Tums®, Viactiv®) is the least expensive, however, some medications may interfere with its absorption. With certain medications, calcium citrate (i.e., Citracal®), may be a better option. Check with a health professional prior to beginning a supplement. Calcium is best absorbed by the body in doses of 500 mg or less. If you need more than 500 mg, divide the dose in half and take it twice a day.
Student Life Student Wellness Center | B130 RPAC | 337 W. 17th Ave. | 614-292-4527 | swc.osu.edu
Calcium Content of Dairy and Alternatives
* Check the food labels for nutrition content on canned and frozen products.
Tips for Including Dairy
It may not be necessary to completely eliminate dairy products from your diet. Most people with lactose intolerance can enjoy some milk products without experiencing any symptoms. You may try to increase your tolerance to dairy products by gradually introducing them into your diet. Here are some ways you can change your diet to reduce symptoms:
1. Choose smaller servings of dairy (up to 4 ounces or 1/2 a cup milk or yogurt) at one time.
2. Drink milk with food or at mealtimes, rather than alone, for better tolerance.
3. Try a variety of dairy products since they contain different amounts of lactose. When compared to regular milk, yogurt has a lower amount of lactose and more probiotics (good bacteria), which help break down the milk sugar.
4. Buy lactose-free or lactose-reduced products, such as Lactaid® milk or soymilk.
5. Check ingredients on food labels to identify possible sources of lactose. Look for words such as milk, lactose, whey, curds, milk by-products, margarine, and cream.
6. Over-the-counter lactase enzyme tablets or drops can help by increasing tolerance of milk and milk products.
Lactose-Free Straw-Nana Smoothie
Ingredients
Directions
- 1 banana, sliced, then frozen
- 1/2 cup diced, frozen strawberries
- 1 cup soy milk (your favorite flavor)
- 2 Tbsp sweetener of choice (optional)
- 1/8 tsp. vanilla (optional)
1. Blend everything together! Add more or less of anything to get it to just the right consistency/taste.
2. Add chocolate syrup to the glass to make it look nice (doesn't really change the taste). | <urn:uuid:387d6f93-5550-42b4-939d-ca168fd3fbde> | CC-MAIN-2019-04 | https://swc.osu.edu/posts/documents/lactose-intolerance.pdf | 2019-01-23T03:05:42Z | crawl-data/CC-MAIN-2019-04/segments/1547583884996.76/warc/CC-MAIN-20190123023710-20190123045710-00466.warc.gz | 645,784,627 | 1,036 | eng_Latn | eng_Latn | 0.997224 | eng_Latn | 0.9972 | [
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STATE CHAPTER EVENT
2018-2019 Page 1 of 5
The Manners Matter Competitive Event is a State Event conducted at the NJ FCCLA State Leadership Conference. It is an individual or team event that promotes the understanding and knowledge of manners and encourages members to develop manners programs within the chapter.
NEW JERSEY CORE CURRICULUM STANDARDS
RI.11-12.7 Integrate and evaluate multiple sources of information presented in different media or formats (e.g., visually, quantitatively) as well as in words in order to address a question or solve a problem.
RI.11-12.7 Integrate and evaluate multiple sources of information presented in different media or formats (e.g., visually, quantitatively) as well as in words in order to address a question or solve a problem.
SL.11-12.6 Adapt speech to a variety of contexts and tasks, demonstrating a command of formal English when indicated or appropriate.
SL.11-12.4 Present information, findings, and supporting evidence, conveying a clear and distinct perspective, such that listeners can follow the line of reasoning, alternative or opposing perspectives are addressed, and the organization, development, substance, and style are appropriate to purpose, audience, and a range of formal and informal tasks.
SL.11-12.1c Propel conversations by posing and responding to questions that probe reasoning and evidence; ensure a hearing for a full range of positions on a topic or issue; clarify, verify, or challenge ideas and conclusions; and promote divergent and creative perspectives.
9.3.12.AR-VIS.2 Analyze how the application of visual arts elements and principles of design communicate and express ideas.
9.3.12.AR-VIS.3 Analyze and create two and three-dimensional visual art forms using various media.
9.2.12.C.3 Identify transferable career skills and design alternate career plans
9.2.8.B.3 Evaluate communication, collaboration, and leadership skills that can be developed through school, home, work, and extracurricular activities for use in a career.
9.2.12.C.6 Investigate entrepreneurship opportunities as options for career planning and identify the knowledge, skills, abilities, and resources required for owning and managing a business.
CAREER READY PRACTICES
ü Act as a responsible and contributing citizen and employee.
ü Apply appropriate academic and technical skills.
ü Model integrity, ethical leadership and effective management.
ü Communicate clearly and effectively with reason.
ü Demonstrate creativity and innovation.
ü Employ valid and reliable research strategies.
ü Utilize critical thinking to make sense of problems and persevere in solving them.
ü Work productively in teams while using cultural global competence.
NATIONAL STANDARDS FOR FAMILY AND CONSUMER SCIENCES
1.2.3 Apply communication skills in school, community and workplace
13.1.1 Analyze processes for building and maintaining interpersonal relationships.
13.6.4 Demonstrate ethical behavior in family, workplace, and community settings.
13.2.5 Explain the effects of personal standards and behaviors on interpersonal relationships.
EVENT CATERGORIES:
Junior:
Participants in grades 6-9
Senior:
Participants in a comprehensive program in grades 10 – 12
Occupational: Participants in an occupational program in grades 10 – 12
STATE CHAPTER EVENT
2018-2019 Page 2 of 5
ELIGIBILITY
1. Participation is open to any affiliated FCCLA member.
2. A chapter may submit one (1) entry in each event category.
3. An entry is defined as one (1) individual participant or one (1) team of no more than three (3) participants.
4. An event category is determined by the participants' grade in school.
PROCEDURES & REGULATIONS
1. A project addressing the following etiquette areas may be entered:
A. Rules of etiquette at home
B. Etiquette on the corporate ladder
C. Presenting yourself positively
D. Communicating with care
E. Entertaining and being entertained
F. Dining with delight
G. Conducting yourself in special situations
2. Participants should refer to Modern Manners: Tools To Take You To the Top, by Dorothea Johnson and Liv Tyler, 2013 Edition. This is the definitive resource for this event.
3. Each participant/team must explain the project in a three (3) to five (5) minute oral presentation related to the specific topic.
4. The display must not exceed 36" deep by 48" wide by 48" high. No electrical outlets will be available. Battery operated audio-visual equipment may be used.
5. The display may include visuals such as posters, photographs, models, charts, etc.
6. The display should be a clear and concise representation of a rule, principle, or issue related to etiquette/manners. It should have an impact on the target audience chosen for your project.
7. A type written three (3)-by-five (5) inch card must be attached to the upper left side of the front of the display. The card must contain the following information:
A. Participant(s) Name(s)
B. School Name
C. Chapter Name
D. Event Name (Manners Matter)
E. Event Category
F. Manners Area selected
G. Project/Display Title
8. The participant or team will be required to answer a question related to etiquette/manners that is selected at random by the participant(s) at the time of the presentation and is related to any of the seven (7) etiquette areas. The display, oral presentation, and question/answer session collectively support the goal of the project.
9. Each entry must submit a file folder with their display at the designated set-up time at the beginning of the State Leadership Conference (see the conference program for the exact time and location). The file folder must include three (3) separate and identical stapled sets of the following materials in one (1) letter-sized file folder:
A. A Project Identification Page
B. A Planning Process Sheet
C. A Summary Statement
D. A Project Research Page
2018-2019 Page 3 of 5
10. The file folder must be labeled on the front cover, upper left corner as follows:
A.
Participant(s) Name(s)
B. School Name
C. Chapter Name
D. Event Name (Manners Matter)
E. Event Category
F. Project/Display Title
11. The display must be removed at the time designated in the State Leadership Conference program.
12. See GENERAL INFORMATION AND RULES of the Competitive Event guidelines.
MANNERS MATTER SPECIFICATIONS
File Folder
Each entry will submit one (1) letter size file folder containing three (3) separate and identical stapled sets of the materials listed below at the designated set-up time at the beginning of the State Leadership Conference. The file folder must be labeled on the front cover, upper left corner as follows:
* Participant(s) Name(s)
* School Name
* Chapter Name
* Event Name (Manners Matter)
* Event Category
* Project/Display Title
Visuals
Participants' display may include posters, photographs, models, charts, etc. The display must not exceed 36" deep by 48" wide by 48" high.
STATE CHAPTER EVENT
2018-2019 Page 4 of 5
Oral Presentation
The oral presentation may be three (3) to five (5) minutes long and is delivered to evaluators. The presentation should concentrate on the concern and how the project addresses the concern.
Case Study
The individual or team will be required to answer a question related to etiquette/manners that is selected at random by the participant(s) at the time of the presentation and is related to any of the seven (7) etiquette areas.
STATE CHAPTER EVENT
2018-2019 Page 5 of 5
MANNERS MATTER RATING SHEET
School: ___________________________________________________________________________
Check One Event Category: _____Junior _____Senior
_____ Occupational
INSTRUCTIONS:
Write the appropriate rating under the "SCORE" column. Points given may range between 0 and the maximum number indicated. Where information is missing, assign a score of 0. Total points and enter under "TOTAL SCORE."
Total Score
_______
Verification of Total Score (please initial)
Evaluator
__________
Room Consultant
Lead Consultant
__________
__________
Circle Rating Achieved:
Gold: 90-100 Silver: 79-89 Bronze: 70-78 | <urn:uuid:79b5f7db-a718-4276-b385-48ac4ab34afb> | CC-MAIN-2019-04 | https://www.njfccla.org/2019%20Manners%20Matter.pdf | 2019-01-23T03:15:16Z | crawl-data/CC-MAIN-2019-04/segments/1547583884996.76/warc/CC-MAIN-20190123023710-20190123045710-00466.warc.gz | 873,802,883 | 1,779 | eng_Latn | eng_Latn | 0.977614 | eng_Latn | 0.987386 | [
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WHAT'S MY CARBON FOOTPRINT?
* Grade Level: 4-6
*
Subjects: Science, Social Studies
*
Suggested Time: 1 hour
Students will calculate their environmental impact.
Materials
Chalk/whiteboard, computers with internet access (ideally one per student), Carbon Footprint Worksheet, large paper or poster and markers (optional).
National Standards
* Regulation and behavior.
Science:
* Population and ecosystems.
* Structure and function in living systems.
* Science as inquiry.
Social Studies:
* Environment and society.
* Roles of the citizen.
* Scarcity.
* Human systems.
Ohio 2010 Standards
Science:
* Changes in an organism's environment are sometimes beneficial to its survival and sometimes harmful. (4)
* Organisms perform a variety of roles in an ecosystem. (5)
* Science inquiry and applications. (4-6)
Social Studies:
* People have modified the environment since prehistoric times. There are both positive and negative consequences for modifying the environment in Ohio and the United States. (4)
* Variations among physical environments in Eastern and Western hemispheres influence human activities. Human activities also influence the physical environment. (5, 6)
* The choices people make have both present and future consequences. (5, 6)
Brewer-Garrett
Page 1
Objectives
The student will be able to:
* Define greenhouse gas and carbon footprint.
* Identify ways carbon dioxide is emitted.
* Calculate individual carbon footprint.
* Brainstorm ways to reduce carbon footprint.
Teacher Preparation
Carbon footprint is a calculation of the amount of greenhouse gas emissions (like carbon dioxide) an entity is responsible for. An entity may be a country, business, industry, or individual. The footprint measures the direct and indirect amounts of greenhouse gas emissions, which trap heat in the earth's atmosphere. Carbon dioxide emissions also lower the quality of the air we breathe and contribute to other forms of pollution. The average American's individual carbon footprint is over 20 metric tons, which is double that of people in other industrialized nations. To find out what your carbon footprint measures, try the EPA's online calculator at http://www.epa.gov/climatechange/ghgemissions/individual.html. Knowing the size of your footprint is a good first step toward reducing carbon emissions.
Introduction
* Draw a footprint on the board and write "Carbon Footprint" above it.
* Write the definition on the board: carbon footprint is the amount of greenhouse gases that are let into the atmosphere by a person or organization.
* Explain that greenhouse gases, such as carbon dioxide, are harmful to the earth when too much is let into the atmosphere. Draw or display a diagram of the greenhouse effect, explaining that these gases cause the earth's temperature to slowly rise. This can affect human, animal, and plant life. These gases can also pollute the air we breathe.
* Explain that everyone has a carbon footprint, but some people's carbon footprint is much larger. American's carbon footprints are usually twice as big as people in other countries, which is bad for the earth. Tell students they will be calculating their personal carbon footprints and learning ways to shrink their carbon footprints.
Activities
* Distribute the Carbon Footprint Worksheet to each student. Review the definitions of carbon footprint and greenhouse gas while students write them down.
* To help students understand the last web site, you may need to tell them the chemical abbreviation of carbon dioxide, and the standard abbreviation for pounds.
* Assign students to computers. They should write their answers on the Carbon Footprint Worksheet. Help students follow the worksheet instructions to log onto the web sites and answer the questions.
* Regroup as a class. Ask students what causes greenhouse gases to be let into the atmosphere. Students may write these causes inside the drawing of the footprint.
Brewer-Garrett
Page 2
* Ask students to share their answers to the other questions on the worksheet. Students may write reduction strategies on a large paper or poster to hang in the classroom.
Extensions
* Students may draw diagrams illustrating the greenhouse effect.
* Students may research global warming to form an opinion on the issue.
* Students may encourage their family members to calculate their carbon footprints using the web sites on the worksheet or the EPA's carbon footprint calculator.
Closing
Ask students how they plan to change their carbon footprint.
Worksheet
See: Carbon Footprint Worksheet
Brewer-Garrett
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１７. Transportation
(1) Basic Traffic Rules
◆ Pedestrians keep to the right while cars and bicycles must keep to the left.
◆ Pedestrians take precedence over cars.
◆ Obey instructions given by police officers, and observe traffic signals and signs.
① Pedestrians
◆ Use sidewalks if available. If none are available, keep to the right side of the road.
◆ Use pedestrian crosswalks and observe pedestrian signals when crossing the road.
② Bicycles
◆ Keep to the left side of the road in a single file line.
◆ Bicycles may use the sidewalk where so indicated.
◆ Two persons riding one bicycle, riding without lights, and riding drunk are prohibited.
③ Two-wheelers・Automobiles
◆ All drivers must possess a driver's license and obey all traffic rules.
◆ Using a cell phone and drunk driving are both prohibited. Both driver and passengers will be punished for drunk driving.
◆ A helmet must be worn when riding a two-wheeler.
◆ When riding a car, everyone must put on seatbelts, and children under six years of age must be securely placed in a child safety seat.
(2) Public Transportation
① Bus
When you get on a bus, please take a numbered ticket. Check the destination at the front of the bus or ask the driver where the bus is going before getting on. Push the buzzer when the bus stop you want to get off is announced. Check the fare by looking up the number of your ticket on the fare chart displayed at the front of the bus, and drop the fare in the fare box next to the driver's seat as you get off the bus.
② Taxi
There are three ways to catch a taxi:
a) Call a taxi company
b) Flag down a cruising taxi on the street
c) Get on at a taxi stand
Tell the driver your destination when you get on. Also, please note that taxis in Japan have automatic opening/closing rear doors.
③ Train
Purchase a ticket after you have found your destination and corresponding fare on the route map above the train station's ticket vending machines. You will pass through automatic ticket gates before and after getting on trains.
④ Tram (SHIDEN)
There are trams running in Toyohashi. The fare is a fixed 150 yen for adults and 80 yen for children. Please pay when you get on. Push the buzzer when the tram stop you want to get off is announced.
(3) Driving a Car
In Japan, one cannot simply use a driver's license obtained in another country. Rules vary by country, but as a general rule, one must apply and pass an aptitude test, a subject test (English available), and a technical test.
A driver must have one of the following with them when driving a car in Japan:
① Japanese driver's license.
② International driver's license based on the Geneva Convention (licenses from countries which have not ratified the Geneva Convention, such as China, Brazil, and Iran, cannot be used)
③ Foreign driver's license (currently only those issued by Switzerland, Germany and France). A valid Japanese translation must be attached.
◆ Period of Validity
① : Until the license's expiration date
② & ③ : 1 year from the date of entry into Japan or until the license's expiration date, whichever is shorter
Changing a Foreign Driver's License into a Japanese Driver's License
◆ You may apply to convert to a Japanese driver's license at The East Mikawa Driver's License Center (HIGASHI MIKAWA UNTEN MENKYO SENTA)
Mon, Tues & Thurs 9 am ～ 11:30 am
(Closed on holidays, substitute holidays, and Dec. 29 ～ Jan. 3)
TEL : 0533-85-7181 2-7, Kanaya Nishi-machi, Toyokawa (see map on p.109)
◆ To convert to a Japanese driver's license, you must satisfy the following conditions:
〇 Have stayed in the country where the license was issued for a total of 3 months or more after getting your license.
〇 Have a legal driver's license that is still valid in the country where the license was issued.
〇 Pass the written and driving tests.
◆ Note
・You must apply in person.
・Please have an interpreter accompany you if you cannot understand nor write in Japanese.
・2nd-class driver's license (i.e. bus or taxi) cannot be converted.
◆ Required Items
a) Original and 1 photocopy (both sides) of your foreign driver's license
b) Japanese translation of your license ※contact information listed below
c) Original passport (with stamp indicating date of entry) and 1 photocopy of pages with ID picture, period of stay, and visa stamp
d) JYUMIN-HYO (Resident's Record) for Japanese citizens, Certificate of Details Recorded on Original Alien Registration for foreigners.
e) Original and 1 photocopy (both sides) of your Alien Registration Card
f) 1 photo (taken within the last 6 months, head uncovered, facing forward, plain background, from the chest up, 3 cm x 2.4cm)
＊ Requirements may vary by country. Please contact East Mikawa Driver's License Center for details.
◆ For questions concerning driver's license translations
Japan Automobile Federation－Aichi Prefectural Branch Toyohashi Office 1-8-6 Tsutsujigaoka, Toyohashi TEL : 0532-64-0150
"KOTSU NO KYOSOKU－Rules of the Road" available in English
Price: ¥1,000 Easy-to-understand explanation of Japan's traffic rules
◆
To obtain a Japanese driver's license, one must take a written test (English available) and a driving test. One must study Japan's traffic rules beforehand. It is possible to take the test straightaway at East Mikawa Driver's License Center, but one usually commuted to a private driving school.
(4) Owning a Car
① Car Registration
You must register your car when purchasing a vehicle. The car dealership you purchased your car at usually handles most of the paperwork for you. You must notify whenever there is a change in your registration, even when discarding your car. Ministry of Land, Infrastructure and Transport http://www.mlit.go.jp (English available)
・ Toyohashi Automobile Inspection and Registration Office 20-3, Kyonowari, Jinno Shinden-cho, Toyohashi TEL : 050-5540-2049
・ Light Motor Vehicle Inspection Organization, Toyohashi Branch Office 18, Kyonowari, Jinnno Shinden-cho, Toyohashi TEL : 0532-34-3311
② Auto Insurance.......Insure your vehicle against accidents
a) Compulsory Insurance (automobile liability insurance)
.......Required by law for car and motorcycle owners.
b) Voluntary Insurance
.......Enrollment is not compulsory, but it is highly recommended because injuries and damages caused by accidents are extremely expensive in Japan.
③ Secure a Parking Space
You must keep your car off the road within 2km from your place of residence. If you do not have any space to keep it within your premises, you must rent a parking space or garage nearby.
④ Automobile Inspection (SHAKEN)
SHAKEN (periodic automobile inspection) is where the National Agency of Vehicle Inspection undertakes the process of examining whether vehicles comply with safety regulations for road vehicles. SHAKEN and a valid Motor Vehicle Inspection Certificate (SHAKEN-SHO) is required to drive in Japan. For further information, please contact the organization stated above.
⑤ Managing your Car
Never allow a drunk or unlicensed individual to drive your car. Keep your car keys in a safe place at all times so that no one drives your car without your permission.
(5) What should you do if you get into an automobile accident ?
Accident rates are rising. What if you are the one who caused an accident?
① What to do if it happens to you:
If you are a driver, move your car out of the way of traffic to a safe place to prevent another accident, and then turn off the engine.
② If there are any injured people, call an ambulance 〔119〕
Do not move the injured person unless he/she is in danger. In such a case, move the person to a safe place.
③ Call the Police 〔110〕
Inform the police the accident site, number of injured people, and degree of injury, and the police will give you appropriate instructions.
Confirm the other party's name, address, phone number and license plate number. This is because you will later be required to present a Traffic Accident Certificate (JIKO SHOMEI) issued by the police to your insurance company to claim for compensation.
④ Be examined by a doctor
Even a slight or minor injury should be reported to the police. Additionally, visit a doctor to be examined, especially if you hit your head.
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MUSIC
* Study 'Don't stop believing' and rock anthems from the 80's
* Develop pulse, rhythm and pitch
* Read and play notes on the treble clef
* Play along on a variety of instruments
* Listen and appraise
* Learn warm up songs in two parts and with body percussion
* Rehearse and perform songs that a topic and season related
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Upper Intermediate Coursebook with e-Portfolio B2
Alex Tilbury & Leslie Anne Hendra with David Rea & Theresa Clementson Course consultant: Adrian Doff
2
1
pages 6–13
2
pages 14–21
pages
22–29
3
4
pages 30–37
5
pages 38–45
Goals
Talented
talk about people's success
discuss and evaluate ideas
talk about things you're good at
describe and evaluate skills
give advice about an interest or occupation
Target activity
Give advice about an interest or occupation
Misunderstandings
describe events in detail
deal with misunderstandings
describe experiences of things going wrong
tell a story from your country
explain why you're not satisfi ed with a service
Target activity
Make a complaint
Learners and teachers
express views about different options
talk about education and training
talk about experiences of education and training
describe habits and tendencies in the past and present
describe important mentors in your life
Target activity
Decide who to nominate for an award
Local knowledge
describe landmarks
talk about landmarks where you live
talk about well-known people where you live
describe someone's life and work
give information about interesting or important sights
Target activity
Describe well-known sites to a visitor
Images
describe and give opinions about images
choose something for a room
discuss what makes a good design
describe designs and designed objects
participate in a decisionmaking discussion
Target activity
Choose a logo
Language
Grammar
Present perfect simple and progressive p8
Vocabulary
Routes to success p6
Reacting to ideas p7
Skills p9
Giving advice p10
Pronunciation
Stress p9
Grammar
Past simple and past perfect simple p15
Past progressive and past perfect progressive p17
Vocabulary
Dealing with misunderstandings p14 Adverbs for describing actions p16
Explaining a complaint p18 Generalising and talking about differences p19
Pronunciation
Contrastive stress p14
Grammar
Habits and tendencies – past and present p25
Vocabulary
Discussing options p22
Education and training p23
Work and commitment p25
Describing a mentor p26
Pronunciation
Fluent speech 1 – leaving out
/t/ p22
Grammar
Using the passive p33
Vocabulary
Describing landmarks p30
History of a landmark p31
Talking about well-known people p32
Recalling details p34
Describing a special occasion p35
Pronunciation
Weak forms p31
Grammar
Describing objects – past participle clauses p41
Vocabulary
Describing an image p39
Choosing something for a room p39
Discussing design p40
Getting a consensus p42
Pronunciation
Groups of words 1 p41
Skills
Reading
A Star Is Made p7
Listening
Derek and Jennifer discuss A Star is Made p7
Three people describe their abilities p8 Harry Ravenswood, video game designer p10
Speaking
What it takes to succeed p6 React to science news stories p7 Things you're good at p9 Transferable skills p9
Listening
Rainer's diffi cult day p14
Sen no Rikyu p16
-
Ian calls a dissatisfi ed customer p18
David talks about Portuguese culture p19
Speaking
Three misunderstandings p15 Misunderstandings in your life p15 Tell the story of Sen no Rikyu p16 A story from your country p17 A talk for visitors to your country p19
Reading and listening
Markham College evening courses p22
Reading
Hello, class, I'm the 16-year-old head p24
Listening
Bill, my mentor p26
Speaking
Choose an evening course p23
Opinions on education and training p23
Courses, skills, activities p25
School days p25
Listening
Famous landmarks in three countries p30 Things to see in and around Beijing p34 Bonfi re night, Polish weddings p35
Reading
Umm Kulthum, Bohumil Hrabal p32, p119
Speaking
Landmarks in your region or country p31 Famous people from your part of the world p32
Special occasions where you live p35
Writing and speaking
Profi le of a person for a website p33
Listening
Art gallery audio guide p38 James and Paloma choose posters p39 A logo for Forever Flowers p42
Reading
Classics of everyday design No. 3 – the paperclip p40
Speaking
Describe a picture p39
Choose a picture for your classroom p39 Design classics p41
Explore
Keyword think
EXPLORE
Speaking
use vague expressions to describe categories of things
use vague expressions when you can't remember a word
Look again
Spelling and sounds /d/
Across cultures
Aspects of culture
EXPLOREWriting
write a dramatic story
Look again
Spelling and sounds /n/
Keyword use
EXPLORESpeaking
show different attitudes and feelings
Look again
Spelling and sounds /ʃ/
Across cultures
Special occasions
EXPLOREWriting
write an email or letter recommending places to see
Look again
Spelling and sounds /m/
Keyword as
EXPLORE
Speaking
express disagreement in different situations
make concessions and counter-arguments
Look again
Spelling and sounds //
pages
46–53
6
7
pages 54–61
8
pages 62–69
pages
70–77
9
Goals
Virtual worlds
talk about crimes and justice
justify your point of view
talk about media and the Internet
report different points of view describe possible
consequences of actions
suggest changes to a plan or document
Target activity
Design a site map
Inspiration
talk about how you deal with problems
describe experiences of problem solving
talk about where you get ideas
describe a scene
participate in a problemsolving discussion
Target activity
Come up with solutions
Critical incidents
make deductions about the past
describe strong feelings
say how you feel about past events in your life
speculate about consequences of past actions
disagree with speculations about the past
Target activity
Work out what happened
How it's done
explain how something is made
organise a description
describe responsibilities and roles in different situations
explain how a team or organisation works
give a detailed presentation on a familiar topic
Target activity
Give a factual talk
Language
Grammar
Conditional clauses – present and future p49
Vocabulary
Crimes and justice p47 Justifying your point of view p47
Reporting points of view p48
Describing changes p50
Habits and customs p51
Pronunciation
Groups of words 2 p49
Grammar
Describing scenes – present and past participle clauses p57
Vocabulary
Problems and solutions p54 Problem-solving experiences p55 Inspiration p56 Discussing possible solutions p58
Pronunciation
Fluent speech 2 – the with linking /j/ p56
Grammar
Making deductions about the past p62
Conditionals – past and present p65
Vocabulary
Describing strong feelings p63 Refl ecting on the past p64 Disagreeing with past speculations p66
Languages p67
Pronunciation
Prominent words 1 p65
Grammar
Verbs with adverbs and prepositions 1 p71
Vocabulary
Organising a description p71
Describing responsibilities p73
Describing roles p73
Organising a talk p74
Pronunciation
Stress in verbs with adverbs and prepositions p71
Skills
Reading
It was a virtual murder … but the sentence is real p46
Listening
File sharing p48
Photography shop's site map p50
Hugo and Liesbeth talk about communicating p51
Speaking
Crimes p47
Is it a crime? p47
Opinions on fi le sharing p48
Media and the Internet p49
How people communicate where you live p51
Reading
Distracted genius p54
Listening
Polyglossia magazine p55 Inspiration from dreams p56 A case study in problem solving p58
Speaking
How you solve problems p55 Problem-solving experiences p55 Ideas and inspiration p57 Describe scenes p57
Listening
Cross-cultural incidents p62 Three people's turning points p64 Jo and Angela's mystery p66 Languages in India and the Netherlands p67
Reading
Postings about cross-cultural misunderstandings p63
Speaking
Speculate about three cross-cultural incidents p63
Past misunderstandings p63 Refl ect on past actions p64 Turning points in your life p65 Languages across the world p67 Languages where you live p67
Listening
Tour of a printing press p70 Josette's life roles p73 Freelance travel writer p74
Reading
Life on Set. The Camera Crew p72
Speaking
Explain the book-making process p71 Making Maldon salt and glass bottles p71 Team responsibilities p73 Roles in your life p73
Explore
Across cultures
Ways of communicating
EXPLOREWriting
put forward an argument in a web posting
Look again
Spelling and sounds //
Keyword come
EXPLORESpeaking
speak tactfully in different situations
Look again
Spelling and sounds /ɒ/
Across cultures
Languages
EXPLOREWriting
write a complaint about a service
Look again
Spelling and sounds /e/
Keyword way
EXPLORE
Speaking
check that people understand
add more detail
ask people to clarify or repeat things
Look again
Spelling and sounds /υ/
3
4
0
pages 78–85
1
1
1
0
0
0
1
1
pages 86–93
1
1
1
pages 94–101
1
1
1
1
pages 102–109
1
1
4
1
4
1
4
1
4
1
4
pages 110–117
1
1
Goals
Discovery
talk about exploration and discovery
explain the benefi ts of something
describe important issues and priorities
talk about dedicated people and their achievements
summarise information from different sources
Target activity
Choose a subject for a documentary
Questions, questions
describe people skills
carry out an interview
report what people say
give statistics
Target activity
Carry out a survey
2
talk about health treatments
Alternatives
express belief and scepticism
persuade someone of your point of view
2
2
2
tell people what to expect
support an argument
make and justify recommendations
Target activity
Present a proposal
3
describe disagreements and compromises
Compromise
make your case in a disagreement
3
3
talk about dealing with confl ict
negotiate a formal agreement
Target activity
Negotiate an agreement
Changes
talk about the future
make predictions about the world
describe personal hopes and expectations
take part in a job interview
Target activity
Choose the right candidate
Language
Grammar
Using the - form p81
ing
Vocabulary
Exploration and discovery p78 Describing benefi ts p79 Achievements p81 Giving and comparing sources p82
Rights and obligations p83
Pronunciation
Stress in compounds p79
Grammar
Patterns after verbs p89
Vocabulary
Expressions with people
Interviewing p87
Reporting verbs p89
Giving statistics p90
Pronunciation
Prominent words 2 p87
Grammar
will be -ing p96
Vocabulary
Health and treatments p94 Belief and scepticism p95 Supporting an argument p97 Recommending and justifying p98
Healthcare p99
Pronunciation
Fluent speech 3 – It's and 's p95
Grammar
Verbs with adverbs and prepositions 2 p105
Vocabulary
Disagreement and compromise p102
Making your case p103
Negotiating an agreement p106
Pronunciation
Prominent words 3 p103
Grammar
Future progressive and future perfect p113
Vocabulary Predicting the future p111 Future time expressions p111 Interview questions p114 Recruitment p115
Pronunciation
Fluent speech 4 – double contractions p113
p86
Skills
Reading
Forget space travel. The ocean is our fi nal frontier p78
Dr Lu Zhi – saving pandas p80
Listening
The explorer Leif Eriksson p82 Rights and obligations in three countries p83
Speaking
Choose important areas for research p79
Discuss issues and priorities p81
Describe someone's achievements p81
Rights and obligations where you live p83
Listening
Interview with an interviewer p86 Vicki's bakery survey p90
Reading
The job interview: things not to say and do p88
Speaking
Jobs that require good people skills p86 Interview and be interviewed p87
Interview experiences p88
Report memorable experiences p89
Reading
Homeopathy – does it work? p94, p129
Listening
Southglen school p96
A proposal for team-building p98
Health and healthcare p99
Speaking
Express views about what people do to feel better p95
Outline a tour p97
Present and explain your opinion p97 Health and healthcare where you live p99
Listening
A neighbourhood disagreement p102 Yousef requests his own offi ce p103 Caitlin negotiates for compensation p106
Reading
Real professionals: The mediator p104
Speaking
Handle disagreements p102 Find compromises in two situations p103 Mediators and mediation p105 Confl ict management styles quiz p105
Reading
Predictions for an inventive future p110 Extract from Yes Man p112
Human Resources Assistant p114
Preparing for a job interview abroad p115
Listening
Eamonn and Liliya's lives p113 Recruitment in different countries p115
Speaking
Discuss Ian Pearson's predictions p111
Predict the future p111
Make a big life change p112
Predict your life p113
Explore
Across cultures
Rights and obligations
EXPLOREWriting
write a summary of a text
Look again
Spelling and sounds /e/
Keyword up and down
EXPLORESpeaking
give emphasis to different kinds of information
Look again
Spelling and sounds Stressed //
Across cultures
Health and healthcare
EXPLOREWriting
write a proposal
Look again
Spelling and sounds /
Keyword put
EXPLORESpeaking
use different ways of adding emphasis
Look again
Spelling and sounds /əu/
Across cultures
Recruitment
EXPLOREWriting
write a formal letter or email of refusal
Look again
Recruitment in your fi eld p115
Spelling and sounds /
Activities pages 118–130, Grammar reference and practice pages 131–140, Scripts pages 141–158
ə
/
eə
/
How to use this coursebook
Every unit of this book is divided into sections, with clear, practical goals for learning.
The fi rst four pages of the unit help you build your language skills and knowledge. These pages include speaking, listening, reading, writing, grammar, vocabulary and pronunciation activities. They are followed by a Target activity which will help you put together what you have learned.
The Explore section of the unit begins with either a Keyword page, which looks at one or two of the most common and useful words in English or an Across cultures page, and then an Explore speaking or Explore writing page. The Explore section gives you extra language and skills work, all aiming to help you become a better and more culturally aware communicator in English.
The Look again section takes another look at the target language for the unit, helping you to review and extend your learning. Sometimes you will also fi nd this recycling symbol with the goals, to show when a particular goal is not new but is recycling language that you have met before.
The e-Portfolio DVD-ROM contains useful reference material for all the units, as well as self-assessment to help you test your own learning, and Wordcards to help you test your vocabulary learning.
You can do more practice by yourself using the Self-study Pack, which includes a workbook and interactive DVD-ROM.
The DVD-ROM contains video and over 300 interactive activities.
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MISSION TO MARS
KEY CONCEPTS
Review with your students before your visit. Students should be familiar with basic lab techniques such as using a microscope and following written lab procedures.
Of all the planets in our Solar System, Mars is the most like Earth. The rocky planet has a thin atmosphere, weather, seasons and a day that is 24 hours and 37 minutes long. Like Earth, Mars has two polar ice caps. Mars has a complicated surface that is similar to Earth, so scientists have long been interested in studying Mars. As our neighbor in the solar system, it is an accessible planet even with current technology.
Scientists are deeply interested in Mars and have developed scientific objectives for the study of this planet. What is a scientific objective? In science, an objective is the main purpose or goal of an experiment or activity. Scientists like to ask questions, and they develop experiments to find the answers to their questions.
In Mission to Mars, we have three objectives for our missions. Let's look at each of these objectives individually.
1. Is it possible for people to live on Mars?
Why is this important?
For humans to create a long term settlement on Mars, water is crucial. People, plants, and other living things from Earth need water to survive. Prior to sending humans to Mars we want to be certain that survival is possible.
What is the evidence?
Water has been shown to exist on Mars. This water can be used to meet human needs and can also be broken down to use the hydrogen to make rocket fuel. Experiments are underway with a Mars soil stimulant to see if it is possible to grow food using Mars soils.
What questions do we want to answer?
How can we protect humans from solar radiation on Mars? Can we grow food on Mars? How long can the human body exist in the lower gravity conditions on Mars without serious loss of bone/muscle mass?
MISSION TO MARS
2. Could there be life on Mars?
Why is this important?
Since Mars previously had water flowing on the surface in its history, life may have existed in these lakes or ponds, or it may continue to exist in water under the surface. If life exists on Mars, scientists will want to study it before exposing that life to humans. Fossil evidence of life may also be found for study.
What is the evidence?
Evidence has been discovered showing that liquid water likely exists under the surface of Mars. Discoveries of microbial life in extreme conditions here on Earth make it likely that life could exist under similar conditions on other planets. New findings about salt water flows on Mars increase the excitement of the possibility of microbial life on Mars.
What questions do we want to answer?
If there is life on Mars, what is it like? How long has it existed? Is this life harmful to humans?
3. What happened to Mars?
Why is this important?
We want to know what happened to Mars because Mars and Earth started out very much alike. Could what happened to Mars happen to Earth someday?
What is the evidence?
The landscape on Mars shows signs of past rivers and small oceans that are no longer there. Recent evidence indicates that Mars once was warmer, wetter, and had a denser atmosphere. It is believed that Mars does not have plate tectonics, such as earthquakes, so the planet surface may have evidence of the planet's entire history.
What questions do we want to answer?
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LinguaVille and Second-Language Coursework in Canada
Table of Contents
Introduction
LinguaVille's modules develop oral communication, reading, and writing skills. Students will build on and apply their knowledge of their second language whilst exploring a variety of themes, such as relationships, social trends, and careers. Thematic readings (which include a selection of short stories, articles, and poems) will serve as stepping stones to oral and written activities.
This document shows you, the teacher, the Head of Department or Headmaster just how flexible LinguaVille is in supporting the requirements of language learning within the Canadian education system.
LinguaVille's modules and exercises emphasise the concurrent development of oral communication, reading, and writing skills, using a broad-based theme such as the media. Students will enhance their ability to understand and speak a second or subsequent language through conversations, discussions, and presentations. They will also read short stories, articles, poems, and songs, and write brief descriptions, letters, dialogues, and invitations.
LinguaVille further emphasizes these skills using a broad-based theme such as adolescence. Students will expand their knowledge of the language by studying a series of theme-related topics, such as students' rights and responsibilities, relationships with peers and adults, and part-time jobs.
The pages that follow show what you as a teacher are required to teach and we explain how LinguaVille achieves that aim. Easily. Simply. Effectively.
LinguaVille
A synopsis
LinguaVille consists of five distinct levels that will start by providing the very first 150 words right through to 'college level'. It is a long term, in depth National Curriculum solution to help the teacher develop a distinct but fully flexible learning program, enabling a delivery of a successful teaching year.
After being provided with the first few words - LinguaVille builds the words up to over 1,000. We then start putting those words into a true text situation. Using Multiple Choice, Word Order, Fill-in-Words, Cloze Procedure, Verbs, Text Adventure, Dictation and other modules, we start the learning process – whilst still providing you the opportunity to override, merge, combine your own ideas and National Curriculum requirements with ours to create the ultimate learning experience.
The words we learn in Multiple Choice turn into sentences in Word Order. We test those sentences in Fill in Words by removing key words. We test the students' knowledge, comprehension and retention by removing those key words in our Cloze Procedure. Our Text Adventure turns those simple sentences of text into passages of text and Dictation checks our grammar, our understanding, our spelling and aural skills.
This is LinguaVille. A fully integrated Reading, Writing, Listening and Speaking computer assisted language learning suite that is fully flexible to the teacher, the language department and the school. Complete with our Authoring System we enable you to totally bespoke the students' learning experience into a 100% accurate National Curriculum solution.
Our Teacher's Dashboard enables you to assign years, classes, teachers and students to their given areas, and for you then to distribute work to an individual, a small selected group, a class or a year the work you have created in LinguaVille's Authoring System. There you can use our data, your data or merge the two. You can adapt our data to help you. Linguaville is THAT flexible.
Teacher Dashboard
For the Education Sector LinguaVille provides our unique Teacher Dashboard. This is our Local Management System to enable the Language Department to create their own lessons, issue, monitor and track homework. We will also be releasing shortly our Homework
LinguaVille and Second-Language Coursework in Canada © Kirkby Dalton 2014
Buddies feature where the teacher will have full control over it. It is totally secure within the school.
It should be noted at this point that access to LinguaVille is limited to only your school pupils, providing a totally secure environment. Access to non-school pupils is not possible as you have a protected access to our server.
Teachers enter the data about the school and assign pupils to languages, teachers, years and classes. A teacher can therefore issue homework to a class, a year, a single person, a group of persons either within a class, a year or a school.
The Teacher Dashboard is your Local Management System to enable distribution of bespoke exercises a teacher may write, distribute to any combination of students.
Our Authoring System
LinguaVille enables you to have complete and total control of any exercise or lesson you wish your students to undertake. It's as simple as that. Our Authoring system is the way you can tailor-make your lessons to address any issue you want. Exclusive to the Schools Sector the Authoring System is located within our Teacher's Dashboard.
Teachers can use our pre-recorded data, write and record their own exercises, amend our pre-recorded data and mix and merge to provide the bespoke teaching solution that will ensure you meet all of the criteria in the above pages.
Modules available to the teacher are as follows:
Multiple Choice
Word Order
Fill in Words
Verbs
Text Adventure
Dictation
Cloze Procedure
Phrases
Whatever your curriculum will dictate specifically for you to teach, using LinguaVille's Authoring System will enable you to create that bespoke exercise or lesson to suit your school needs.
4
Getting to know LinguaVille
We are delighted that you have chosen to have a look at LinguaVille. Please feel free to use this for 28 days with our compliments.
Please ensure you visit all the buildings in our virtual village. See our Teacher Dashboard, Authoring System and storage of your pupil results.
Investigate our data, and use the Authoring System to amend them, add to them with your own exercises to see the flexibility of LinguaVille – and if you have any questions, we are here to answer them promptly.
Thank you!
Oral Communication
Overall Expectations
By the end of this course, students will:
listen and respond to short, structured spoken texts;
listen and respond to a variety of short, simple, non-structured media works;
express ideas and opinions in short conversations and teacher-guided discussions;
make oral presentations on a variety of topics;
use appropriate language conventions during oral communication activities.
listen and respond to a variety of spoken texts;
listen and respond to a variety of non-structured media works;
express ideas and opinions in conversations and teacher-guided discussions;
make oral presentations on a variety of topics;
use appropriate language conventions during oral communication activities.
listen and respond to a variety of spoken texts;
listen and respond to a variety of non-structured media works;
express ideas and opinions in conversations and teacher-guided discussions;
make oral presentations on a variety of topics;
use appropriate language conventions during oral communication activities.
listen and respond to spoken texts intended for a second language-speaking audience;
express ideas and opinions arising from class discussions, individual research, and personal interests;
use appropriate language conventions during oral communication activities.
listen and respond to a broad range of spoken texts intended for a Second language-speaking audience;
express ideas and opinions arising from class discussions, individual research, and personal interests;
understand extended dialogues or other spoken texts (e.g., news reports) from various Second language-speaking regions;
use appropriate language conventions during oral communication activities.
listen and respond to a variety of spoken texts and media works intended for a Second language-speaking audience;
discuss ideas and opinions relating to topics being studied;
understand simple statements spoken in the accent or the idiom of various Second language-speaking regions in North America;
use appropriate language conventions during oral communication activities.
listen and respond to a broad range of spoken texts and media works intended for a Second language-speaking audience;
explain ideas and opinions in small-group discussions, impromptu exchanges, large-group presentations, and formal debates;
understand extended dialogues and other spoken texts from various European Second language-speaking regions;
use appropriate language conventions during oral communication activities.
Oral communication is of paramount of importance to LinguaVille's philosophy of creating the competent, professional bi-lingual student.
All of LinguaVille's text is accompanied by Native Speakers. We do not use any native speaker – LinguaVille's linguists all come from an educational background and know the importance of teaching a language the correct way – by a structured learning method.
All Students are able to record their voice at any time, and record it against either our prerecorded voice – or your own.
Our exercises and phrases are designed to create bi-lingual discussion. Our exercises are also available in test mode. As a teacher you can use our exercises and tests, or again, write and record your own.
LinguaVille and Second-Language Coursework in Canada
© Kirkby Dalton 2014
Specific Expectations
Listening
By the end of this course, students will:
respond to spoken texts and media works by recounting key information and explaining some supporting details;
listen to the ideas and opinions of others, agree or disagree, and justify their points of view;
respond to classmates' presentations by asking questions for clarification and by providing feedback.
understand and follow specific instructions;
respond to spoken texts and media works by asking and answering questions and identifying the main ideas;
listen to spoken texts and media works in order to practise correct pronunciation, intonation, and expression.
respond to spoken texts by answering questions, interpreting meaning, summarizing content, adding information, and presenting dramatizations;
extract the main ideas and supporting details from a variety of media works (e.g.,
television and radio programs, videos, songs) and discuss their interpretations;
take notes on presentations, oral reports, and discussions.
understand and follow instructions for classroom activities;
respond to spoken texts by answering questions, interpreting meaning, summarizing content, adding information, and presenting dramatizations;
extract the main ideas and supporting details from a variety of media works;
take brief notes on presentations, oral reports, and discussions.
understand and follow instructions (e.g., how to play a game, how to collaborate on an activity);
extract the main ideas and secondary information from live or recorded speech (e.g., in videos, television programs, films, presentations by guest speakers);
demonstrate an understanding of spoken text by summarizing, role-playing, or expressing opinions.
understand and follow instructions (e.g., how to play a game, how to get to a destination);
demonstrate an understanding of tape-recorded discussions by presenting their personal viewpoints on issues or questions raised;
comment on and ask questions about a classmate's oral presentation.
extract the main ideas and secondary information from live or recorded speech (e.g., in videos, television programs, films, presentations by guest speakers);
identify facts in oral descriptions and narrations (e.g., news reports);
recognize that a Second language is spoken with different accents depending on the region under study.
follow a series of instructions, either live or recorded (e.g., an exercise program);
explain the main ideas and supporting details presented in live and recorded programs or presentations (e.g., television, film, radio, theatre);
compare their viewpoints with alternative viewpoints expressed by others in oral reports and discussions;
comment on and ask questions about a classmate's oral presentation.
LinguaVille provides total language immersion within our language learning environment. This has been proven to increase language retention and the development of cognitive skills.
Students are able to develop and comprehend aural meanings by listening to the tone used by our linguists. Against, teachers at any time can amend our recordings or create a complete set of their own tutorials to ensure the students' development within the Canadian education system's requirements.
LinguaVille will shortly be releasing our Homework Buddies feature which will enable individual, group or class discussion, homework and debate on a fellow pupil's performance and to compare viewpoints etc.
Speaking
By the end of this course, students will:
use complete sentences in sustained conversations;
interpret meaning through dramatization;
speak in a Second language when working in collaborative and exploratory activities;
present short;
prepare and give oral presentations on topics under study, incorporating appropriate audio and visual aids.
use complete sentences to produce short oral presentations (e.g., descriptions, reports, announcements);
LinguaVille and Second-Language Coursework in Canada
© Kirkby Dalton 2014
present prepared conversations in dialogues or dramatizations (e.g., simulating an interview, a television commercial);
speak in a Second language when working in collaborative and exploratory activities;
share information and ideas to produce an oral presentation with classmates;
prepare and give group oral presentations on topics under study, incorporating audio and visual aids.
participate in teacher-guided discussions and debates, and in dramatizations;
explain personal opinions, and formulate and support judgements, on topics under study;
prepare and present short dialogues on topics under study;
present an argument based on researched information;
create media works of some technical;
describe possible or ideal situations (e.g., J'aimerais . . .).
use simple and complex sentences in conversations, discussions, and dramatizations relating to topics under study;
share opinions and formulate judgements about topics under study;
present an argument, a point of view, or researched information relating to a topic under study;
prepare and present short dialogues on topics under study;
give individual or group oral presentations on topics under study, incorporating audio and visual aids.
conduct an interview on a particular topic of interest;
debate an issue (e.g., Do students have too much freedom?) relating to a topic under study;
present an impromptu speech on a specific topic suggested by the teacher;
create skits or dramatic scenes in pairs or small groups and present them to the class;
prepare and present an oral narrative using visual cues (e.g., a sequence-of-events chart, a cartoon).
role-play interviews of people associated with a topic under study or of a character in a film, video, or book;
create and present a scene based on a film or video (e.g., a prelude or postlude to a film; a remake of a scene from a film, presenting that scene from a different point of view);
dramatize a scene from a reading assignment;
participate in a formal debate relating to a topic under study;
state and justify opinions, express likes and dislikes, and compare and contrast different attitudes.
role-play interviews of people associated with the literature or culture under study or of a character in a film, video, or book;
LinguaVille and Second-Language Coursework in Canada
© Kirkby Dalton 2014
discuss ideas and opinions about topics relating to North American francophone culture;
dramatize a scene from a reading selection (e.g., a novel, a play, a short story);
present a monologue or an impromptu speech;
retell a story, describing in particular the sequence of events.
debate an issue relating to the literature being studied;
dramatize a scene from a reading assignment;
contribute to discussions on issues concerning Second language-speaking Europe by expressing their ideas and opinions.
LinguaVille provides an array of modules and exercises designed to engage the student in reading, writing, listening and speaking activities.
Our phrases and modules engage the student and increase his or her confidence in bilingualism. The student learns stage by stage conversational pieces in real situations. They are asked to comment upon, reply, suggest and engage in assignments.
The Teacher can also create his or her own set of activities through our Authoring System to further engage the students within the North American francophone culture (as an example)
Application of Language Conventions
By the end of this course, students will:
recognize and use appropriate language use newly acquired vocabulary in conversation;
recognize particular vocabulary items used in Canada that are different from those used in other Second language-speaking regions;
use appropriate verbs to express thoughts and;
infer the meaning of unfamiliar words from verbal and non-verbal/visual cues.
recognize and use appropriate language;
use newly acquired vocabulary in conversation;
recognize particular vocabulary items used in Canada that are different from those used in other Second language-speaking;
infer the meaning of unfamiliar words from verbal and non-verbal/visual cues.
recognize and use appropriate language;
LinguaVille and Second-Language Coursework in Canada
© Kirkby Dalton 2014
use newly acquired vocabulary in conversation;
use correct pronunciation and intonation, and body language and other non-verbal cues, to clarify and enhance a message;
interpret the meaning of unfamiliar words.
recognize and use appropriate language structures (see language structures for Core Second language, Grade 10);
use newly acquired vocabulary in conversation;
use correct pronunciation and intonation, and body language and other non-verbal cues, to clarify and enhance a message;
interpret the meaning of unfamiliar words (e.g., by recognizing cognates, word families).
recognize and use appropriate language structures;
use newly acquired vocabulary in conversations, narrations, and presentations.
recognize and use appropriate language structure;
use newly acquired vocabulary in conversations, narrations, and presentations.
recognize and use appropriate language structures (see language structures for Second language Immersion, Grade 9);
use newly acquired vocabulary in conversations, narrations, and presentations;
distinguish between English and Second language pronunciation and intonation.
recognize and apply appropriate language structures (see language structures for Second language Immersion, Grade 10);
use newly acquired vocabulary in conversations, narrations, and presentations;
recognize and use familiar, colloquial, and formal language.
This is where LinguaVille's Authoring System comes into its own. The Authoring System enables a teacher to create any question and answer scenario to engage the student in colloquial or formal language that is specific to localisation.
The teacher writes the exercise, records the words and can set work to an individual student, a selection of students, a class, a year and any combination within these paramaters.
With LinguaVille's Homework Buddies coming on line soon – and our Vocabulary Storage – the student is best placed too when it comes to revision to go through words learned in rela life scenarios.
Reading
Overall Expectations
By the end of this course, students will:
read and demonstrate an understanding of a variety of simple texts;
read a range of simple texts to gather information and to expand their knowledge of the Second language;
identify and understand language conventions used in their reading materials.
read and demonstrate an understanding of a variety of simple texts;
read a range of simple texts to gather information and to expand their knowledge of the Second language;
identify and understand language conventions used in their reading materials.
read and demonstrate an understanding of a variety of texts and simple authentic materials;
apply critical thinking as they read;
identify and understand language conventions used in their reading materials.
read and demonstrate an understanding of a variety of texts;
read a wide range of texts to gather information and to expand their knowledge of the second language;
identify and understand language conventions used in their reading materials.
read and demonstrate an understanding of a variety of materials intended for a Second language-speaking audience;
extract information from authentic texts and apply it in relevant, everyday situations;
read literary works and other authentic texts to acquire an understanding of the cultures of Second language-speaking and/or second language people in Canada;
identify and understand language conventions used in their reading materials.
read and demonstrate an understanding of a variety of materials intended for a Second language-speaking audience;
read a variety of authentic texts and apply their interpretations to relevant, everyday situations;
read literary works and other authentic texts to acquire an understanding of the cultures of Second language-speaking people in Canada and the world;
identify and understand language conventions used in their reading materials.
read a variety of materials intended for a Second language-speaking audience;
gather information for different purposes from a variety of sources and apply it in other contexts;
LinguaVille and Second-Language Coursework in Canada
© Kirkby Dalton 2014
read literary works and other authentic texts to acquire an understanding of the cultures of Second language-speaking people in North America;
identify and understand language conventions used in their reading materials.
read and demonstrate an understanding of a variety of materials intended for a Second language-speaking audience;
interpret authentic texts written on diverse topics;
read literary works and other authentic texts to acquire an understanding of the cultures of Second language-speaking people in Europe;
identify and understand language conventions used in their reading materials.
From beginning steps through to proficiency, LinguaVille is with you the teacher and your students every step of the way through the language journey towards bilingualism.
Individual words are learned, we turn those words into sentences. We turn those sentences into paragraphs. Step by step by step. LinguaVille enforces new vocabulary, structure and grammar.
LinguaVille's Authoring System completes our offer to you by allowing you to create bespoke exercises to compliment the learning curve where you can set reading work to engage your students and place questions and answers to confirm comprehension.
Specific Expectations
Comprehension and Response to Text
By the end of this course, students will:
demonstrate an understanding of materials containing a brief text (e.g., brochures, posters, advertisements) through oral and written presentations;
respond to their independent reading of fiction and non-fiction narratives (a minimum of 40 pages;
analyse at least one chapter book and a selection of short stories, articles, and poems, identifying key elements (setting, plot, main characters);
describe an incident in a book they have read by creating a media work;
prepare dialogues and create written text, using models from reading selections.
demonstrate an understanding of articles, short stories, and poems or lyrics;
read materials containing a brief text (e.g., brochures, advertisements) and develop the main ideas and some supporting details in a different;
model ideas and formats from their reading to produce written work and oral.
demonstrate a general understanding of ideas found in articles, short stories, and poems (e.g., by answering multiple-choice questions, giving short answers, performing matching activities);
respond to their independent reading of short novels (a minimum of 60 pages) (e.g., by answering questions, summarizing the story, making a presentation to the class);
summarize the main ideas of a written text from the point of view of one of the characters;
expand on information or ideas they get from their reading (e.g., by predicting outcomes, applying content in new contexts);
demonstrate critical thinking skills by identifying issues and values in reading selections, locating and analysing root causes, and expressing their views either in writing or in conversation;
use specific research skills (e.g., data gathering, note taking, outlining) in preparing an assignment.
acquire information from a variety of materials (e.g., newspaper and magazine articles, job advertisements, publicity ads, CD-ROMs, computer software);
read a selection of short stories, articles, and poems, and develop the main ideas and some supporting details in a different context;
read a wide range of texts (e.g., public surveys, articles, e-mail, pen-pal communications) and respond through discussion or by giving short answers;
skim a text to list key ideas;
use specific research skills (e.g., identifying sources, data gathering, note taking) in preparing an assignment;
organize their research data on a topic and report on their findings in an oral presentation that includes an introduction and a conclusion.
extract detailed information from a range of authentic materials (e.g., brochures, schedules, menus, and advertisements) to plan a specific activity (e.g., a journey, a meal);
summarize the main ideas and supporting details found in short stories, articles, and short novels intended for a Second language-speaking audience;
identify the writer's intent or point of view in songs and poetry;
identify the main character, setting, plot, and climax of a story and write a paragraph describing those elements;
present a hypothesis relating to a topic under discussion and justify their conclusions.
interpret charts, graphs, and other statistical information relating to a topic under study;
use critical thinking skills to respond to classmates' reports (e.g., question their intentions, challenge their findings);
analyse and comment on the actions and motivations of the characters in a work of fiction;
make predictions about the course of events in a story based on previous events;
describe the incidents in a work of fiction from the point of view of a secondary character;
create an alternative ending to a work of fiction;
describe how aspects of a work of fiction (e.g., the depiction of school or community life) illustrate francophone culture in Canada or in another part of the world.
summarize, orally or in writing, the content of a variety of texts they have read (e.g., newspaper or magazine articles, short stories, a legend, a novel);
skim text for specific information;
present a hypothesis based on their reading (e.g., that a certain issue will be resolved in a particular way) and justify their conclusions;
identify the plot, setting, and characters in a story, and demonstrate how they are interrelated;
identify the writer's intent or point of view in songs and poetry.
identify various text forms and describe their characteristics;
analyse the motivations of a character in a work of fiction;
infer the author's intent in written texts (e.g., newspaper editorials, essays, poems, short stories);
critique a text (e.g., accept or reject the argument in a newspaper editorial);
describe how events or situations in a text reflect the francophone culture of the region concerned;
use personal experiences to reflect upon and discuss events or issues covered in written texts;
compare ideas and statements found in two texts dealing with the same topic.
Comprehension is key. A bilingual understanding and the ability to converse in bidirectional speech is an essential part of the language journey.
We provide a wealth of exercises for you to use in your classroom – whilst still giving you that total flexibility to use LinguaVille within the second language requirements of the Canadian education system.
The Authoring System enables you to deliver lessons to fulfil any National Curriculum need.
Application of Language Conventions
By the end of this course, students will:
recognize and use appropriate language structures;
use reading strategies (e.g., knowledge of cognates, word families, root words) to determine the meaning of unfamiliar vocabulary and expressions;
demonstrate an understanding of words or phrases by providing synonyms, antonyms, or brief definitions;
observe the rules of pronunciation (e.g., liaisons, silent letters, correct accents) as they read aloud;
read aloud, with expression, changing intonation to reflect declarative, interrogative, and exclamatory sentences;
demonstrate basic dictionary;
use Second language-English dictionaries to determine the meaning of unfamiliar vocabulary.
recognize and use appropriate language;
use reading strategies (e.g., contextual clues, visual cues) to determine the meaning of unfamiliar vocabulary and expressions;
identify synonyms and antonyms of given words in written texts;
observe the rules of pronunciation (e.g., liaisons, silent letters, correct accents) as they read aloud;
read aloud, with expression, changing intonation to reflect declarative, interrogative, and exclamatory;
demonstrate basic dictionary;
use Second language-English dictionaries to determine the meaning of unfamiliar vocabulary.
recognize and use appropriate language structures (see language structures for Core Second language, Grade 10);
identify stylistic devices (e.g., similes, metaphors);
determine the meaning of unfamiliar words and idiomatic expressions from context;
use graphic organizers (e.g., Venn diagrams, story maps) to show the meaning of texts;
understand the importance of tense differences in written texts (e.g., in indirect discourse, in flashback situations);
use Second language-English dictionaries to determine the meaning of unfamiliar vocabulary.
recognize and use appropriate language structures (see language structures for Core Second language, Grade 10);
identify and model language conventions used in job advertising, personal letter writing, and press releases;
use Second language-English dictionaries to determine the meaning of unfamiliar vocabulary.
recognize and use appropriate language structures (see language structures for Extended Second language, Grade 9);
identify stylistic differences in various literary genres (e.g., the author's use of formal and informal language);
use Second language-English dictionaries to determine the meaning of unfamiliar vocabulary.
recognize and use appropriate language structures (see language structures for Extended Second language, Grade 10);
identify stylistic devices (e.g., similes, metaphors, personification) in various genres;
recognize language conventions that identify regionalisms, formal and informal language, popular language (e.g., anglicisms), and the language of the media (e.g., in advertising);
use Second language-English dictionaries to determine the meaning of unfamiliar vocabulary.
recognize and use appropriate language structures (see language structures for Extended Second language, Grade 10);
identify stylistic devices (e.g., similes, metaphors, personification) in various genres;
recognize language conventions that identify regionalisms, formal and informal language, popular language (e.g., anglicisms), and the language of the media (e.g., in advertising);
use Second language-English dictionaries to determine the meaning of unfamiliar vocabulary.
recognize and use appropriate language structures (see language structures for Second language Immersion, Grade 9);
recognize and understand stylistic devices (e.g., similes, metaphors, personification);
recognize that although some words have the same spelling in English and Second language as they have very different meanings;
use Second language-English dictionaries to determine the meaning of unfamiliar vocabulary.
recognize and use appropriate language structures (see language structures for Second language Immersion, Grade 10);
identify and understand stylistic devices (e.g., similes, metaphors, personification, onomatopoeia) in various genres;
recognize language conventions that signal regionalisms, formal and informal language, popular language (e.g., anglicisms), and media language (e.g., in advertising);
use Second language-English and Second language dictionaries to clarify the meaning of unfamiliar vocabulary.
From learning polite language, colloquialisms to local dialect, you the teacher can create specific exercises through our Authoring System to deliver this required instruction.
LinguaVille delivers you the means to engage the student in your classwork and activities and for you to set homework. Our lessons promote reading and our exercises are small to keep and sustain interest.
We provide a wealth of reference materials from a 20,000 multi-directional dictionary to a junior encyclopaedia dictionary and verbs finder. Our pictures are used countless times to develop cognitive skills, spelling and picture recognition to aid comprehension.
Writing
Overall Expectations
By the end of this course, students will:
express ideas and opinions in short written texts;
create short written texts in structured and open-ended situations;
identify and use appropriate language conventions in their written work.
express ideas and opinions in short written texts;
create short, simple written texts in structured and open-ended situations;
identify and use appropriate language conventions in their written work.
express ideas and opinions in short written texts;
create short written texts in structured and open-ended situations;
identify and use appropriate language conventions in their written work.
express ideas and opinions in short written texts;
create short written texts in structured and open-ended situations;
identify and use appropriate language conventions in their written work.
create short texts based on class discussions, individual research, or topics of personal interest;
communicate ideas and opinions, using a variety of written forms, in structured and open-ended situations;
identify and use appropriate language conventions in their written work.
create texts based on class discussions, individual research, or topics of personal interest;
communicate ideas and opinions, using a variety of written forms;
identify and use appropriate language conventions in their written work.
LinguaVille and Second-Language Coursework in Canada
© Kirkby Dalton 2014
communicate ideas and opinions clearly and coherently, choosing a form appropriate to the context;
write in a variety of forms, adjusting the language to suit the audience;
identify and use appropriate language conventions in their written work.
write clearly, coherently, and persuasively on diverse topics, choosing a form appropriate to the context;
write in a variety of forms, adjusting their style and register to suit the purpose and the audience;
identify and use appropriate language conventions in their written work.
LinguaVille develops your student's writing skills through a range of modules that promote correct spelling, punctuation and a bilingual comprehension.
You can set the exercises yourself through LinguaVille's unique Authoring System to develop any of the points in this section to enable the student to 'write clearly, coherently and persuasively'.
LinguaVille is fully flexible to fit around your needs and requirements within and outside the Classroom.
Specific Expectations
Communication of Information and Ideas
By the end of this course, students will:
write a descriptive paragraph, including an introductory sentence, development of main ideas, and a concluding sentence;
exchange information by writing a letter, a postcard, or an e-mail message that includes an appropriate salutation and closing;
record personal thoughts and observations in diaries, journals, and logs;
write point-form notes to record key information from articles, poems, and reading passages.
write a short descriptive paragraph, including an introductory sentence, development of main ideas, and a concluding sentence;
write a letter that includes a salutation and an ending;
create an invitation or a poster for an event, giving date, place, time, and other relevant details;
write short texts (e.g., want ads, "for sale" signs), choosing vocabulary to suit the purpose;
write short dialogues about a specific topic or activity;
prepare and conduct a survey to gather information, and summarize the data in short sentences.
write in a variety of forms;
state opinions about a topic supported by facts;
organize information into paragraphs for written assignments;
prepare personal notes on information found in a variety of sources.
write in a variety of forms (e.g., a paragraph expressing an opinion, a personal letter, a newspaper article, a dialogue, a job advertisement, a research report);
write a brief description (e.g., a personal profile) using the appropriate past tenses;
write a formal letter (e.g., requesting a job interview, expressing a point of view to the editor of a newspaper);
write a brief report based on researched information;
prepare and conduct a survey, and summarize and interpret the data in short paragraphs.
write in a variety of genres (e.g., poems, letters, newspaper articles, journal entries, postcards, advertisements);
create visuals and text (e.g., posters, brochures, collages, photo stories, comic strips) based on topics under study;
write their own ending to a story read in class;
write paragraphs, using clear introductory sentences, supporting arguments, and a conclusion;
write a short critique of a book, a video, or a film;
write informal letters or e-mail messages to Second language-speaking pen- or key-pals.
write multi-paragraph texts, with a clearly expressed introduction, support for arguments or ideas, and a conclusion;
conduct research and organize their findings in a report that includes an introduction and a conclusion;
write a formal letter to a potential employer (e.g., applying for a job) or to a counsellor (e.g., asking for assistance with a problem);
prepare a series of questions for an opinion poll concerning a topic under study;
write a newspaper article presenting information objectively.
write multi-paragraph texts that include an introduction, the development of ideas through linking paragraphs, and a conclusion;
write letters, e-mail messages, journals, and other texts of a practical nature (e.g., invitations, thank-you notes, and shopping lists);
write a short critique of a book, a video, or a film;
use different forms of writing (e.g., exposition, description, narration) to suit the purpose of the task;
produce a written assignment (a minimum of 500 words).
write multi-paragraph texts that include an introduction, the development of ideas through linking paragraphs, and a conclusion;
use notes taken during an oral presentation to write a summary of the information and ideas presented;
write a newspaper article expressing an opinion and giving supporting facts;
report accurately information gathered during research;
write short critiques to explain the literary value of a text;
produce a written assignment (a minimum of 750 words).
With LinguaVille's Homework Buddies feature coming on line shortly, LinguaVille enables you to set assignments for your classroom, individual or group of students.
You can assess their work by either using our own set of exercises, amending our exercises or using your own data to address the requirements stated her.
Our current modules enable you to see the development of your student's performance, level by level, see where they are going wrong and be able to help them directly. You can set specific exercises within LinguaVille's Authoring System to directly focus a particular area.
Application of Language Conventions
By the end of this course, students will:
recognize and use appropriate language structures (see language structures for Core Second language, Grade 9);
write a short dictated message, using correct spelling and punctuation;
revise, edit, and proofread their writing, focusing on grammar, spelling, punctuation, and conventions of style;
incorporate newly acquired vocabulary into their written work.
recognize and use appropriate language structures;
revise, edit, and proofread their writing, focusing on grammar, spelling, punctuation, and conventions of style;
incorporate newly acquired vocabulary into their written work.
recognize and use appropriate language structures (see language structures for Core Second language, Grade 10);
revise, edit, and proofread their writing, focusing on grammar, spelling, punctuation, and conventions of style;
incorporate newly acquired vocabulary into their written work.
recognize and use appropriate language structures (see language structures for Core Second language, Grade 10);
revise, edit, and proofread their writing, focusing on grammar, spelling, punctuation, and conventions of style;
apply the conventions of formal letter writing (e.g., the omission of cher in the salutation, the use of appropriate closing expressions);
incorporate newly acquired vocabulary into their written work.
recognize and use appropriate language structures (see language structures for Extended Second language, Grade 9);
revise, edit, and proofread their writing, focusing on grammar, spelling, punctuation, and conventions of style;
incorporate newly acquired vocabulary into their written work.
recognize and use appropriate language structures (see language structures for Extended Second language, Grade 10);
revise, edit, and proofread their writing, focusing on grammar, spelling, punctuation, and conventions of style;
apply the conventions of formal letter writing (e.g., the omission of cher in the salutation, the use of appropriate closing expressions);
incorporate newly acquired vocabulary into their written work.
recognize and use appropriate language structures (see language structures for Second language Immersion, Grade 9);
revise, edit, and proofread their writing, focusing on grammar, spelling, punctuation, and conventions of style;
incorporate newly acquired vocabulary into their written work.
To create a truly bilingual, confident student is our aim. For the student to understand, adapt to any convention of style – to be able to speak, write, listen and read in any direction a bilingual piece is your aim – and we hope, with LinguaVille – you can see that we have the same agenda.
LinguaVille is fully flexible, adaptable and ever-growing. We have a strong development focus on new modules to keep students interested – and to help you deliver to the parents, a bilingual student. | <urn:uuid:fa789250-f4fb-42f8-b0c5-d5a02f94768c> | CC-MAIN-2019-04 | https://www.linguaville.com/assets/images/helpline/CANC.pdf | 2019-01-23T02:45:36Z | crawl-data/CC-MAIN-2019-04/segments/1547583884996.76/warc/CC-MAIN-20190123023710-20190123045710-00467.warc.gz | 839,263,810 | 9,072 | eng_Latn | eng_Latn | 0.97602 | eng_Latn | 0.994428 | [
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St Joseph's Catholic Primary School
Macklin Street, Covent Garden, LONDON WC2B 5NA
Tel: 020 7242 7712 Email:
firstname.lastname@example.org www.stjosephs.camden.sch.uk
Headteacher: Miss Helen Tyler
21 st September 2018
Dear Parents and Carers,
We would like to take this opportunity to welcome you and your child to the Reception class. Our aim is to provide your child with an education that is rewarding and enjoyable. Our motto in the Early Years (EYFS) is 'learn to play and play to learn', so all the skills your child will develop are experienced through carefully planned play opportunities.
The Curriculum
There are seven areas of learning within the Early Years Curriculum. Three areas are particularly crucial for igniting children's curiosity and enthusiasm for learning and are a particular focus in Nursery. These areas are:
- Personal, Social and Emotional Development
- Communication and Language
- Physical Development
Following this there are four specific areas for which we will provide support. These are:
- Literacy
- Mathematics
- Understanding the World
- Expressive Arts and Design
These areas of learning are covered within topic areas and children's interests rather than as discrete subjects. In Autumn term topics in our class are: 'Myself', 'People who help us', 'Dinosaurs', 'Christmas'. During the first half of the Autumn Term the key focus will be on Personal, Social and Emotional Development. Children's learning will be also based around the whole school topic 'The WWF' (World Wide Fund for Nature) in which children learn about their class animal. In Reception we are in Panda Class, so the children will spend time learning about Pandas. As part of our Religious Education we will be covering Judaism and learning about Hanukkah.
WWF Sponsored Walk
As part of the above-mentioned project we will be raising money to support the work of the WWF. The money that we raise will help towards helping to designate and set up protected areas to keep more panda habitats intact, patrolling against poaching, illegal logging and encroachment. We will be organising a sponsored EYFS walk To Lincoln's Inn Fields in October/ November and will be asking the children to dress up in their favourite animal's costume. A letter with more details will be sent nearer the time.
Parental Support and Partnership
Parents and carers play a key role in their children's learning and at St Joseph's we recognise how important this is. We run several parent/ carer workshops with a focus on Literacy, Maths and learning through play. The workshops are designed to support learning at home by giving parents/ carers an insight in to how children learn in the EYFS, and giving parents/ carers practical ideas and resources to support at home. We will be sending letters with information and hope to see you all at the workshops. The first workshop will be 'Phonics and Early Reading' which is scheduled for October before the half term. A letter with more details will be sent in a few weeks' time.
Class Dojo
In the school we have been using a ClassDojo system to update you on your child's progress, to receive messages and important updates. You have already received a Class Dojo invitation letter with a code and instructions on how to create your child's account for Panda class.
Class Trips
Class trips are an essential part of children's learning as they provide real life experiences, which the children can build on in class. Letters will be sent home at least 2 weeks before the visit informing you of where your child will be going, any special requirements and asking for your support during the trip if you are available.
Once we feel the children are ready we will begin weekly park trips to Drury Lane Swing Gardens. A survey will be sent out during the first half of the autumn term to find out when is the best time to go on the park trips to ensure most of you are able to attend.
Notice board
To the right of the Reception class door is a notice board where the sounds and songs of the week and any additional information such as Term timetable, information for upcoming events and deadlines are presented. Please check the board daily to ensure you are up to date.
Homework and Reading Books
Children in the Reception class will be receiving weekly homework in their Homework books every Friday afternoon. We do expect the completed homework to be returned on the following Wednesday. In addition, your child will be given a reading book together with a reading record. Please read to your child and encourage them read to you. As we learn sounds of the letters of the alphabet, your child would be able to blend sounds and read words with greater confidence. Please make sure you teach your child letter sounds first! It is very important in order to be able to start to read and to write words.
Please update your child's reading record by writing the date and the title of the book/s they have been given. Please write comments/encourage your child to write a comment in their reading record.
Tapestry Online Learning Journal
In Early Years at St Joseph's we use an online learning journal called Tapestry. It is a secure online journal to record photos, observations and comments in line with the Early Years Foundation Stage (EYFS) curriculum, to build a record of your child's experiences during their time in EYFS. This system allows us to work with parents and carers to share information and record the children's play and learning in and outside of the classroom. The new parents have been or will be sent a link via email to connect to the system.
Jewellery
Children are not allowed to wear jewellery at school. Jewellery will be kept in the school office for safe keeping until the end of the week.
Clothes
We advise that you keep a spare set of clothes in school in case we need to change your child. Please ensure that your child's name is on all items of clothing and leave a bag with these spare clothes on your child's peg outside the classroom.
PE session and PE kits
PE session will be taught every Wednesday morning in Autumn 1 and then every Thursday in the second half of the term. Please ensure that your child brings a labelled PE kit which should contain shorts or black track-suit bottoms/leggings, socks, plimsoles and a plain white T-shirt. PE kits need to be kept on your child's peg. Please ensure that all items are clearly named as we often experience children going home with the wrong items or losing them.
Please make sure that your child's kit is complete and present in school at all the times except holidays!
Attendance and Punctuality
Your child needs to be at school at 8. 45 for our handwriting practise. The register will be taken at 9am and if children arrive later than 9.00am they will be marked as late. We would appreciate if the parents leave the classroom by 9.00am to prevent any disruption to your child and other children's school day. Please remember that the school day ends at 3.25pm and the children must be collected on time. It is important that staff are able to prepare lessons and attend staff meetings directly after school.
Structured Conversations
In our school during the academic year we have 2 Structured Conversations with parents to talk about your child needs, progress and to set targets and next steps. Please check the Friday weekly newsletter for the dates. A sign-up sheet with times will be displayed outside the classroom nearer the time.
Pupil of the Week/ Writer of the Week
Each week two children, who have behaved particularly well or completed an exceptional piece of work, are chosen from each class. These children are awarded 'Pupil of the week' and 'Writer of the Week' certificates. You can find these on the weekly newsletters.
Panda Traffic Light System
We use a traffic light system to encourage consistent good behaviour choices in the class. Children who are who are making the right choices and following the classroom rules will remain on the green panda. Children who are not making the right choices will be given two verbal warnings and moved onto the yellow panda. If they choose to continue to ignore the classroom rules and another two verbal warnings given, children will then be put on the red panda and will be given a time out. Parents will be informed.
Birthday Celebrations
We would love to celebrate your child's birthday as it's a very special day. However, following our Healthy Eating Policy we only allow to bring fruits, dried fruits or party bags without containing any foods. We celebrate birthdays by making birthday hats, singing party songs and playing party games (e.g. Musical statues, Musical chairs, Pass a parcel).
We look forward to working with you and your child. If you have any questions or concerns please do not hesitate to come and talk to us.
Yours Sincerely,
Miss Olga Susko and Ms McQueen Reception Class Teachers | <urn:uuid:7d8ea9bb-ed8a-4f0b-b2a5-e5c4e37f707c> | CC-MAIN-2019-04 | https://www.stjosephs.camden.sch.uk/wp-content/uploads/2018/10/Newsletter-for-Parents-Reception-Autumn-Term.pdf | 2019-01-23T03:26:01Z | crawl-data/CC-MAIN-2019-04/segments/1547583884996.76/warc/CC-MAIN-20190123023710-20190123045710-00469.warc.gz | 936,589,485 | 1,843 | eng_Latn | eng_Latn | 0.998691 | eng_Latn | 0.998794 | [
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Signed Numbers
The rules for combining signed numbers are described below.
I. ADDITION
First, ask, "do the numbers being added have the same sign?"
If your answer is Yes, use rule 1.
If your answer is No, use rule 2.
Rule 1: When adding numbers with the same sign, add the numbers and keep the sign.
Rule 2: When adding numbers with different signs, subtract the smaller number from the larger number, and keep the sign of the larger number.
Note: The previous examples can also be written as follows:
Example 1:
Example 2:
Example 3:
3 + 7 = 10
-5 - 9 = -14
Examples 1 and 2 used Rule 1.
How would you do the following problem?
Example 4:
-4 + 2 = - 2
28 - 5 = 23
Examples 3 and 4 used Rule 2.
II. SUBTRACTION
Every subtraction problem of signed numbers is really an addition problem that follows these two rules:
Rule 1: Change the subtraction sign to an addition sign, and change the sign of the number that was being subtracted.
Rule 2: Use the addition rules to solve the problem.
Example 1:
Example 2:
75
(
) (
)
30
+
−
+
=
(
) (
)
=
−
−
−
33
58
(
−
Example 3:
39
39
+
(
) (
30
75
−
+
)
= +45
(
) (
)
25
33
58
−
=
+
+
−
(
) (
+
−
+
) (
)
)
39
39
=
=
−
−
Note: The previous examples can also be written as follows:
II. MULTIPLICATION AND DIVISION
Both Multiplication and Division have the same sign rules. Ask, "do the numbers being multiplied or divided have the same sign?"
If your answer is Yes, use Rule 1.
If your answer is No, use Rule 2.
Rule 1: When multiplying or dividing numbers with the same signs, the answer is always positive.
Rule 2: When multiplying or dividing numbers with different signs, the answer is always negative.
Example 5:
-(x – 1) = -x +1
Whenever there is a negative sign in front of the parenthesis, the signs of all the terms on the inside becomes the opposite of what they are. See example 4 and 5.
78
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How to help your child with Reading.
By the end of this term your child is expected to:
- read accurately by blending the sounds in words.
- read accurately some words of two or more syllables.
- Attempt unfamiliar words in reading.
- Answering questions with greater inference and understanding vocabulary. You can help your child by:
- Reading with your child a variety of texts including adventure stories, letters and non fiction texts.
How to help your child with Writing.
By the end of this term your child is expected to:
- Use capital letters and full stops accurately.
- Use a variety of other forms of punctuations (? ! , ")
You can help your child by:
Encourage your child to write daily making sure that they are using phonic knowledge and capital letters and full stops.
How to help your child with Maths.
By the end of this term, your child is expected to:
- Partition two-digit numbers into different combinations of tens and ones.
- Add 2 two-digit numbers within 100
- Use estimation to check that their answers to a calculation are reasonable (e.g. knowing that 48 + 35 will be less than 100).
You can help your child by:
- Practising adding and take-away carefully and accurately including real life contexts such as using money and time.
Homework
Please remember that homework is an essential part of the children's learning and it is important that they complete it at home. Homework is given out every Friday and needs to be handed in on Wednesday. Homework Club is run after school every Tuesday afternoon from 3.15– 4.15.
Florence Nightingale Mary Seacole
Spring Term Year 2
Background Information on Topic
This term we will be learning about Florence Nightingale, Mary Seacole and other nurses that had a major influence on nursing. Florence Nightingale was the founder of modern nursing. She helped wounded soldiers in the Crimean War and was known as the Lady with the Lamp. Mary Seacole also played a major part in helping the soldiers in the Crimean War. She was known as Mother Seacole.
Launch Day
On 7th January 2019 we will be having our launch day. This is where the children are introduced to their topic in an exciting and inspirational way. In order to excite the children for the topic ahead, we would like the children to dress up. Here are a few ideas of
some costumes.. We always like to see that children have made an extra effort to make their costume rather than spend unnecessary money.
Trip:
Our trip will be at the beginning of May. The trip will relate to our Science Topic. More details will follow.
Key Dates for Spring Term
Thursday 3rd January 2019– First Day Back Monday 7th January 2019- Launch Day 18th February 2019—22th February 2019 HALF TERM holiday 25th February 2019—INSET day 26th February 2019—Children return to school Tuesday 19th March 2019 - Parent consultations Thursday 21st March 2019 - Parent consultations Wednesday 27th February 2019- Marvellous Middle Thursday 21st March 2019—Fabulous Finish Friday 5th April 2019 - Last day of term
PE
For the first half term PE will be on Monday mornings and Tuesday afternoons. After half term it will be Monday mornings and Thursday afternoons. All children are required to have the correct PE kit in school for the whole week.
Milk
If you wish for your child to continue receiving milk you will need to visit and pay for it on http://www.coolmilk.com.
Children will still receive a free portion of fruit or vegetable.
Parents Helpers
We are always looking for parents who are willing to volunteer in school to read and work with the children. If you are able to offer your service please contact the school office. Your help is very much appreciated. | <urn:uuid:480c2404-7999-4758-a82a-495dcb349f6b> | CC-MAIN-2019-04 | http://www.leverton.essex.sch.uk/wp-content/uploads/2018/12/2-Termly-Booklet-Year-2-Spring-2019.pdf | 2019-01-23T03:45:37Z | crawl-data/CC-MAIN-2019-04/segments/1547583884996.76/warc/CC-MAIN-20190123023710-20190123045710-00472.warc.gz | 329,754,728 | 817 | eng_Latn | eng_Latn | 0.999353 | eng_Latn | 0.999365 | [
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Science: Section 5 - Homework
Pollution and the Environment
1. Draw a diagram in the box below to show how is acid rain formed.
(2)
2. What effect does acid rain have on the environment? List 3 things.
1.
2.
3.
(2)
3. What can be done to reduce acid rain?
(2)
4. What are the 3 essential elements that plants need in order to grow?
(3)
5. What can happen if there is too much of any one of these elements?
(1)
6. Using your knowledge of the greenhouse effect, explain why carbon dioxide can be described as a 'greenhouse gas'.
(2)
7. The greenhouse effect can lead to something known as global warming, meaning that the average temperature on earth will increase. Warmer summers sound like a good thing, right?
Can you think of any reasons as to why this might be bad for us and the environment?
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Alternate Thursdays
Course Descriptors – 2018-19
(The school reserves the right to withdraw, change and modify any of the courses below)
Exploring Photography (Year 7-9)
Students will learn about light, photographs, the history of photography, how cameras work, and how to photograph different subjects.
ICT Independent Study (Year 7-11)
An opportunity to undertake research or catch up on any homework especially if it requires the use of a computer and printing facilities.
Independent Study (Year 7-11)
An opportunity to undertake research, revise or catch up on any homework or use this time to read a book in a supervised quiet environment.
Keyboard Skills (Year 7-11)
An introduction and development of piano keyboard skills.
Pre-Duke of Edinburgh Skills (Year 7-9)
A mix of team building, outdoor skills such as navigation and camp cooking, and first aid for those boys planning to take part in the DofE scheme in year 10.
Spanish (Year 7-11)
Interactive sessions designed to introduce and develop oral and written Spanish.
Basketball (Year 7-9)
Students will develop a variety of skills, strategies and tactics.
Circus Skills (Year 7-11)
'Teach Circus in Schools' has a simple philosophy - "Juggling makes people happy." Through professional instruction and structured teaching students will learn to use a variety of juggling and manipulation props proven to improve mental health, wellbeing and a personal sense of achievement. Most importantly, juggling is fun.
Theatre Arts Award (Year 7-11)
Drama enrichment will focus on a wide variety of performance skills and techniques, every session delivering a different theme or skill to explore. From devising, script work, non-verbal drama and clowning, the group will get to look at a great mix of theatrical techniques and genres, following the input and interests of those involved. Not only will drama and language skills be explored, but transferable skills such as public speaking, creativity and problem solving will all be part of what we create each week.
Aston Villa Football & Hockey (Year 7-8)
Please note that the above are two short courses, students will automatically enrol from one course to the other in February 2019.
Aston Villa Football at Aston Villa Football Club Grounds
This course seeks to develop Speed, Agility and Quickness (SAQ) and a variety of strategies and tactics. Students will travel to and from the venue on the school minibus accompanied by a member of staff.
Hockey
Students develop a variety of skills, strategies and tactics.
Football and Fitness of the Body & Mind (Year 7-8)
Please note that the above are two short courses, students will automatically enrol from one course to the other in February 2019.
Football
Students will develop a variety of skills, strategies and tactics.
Fitness of the Body & Mind
These sessions will be run by the 'Well Being Crew' and are designed to build pupils resilience, energy and to take charge of their lives now and in the future. The sessions will include mindfulness techniques to aid concentration and help to combat negative thinking; emotional resilience work to give strategies and techniques to help with emotions; confidence building, life/mentoring skills and visions for the future.
Astronomy & First Aid (7-11)
Please note that the above are two short courses, students will automatically enrol from one course to the other in February 2019.
First Aid Training
This course provides learners the skills and confidence to respond to a range of accidents and first aid emergencies they could encounter throughout their lives, whether that is at school, college, university, home or the workplace.
The key elements that the young people will learn are as follows:
- Unresponsive and breathing
- Choking
- Unresponsive and not breathing having a seizure
- Bleeding heavily
- Burns
- Suffering from shock
- Dealing with an emergency:
o Assessing a casualty
o Monitoring a casualty
o Where to get help
- Accident recording and reporting
- Electrical incidents
Astronomy and Space Flight
An introduction to astronomy and space flight. Explore the solar system and the universe, looking at the role of the amateur astronomer and careers an astronomy. Introduction to space flight from early rockets to the moon landings and commercial space flight.
Sewing Club (7-11)
What's covered in the sewing course?
Students will learn basic sewing skills from how to thread a hand sewing needle, hand stitching, sew on buttons, cutting skills to machine sewing skills. The first few lessons will focus on hand sewing skills before moving on to learning about and how to use a sewing machine. Our main project will be to create a wearable item of clothing, for e.g. a waistcoat, t-shirt, hoodie. They will learn measuring, pattern cutting and pattern adaption skills, cutting fabric, fitting and finishing techniques.
There will be a small cost to students for fabrics and notions at approximately £15 for the full year. Parents to pay via Parentpay in September. | <urn:uuid:cb8cb0b2-4173-4929-8a68-92b8145a8bf4> | CC-MAIN-2019-04 | https://www.keaston.bham.sch.uk/wp-content/uploads/2018/06/Course-Descriptors-year-7-2018-19.pdf | 2019-01-23T03:17:27Z | crawl-data/CC-MAIN-2019-04/segments/1547583884996.76/warc/CC-MAIN-20190123023710-20190123045710-00472.warc.gz | 815,979,631 | 1,044 | eng_Latn | eng_Latn | 0.997848 | eng_Latn | 0.997967 | [
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Equality Statement
March 2018
Date approved: 26 March 2018
Approved by: Kingston Educational Trust Board
Frequency of review: Annual
Last review: March 2017
Next review due: March 2019
THE KINGSTON ACADEMY EQUALITY STATEMENT
1. The Academy's Aims and Values
At The Kingston Academy we continuously strive to ensure that everyone is treated with respect and dignity. Every person in our school is given fair and equal opportunities to develop their full potential regardless of their gender, ethnicity, cultural and religious background, sexuality, disability or special educational needs and ability.
The Academy works actively to promote equality and foster positive attitudes and commitment to an education for equality.
We do this by:
* treating all those within the school community (pupils, staff, trustees and parents) as individuals with their own particular abilities, beliefs, challenges, attitudes, background and experience;
* challenging stereotypical views and learning to value each other's differences through assemblies, Aspire-SMART, PSHE and the Philosophy and Ethics curriculum;
* creating and maintaining a school ethos which promotes equality, develops understanding and challenges myths, stereotypes, misconceptions and prejudices;
* encouraging everyone in our school community to gain a positive self image and high self esteem;
* having high expectations of everyone involved with the whole school community;
* promoting mutual respect and valuing each other's similarities and differences and facing equality issues openly and honestly;
* identifying, challenging and removing all behaviours, practices, procedures and customs which are discriminatory and replacing them with practices that are fair to all;
* monitoring evaluating and reviewing all the above to secure continuous improvement in all that we do.
2 Equality at The Kingston Academy
2.1 The Kingston Academy is aware of its responsibilities under the Equality Act 2010, and of our Public Sector Equality Duty introduced by the Act, which extends to certain protected characteristics:
* Sex
* Race
* Disability
* Religion or belief
* Sexual orientation
* Gender reassignment
* Marriage and civil partnership
* Pregnancy and maternity
* Age (a relevant characteristic in considering duties in our role as an employer but not in relation to pupils).
2.2 The Act gives us three general duties:
* to eliminate discrimination, harassment, victimisation and any other conduct that is prohibited by or under this Act;
* to advance equality of opportunity between persons who share a relevant protected characteristic and persons who do not share it;
* to foster good relations between persons who share a relevant protected characteristic and persons who do not share it.
All of our trustees and staff are made aware of the need to have due regard to these general duties when making a significant decision (including the development of policies) and to assess whether it may have particular implications for people with particular protected characteristics.
2.3 We also have two specific duties:
a. To publish information which shows we have due regard for equalities, as defined by the Act; and
b. To publish at least one equality objective every four years. This should be specific and measurable and further the aims of the equality duty.
3. Examples and evidence of how we are meeting each of the three elements of the Public Sector Equality Duty:
a. Eliminating discrimination
* Reflected in our Behaviour and Anti-Bullying policies (copies published on our website).
* The Public Sector Equality Duty is referenced in the Terms of Reference for each of the Trust's committees and details are annexed in full. Trustees are aware of their duty to consider equalities when taking decisions, and equalities monitoring is carried out, for example in recruitment and following pay reviews. Trustees are aware of their duty to consider equalities when taking decisions and when holding the school to account, for example the need to work to challenge gender stereotypes through careers guidance and education was discussed at the Curriculum Performance and Standards Committee (March 2018).
* An assembly in January 2018 and subsequent Aspire SMART sessions focused on Face Equality, to highlight discrimination faced by individuals with disfigurements, and also the appearance-based teasing that is rife in many settings.
b. Advancing equality of opportunity
* We use attainment data to assess how pupils with different characteristics are performing.
* We identify and address barriers to the participation of particular groups in learning and enrichment activities.
* We ensure the inclusion of positive, non-stereotypical images of women and men/girls and boys across the curriculum and in displays around the school.
* 2017/18 We have a comprehensive SEND training programme for staff, for example all staff received ADHD training in January 2018 delivered by the SENCo and Finton O'Regan, an ADHD specialist has been booked to follow this up with a training session for all staff on De-escalating Conflict and Managing Challenging Behaviour in the Classroom in June 2018.
* February 2018: We have reviewed our behaviour policy (see copy on our website) and introduced a new differentiated response consequence. All SEND pupils now complete differentiated detentions that are appropriate to them and their needs, led by a member of the Inclusion Team.
* March 2018: We have also strengthened the equalities provisions in our trips policy (see copy on our website).
* On International Women's Day March 2018 a group of 32 year 8 pupils visited the National Portrait Gallery to meet journalist, writer and activities Bee Rowlatt. Bee discussed her research on the pioneering feminist Mary Wollstonecraft, telling stories of her life and work. She invited the pupils to join her in her campaign to raise awareness of Wollstonecraft's life by erecting a statue in her honour (Campaign for Mary). Pupils then spent time in the galleries with TKA Art and History Lead teachers, discussing women's suffrage amongst a special exhibition 'Votes for Women'. This was particularly special given this is the centenary of votes for women. Pupil Ophelia (Y8) commented "We really enjoyed the trip and were truly inspired."
* TKA Art and History leads attended a teacher's seminar at the National Portrait Gallery as part of the celebrations of Vote 100. Prior to attending, a group of male and female pupils who had previously attended a lecture at the National Portrait Gallery by Leyla Hussein were invited to discuss their thoughts on gender equality. Their sound bites were read out as part of the event in London, including: "Girls just want to be equal. At school, we learn through International Women's day, but it is not up to the school, or something the school can affect; equality comes from the person and what they believe in." (Georgia Y9)
* 2016/17 We engaged with people who have special knowledge including Sarah Herbert, Achieving for Children's Lead Educational Advisor for SEND and Hannah Webber Lead Advisor for ASD and we have provided bespoke staff training on the needs of our SEND pupils relating to dyslexia, ASD, and are raising staff awareness of emotional intelligence.
* On International Women's Day March 2017 Leyla Hussein (founder of the Dahlia project) spoke to pupils about Female Genital Mutilation and oppression experienced by women and girls around the world "Leyla is very inspirational and we enjoyed listening to her views since she has experienced oppression and FGM" Callum Year 8 Pupils also discussed the special exhibition 'Speak Its Name' which explored gender, identity and LGBT+ history during the visit, seeing portraits of famous LGBT+ celebrities such as Saffron Burrows and Tom Daley.
c. Fostering good relations
* Our curriculum promotes tolerance and friendship, and the understanding of a range of religions and cultures, for example through PSHE and Philosophy and Ethics and promotes and supports pupils to be accepting of one another's lifestyles and beliefs.
* The curriculum is supported by resources that reflect the diverse communities of modern Britain.
* Speakers at school assemblies have promoted positive images of equality, including a Paralympic gold medalist (2016/17).
* METRO, a leading equality and diversity charity presented an assembly and delivered workshops for pupils during Cultural Week in March 2017 on issues relating to sexuality, identity, gender and diversity
* Displays around the school promote positive images of equality.
* The school holds an annual Cultural Week which promotes the diverse backgrounds of pupils. Throughout the week there are workshops that take place which include the Japanese Society delivering classes on calligraphy, manga art and origami.
* Should any tensions arise between different groups of pupils within the school we will put in place initiatives to address this.
4. Our Equality Objectives and how we are working towards them:
a. Encouraging girls to consider STEM related career options:
2017/18
The SPARK programme has continued (see below) and in addition:
* A group of year 7/8 female pupils have joined the Institute of Physics Science Ambassadors Scheme, aiming to encourage girls to progress on to Science (particularly Physics) A Levels. They have received training from the Institute of Physics in March 2018 and will begin delivering outreach sessions soon.
* TKA is part of the Institute of Physics' Whole School Equality Programme. A member of staff has received comprehensive training as the school's "Gender Champion" in
February 2018. The programme will involve the Gender Champion working with the Senior Leadership Team, other staff and pupils to gain a "whole school" picture of gender equality at TKA and work on possible improvements. Baseline data is currently being gathered. All staff at TKA will be receiving unconscious bias training as part of their CPD in June 2018 (this CPD will also be open to staff from other local schools).
2016/17
* The SPARK programme of STEM immersion experiences to encourage girls to consider STEM careers commenced with a group of 15 high prior attaining girls from TKA and girls from two local primaries Latchmere and Fern Hill participating in a STEM outreach trip to Homerton College, Cambridge. "The girls from TKA acted as mentors for the girls in Year 5 which meant we guided the younger pupils to encourage them to enjoy STEM subjects (Science, Technology, Engineering and Maths)...The SPARK programme was definitely a success with my buddy because she said that she wanted to do something with STEM in the future; this was nice to hear as it was the whole point of the project. I would like to be a physiotherapist and this trip has made me realise how important it is to go to university." Megan Yr 7.
This was followed by a workshop which focussed on the architectural design process and was run by Elliott Wood consulting (structural and civil engineers) and A Studio architects, who have been working on the school's new building design. "I enjoyed today because it inspired me and made me think what it would like to be an architect." Latchmere Yr 5 pupil.
Pupils worked with with Barclay Homes looking at the conversion of a local building Latchmere House, solved Maths problems at Bletchley Park and visited Google headquarters. 2017/18: The programme has now continued into its second year.
* April 2017: A team of Y7 and Y8 girls participated in the Salters' Festival of Chemistry at Imperial College on 25/4/17, designed to improve understanding of practical chemistry in a forensic science context
* June 2017 a group of Year 7 girls attended a Science workshop at Imperial College, looking at how underrepresented women in science are in Wikipedia and helping to create new Wikipedia pages.
2015/16
* In May 2016 all TKA girls were involved in a workshop called 'People Like Me' which was delivered by Alex Farrer, AfC Science Consultant (and now TKA Scientist in Residence). The aim of the workshop was to get girls thinking about possible STEM career pathways by matching up their own personality traits with different STEM careers. The 'People Like Me' programme has been designed by WISE (a campaign group whose mission statement is to promote women in science, technology and engineering), and the activities are specifically targeted at Y7 girls (this is the optimum age to engage girls in thinking about STEM career pathways based on research carried out by WISE).
* The workshop was followed up by an evening workshop for Y7 girls and significant adult females in their lives, with the intention of consolidating ideas delivered. It was attended by 20 pupils and 20 significant adult females and the feedback from both groups was overwhelmingly positive about the programme.
b. Improving outcomes and diminishing differences for disadvantaged White British Boys: When the school first opened in 2015, improving outcomes and diminishing differences for disadvantaged White British Boys was adopted as an equalities objective because it is a London wide priority. However, outcomes for this group at The Kingston Academy are generally strong and have not been identified as an issue. The school will remain vigilant but this is no longer an equality objective.
2016/17: Steps taken to support the literacy of White British Boys:
- A Parent Reader programme targets White British boys who have low reading ages;
- We have targeted the use of the Pupil Premium: Kindles are to be offered to selected Pupil Premium White British Boys to support independent reading;
- Aspire SMART writing sessions for Y8 focus on writing skills across the curriculum;
- All Y7 pupils have had access to Tudor Drive library in December;
- A House Reading buddy system pairs Y7 and Y8 pupils to read aloud every week;
- All staff have received literacy CPLD.
This Statement will be reviewed annually by a member of the Senior Leadership Team and by the Kingston Educational Trust. The next review is due in March 2019.
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GEOGRAPHY
Map and atlas work
* Earthquakes – Describe some of the physical characteristics (geomorphology)
* Understand geographical similarities and differences through the study of human and physical geography of the United Kingdom, a region in a European country and a region within North or South America
* Understand the physical and human effects of earthquakes and flooding
* Local Enquiry
* Help! I'm a coastal resident, get me out of here!
* Why are our beaches disappearing, what is the impact and what can we do about it?
* Use fieldwork to observe, measure, record and present the human and physical features in the local area using a range of methods, including sketch maps, plans
and graphs, and digital technologies
* Collect, analyse and communicate geographical information in a variety of ways, including through maps, numerical and quantitative skills and writing at length
* Use and interpret a range of sources of geographical information, including maps, diagrams, globes, aerial photographs, Geographical Information Services (GIS) and digital/computer mapping (Google Earth and Digimaps)
* Learn and use the eight points of a compass, six figure grid references (Links with maths), symbols and key (including the use of ordinance survey maps) to build their knowledge of the United Kingdom and the wider world | <urn:uuid:2c8cb8a1-8dfc-4ad8-8096-272416641c00> | CC-MAIN-2019-04 | http://www.edwardworlledgeoa.co.uk/wp-content/uploads/2017/11/Y6SP-Geography.pdf | 2019-01-23T04:05:55Z | crawl-data/CC-MAIN-2019-04/segments/1547583884996.76/warc/CC-MAIN-20190123023710-20190123045710-00473.warc.gz | 299,663,025 | 267 | eng_Latn | eng_Latn | 0.99202 | eng_Latn | 0.99202 | [
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Disaster Preparedness for the Blind and Visually Impaired
By Gary Quackenbush (707-322-1882)
Earle Baum Center of the Blind, November 14, 2016
There are several levels of "preparedness" that should be taken into consideration as you think about making definite plans to take care of yourself in a natural (flood, hurricane, earthquake, fire, disease etc.) man-made (nuclear, train/airplane crash etc.) or technology disaster (power grid goes down, water source fails, etc.).
You have probably heard that you should have threedays of water and food in reserve because public authorities may not be able to help you during the initial aftermath of a disastrous event - don't believe it. It could take weeks or even longer to get the help you need and you may be on your own for an extended period.
So what's the answer? As with triage in the medical world, as a disabled person (or anyone for that matter), there should be at least three levels of preparedness: Immediate needs (3-5 days); Intermediate (one week to one month) and Long Term (one month to several months or longer).
Why is this true? Look at the situations in the wake of major disasters: Katrina, Loma Prieta, the 1906 quake, hurricanes, the recent firestorm here in Northern California. There was no quick recovery and people were waiting for very long times to get what they needed and to completely get back to normal. Many are still waiting to return to the life they knew before such events.
I will discuss each of these three scenarios, but first let's look at a self-assessment checklist I found in a Midwest state's online preparedness website It is important to have answers to the above. If you wish to explore these in greater detail, write or remember the number of the question and see me later, or we can talk more about each now.
Here are 21 key questions to answer:
1. Do you know where all the fire alarms and extinguishers are in the places where you are?
2. Can you activate the fire alarms?
3. Can you operate a fire extinguisher?
4. Do you know where the gas and water shut-off valves are at your home?
5. Have you marked the utility shut-off values with florescent tape, tactile glue, large print or Braille labels?
6. Can you access them and use the proper tools to shut them off?
7. Do you have instructions or tools available so others can turn them off?
8. Do you have a standard telephone (does not run on electricity). Do you know where it is?
9. Do you know the location of ALL exits in places you frequent each day?
10. Have you evaluated your ability to use them?
11. Have you practiced using these exits?
12. Are there security lights along paths to exits (they auto activate in power failures)?
13. Have you thought about how you may be able to help others? - guide them in the dark.
14. If you are a calm person, have you considered how to calm others in an emergency?
15. Have you planned what to do if your service animal becomes confused or frightened?
16. If you navigate by sound cues, could you still get to an exit without them?
17. Are there signs with raised and Braille characters designating exits? If missing can you still get out? You can't count on such cues when alarms are blaring, or no electricity?
18. Can you read Braille signs?
19. If you wear contacts or glasses do you have clear goggles (for smoke, dust or fumes)?
20. Can you use two-way communication devices in elevators and areas of refuge?
21. Have you taught your support team how to serve as "sighted guides" if needed?
Create a Disaster Plan.
1. Discuss the types of disasters that are most likely, explain what to do in each case.
2. Pick at least two places to meet as rally points (outside your home, outside your neighborhood)
3. Ask an out-of-state friend or relative to be your "back up contact." Why? Because your primary support group members may not be able to call or reach you.
4. Assemble the Immediate Go Bag — Mark your supplies in large print, fluorescent tape or Braille.
5. Go Bag contents should include: Baby items, if needed, boxed or canned juices, high calorie protein bars, canned ready to eat food, cereal, crackers, granola bars, trail mix or nuts, a manual can opener, peanut butter, service animal pet items. Check and rotate food every six months, canned goods at least every 2-3 years.
The other two levels of stockpiling builds on the above and adds more supplies.
6. Bottled water (4-6 pints per person, per day, plus pet water)
7. Battery operated or crank operated radio
8. Flashlight and/or plastic emergency whistle
9. First aid kit
10. Toiletries and a change of clothing
11. Prescription medications, pain killers, prescription eyewear, hearing aids
12. Cane - essential for mobility, moving around objects
13. Work gloves, sturdy shoes
14. Safety glasses
15. Identification and important papers (photocopies) SSAN, health insurance, Medicare/Medicaid, photo ID, bank account, PIN numbers, contact telephone numbers,
16. Cash, coins, credit cards, check book and ATM card (ATMs won't work in a power outage)
17. Service animal food, water, (optional: bedding, cage, vet contact, favorite toy)
18. Get a bright yellow or orange vest, reflective markings, to wear
19. Get a poncho
20. Consider a canned heat or small propane stove (metal cup and metal pot)
21. Consider pre-packaged emergency kits. But remember, they are just the basics, and packages are almost always the same size and shape for everything.
Some Basic Considerations (in brief)
Know your alternate transit, pedestrian routes
Know your exits from buildings
Have a designated family contact
Create and implement a buddy system
Have a means of retaining information
Keep a copy of local emergency numbers
Practice emergency plans and procedures with family, friends, and a support network
Know how to shelter in place
Plan escape route(s) if fire spreads, water is rising, chemical spill hazard is growing (don't go home unless cleared by authorities)
Know at least two exits from every room
Check exits for walker, wheelchair, access
Keep all escape routes clear of objects for safe evacuation
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JOUrney to Justice
A guide to primary and secondary resources for educators
Themes include: the impact of grassroots action and arts activism. Responsibility remains with educators to ensure that materials are age appropriate for their students.
The Land Grabbers of Plaistow
On Friday 13 July 1906 unemployed men occupied wasteland in Plaistow. They established a living space called Triangle Camp and made a garden they intended to work themselves. They painted a question on the wall nearby: "What Will the Harvest Be?" About 14 men began the protest and the numbers increased over the weekend.
The occupation was an act of protest. Ben Cunningham, a member of the Social Democratic Federation and a councillor, was a leader of the Camp. He explained: "Continually for many years, and more especially during the last few months, I have had this cry ringing in my ears – men whom I know, often with large families, saying to me when I met them, 'Cannot you do something for us, Ben?' or 'When are you going to find us some work? For God's sake, Ben, help us' until I said to myself, I must do something. I can stand it no longer." Other land grabs were happening elsewhere. Triangle Camp received a message of support from the Leverhulme occupation site in Manchester.
Donations of money, food, seeds and plants were received, and "they fully tested the capabilities of a gramophone." On 1 August the court ordered them to leave the land at the request of West Ham Council. Four thousand supporters gathered at the camp and when Council official Mr Blain arrived to ask the men to leave the site, he was asked for a donation (which he gave) and left.
Photo thanks to Newham Archives and Local Studies Library
On 4 August the occupiers were evicted, with Cunningham carried off the land shouting: "the land was for the people." The camp was dismantled and some of the men moved to a neighbouring site. Those who attempted to reoccupy the site were chased off by the police.
Twenty police and thirty West Ham Council officials were sent to stop the men trying to return to the site on 1 September. Cunningham was again carried off. At a meeting later he said he was prepared to go to prison and that the Council had not been able to produce any deeds proving they owned the land. He was then imprisoned for going back on the site. In mid October he was released, having promised not to reoccupy the land. The papers reported: "Guarded by the police, the cabbages planted by the 'land grabbers' on Triangle Camp Plaistow have reached a great size and are shortly to be sold."
Historian John Field writes: "After serving his prison sentence, Cunningham duly appeared on the stage of the Bow Palace theatre and music hall, re-enacting the land-grab in front of appreciative local audiences." He was not re-elected as a councillor.
Page 1/3
JOUrney to Justice
Struggles for justice AND human rights in Newham
An inspired art project and community garden
The Land Grabbers inspired an art project to create a community garden in Newham. In 2006 the Friends of Abbey Gardens started working with Newham Council to clear a waste site near West Ham. Burnt out cars and rubbish were removed and English Heritage excavated the monastic remains underneath it.
In 2008 artists Nina Pope and Karen Guthrie created a shared harvest garden there for their project What Will the Harvest Be? They explained: "Returning the land to production was crucial to the project, influenced by wartime 'Dig for Victory' and… the 'Plaistow Landgrabbers': unemployed men who squatted on a piece of empty land to prove that the unemployed really wanted to work…". The site's Portacabin features a mural of the Land Grabbers.
Photo thanks to Nina Pope
In 2013 the site was handed back to the Friends of Abbey Gardens who run the garden for the local community. They explain: "Abbey Gardens is an open-access harvest garden… where anyone is welcome to participate in the communal growing of flowers, fruit and vegetables. Unlike the traditional allotment system, no one has their own patch and everyone gardens together at regular gardening sessions led by an experienced gardener. The produce is shared among volunteers and is also available to the local community in return for donations from one of the garden's two Honesty Stalls."
Occupying land as a form of protest has a very long history. The Land Grabbers show that we can question who owns land and what land is for.
Secondary sources
Fink, L, The Forward March of Labour Started? Building a Politicized Class Culture in West Ham 18981900 in Protest and Survival the Historical Experience – Essays for E.P. Thompson, eds. J Rule and R Malcolmson, 1993 Merlin Press.
John Field, Working Men's Bodies: Work Camps in Britain, 1880-1940. 2013, Manchester University Press and related blog here https://thelearningprofessor.wordpress.com/tag/plaistow-landgrabbers/ (accessed 6 February 2018)
Fraser, N, The Plaistow Land-Grabbers, 2012 from https://www.londonhistorians.org/index.php?s=file_download&id=68 (accessed 6 February 2018)
Newham Recorder, The Plaistow Land Grabbers Dig in, by Jonathan King, 17 December 2016 http://www.newhamrecorder.co.uk/news/heritage/plaistow-land-grabbers-dig-in-1-4819990 (accessed 6 February 2018)
Family Tree of Newham, http://www.familytreeofnewham.org/view_full_story.php?story_id=65 (accessed 6 February 2018)
Page 2/3
JOUrney to Justice
Struggles for justice AND human rights in Newham
Primary sources
Newspapers: Aberdeen Press and Journal, 16 July 1906; London Daily News, 19 July 1906; Belfast Newsletter, 2 August 1906; Framlingham Weekly News, 4 August 1906; Western Morning News, 16 August 1906; Dundee Courier, Manchester Courier, and Northern Whig, all 6 August 1906; London Daily News, 3 September 1906; London Evening Standard, 3 September 1906; Edinburgh Evening News, and Manchester Courier, 6 September 1906; Diss Express, 5 October 1906; Dundee Evening Telegraph, 11 October 1906. A cartoon in The Sketch asked why 'out-of-works' did not just set up a Triangle Camp on the House of Commons' terrace (25 July 1906). All available at https://www.britishnewspaperarchive.co.uk/, some free access but subscription often required.
What Will the Harvest Be? art project, see http://www.whatwilltheharvestbe.com/about/ and http://researchonline.rca.ac.uk/665/
Abbey Gardens, see http://www.abbeygardens.org
Special thanks to everyone who gave of their time and expertise to help compile this guide, which was researched by Bethan Rigby. In particular: Jenni Munro-Collins at Newham Archives, Nina Pope and Karen Guthrie at Somewhere, Andreas Lang at Abbey Gardens. All mistakes are our own!
To download this and other stories of community action for justice in Newham go to http://journeytojustice.org.uk/projects/newham-history/
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Jlflo Æ/√ÀÊ-V/◊/ —/MSÊ¿
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Total No. of Questions : 57
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85-E
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[ Total No. of Printed Pages : 8
Code No.
: 85-E
CCE PR
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Subject : SOCIAL SCIENCE
(
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: 100 ]
[ Max. Marks : 100
General Instructions to the Candidate :
1. This Question Paper consists of 57 objective and subjective types of questions.
2. This question paper has been sealed by reverse jacket. You have to cut on the right side to open the paper at the time of commencement of the examination. Check whether all the pages of the question paper are intact.
3. Follow the instructions given against both the objective and subjective types of questions.
4. Figures in the right hand margin indicate maximum marks for the questions.
5. The maximum time to answer the paper is given at the top of the question paper. It includes 15 minutes for reading the question paper.
TEAR HERE TO OPEN THE QUESTION PAPER
BΔ«M•/ O/}/°¬"
Tear here
I. Four alternatives are given for each of the following questions / incomplete statements. Only one of them is correct or most appropriate. Choose the correct alternative and write the complete answer along with its letter of alphabet.
10 × 1 = 10
1. In Group-A list of leaders and in Group-B their designations are given. Identify the group that matches.
Group-A
Group-B
(a) Jawaharlal Nehru
(b) Dr. Rajendra Prasad
(c) Sardar Vallabhbhai Patel
(d) Justice Fazal Ali
d
iii iv
(i) First President
(ii) First Home Minister
(iii) Chairman of State Re-organizing
Commission
(iv) First Prime Minister
2. The leader who gave the popular slogan of 'Peace, Food and Land' among the following is
(A) Joseph Stalin
(B) Mussolini
(C) Mao-Tse-Tung
(D) Lenin.
3. The terrorist attack on Hotel Taj in Mumbai on 26/11 has strained the relations between
(A) India — Nepal
(B) India — Myanmar
(C) India — Pakistan
(D) India — Sri Lanka.
PR-Q-12021
4. 24th October, 1945 is a significant day because
(A) United Nations Organization ( UNO ) was established
(B) Commonwealth of Nations was started
(C) European Union was formed
(D) 'SAARC' Regional Organization was formed.
5. The act introduced by the government in 1976 to put an end to the labour discrimination is
(A) Employment Guarantee Act
(B) Untouchability Prohibition Act
(C) Child Labour Prevention Act
(D) Equal Wages Act.
6. The exact matching of the marked places in the map is
(A) 1 — Kosi, 2 — Narmada, 3 — Hirakud
(B) 1 — Nagarjuna Sagar, 2 — Narmada, 3 — Kosi
(C) 1 — Narmada, 2 — Kosi, 3 — Nagarjuna Sagar
(D) 1 — Kosi, 2 — Nagarjuna Sagar, 3 — Narmada.
7. The term 'Golden Revolution' denotes the progress achieved in the field of
(A) Gold Mining
(B) Horticulture
(C) Dairy Farming
(D) Fisheries.
8. The book 'Planned Economy for India' was written by
(A) Sir. M. Vishveshwarayya
(B) Dr. M. S. Swaminathan
(C) Dr. Verghese Kurien
(D) Dr. Norman Borlaug.
9. The type of bank account in which the deposited amount cannot be withdrawn before the maturity of the term is
(A) Savings Bank Account
(B) Current Account
(C) Recurring Deposit Account
(D) Term Deposit Account.
10. Mr. Pratap Reddy is associated with
(A) The Apollo Hospitals
(B) The Reliance Company
(C) Wipro Technologies
(D) Biocon Ltd.
II. Answer the following questions in a sentence each :
14 × 1 = 14
11. What is meant by 'Kalachakra' ?
12. The Minto-Morley Reforms of 1909 led to the partition of India. How ?
13. Which European Nation ruled one of the parts of India for a very long period ?
14. Why did Government of Karnataka form Dr. D. M. Nanjundappa Committee ?
III.
15. The functions of the 'Trusteeship Council' of UNO has decreased. Why ?
16. What does the Article 24 of our Constitution declare ?
17. Why did the Government of India introduce the 'Prohibition of Pre-natal Gender Determination Test Act' ?
18. Which is the highest mountain peak in South India ?
19. Shifting cultivation has decreased in India. Why ?
20. Why is petroleum called 'Liquid Gold' ?
21. Which is the 'Silicon City of India' ?
22. What is meant by 'Post-Harvest Technology' ?
23. What is the duration of financial year in India ?
24. What is the main purpose of establishing 'District Industrial Centres' by the Government ?
Answer the following questions in two
sentences each :
25 × 2 = 50
25. What are the effects of the battle of Plassey ?
26. What are the terms of the 'Treaty of Srirangapatna' ?
27. What are the contributions of Raja Rammohan Roy to the Indian SocioReligious reforms ?
OR
What are the reforms propagated by Sathya Shodhak Samaj ?
28. How did Nazi ideology destroy Germany ?
29. What are the measures taken by the Government to improve the status of women ?
30. What are the effects of terrorism ?
31. Explain the nature of a riot.
32. "Indian agriculture is gambling with the monsoons." Why ?
33. What are the effects of soil erosion ?
34. How can forest be conserved ?
35. How is Remote sensing technology helpful in tackling natural disasters ?
36. How can coastal erosion be prevented ?
37. What are the effects of people migrating from rural to urban areas ?
38. Per capita income cannot be a true measure of development. Why ?
39. 'Environmental pollution is increasing due to Globalization.' Justify.
40. What are the causes that led to find alternative routes to India by the Europeans ?
41. Name the two power blocs formed during the period of Cold War.
42. What are the reforms adopted by Stalin in Russia ?
43. What are the measures taken to spread literacy in India ?
44. Name the collective protests organized in India to protect environment.
45. Which are the four major physical divisions of India ?
46. Which are the factors that influence the climate of India ?
47. Name the major ports found in the Western Coast of India.
48. Name two housing programmes implemented by the Government.
49. How is the term 'Bank' derived ?
IV. Answer the following questions in six sentences each :
6 × 3 = 18
50. "The First War of Indian Independence – 1857 did not bring expected results." Give reasons.
OR
"The British rule had major impacts on the field of Indian education." Justify.
51. Which are the factors influencing India's foreign policy ?
OR
What are the reasons for our strained relationship with China in recent days ?
52. How is the government trying to solve untouchability ?
OR
What are the remedial measures to solve the problem of unemployment ?
53. What are the problems faced by Road Transport in India ?
OR
What are the factors that influence the location of industries ?
54. Explain the role of Panchayat Raj institutions in rural development.
OR
Explain the importance of public finance.
55. What are the benefits we get by opening a bank account ?
OR
What are the steps to be followed while getting an insurance policy ?
V. Answer the following question in about eight to ten sentences :
4
56. Explain the role of Bal Gangadhar Tilak in the Indian freedom movement.
VI. 57. Draw an outline map of India and mark the following :
1 + 3 = 4
a) 23 2 1 o N. Latitude
b) Utkal Coast
c) Tungabhadra Project.
Alternative Question for Blind Candidates only : (In lieu of Q. No. 57)
What are the uses of Himalayas ?
4
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Let's Sing and dance! "The Giving Song" from the Learning Station
Recommended age: Birth to 5 years
Resources/Ingredients:
"The Giving Song" from the Learning Station
Instructions: https://www.youtube.com/watch?v=UH5oU28SKgo
1. Use a Laptop or phone
2. Click on the link below to dance and sing "The Giving Song"
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Jlflo Æ/√ÀÊ-V/◊/ —/MSÊ¿
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Total No. of Questions : 56
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31-E
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[ Total No. of Printed Pages : 8
Code No.
: 31-E
CCE PR UN-REVISED
…Œ/æ/fl : ¶ ~fiæ/fl ∫¤ŒÊ — BMW«ŒÈ
Subject : Second Language — ENGLISH
( 'ʇ—/ Æ/p/¿O/√»/fl / New Syllabus )
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: 28. 03. 2018
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[
Date : 28. 03. 2018
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Time : 9-30 A.M. to 12-15 P.M.
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: 100 ]
[ Max. Marks : 100
General Instructions to the Candidate :
1. This Question Paper consists of 56 objective and subjective types of questions.
2. This question paper has been sealed by reverse jacket. You have to cut on the right side to open the paper at the time of commencement of the examination. Check whether all the pages of the question paper are intact.
3. Follow the instructions given against both the objective and subjective types of questions.
4. Figures in the right hand margin indicate maximum marks for the questions.
5. The maximum time to answer the paper is given at the top of the question paper. It includes 15 minutes for reading the question paper.
BΔ«M•/ O/}/°¬"
SECTION – A Prose
I. Four alternatives are given for each of the following questions / incomplete statements. Only one of them is correct or most appropriate. Choose the correct alternative and write the complete answer along with its letter of alphabet.
5 × 1 = 5
1. Don Anselmo did not sell the trees because
(A) trees were like children to him
(B) they were grown for the children of the next generation
(C) he thought they did not belong to him but to the children of Rio-enMedio
(D) he had grown them in memory of his ancestors.
2. Who discouraged Smita when she approached Pandit Ravi Shankar to perform for her brother at home ?
(A) Ustad Allah Rakha
(B) The mustachioed man
(C) Aunt Sushila
(D) Smita's mother.
3. Expand MAD.
(A) Mutually Assured Destruction
(B) Mutually Accepted Departments
(C) Mental Ability Department
(D) More Associated Development.
4. Who pulled the red chain to help the wounded girl ?
(A) Dinesh
(B) a railway employee
(C) people in the compartment
(D) Baleshwar Mishra.
5. The people of the poor area believed that
(A) happiness must exist somewhere in the world
(B) happiness will never exist
(C) happiness has nothing to do with people
(D) happiness does not exist anywhere.
II. Answer the following questions in 2 - 3 sentences each :
6 × 2 = 12
6. There was silence in the room. In spite of it, some noises reached Swami's ears. What were they ?
7. Congratulations were showered on Swami after the house breaker was caught. How was he congratulated ?
8. Don Anselmo was generous. Justify.
9. What reward does a scientist get from his research ? How is it different from other professions ?
10. Describe briefly the unusual appearance and manners of Don Anselmo.
11. How did Satish's brother Inder try to help him ?
III. Read the following extracts and answer the questions that follow :
12. "Please help me take her to a hospital."
(a)
Who is making this request ?
(b) Why should she be taken to hospital ?
(c) Who helped him to take her to hospital ?
×
4
3 = 12
13. "What is it that you want ?"
(a) Who is the speaker ?
(b) Who did the speaker ask this question to ?
(c) What was the reply ?
14. "You must not bother him with such requests ?"
(a) Who is the speaker ?
(b) What was the request ?
(c) How was the request fulfilled ?
15. "The day of the sale he came into the office. His coat was old, green and faded."
(a) Who is the 'he' ?
(b) Why did he come to the office ?
(c) What was the narrator reminded of ?
IV. Answer the following question in about 8 - 10 sentences :
4
16. How can you say that Pepe was the only one who was loyal to Columbus ?
OR
Explain the achievements of Satish Gujral as an artist.
Poetry
V. Choose the most appropriate one and write the complete answer with the letter of alphabet in the answer-book : 3 × 1 = 3
17.
In the poem 'I Am the Land', the statement
"YOU CANNOT PUT A FENCE
AROUND THE PLANET EARTH"
suggests the Land's
(A) anger
(B) patience
(C) self-assertion
(D) suffocation.
18. According to the Poet John Masefield, we should laugh because we
(A) live only for a short period
(B) are better than birds and animals
(C) live for a long time
(D) are human beings.
19. The Jazz player is compared to
(A) an Indian violin player
(B) Chaplin
(C) a Negro
(D) Ancient Mariner.
VI. Answer the following questions in 2 - 3 sentences each :
4 × 2 = 8
20. The poet John Masefield gives many reasons for why we should laugh and be happy. Mention any two.
21. In the poem "Off To Outer Space Tomorrow Morning," why does the speaker feel that he is imprisoned ?
22. When does the Land feel choked ?
23. What do you learn from the poem "The Blind Boy" ?
VII. Read the extract and answer the questions that follow :
24. "Sceptre shows the force of temporal power."
(a) Who is the speaker ?
(b) What does 'temporal' mean in the context ?
(c) How does mercy differ from the sceptre ?
3 × 1 = 3
31-E
CCE PR
VIII. 25. Quote from memory :
4
" 'T is ..................................................................... ..................................................................... blast And ....................................................................... .................................................................... mast !" OR "My day ................................................................. .............................................................................. ....................................................................... day."
IX. Answer the following question in 8 to 10 sentences :
4
26. Summarize the poem "Grandma Climbs a Tree" in your own words.
OR
Describe how the physical appearance of the Jazz player is a contrast to his skill in playing saxophone.
Supplementary Reading
X. Answer the following questions in 2 - 3 sentences each : 2 × 2 = 4 27. Why did Patil, the sub-inspector come to Mohan's house ?
OR
What were the challenges that Dicky Dolma had to face before she was qualified to scale Everest ?
28. Why did Nehru choose Dr. Ambedkar as the Law Minister ?
OR
Hanif was talented with varied talents and interests. How ?
Vocabulary
XI. 29. Combine the word in Column-A with its collocative word in Column-B : 1
Column-A
Column-B
Brisk
[ walk, quick, talk, sleep ]
30. Fill in the blank with correct form of the word given in brackets : The research student was ................. ( success ) in his efforts.
1
31. Which one of the following words has one syllable ? 1 Powder, Blank, Succeed, Enjoy
32. Fill in the blank with the opposite word to the underlined word : 1 My teacher always speaks kindly. She ............... speaks harshly.
SECTION – B Reading
XII. Read the following passage and answer the questions that follow : 4 × 1 = 4 Once there was a rich man living in a small village. He was a businessman. He earned money with much risk. He went on horseback and did his business. He was returning home, when a heavy rain overtook him in the forest, he was drenched to the skin. He complained to God for such bad weather. Suddenly another man on a horseback came rushing towards him. He had a gun in his hand. "Give me all your money or I will shoot you." He had a lot of money. He knew that he would lose all. Suddenly his horse turned around. The man shot him, but nothing happened. He realized that the gunpowder was wet and would not work. He charged his horse and rode away safely. He thanked God for the rain.
If there was no rain, he would have certainly lost his wealth. God protected him by sending the rain. So one should know that God will be there even in little things to protect us.
Questions :
33. How did the rich man earn money ?
34. Who attacked the rich man ?
35. Why did the rich man thank God ?
36. What moral do you learn from this story ?
37.
Rearrange the jumbled words into a meaningful sentence :
India / one / the / is / biggest / countries / of
Read the following conversation and answer the questions that follow :
Fairy: "What's the matter ?" She asked the unhappy woodcutter.
Woodcutter : I have lost my axe. He said. "It fell into the deep water."
Fairy: The fairy showed him a golden axe and said, 'Is this yours ?'
Woodcutter: "No", said the woodcutter.
Fairy :
The fairy then showed him a silver axe and said again in her clear voice, "Is this yours ?"
Woodcutter : 'No', answered the woodcutter.
Fairy :
Then she showed him a common, iron axe with an old wooden handle.
Woodcutter :
"Yes, that's mine," said the happy woodcutter.
38. Why was the woodcutter unhappy ?
1
39. What kind of a man was the woodcutter ?
1
40. Look at the two pictures. Write a sentence using 'longer than' based on what you see : 1
XIII. 41. Given below is a profile of Girish Nagaraje Gowda, an athlete. Write a paragraph using the clues given below : 4
Name :
Girish Nagaraje Gowda
Birth: January 26, 1988
Birth Place: Hosanagara, Karnataka
Event : High Jump
Coach: Mr. Sathyanarayana
Achievements :
Silver medal 2012, Summer Paraolympics, Rajyotsava Award, Padmashri, Arjuna Award.
OR
Write a paragraph, using the clues given below. You may add some more points, if necessary :
A dog — very hungry — a butcher's shop nearby — picks up a piece of meat — stands on a bridge — looks down — sees another dog — angry — barks — meat falls down — moral.
1
42. Imagine you are Suma / Suman studying in Govt. High School, Durga, Bagalkot.
Write a letter to your younger brother advising him to study hard and also participate in sports and games. 4
OR
Write a letter to the General Manager, KSRTC, Bagalkot, requesting him to provide more buses in the morning and evening to your place, giving reasons.
Write two paragraphs on any one
of the following topics :
4
(a) Mass Media
(b) Uses of Forest
(c) National Symbols.
Editing
44. The following paragraph has two errors. Edit the paragraph and rewrite it in the answer-book. Clues are given. 2
What is the meaning of this wild uproar. The men stand transfixed. The first men to move shall spend the rest of the night in irons !
Clues :
(a) Use correct punctuation mark
(b) Noun plural to be corrected.
GRAMMAR ( Language Use )
XIV. 45. Read the following conversation and identify the infinitive :
(A) going
(B) come
(C) will
(D) to buy.
46. Read the conversation :
Manjula: Where are you going ?
Latha: I'am going to market to buy vegetables.
Manjula : Is it ? I too will come with you.
Latha: Let both of us walk to market.
1
Rajesh: After a long time, I am meeting you.
Sampath : Yes, of course. By the by, I came to know that your daughter's marriage is fixed. When ?
Rajesh: On 22nd February
Sampath : Fine. What can I do for you ?
Rajesh : Would you help me by lending Rs. 50,000 ?
Sampath : With pleasure.
Choose the language function for the underlined sentence from the alternatives given below :
(A) Permission
(B) Instruction
(C) Ability
(D) Request.
47. Read the conversation and change the underlined sentences to reported speech : 2
Balu
: Good morning Mr. Satish, I am meeting you after long time.
Satish: Good morning to you. I feel very happy to be with you.
Balu : Did you buy a Ford car ?
Satish: My father wants me to buy a Maruti Car.
43.
1
7
31-E
Balu after greeting Satish asked him ........................
...............................................................................
Satish replied ..........................................................
...............................................................................
48. Father never sits in the house, ............
Choose the appropriate question tag :
1
(A) doesn't he ?
(B) isn't he ?
(C) does he ?
(D) did he ?
49. Fill in the blanks with appropriate preposition and article : 2 × 2 1 = 1 Mahesh is .................. MLA. He is really a gentleman. He goes round his constituency twice a week and tries to solve the problems ..................... the people.
50. Fill in the blanks with the correct tense form of verbs given in brackets : 2 Rajesh ........... ( be ) a doctor. He .................. ( be + work ) in a Govt. hospital. He goes to hospital at 9 A.M. He does not expect money from patients. He is always cheerful.
51. Fill in the blanks with the appropriate linking words choosing from the words given in brackets : 2 × 2 1 = 1
Mamata goes to school either by bus .............. on foot. She is very intelligent .................... lazy. ( and, so, or, but )
52. Choose the correct verb out of the two given in brackets : 1 One of the boys ................. punished. ( was / were )
53. Combine the two sentences using the word 'although' : 1 Ravi is a short boy. He runs fast.
Reference Skill
XV. 54. Write it in the normal way :
1
Hw r u ?
55. Arrange the following words in the order in which they are found in dictionary : 4 × 2 1 = 2
study, stare, stand, stitch.
56. Which source of information would you refer to know the synonym of the word 'pause'.
Choose one of the following sources :
1
Thesaurus, Grammar book, Newspaper, Atlas.
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Algae Information and Updates
Since you have contacted Aquacleaner Environmental to help in the restoration of your Lake pond or waterway, I would like to educate you about algae and what you can do to keep it controlled and what it takes to eradicate it from your waterway.
There are several prevalent types of algae depending on what part of the country you live in Algae are not a rooted plant. It does not grow from the bottom up and have a rooting system that is embedded in the soil.
The sun hits the pond, water temperature increases, and gases and elements released continue to be exposed to sun and eventually forms algae.
An algae bloom occurs from an interaction that occurs when sunlight hits a water body. When this happens ultra violet light and photosynsis occurs in the soil and in the suspended elements that are in the water column (particles you can't see).
How to remedy this problem:
Dredge out the waterway removing the organic sediment (accumulated over years of plants and leaves dying in the water and decomposing)
Flush the pond (what would do if it were a pool. Shock it, and in the worse case change the water)
Add an aeration system. This does 2 things. Keeps the water moving and puts more oxygen into the waterway.
Treat with algaecide to kill the algae blooms.
Use bacterial enygemes that eat the nutrients that feed the algae and are in the water column. This method has had positive results but requires long-term treatments and is only designed for a relatively small area.
We offer a natural solution that can help restore your pond. You can have us do all or part of your pond on a maintained schedule.
2) Dredge out the organic sediment that has accumulated in your pond since when it was made or when you had it cleaned last.
1) Remove all the organic material that has not decomposed in the waterway.
3) While pumping out your waterway you get the old, stagnant water removed as well and let the pond refill so we can continue our project
4) Ponds that are being done in phases have the added bonus of us revisiting the work we did in the prior visit so that when we have completed the job, the area done years before will still be clean. | <urn:uuid:1f3180d3-e884-4068-9c47-3b79f554eb6f> | CC-MAIN-2021-43 | http://www.aquacleanerconnecticut.com/app/webroot/files/UWS%20Algae%20Info.pdf | 2021-10-18T20:00:36+00:00 | crawl-data/CC-MAIN-2021-43/segments/1634323585209.43/warc/CC-MAIN-20211018190451-20211018220451-00065.warc.gz | 93,834,732 | 463 | eng_Latn | eng_Latn | 0.999396 | eng_Latn | 0.999396 | [
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Prevent Clubroot, Minimize Risk
What is clubroot?
How could I be affected?
Clubroot disease is caused by soil-borne spores of the pathogen Plasmodiophora brassicae. These spores infect canola roots, restricting water and nutrient uptake and limiting plant growth and yield.
Farmers can unknowingly have clubroot in their fields. Spores spread easily and cause symptoms when environmental conditions are conducive, susceptible hosts are present, and spore concentrations are high enough.
As spore concentration increases, so does clubroot risk:
* Increased risk to yield
* Longer (rotational) break from canola required to reduce spores to manageable levels
* Higher risk of new pathotypes being found in a field
Spores move where soil moves.
* Fewer management options to control the disease
What can I do?
Keep spores 'low' and 'local' by growing clubroot resistance (CR) as part of a proactive, integrated prevention and management plan for all canola acres.
Keep spores
Keep spores
local
Crop rotation: Maintain a minimum 2-year break between canola (1-in-3 rotation).
Scout: Examine roots in every canola field during late summer/fall. Pay special attention to high-traffic and high-moisture areas. Soil testing may help identify spores before physical symptoms appear.
Grow CR: Early infestations can be missed for years while susceptible hosts multiply spores to catastrophic levels. Clubroot resistance (CR) should be grown on all canola acres as part of an integrated management strategy.
Biosecurity: Commit to a biosecurity plan to prevent the introduction and spread of spores on contaminated inputs and equipment. Communicate sanitation expectations with all relevant parties before field entry.
Reduce tillage: Minimize soil (and spore) movement within and between fields.
Control brassica weeds in all crops: Host weeds (like volunteer canola, stinkweed, flixweed, shepherd's purse and mustards) should be controlled early to minimize gall formation and resting spore release.
Patch management to keep spores low and local:
If you find clubroot, manage the patches separately from the rest of the field to reduce spore concentration and prevent spores from spreading. | <urn:uuid:7b0b57f0-2d6d-43f6-9b33-0ee56186a53c> | CC-MAIN-2021-43 | https://www.canolacouncil.org/download/130/agronomy-guides/22253/clubroot-management-diagram-oct-2021_notconfirmed_print | 2021-10-18T20:18:00+00:00 | crawl-data/CC-MAIN-2021-43/segments/1634323585209.43/warc/CC-MAIN-20211018190451-20211018220451-00065.warc.gz | 850,650,648 | 466 | eng_Latn | eng_Latn | 0.995517 | eng_Latn | 0.995517 | [
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Teacher's Self-Feedback Form
The F-Words by CanChild focus on six key areas of child development - Fun, Friends, Family, Fitness, Function, and Future. As an instructor with the Dance Ability Movement, you play a critical role in supporting your dancers' growth throughout their dance classes and beyond!
Please use this tool to document how you are applying the F-words within your classes, identify next steps for yourself, ideas for future classes, and/or questions/feedback from OTs, volunteers, parents, etc. You can refer to the F-Words Teacher Checklist on pages 3-6 of this document for details.
Learn more about the F-words by reading the original F-words publication Rosenbaum, P., & Gorter, J. W. (2012). The 'F-words' in childhood disability: I swear this is how we should think!. Child: care, health and development , 38 (4), 457-463. or visit the F-words Knowledge Hub at: www.canchild.ca/f-words
Fun: The driving force of my class! I create a space that feels comfortable for dancers to be able to enjoy themselves and share ideas within the group. Dancers look forward to dance class, and leave feeling good (and so do!).
Friendship: It is important that everyone feels included and has the chance to make friends with their peers. I help to facilitate meeting new people, communication & sharing ideas, and building relationships between the dancers. I model positive language and interactions among the group.
Family: I create positive relationships with dancers' family members and take time to connect with them and learn from them. I foster a welcoming space for parents, include them in my decision-making, share successes, ask for feedback, and recognize the value they bring to our classes.
Studio:
Season:
Fitness: I provide opportunities for the 'just-right' challenge for dancers to improve their fitness skills. My lesson plans are focused on movement activities that will keep dancers engaged and motivated. I support dancers' physical activity in a way that is safe for their needs and abilities.
Function: I recognize the unique strengths of each dancer and volunteer, and incorporate this into my lesson planning. I facilitate others in building their capacity and performance competence by engaging in class activities, exploring movement and challenging themselves, which validates their abilities and strengthens their sense of belonging as an expert member of the dance community. I invite others to use their strengths to contribute to classes in new ways, and use creativity to design classes that are unique to the abilities and interests of the group.
Future: I help our dancers to shape their identity as dancers, to promote their self-esteem and self-confidence which will help them succeed in their future endeavours. I seek insight into their future aspirations, and encourage new possibilities for them within dance and beyond.
Studio:
Teacher F-Words Checklist
Below are actionable items that you can do as a teacher to implement the F-words within your dance classes
Fun
❏ Set the tone of the class to be a fun environment!
❏ Themed classes (i.e., Halloween, Christmas, Superhero day) or use of costumes
❏ Including freeze dance/freestyle/free time into class plan for dancers to give them the opportunity to be the leader and explore their own movement
❏ Include fun activities/songs that are enjoyed by dancers (i.e., Hey baby, hip hop warm up song, flower petals, parachute, hula-hoops, sing-along songs, etc.) to facilitate participation and encourage creative movement
❏ Teachers & volunteers having high energy, enthusiasm, having fun and being creative to set the tone of the class
❏ Embody positive body language (i.e., smiling, open posture, high fives, encouragement, laughing, etc.)
❏ Observe dancers and volunteers having fun with friends, volunteers, teachers or by themselves - take note of what they enjoy and how they express joy!
Friends
❏ Set group norms/ class rules/guidelines/expectations at beginning of season
❏ Introductions in opening circle
❏ Ex: Drum Circle Activity - helps dancers in the class introduce themselves to each other in a fun way and promotes a feeling of acceptance and belonging as the whole group chants each dancer's name to the rhythm of a drum they beat and drumming their feet against the floor)
❏ Use name tags for the first couple of weeks
❏ Observing and supporting interactions amongst dancers (greeting each other, waving, high fives,showing encouragement and supporting each other as well as demonstrating inclusivity)
❏ Providing support to provide a model for socialization and dancing (turn taking, initiating conversations and learning about each other)
❏ Peer learning (modeling, social learning, healthy competition to motivate each other)
❏ supportive dance studio community
Provide networking opportunities with other families to support friendships and
❏ Keep records of dancers' attendance (Dance Studio Pro link).
Family
❏ Communication with family re:
❏ Upcoming events, reminders, recital info, updates
❏ Child's progress, participation, areas of strength and/or areas for growth, parents participation and involvement with supporting child
Studio:
Season:
❏ Follow ups, incident debriefs, safety plans
❏ Guest coming in (i.e., Special Olympics ambassador)
❏ Consult with families by asking for their input, feedback, and if they have suggestions/recommendations on other strategies they may have to further improve child's participation in dance class
❏ Promote open door policy for parent participation during classes, inviting families as valued team contributors to help in facilitating each dancer's participation
Fitness
❏ Work towards achieving the just- right challenge where dancers feel as though they are being challenged and are able to succeed
❏ Have a good warm up and stretch to start class
❏ Utilize action songs
❏ Incorporate consistent movements through action songs
❏ Provide opportunity to build core strength,balance, coordination, flexibility, gross and fine motor skills and endurance through dance
❏ Optimize class time and engage dancers in movement as much as possible during the class using the elements of dance (keep them active and moving, minimize transition time and/or waiting time to travel across the floor)
❏ strategy: have volunteers engage dancers in quiet games/ movement activity while teacher is occupied with something else so that they are still moving
Function
*Communicate with your OT to learn more about your dancers' specific needs and and abilities, and their recommended strategies in providing support
Dancers' Functioning
❏ Ensuring a just-right challenge (activities that are challenging but still achievable)
❏ Have consistent moves/songs that are achievable
❏ Mix in new move /songs to continue to challenge dancer
❏ Use of action songs to promote movement
❏ Use of props to support movement and placement (i.e., cones, spot markers, feathers, drums, stop signs on doors, etc.)
❏ Provide education around body parts (how to use them in isolation, unison, etc.)
❏ Observe and support each dancer's functioning (i.e, use of body, if dancer is favouring one side over the other, etc.)
❏ Use proper positioning and handling techniques (i.e., transfers, mobility, mobility equipment/devices, how to safely get up from the floor, assisted walking/ movement , etc.)
❏ Teach quality of movement (soft, sharp, etc.) & how to match energy to quality of movement
❏ Teaching steps at a slower pace than speed it up as dancers pick up on steps, using repetition, exaggerating movements, modeling, cueing, breaking down movements
(footwork, then arms, then add together), clapping out beat, using physical guidance (hand over hand), tactile cues, etc.
❏ Utilize energy conservations strategies (i.e., asking/taking breaks, doing a variety of high energy and more relaxed activities, etc.)
❏ Providing opportunity for dancers to showcase their ability to recall steps from previous weeks
❏ Use improvisation/freestyle as a way to explore movement
❏ Strategies to adapt lower extremity (leg) movements for dancers in wheelchair (W/C) and/or strategies to maneuver W/C to optimize engagement with dancer
Class/Group Functioning
❏ Create an accessible physical space and utilize inclusive language
❏ Ensure consistent environment and structure of class
❏ Use of clear and simple instructions during class (i.e., 'first...then', redirection, etc.)
❏ Use eye contact and address dancers by name
❏ Use of visual aids (timer or clock, visual schedule, visual cues, limit distractions)
❏ Structure transitions (countdowns, use of transition toys, minimized time waiting for next activity) and involve dancers in transitions (set up, "helping jobs") to ease transition
❏ Structure class with preferred activities at the end so dancers have something to look
forward to
❏ Implement helper roles for dancers to take on leadership role
❏ Integrate sensory regulation props and activities into the class schedule (petals, butterfly-cocoon activity) to enable dancers with sensory processing needs to achieve their full potential and maximize their ability to participate by providing activities that can reduce or provide greater sensory stimulation
❏ Educate volunteers on:
❏ How to support dancers (i.e., breaking down steps, getting down to eye level, simple instruction, etc.)
❏ Transition (i.e., Using first..then), keeping their buddies engaged, quick and organized transitions
❏ How to redirect/re-engage dancer (i,e,: clear, direct instructions, holding hands)
❏ Support volunteers in observing and grading dancer's functioning to help them identify where they should put their focus (i.e., technique, ROM, paying attention, fitness (keeping them moving), having fun, socialization, building friendships, etc.
Future
❏ Communication amongst staff, studio, OT, parents, dancers, volunteers re:
❏ Check in, strategy review, progress, recital communication, safety plans, information for upcoming class/weeks/seasons, debriefs
❏ Class progressions & next steps - have a plan for how you will continue to build skills
❏ Building dancers' confidence in their abilities and improving their sense of self-efficacy by emphasizing a strengths-based approach
❏ Facilitate dancers' participation each class to help build capacity in dance in self and with others
❏ Consider future roles for dancers within The Dance Ability Movement (ie. new class styles, volunteering, leadership in classes).
Studio:
Season:
References
References
Rosenbaum, P., & Gorter, J. W. (2012). The 'F-words' in childhood disability: I swear this is how we should think!. Child: care, health and development , 38 (4), 457-463.
F-Words in Childhood Disability | CanChild. (2020). Retrieved 16 April 2020, from www.canchild.ca/f-words | <urn:uuid:9e144a8d-4929-4203-ad10-03df09632348> | CC-MAIN-2021-43 | https://canchild.ca/system/tenon/assets/attachments/000/003/134/original/DAM_Teacher_F-Words_Self-Feedback_Form___Checklist_(1).pdf | 2021-10-18T19:21:40+00:00 | crawl-data/CC-MAIN-2021-43/segments/1634323585209.43/warc/CC-MAIN-20211018190451-20211018220451-00065.warc.gz | 259,742,327 | 2,267 | eng_Latn | eng_Latn | 0.970461 | eng_Latn | 0.994599 | [
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Pine Knoll Sabbath School Study Notes
Third Quarter 2021:
Rest in Christ
Lesson 4 "The Cost of
Rest"
Read for this week's study
2 Samuel 11:1–27; 2 Samuel 12:1–23; Genesis 3:1–8; 1 John 1:9.
Memory Text
"Create in me a clean heart, O God, and renew a steadfast spirit within me" (Psalm 51:10, NKJV).
Lesson Outline from Adult Sabbath School Study Guide
I. Introduction
III. Wake-up Call
II. Worn and Weary
IV. Forgiven and Forgotten?
VI. Reflectors of God's Light
V. Something New
VII. Further Study
Questions and Notes for Consideration Facilitator: Jon Paulien
1. The lesson for this week uses the story of David to teach us something about how costly it can be to find true rest. Augustine wrote about our relationship to God: "You have made us for yourself, and our hearts are restless, until they can find rest in you." Do you agree with this statement? What are the implications? (Sabbath Afternoon's Lesson)
2. Being in the wrong place at the wrong time opened the door to temptation for David. Read 2 Samuel 11:1-5. What went wrong from there? Before considering the rest of the biblical story, what would some of the consequences of this action be for all the major players in the story? Read 2 Samuel 11:6-27. What did David try to do in order to cover up his sin? Why do people do things like that? Why not just confess? The lesson suggests that David broke five of the Ten Commandments. Which of those would he have broken? How is it that godly people seem to so easily fall into sexual sin? (Sunday's Lesson)
3. Read 2 Samuel 12:1-14. Why do you think Nathan chooses to tell a story rather than shaming David immediately? Read verse 13 again. Why does David respond with, "I have sinned against the Lord," rather than "I have sinned against Bathsheba"? (Monday's Lesson)
4. Read 2 Samuel 12:10-23. What does it mean that God has taken away David's sin? Did He just wipe the slate clean? Does everyone just forget about it? What about all the people David hurt? Was it fair to them to forgive him? Read Psalm 51:1-6. What great need does David express here? (Tuesday's Lesson)
5. After David has confessed his sin without glossing over it or excusing it, what does he ask God for? See Psalm 51:7-12. When Adam and Eve sinned, they hid from God's presence. Read Psalm 51:11-12 again. Why do you think David reacted so differently from Adam and Eve? (Wednesday's Lesson)
6. Read Psalm 51:13-19. What does David want to do with his painful experience? What connection can you see between Psalm 51 and 1 John 1:9? How do you apply these texts in your own life? (Thursday's Lesson)
7. Both David and Saul made serious mistakes in their lives. What reasons can you give that they ended up in a very different place in regards to their relationship with God? (Friday's Lesson)
8. How do we find the balance between recognizing our inherent sinfulness and need for forgiveness while, at the same time, living like forgiven children of the King of the Universe? (Friday's Lesson)
9. What can we say to someone, not a believer, who struggles with the suffering of innocent people, such as Uriah or the newborn son of David and Bathsheba? How do we explain the love and justice of God in such a situation? (Friday's Lesson)
10. Why does the Bible devote two whole chapters to the sordid story of David and Bathsheba? What purpose does the detailed telling of this story serve? (Friday's Lesson)
Thoughts from Graham Maxwell
We usually use 1 John 3:4, and we usually translate that, "Sin is the transgression of the law." But that's a rather expansive translation of one word. And it tempts one to put the Ten Commandments up on the wall and say, "Well, I haven't broken that one, and that one, and that one, and that one, so this has been a rather good day." Paul used to look down the ten, and on a Tuesday night when he knelt to pray, he could say, "This has been a good day. I haven't murdered anybody. I haven't committed adultery today. I haven't stolen today. I haven't broken the Sabbath, because it was Tuesday anyway. I thank thee, Lord, I am not like this publican over here." And then he looked at the tenth, and he realized he had been breaking them. Because sin in 1 John 3:4, is not "the transgression of the Law." The Greek says "sin is
lawlessness." Sin is a state of mind. It's an attitude. And that's what is here. "Whoever knows what is right to do and fails to do it, to him it is rebelliousness." "Lawlessness" is the literal Greek word in 1 John 3:4. Moreover, when you think of the fact that it's God who has told us what to do, and everything he has asked us to do is for our best good, and if we do not do it, that suggests distrust. And you remember in Romans 14, the last verse: "Whatever is not of faith and trust is sin."
Sin is a breach of trust. And I think we would protect ourselves from a rather mechanical understanding—or misunderstanding of sin, if we put these three verses together instead of one, Romans 14, James 4 and 1 John 3. "Sin is lawlessness." "Sin is knowing what you ought to do but not doing it." "Sin is a breach of trust." And I think they're all in harmony there, aren't they? You could even put Malachi with it: "Cursed be the cheat." Not that God hates cheats. He just can't help cheats. He can't save and heal cheats. {Graham Maxwell. Excerpt from the audio series, The Picture of God in all 66 – 1 and 2 Peter and James, recorded July 1982, Riverside, California} To listen to the entire audio of the above reference, click on the following direct links: http://pkp.cc/75MMPOGIA66 (Part 1) http://pkp.cc/76MMPOGIA66 (Part 2)
I think that when he [David] said this, he showed himself way in advance of many modern theologians, who beg for forgiveness, but don't ask for the clean heart and right spirit. Nobody's going to be saved without the clean heart and the right spirit. Forgiveness doesn't get us into heaven. That's legalism. Heaven will not be peopled with pardoned crooks, but with people who have new hearts and right spirits; and we don't have to use just this verse, but how about what Jesus said to Nicodemus? He didn't say, "Nicodemus, unless you be officially pardoned, you'll not get into the Kingdom." He said, "Unless you have a new heart and right spirit, and be reborn, you'll not see the Kingdom." That runs all through the Bible. {Graham Maxwell. Excerpt from the audio series, The Picture of God in All 66 – 2 Samuel, recorded 1982, Riverside, California} To listen to the entire audio of the above reference, click on the following direct links:
*Audio links to the West Covina series recorded in 1983:
http://pkp.cc/15MMPOGIA66 (Part 1) http://pkp.cc/16MMPOGIA66 (Part 2)
As God treats us, so we shall treat each other. This is why David will be comfortable [in Heaven], in spite of his great sin. It is not because all the memory of sin has been blotted out. This would require that every Bible be destroyed and all memory of what it contains. Gone would be all memory of the plan of salvation and God's merciful handling of the problem of sin!
The sins of David have been immortalized on the pages of Scripture. Rahab's former profession has been described there. So have the sins of Samson, Gideon, Moses, Jacob, and Abraham. Hebrews 11 indicates that they too will be in the kingdom. And they too will be comfortable there.
When Paul included a long list of sins at the end of Romans 1, he put gossiping right in the middle. No one will be admitted to heaven who cannot be entrusted with the knowledge of other people's sins and who will not wholeheartedly treat former sinners with full dignity and respect.
This is how it will be possible for David and Uriah to meet and not come to blows. Some day it may be our privilege to see those two men meet again for the first time in the hereafter. Think how David stole Uriah's wife and then arranged for the murder of the faithful soldier who had helped him become king (see 2 Samuel 11, 12; 1 Chronicles 11:10, 41)! Will the past be all forgotten?
Will Bathsheba, the mother of Solomon, David's son, have forgotten she once was Uriah's wife? Will the prophet Nathan have forgotten his moving appeal to the king? Will David have forgotten his confession in the fifty-first Psalm? Will we have forgotten David's prayer for a new heart that has helped many of us pray the same prayer?
Or will it be possible for David and Uriah to approach each other, look into each other's eyes, remember, and once more become friends? To me that would be far more wonderful.
Could we begin to treat each other this way here and now in this life? It is surely not natural to do so. It would be a great miracle of healing, like the miracle that happened to John. At first, Jesus called him Son of Thunder. But later John became "the beloved disciple" and wrote in his Gospel and Epistles so much about Christian love.
John watched the way Jesus received sinners, how he treated everyone with dignity and grace. Never had John seen such strength of character, and yet such tenderness; such fearless denunciation of sin, and yet such patience and sympathy. As he was moved to ever deeper admiration, John became more and more like the One he worshiped and admired. Maxwell, Graham. Can God Be Trusted?, 94-95. Redlands, California: Pine Knoll Publications, 2002}
http://speakingwellofgod.org/written-materials/can-god-be-trusted-chapters/chapter-09
Further Study with Ellen White
Satan is ever at work endeavoring to pervert what God has spoken, to blind the mind and darken the understanding, and thus lead men into sin. This is why the Lord is so explicit, making His requirements so very plain that none need err. God is constantly seeking to draw men close under His protection, that Satan may not practice his cruel, deceptive power upon them. He has condescended to speak to them with His own voice, to write with His own hand the living oracles. And these blessed words, all instinct with life and luminous with truth, are committed to men as a perfect guide. {PP 503.3}
The law of ten commandments is not to be looked upon as much from the prohibitory side, as from the mercy side. Its prohibitions are the sure guarantee of happiness in obedience. As received in Christ, it works in us the purity of character that will bring joy to us through eternal ages. To the obedient it is a wall of protection. We behold in it the goodness of God, who by revealing to men the immutable principles of righteousness, seeks to shield them from the evils that result from transgression. {1SM 235.1}
Rightdoing will bring peace and holy joy. {ML 163.8}
So far from making arbitrary requirements, God's law is given to men as a hedge, a shield. Whoever accepts its principles is preserved from evil. Fidelity to God involves fidelity to man. Thus the law guards the rights, the individuality, of every human being. It restrains the superior from oppression, and the subordinate from disobedience. It ensures man's well-being, both for this world and for the world to come. To the obedient it is the pledge of eternal life, for it expresses the principles that endure forever. {Ed 76.4}
Christ is ready to set us free from sin, but He does not force the will; and if by persistent transgression the will itself is wholly bent on evil, and we do not desire to be set free, if we will not accept His grace, what more can He do? We have destroyed ourselves by our determined rejection of His love. "Behold, now is the accepted time; behold, now is the day of salvation." "Today if ye will hear His voice, harden not your hearts." 2 Corinthians 6:2; Hebrews 3:7, 8. {SC 34.2}
The plan of redemption is not merely a way of escape from the penalty of transgression, but through it the sinner is forgiven his sins, and will be finally received into heaven—not as a forgiven culprit pardoned and released from captivity, yet looked upon with suspicion and not admitted to friendship and trust; but welcomed as a child, and taken back into fullest confidence. {7BC 950.6}
God's forgiveness is not merely a judicial act by which He sets us free from condemnation. It is not only forgiveness for sin but reclaiming from sin. It is the outflow of redeeming love that transforms the heart. David had the true conception of forgiveness when he prayed, "Create in me a clean heart, O God; and renew a right spirit within me." Psalm 51:10. {FLB 129.2}
When the soul surrenders itself to Christ, a new power takes possession of the new heart. A change is wrought which man can never accomplish for himself. It is a supernatural work, bringing a supernatural element into human nature. The soul that is yielded to Christ becomes His own fortress, which He holds in a revolted world, and He intends that no authority shall be known in it but His own. A soul thus kept in possession by the heavenly agencies is impregnable to the assaults of Satan. {DA 324.1}
When Jesus speaks of the new heart, He means the mind, the life, the whole being. To have a change of heart is to withdraw the affections from the world, and fasten them upon Christ. To have a new heart is to have a new mind, new purposes, new motives. What is the sign of a new heart?—A changed life. {OHC 159.5}
By Christ's wonderful union of divinity with humanity, we are assured that even in this world we may be partakers of the divine nature. . . . Christ has pledged Himself to cooperate with those to whom He has entrusted talents. He has pledged Himself to train us to be His colaborers. He will help us to follow His example, doing good and refusing to do evil. {OHC 182.4} | <urn:uuid:55bb889b-9d84-4736-9124-c48bbce0c5e9> | CC-MAIN-2021-43 | http://www.pineknoll.org/arealmedia/ssl/2021/q3/pkpssl20210724.pdf | 2021-10-18T19:35:56+00:00 | crawl-data/CC-MAIN-2021-43/segments/1634323585209.43/warc/CC-MAIN-20211018190451-20211018220451-00068.warc.gz | 123,863,018 | 3,274 | eng_Latn | eng_Latn | 0.998051 | eng_Latn | 0.998711 | [
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2020-2021 SCHOOL PLAN
A Living Document
Working, Learning and Growing Together
25 Morrison St. Winnipeg, MB R2V 3B3
Principal: Andrew Volk
Vice-Principal: Oksana Kosteckyj
SCHOOL PROFILE
Grade Levels: K-5 English/K-6 Ukrainian Bilingual
Teaching Staff: 23
Enrollment: 284 [English Program:162, EUBP: 122]
Vision
"Working, Learning and Growing Together"
Mission Statement
Школа R.F. Morrison School is an inclusive community that values relationships, embraces diversity, and is committed to supporting all learners. We acknowledge and honour that we are on the traditional homeland of the Annishinaabe, Inninew (Cree), Dakota, and Metis people as well as Treaty One Territory.
2019-2020 SCHOOL PLAN AT A GLANCE
INCLUSION AND EQUITY
WELLNESS, SUSTAINABILITY AND CITIZENSHIP
RICH LEARNING EXPERIENCES
2019-2020 SCHOOL REPORT
Priorities
Школа R.F. Morrison School has identified the following priorities for the 2019-2020 school year:
1. Creating a Culture of Inclusion and Equity
2. Promoting Wellness, Sustainability and Citizenship
3. Providing Rich Learning Experiences
CREATING A CULTURE OF INCLUSION AND EQUITY
[x] Student-led assemblies
[x] Fall Family BBQ
[x] Participation in Orange Shirt Day and Pink Shirt Days
[x] Chill & Chat social group for children in our care
[x] RFM GSA, Gay-Straight Alliance student leadership club
[x] Culturally diverse presentations, workshops and assemblies
[x] COVID-19 Car Parade
[x] Virtual Graduation/Farewell Ceremony
PROMOTING WELLNESS, SUSTAINABILITY AND CITIZENSHIP
[x] Green Team
[x] Outdoor Education/Land-based learning
[x] Running Club
[x] Active Start
[x] Breakfast Program and nutritious snacks
[x] CIVIX Student Vote
PROVIDING RICH LEARNING EXPERIENCES
[x] Rich English and Bilingual programming
[x] CIVIX Student Vote
[x] First Grade 4-6 Career Fair
[x] STEAM committee and WISE Kid-Netic Science Programs
[x] Indigenous perspectives and culturally diverse programs
[x] School based PD on Rich Learning Experiences
[x] School based PD on Reading Behaviours
2020-2021 SCHOOL PLANNING PROCESS
2019-2020 was a renewal year for our school plan. Due to the COVID-19 pandemic and the suspension of in-class learning from March-June 2020, R. F. Morrison was not able to engage in our traditional school planning activities. Staff, student and community consultation was not possible and as such the priorities in our school plan will remain consistent for the 20202021 school year. During what continues to be an evolving situation, some of our programs and initiatives will be on hold but will continue as they can be adapted or as restrictions are loosened. These are indicated by grey highlighting.
The school plan is a living document and staff will collaborate through opportunities such as staff meetings, Teacher Talk Times, PD days, etc. to build on our renewed school plan throughout the year, within the guidelines set forth by public health.
2019-2020 SCHOOL PLAN
Школа R.F. Morrison School has identified the following priorities for the 2019-2020 school year:
1. Creating a Culture of Inclusion and Equity
2. Promoting Wellness, Sustainability & Citizenship
3. Providing Rich Learning Experiences
~ 1 ~
CREATING A CULTURE OF INCLUSION AND EQUITY
Школа R.F. Morrison School will provide a safe, inclusive learning environment that meets the needs of all by:
1. Welcoming families and the community to a safe environment where they feel engaged, involved and invested in working together for the benefit of students.
a. Friendly and welcoming office staff
b. Home-school communication
c. Parent and community volunteer opportunities
d. Families invited to assemblies and school events
e. Pride in a strong Ukrainian bilingual program
f. O Canada in English and Ukrainian
g. Addressing concerns in a timely and fair manner that protects the dignity of all involved
2. Offering programming and supports that promote inclusion and equity at the school level.
a. Strong English and Ukrainian bilingual programs
b. Safe classroom spaces with flexible seating, current and culturally relevant learning resources and cross-grade/crossprogram (Eng/Ukr) learning opportunities
c. Observance of awareness days, e.g. Orange Shirt Day, Day of Pink, etc. (onoing)
d. Alternative Phys. Ed.
e. Chill & Chat Group for children in our care (meetings on hold)
f. Школа R.F. Morrison School (GSA) Gay-Straight Alliance
g. Working proactively with Seven Oaks School Division and outside agencies to provide access to the resources and supports that all children require to experience success and reach their full potential
3. Teaching, learning and engaging in the work of reconciliation.
a. Inclusion of Treaty 1 Acknowledgement in morning announcements
b. Staff PD on Indigenous perspectives and reconciliation
c. Pow Wow club and high participation in Divisional Grad Pow Wow
d. Building on and using the new Treaty Kit resources in classrooms
e. Developing a robust collection of indigenous literature and resources in the school library and classroom libraries
~ 2 ~
Promoting Wellness, Sustainability & Citizenship
Школа R.F. Morrison School will promote healthy lifestyles, sustainability and citizenship by:
1. Teaching, learning and engaging in healthy lifestyle choices.
a. Curricular programming through Phys. Ed., Dance and Health
b. Offering an accessible nutrition program
c. Social-emotional programming, e.g. Kimochis, Project 11, Thrive Kits
d. School-wide participation in Mental Health Awareness Week
e. Offering intramural, sports, dance and running clubs as extracurricular options
2. Teaching, learning and engaging in environmentally sustainable practices.
a. Student-led "Green Team" recycling program (classroom based during pandemic)
b. School based composting
c. Drink-pouch, marker and battery recycling programs
d. Outdoor Education, Land-based learning and "outdoor challenge"
e. Staff PD at the Aki Centre
f. Establish a teacher-developed Education for Sustainable Development (ESD) school plan (on hold due to provincial grant)
g. Schoolground Greening Project
3. Teaching, learning and engaging in citizenship and democratic education.
a. Providing voice and choice as essential elements of classroom learning
b. Student-led assemblies
c. Student versions of Acknowledgement and O Canada and student morning announcements
~ 3 ~
Providing Rich Learning Experiences
Школа R.F. Morrison School will provide students with Rich Learning Experiences and evidence of continuous improvement by:
1. Developing strong instructional practices around the key competencies identified in the Grade 3 Provincial Literacy and Numeracy assessments.
a. School-wide multi-age classroom model that keeps students with teachers during the development of early literacy and numeracy skills
b. Early Years literacy and numeracy centres that allow teachers to work in small groups and one-on-one with students
c. Interrogation of literacy and numeracy achievement in Teacher Talk Time meetings, including the use of a TTT protocol
d. Professional discussion of Provincial Grade 3 Assessment results (Not being conducted this year due to pandemic)
e. Analysis and discussion of report card literacy and numeracy data to inform planning
f. Staff participation in PD on "Rich Learning Experiences" with divisional ELA group
g. Developing and providing rich, context-based Math instruction that supports deep understanding through the use of manipulatives, real-life examples, print and multimedia resources that can be accessed at school and at home
h. Cross-grade and multi-age opportunities for student math tutors
i. Working as a school team to build consistency around the use of researched, effective numeracy practices
j. Providing a rich collection of high-interest print text at all reading levels and promoting a love of reading at the classroom and school level
k. School-wide celebrations of reading at assemblies, Student-Led Conferences, Book Fair and I Love To Read Month
l. Reading interventions for struggling readers such as See Spot Read and adult reading buddies
m. Working as a school team to build consistency around the teaching and assessment of reading behaviours and use of the Reading Continuum
2. Developing authentic, interdisciplinary, big picture, project-based learning experiences.
a. STEAM Committee to explore lessons, activities and resources that will support hands-on learning in the areas of science and engineering
b. Outdoor Education and land based learning throughout the school year
c. Accessing the Aki Centre to expand teacher and student learning about outdoor education
d. Accessing the WISE Kid-Netic Energy program offered through the U of M
e. Ongoing Teacher PD and learning in TTT meetings
3. Building on practices of service learning, social justice/activism and community engagement.
a. Field trips to local businesses and organizations
b. Connect classroom learning to social/community initiatives such as Terry Fox, Harvest, etc.
c. Choir groups singing for community at Garden City and personal care homes
d. Community learning walks
e. Exploring untapped opportunities to bring learning into the community and the community into the classroom (limited)
f. Explore opportunities to connect with other Garden City Family of Schools for service learning initiatives (limited)
g. Classroom/student led assemblies with social justice themes open to school community
EVIDENCE AND REPORTING
Школа R.F. Morrison School will collect data from a variety of sources including observations, anecdotal reports, community engagements, social media engagement, survey results (i.e., OurSCHOOL), attendance at school events and conferences, committee and TTT minutes, formal assessment and other sources in order to reflect and report on our progress over the course of the school year. Staff will periodically collaborate to discuss and review the school plan at staff meetings and PD days.
The School Plan is a living document and will be revised as needed throughout the school year based on consultation with stakeholders and rightholders.
Evidence of our progress will be published as part of our report to the community in June.
Last revised 09/23/2020 | <urn:uuid:6a47a169-6c50-424a-8a38-deab0c93ba2d> | CC-MAIN-2021-43 | https://www.7oaks.org/school/rfmorrison/_layouts/15/download.aspx?SourceUrl=/school%2Frfmorrison%2FDocuments%2FRFM+School+Plan+2020-21.pdf | 2021-10-18T21:04:46+00:00 | crawl-data/CC-MAIN-2021-43/segments/1634323585209.43/warc/CC-MAIN-20211018190451-20211018220451-00068.warc.gz | 764,599,509 | 2,162 | eng_Latn | eng_Latn | 0.858601 | eng_Latn | 0.985876 | [
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Spotted Lanternfly (Lycorma delicatula) Management Calendar
Emelie Swackhamer
Best Time to Use Management Practices
¹ ALWAYS READ PESTICIDE LABELS AND FOLLOW THE DIRECTIONS.
2 Before you move outdoor items from the quarantine area, check for spotted lanternfly egg masses, nymphs, and adults and destroy them. To be in compliance with the quarantine order, use the checklist at www.agriculture.pa.gov/Plants_Land_Water/PlantIndustry/Entomology/spotted_lanternfly/Documents/SLF%20Checklist%2011-12-2014.pdf when you have to move items from inside the quarantine to outside.
3 Tree-of-heaven is an exotic invasive tree introduced from China. It is dioecious, meaning a tree is either male or female. It grows in colonies that consist of groups of stems all growing from one root system. All of the trees growing from one root system are the same sex. It is best to use male trees as "trap" trees because they do not produce seed. Tree-of-heaven trees will resprout vigorously from their roots after cutting, even if stumps are treated with an herbicide. To control tree-of-heaven trees, treat using foliar, basal bark, or hack-and-squirt herbicide applications from July through September. If tree-of-heaven stems need to be removed, wait 30 days after treatment to cut the trees down. Repeat herbicide applications may be necessary to completely control tree-of-heaven roots. Killing all tree-of-heaven trees may result in spotted lanternflies moving to surrounding plants, increasing pest damage on them.
4 About 15 percent of tree-of-heaven trees should be left alive to serve as trap trees to attract spotted lanternflies. Leave only male, non-seed-bearing trees if possible to limit seed production.
Life Stage Present (one generation per year in Pennsylvania)
- 1 -
There are several ways to reduce populations of the spotted lanternfly (SLF). Professional pest managers use an integrated approach called integrated pest management (IPM) to eliminate as many SLF as possible while minimizing potential risks to the environment. One IPM method for destroying SLF is using "trap" trees. Thousands of SLF can be killed by one trap tree. The Pennsylvania Department of Agriculture (PDA) is establishing many trap trees in the infested area to kill as many SLF as possible while minimizing pesticide use. Property owners can also establish trap trees on their land or hire a professional service to help them.
How do trap trees work?
Tree-of-heaven (Ailanthus altissima) is a preferred host for SLF. In the fall, many SLF adults relocate to feed on tree-of-heaven. To set up trap trees, most tree-of-heaven trees are killed. The remaining tree-of-heaven trees are treated with an insecticide that is moved throughout the entire tree. When the SLF adults feed on the treated trap trees, they ingest the systemic insecticide and die. As additional SLF relocate to feed on the trap trees, they also die.
Steps to establish a trap tree to kill SLF:
1. Identify all tree-of-heaven trees on the site. Spotted lanternflies seem to prefer certain tree-of-heaven trees over others. Locate specific trees that are most attractive to the spotted lanternfly based on the number of insects feeding on them. For information on how to identify tree-of-heaven, see these fact sheets at extension.psu.edu/tree-ofheaven or extension.psu.edu/spotted-lanternflyidentifying-tree-of-heaven-and-some-native-look-a-like.
2. Treat approximately 85 percent of the tree-of-heaven trees with a properly labeled herbicide. Kill all female tree-ofheaven trees if possible; they produce seed and contribute to the spread of this invasive tree. Leave only a few male tree-of-heaven trees that appear to be more attractive to the insect to serve as trap trees.
bicide injury to trap trees through common root systems, limit herbicide selection to triclopyr. Herbicide application methods effective for controlling tree-of-heaven include foliar sprays, basal bark, and spaced-cut hack-and-squirt applications. Treating cut stumps is ineffective at controlling the tree-of-heaven; it will not control the roots. For more information about herbicide application methods, go to extension.psu.edu/publications/uh174.
Herbicide applications made to control tree-of-heaven are most effective when applied from July 1 to September 30, when the plant is exporting sugars to the roots. Applications made outside this window are not effective at controlling the roots and may only injure aboveground growth.
Cutting tree-of-heaven is often necessary to remove potentially hazardous trees, but it is not useful as a standalone control measure. They will resprout vigorously from stumps and roots. In situations where tree-of-heaven stems need to be removed, it is best to treat them with herbicide first and then cut. Allow 30 days for the herbicide to take effect before cutting. For information on how to control tree-of-heaven, see plantscience.psu.edu/research/labs/ weed-ecology/research/wildland-weed-management/ publications/invasive-species-quicksheets/ailanthus.
3. Treat the remaining tree-of-heaven trap trees with an insecticide that will move throughout the tree. For best results, apply the insecticide according to the label in June through August. When spotted lanternflies feed on treated trees, they will die. Systemic insecticides known to be effective and labeled to treat ornamental trees, including tree-of-heaven, contain the active ingredients dinotefuran or imidacloprid. PDA is using dinotefuran to establish trap trees. Treating only trap trees reduces the total amount of insecticide used in comparison to large-scale contact insecticide applications.
Herbicides recommended to kill tree-of-heaven trees contain the active ingredient triclopyr, which comes in two formulations: water based (amine) and oil based (ester). Both formulations are effective for controlling tree-ofheaven. Other herbicides are effective; but to prevent her-
Prepared by Emelie Swackhamer, horticulture educator; David Jackson, forest resources educator; and Art Gover, wildland weed management specialist.
extension.psu.edu
Penn State College of Agricultural Sciences research and extension programs are funded in part by Pennsylvania counties, the Commonwealth of Pennsylvania, and the U.S. Department of Agriculture. Where trade names appear, no discrimination is intended, and no endorsement by Penn State Extension is implied.
This publication is available in alternative media on request.
Penn State is an equal opportunity, affirmative action employer, and is committed to providing employment opportunities to all qualified applicants without regard to race, color, religion, age, sex, sexual orientation, gender identity, national origin, disability, or protected veteran status.
Code EE0217
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Family Engagement Supporting Early Learning
Early childhood community networks are positioned within the community to support families and children in successfully navigating the early years. Parents and families play a critical role in shaping the way children learn and view learning. Families are children's first teachers, and it is the quality of parent-child relationships and interactions that create the foundational skills that children need to be successful in school and in life.
According to recent research, providing consistent family engagement during the earliest years of a child's life acts as a catalyst for a child's potential development, particularly for children in low-income families in that it helps create consistency between the home and school environments. 1
* It is one of the most powerful predictors of a child's development.
* The positive outcomes of engaged parents are powerful: increased support for children's learning at home, empowered parents, and improved family well-being.
* Children see benefits like improved cognitive development and academic performance, better social-emotional development, and improved health. 1
Community-wide support includes all families and children who reside in the community, regardless of enrollment status or learning environments (e.g., birth through 5 years, enrolled, non-enrolled, public/private school based, child care center, family child care, Head Start/Early Head Start). Consider implementing programs or strategies that strengthen families, parenting practices, parent-child relationships, home learning opportunities, partnerships between families and teachers, and emphasize a child's development and well-being.
* Programs that emphasize and support a child's learning, social/emotional development, health and mental health
* Programs that promote early brain development, positive parent interactions, and parent-child relationships
* Programs that promote home learning activities and strengthen parent-teacher partnerships
* Programs that support developmental milestones, monitoring, and screening
* Programs that emphasize how to find, enroll in, and afford a quality early childhood care and education program
Funding Options
Strategies should support all families and children who reside in the community, regardless of enrollment status or learning environments. As communities determine funding opportunities, a community-wide engagement approach is supported by the Coronavirus Response and Relief Supplemental Appropriations (CRRSA) Act and the American Rescue Plan Act (ARPA) and school-based engagement opportunities can be funded with ESSER funds.
J. Epstein, et. al., School, Family, and Community Partnerships: Your Handbook for Action, on the internet as a PDF at www.gpo.gov/fdsys/pkg/ERIC-ED467082/pdf/ERIC-ED467082.pdf.
Supporting Early Learning at Home
To ensure successful implementation of early learning supports, families will need explicit modeling of learning activities to provide to their children at home. Community networks should plan to pair family engagement resources with engagement opportunities to model for families how to use the learning program, materials and resources (see section below- Family Workshop or Forums for examples of teaching families about resources).
Child-learning supports
* Learning activities for children to use at home and throughout the community (library, museums, parks, neighborhood, church, shopping, etc.)
* Resources available for all children (paper or digital)
* Books to build home libraries and to encourage early literacy activities at home
Distribution methods
* Distribution of paper materials, resources, and books (e.g., families pick up/drop off materials at designated locations)
* Online Books and resources can be offered through classroom webpages and/or social media (e.g., mass emails or text alerts to provide digital materials, Facebook, Google Classroom, Bright by Text, etc.)
* Materials (in their home language), activities, and ideas to help prepare a child for Kindergarten
Supporting Tier 1 Curriculum
Frog Street Pre-K Summer Program - Kid's Club - This four-week thematic unit includes pretending, painting, packing for a special trip, making and playing games, blowing bubbles, and asking lots of "why?" questions. Kid's Club focuses on key literacy and math skills needed for beginning Kindergarten; integrates science, social studies, and physical development; and includes Conscious Discipline® strategies for social-emotional development.
Frog Street Pre-K at Home - Frog Street Pre-K at Home is an online, hands-on program that provides daily, intentional lessons so that family members can be their child's best teacher. The program is aligned to the classroom version of Frog Street Pre-K and uses easy-to-find household items and online resources, including books and music, to guide learning experiences.
The Creative Curriculum's Digital Children's Library (Teaching Strategies) - The Digital Children's Library is available with a subscription to The Creative Curriculum® Cloud and consists of titles that are equitable and expose children to a wide range of genres. The books, available in English and Spanish, explore life in other cultures, celebrate diversity, spark curiosity, and inspire children's imaginations. Families will have direct access to all of the digital books in the Teaching Strategies family mobile app.
The Creative Curriculum's The Family Learning Pack (Teaching Strategies) - The Family Learning Pack is an accessible, engaging, whole-child summer learning adventure that puts meaningful materials in the hands of schools and programs, which they can in turn distribute to families when they need it the most. Providing authentic books and home learning manipulatives, combined with family- and child-facing digital tools and eBooks, these Family Learning Packs demonstrate that meaningful learning is all about connections—connecting the family and child, and connecting families and schools or teachers.
Supporting Early Literacy
Strategies for supporting early literacy
* Online Books and resources can be offered through classroom webpages and/or social media (e.g., mass emails or text alerts to provide digital materials, Facebook, Google Classroom, Bright by Text, etc.)
* Distribution of paper materials, resources, and books (e.g., families pick up/drop off materials at designated locations)
* Materials (in their home language), activities, and ideas to help prepare a child for Kindergarten
Listed below are vendors with family literacy programs:
Raising a Reader- As a non-profit organization that focuses on literacy and reading activities for children and families. Children drive the book lending process and are exposed to over 100 books within a year to bring home their Red Book Bag to their family to read. Program Implementers learn how to train parents in "read aloud" strategies and early brain development. The book bag delivery system is turnkey: a simple sustainable routine that is easily managed in a number of diverse settings. Parents learn and engage in "read aloud" strategies and develop a regular book sharing routine with their children.
Supporting Family Workshops or Forums
Creating opportunities for families and practitioners to connect in family workshops or forums is a highly impactful way to build reciprocal, trusting relationships. During these workshops/forums, families also learn about other community resources and make peer/social connections which strengthen the bonds to the local community.
Strategies for engagement in Parent Group Settings
* Lunch and Learn sessions, scheduled conveniently for families, provides an engagement opportunity to share information and resources with families
* Parent-teacher Coffee Calls, virtual/in-person and scheduled conveniently for families, provides an engagement opportunity to share information and resources with families
Listed below are vendors with family workshop/forum programs
Frog Street The Six Building Blocks of In this 3 hour session, teachers of infants through Pre-K 4 are provided with the opportunity to explore the foundation for family engagement that emphasizes the process of working with your school family.
Participants will
* discover the Six Building Blocks of Engagement
* understand the impact of family engagement
* explore thePartners in Education: Dual Capacity Framework Version 2
* engage in social and emotional support for families
* discuss the impact of collaborative communication
LENA Start LENA Start is a turn-key early-language program designed for scalable, effective outreach to parents of children aged birth to three. It employs LENA technology, targeted early language curriculum, and a cost-effective group delivery model to improve interactive talk and generate measurable results.
LPB Family and Community Learning Workshop PBS KIDS Family & Community Learning (FCL) is a series of workshops that engage families in active, hands-on activities and a facilitator's guide. Workshops are 90-120 minutes and provide time for meaningful engagement without being too time-consuming for busy families.
Louisiana Adverse Childhood Experiences (ACEs) Initiative The ACEs Initiative is a child-focused initiative dedicated to creating a common understanding of ACEs (Adverse Childhood Experiences) within Louisiana communities and educating the child- and family-serving workforce. To schedule a presentation, contact firstname.lastname@example.org.
Tulane Early Childhood Mental Health Consultation Early Childhood Mental Health Consultation (ECMHC) is an intervention that teams a mental health professional with early childhood professionals to improve the social, emotional and behavioral health of young children in early learning settings. The program provides services to practitioners and families. Request personal consultation services, contact us at: 504-264-1287 or email@example.com
Training Grounds TrainingGrounds Inc is a non-profit organization that helps families and professionals with creating rich learning experiences for children and positive adult-child interactions. Offer workshops and seminars to parents and caregivers with children between the ages of birth -5 years. These workshops and seminars are delivered in neighborhoods and communities where parents live and work and utilize a strength based approach in which everyone can participate.
Supporting Family Communication
Establish two-way communication between families and educators that is applicable for all families with children enrolled or not non enrolled (e.g., weekly virtual parent-teacher coffee calls, family email inbox, family phone number or hotline, etc.)
Strategies for communication
* Calendar of Family Engagement events published annually and months in advance for families, educators, and communities partners to plan
* Family Email Inbox, provides families with a direct source for question and answers
* Family or Engagement Coordinator determine a point of contact for families with questions about learning, development, and community resources
Listed below are vendors with family communication programs:
Ready Rosie (Teaching Strategies) Ready Rosie is an early education tool that helps families, schools, and communities deepen and scale their family engagement efforts by leveraging video modeling, family workshops, professional development opportunities, and mobile technology.
FASTalk (Family Engagement Lab) FASTalk is a text-based tool for teachers that sends grade-level academic, social, and emotional learning tips by text message in the family's home language.
Bright by Text A digital platform designed to support community engagement initiatives by connecting families and educators. The communication app shares information about local events and opportunities for families and young children, and can provide information about use back to the community. Using this platform will provide engagement opportunities with hard-to-reach parents and caregivers in your community. Networks can customize messages to build an audience and drive engagement.
* If a community network is interested in becoming a partner, the app is free through Louisiana Public Broadcasting. Text BRIGHT to274-448 | <urn:uuid:4b197a54-2b46-4ea6-99d0-62f6b9fc8510> | CC-MAIN-2021-43 | https://www.louisianabelieves.com/docs/default-source/believe/opportunities-for-early-learning-at-home.pdf?sfvrsn=52ca6718_10 | 2021-10-18T20:20:51+00:00 | crawl-data/CC-MAIN-2021-43/segments/1634323585209.43/warc/CC-MAIN-20211018190451-20211018220451-00067.warc.gz | 1,055,197,638 | 2,207 | eng_Latn | eng_Latn | 0.991771 | eng_Latn | 0.995864 | [
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The Hungry Thing
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The Hungry Thing by Jan Slepian (Read Aloud) | Storytime (Rhyming) Read Aloud of The Hungry Thing \"The Hungry Thing\" read by Ms. Julie Virtual Storytime: \"The Hungry Thing\" by Ann Seidler and Jan Slepian Book Read: The Hungry ThingBedtime Story: The Hungry Thing \"The Hungry Thing Goes to a Restaurant\" read by Ms. Julie Never Let a Unicorn Scribble by Diane Alber (Read Aloud) | Storytime Art Imagination I Love the Mountains Lyric Video Sesame Street: The Count Counts to Twenty
The Gruffalo - Read by Alan MandelCrunch Munch Dinosaur Lunch Read Aloud with AHEV Library The Hunchback of Notre Dame II (2002) Trailer (VHS Capture) The Very Hungry Caterpillar Don't Worry (Matthew 6: 25-34) Rhyming Game with Singing and Movement Read Aloud - Eat Your Peas - Children's Page 2/20
Book - by Kes Gray
READ ALOUD: The Hungry Thing ReturnsEconomic Update: Capitalism's Worst Nightmare THE HUNGRY THING The Hungry Thing Storytime with Miss Nikki :The Hungry Thing The Very Hungry Caterpillar - Animated Film Rhyming:The Hungry Thing The Hungry Thing The Hungry Thing Goes to a Restaurant Mary's Story Time - The Hungry Thing Returns The Hungry Thing Read Aloud - The Hungry Thing by Jan Slepian and Ann Seidler
The Hungry ThingThe Hungry Thing The Hungry Thing is a book about a monster who shows up in town one day with a "Feed Me" sign around his neck. The monster can not directly ask for what he wants, instead he says a word that rhymes with it, such as fickles for pickles and feetloaf instead of Page 3/20
meatloaf.
The Hungry Thing by Jan Slepian - Goodreads Join us in a dramatic read of the Hungry Thing by Jan Slepian and Ann Seidler read by Miss Jill. This book is out of print but still can be purchased on Amaz...
The Hungry Thing by Jan Slepian (Read Aloud) | Storytime ... The Hungry Thing, by Jan Slepian and Ann Seidler Materials. Vocabulary. Before Reading the Story. Tell the children that your story today is about rhyming words. Does anyone know what a... Reading the Story. As the little boy in the story begins to sound out the words that the Hungry Thing is ...
The Hungry Thing, by Jan Slepian and Ann Seidler | Book ... The Hungry Thing comes to town and asks for tickles and feetloaf and other interesting things to eat while the townspeople try to figure out what he means Access-restricted-item true
The hungry thing : Slepian, Jan : Free Download, Borrow ... The hungry thing. [Jan Slepian; Ann G Seidler; Richard E Martin] -- The Hungry Thing comes to town and asks for tickles and feetloaf and other interesting things to eat while the towns people try to figure out what he means.
The hungry thing (Book, 1967) [WorldCat.org] With much expression, the Hungry Thing asks for each food, substituting the first sound in each word as he did in the story. (You Page 5/20
can certainly use nonesense words, "felery" for celery, but some of the children's favorites are also when it ends up being a real word – hair for pear, sneeze for cheese.
Book Activity – The Hungry Thing - Not Just Cute The Hungry Thing Jan Slepian & Ann Seidler ~ Richard E. Martin ~ Follett, 1967 Sometimes I've thought it might be nice to go through life sitting there with a giant sign around my neck that reads FEED ME. Ha! never owned this one as a kid, but I have a vague memory of the giant beast with his gaping mouth and bottomless stomach.
Vintage Kids' Books My Kid Loves: The Hungry Thing A Hungry Thing comes to town and demads to be fed, but he says Page 6/20
funniy things like: "Boop & smackers," "tickles" etc. T^he adult townspeople cannot figure out what the Hungry Things is talking about, but a little boy does "soup & crackers", "pickles", etc.
Amazon.com: The Hungry Thing (9780439275989): Slepian, Jan ... Tags: The Hungry Thing pancake lollipop bread meatloaf cookie noodles jello banana soup crackers pickles Here are the items the "Hungry Thing" eat in the book. "The Hungry Thing" by Jan Slepian.
The Hungry Thing - LessonPix T o mark Hungarian National Day, which remembers the uprising of 1956, here are a few things you might not know about the Eastern European country.. 1. It's an unlikely place for a beach Page 7/20
holiday ...
25 amazing things you probably didn't know about Hungary When a Hungry Thing comes to town, he sits on his tail and says what he wants to eat, but the adults simply do not understand what he is saying. But one little boy thinks he understands--and young...
The Hungry Thing - Jan Slepian, Ann Seidler - Google Books Find books like The Hungry Thing from the world's largest community of readers. Goodreads members who liked The Hungry Thing also liked: Life Doesn't Fri...
Books similar to The Hungry Thing - goodreads.com The Hungry Thing by Slepian, Jan/ Seidler, Ann/ Martin, Richard Page 8/20
E. (Ilt) Arriving in town, a Hungry Thing requests shmancakes, tickles, feetloaf, and gollipops, but no one seems to understand want the Hungry Thing wants to eat accept for one little boy, in a rollicking tale that will delight young readers.
The Hungry Thing - Slepian, Jan/ Seidler, Ann/ Martin ... Some of the published credits of Ann Seidler include Hungry Thing, The Hungry Thing Goes to a Restaurant. View Ann Seidler's profile About Jan Slepian (Author) : Jan Slepian is a published author of children's books and young adult books. Some of the published credits of Jan Slepian include Hungry Thing, The Alfred Summer.
The Hungry Thing - by Ann Seidler and Jan Slepian - Ages 4-8 Page 9/20
A Hungry Thing comes to town and demads to be fed, but he says funniy things like: "Boop & smackers," "tickles" etc. T^he adult townspeople cannot figure out what the Hungry Things is talking about, but a little boy does "soup & crackers", "pickles", etc.
The Hungry Thing: Amazon.ca: Slepian, Jan, Seidler, Ann: Books Hungry Thing English By (author) Jan Slepian , By (author) Ann G Seidler , Illustrated by Richard E Martin
The Hungry Thing : Jan Slepian : 9780439275989 Fiction This book is chock-full of a town's hilarious encounters with the Hungry Thing. All the town's wise people try to understand what will make it happy, but only the litt... see all
The Hungry Thing by Ann SeidlerJan Slepian | Scholastic Why black holes are the scariest things in the universe. By Chrisy Impey 31 October 2020. For one, falling into a black hole is easily the worst way to die. ... A hungry beast in every galaxy.
HUNGRY THING is a dark fantasy story told in five poems, by internationally published author and poet, Shawn M. Klimek, complemented by the melancholy illustrations of Romanian surrealist, Norbert Somosi. -Gladys was a good-natured, trusting sort of girl, and as curious as a cat. Come to mention it, whatever happened to our cats? Or to our hound? Or for that matter, to Gladys?- ""The sight of it filled us with dread, yet she seemed Page 11/20
strangely calm. 'Aren't you a hungry thing!' she said, and fed it from her palm.""
I want some shmancakes . . . and tickles . . . and feetloaf . . . and gollipops. Can you guess what this Hungry Thing really wants to eat?
Hungry Thing and his daughter visit a school and ask for flamburgers, bellyjeans, and blownuts to eat.
When the Hungry Thing orders bapple moose, spoonadish, and bench flies at a fashionable restaurant, who can guess what he really wants to eat?
The all-time classic picture book, from generation to generation, sold somewhere in the world every 30 seconds! Have you shared it with a child or grandchild in your life? For the first time, Eric Carle's The Very Hungry Caterpillar is now available in e-book format, perfect for storytime anywhere. As an added bonus, it includes read-aloud audio of Eric Carle reading his classic story. This fine audio production pairs perfectly with the classic story, and it makes for a fantastic new way to encounter this famous, famished caterpillar.
For fans of The Giver, a futuristic thriller with a diverse cast. In Thalia's world, there is no more food and no need for food, as everyone takes medication to ward off hunger. Her parents both work for the company that developed the drugs society consumes to Page 13/20
quell any food cravings, and they live a life of privilege as a result. When Thalia meets a boy who is part of an underground movement to bring food back, she realizes that there is an entire world outside her own. She also starts to feel hunger, and so does the boy. Are the meds no longer working? Together, they set out to find the only thing that will quell their hunger: real food. It's a journey that will change everything Thalia thought she knew. But can a "privy" like her ever truly be part of a revolution?
A tale of magic, found family, and the power of being yourself—even when the world asks you to change. Witches have been banned from Arrett for years. Which is why Milly has tried to ignore the tingling light that appears in her palm anytime she conjures up a wish. She has too many responsibilities as the oldest Page 14/20
girl at St. George's Orphanage to get caught up in magicks. Sweet, quirky Cilla, though, has always longed for that power, even if it could be dangerous for her. Milly has always kept an eye out for her, but then, in a case of mistaken identity, Cilla is kidnapped by an angry, exiled witch who believes she's the one with magicks—not Milly. Desperate to bring Cilla back to St. George's, Milly sets out to find her with a sarcastic young Wind stuck in the form of a cat as her companion. Along the way, they meet an independent young broomstick and gentle giant—and a whole world Milly has never seen before. As she searches high and low for Cilla, one thing becomes clear: she'll have to face the stirrings of forbidden magicks inside herself in order to rescue a friend who has become more like a sister.
Finalist for the 2017 Chicago Review of Books Fiction Award and a 2017 NPR Great Read Recommended reading by Nylon, Buzzfeed, Vulture, Lit Hub, Chicago Review of Books and Chicago Reader "With this novel, Hunter establishes herself as an unforgettable voice in American letters. Her work here, as ever, is unparalleled." —Roxane Gay, author of Bad Feminist and Hunger Achingly funny and full of feeling, Eat Only When You're Hungry follows fiftyeight-year-old Greg as he searches for his son, GJ, an addict who has been missing for three weeks. Greg is bored, demoralized, obese, and as dubious of GJ's desire to be found as he is of his own motivation to go looking. Almost on a whim, Greg embarks on a road trip to central Florida—a noble search for his son, or so he tells himself. Greg takes us on a tour of highway and roadside, of Taco Bell, KFC, gas-station Slurpees, sticky strip-club floors, pooling Page 16/20
sweat, candy wrappers and crumpled panes of cellophane and wrinkled plastic bags tumbling along the interstate. This is the America Greg knows, one he feels closer to than to his youthful idealism, closer even than to his younger second wife. As his journey continues, through drive-thru windows and into the living rooms of his alluring ex-wife and his distant, curmudgeonly father, Greg's urgent search for GJ slowly recedes into the background, replaced with a painstaking, illuminating, and unavoidable look at Greg's own mistakes—as a father, as a husband, and as a man. Brimming with the same visceral regret and joy that leak from the fast food Greg inhales, Eat Only When You're Hungry is a wild and biting study of addiction, perseverance, and the insurmountable struggle to change. With America's desolate underbelly serving as her guide, Lindsay Hunter elicits a singular type of sympathy for her Page 17/20
characters, using them to challenge our preconceived notions about addiction and to explore the innumerable ways we fail ourselves.
Hungry Girl's FIRST-EVER recipe card set!!! Now You Can Give In To Temptation... 50 Insanely Delicious Guilt-Free recipe swaps in a super-fun card deck! Take a look at these crazy delicious treats: *Red Velvet Insanity Cupcakes: 140 calories each! *Woohoo Waffle Stack: 226 calories for the whole stack! *Amazing Ate-Layer Dip: 105 Calories per serving! *Planet Hungrywood Sweet & Cap'n Crunchy Chicken: 234 calories per serving Enjoy 50 Supreme Makeovers for 50 foods you crave!
A Publishers Weekly Best Book of the Year From an obesity and neuroscience researcher with a knack for engaging, humorous Page 18/20
storytelling, The Hungry Brain uses cutting-edge science to answer the questions: why do we overeat, and what can we do about it? No one wants to overeat. And certainly no one wants to overeat for years, become overweight, and end up with a high risk of diabetes or heart disease--yet two thirds of Americans do precisely that. Even though we know better, we often eat too much. Why does our behavior betray our own intentions to be lean and healthy? The problem, argues obesity and neuroscience researcher Stephan J. Guyenet, is not necessarily a lack of willpower or an incorrect understanding of what to eat. Rather, our appetites and food choices are led astray by ancient, instinctive brain circuits that play by the rules of a survival game that no longer exists. And these circuits don't care about how you look in a bathing suit next summer. To make the case, The Hungry Brain takes readers on an Page 19/20
Copyright : chapter24vineyards.com
Read Book The Hungry Thing
eye-opening journey through cutting-edge neuroscience that has never before been available to a general audience. The Hungry Brain delivers profound insights into why the brain undermines our weight goals and transforms these insights into practical guidelines for eating well and staying slim. Along the way, it explores how the human brain works, revealing how this mysterious organ makes us who we are.
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Are You Taking Responsibility When You Don't Need To?
This worksheet will help you recognize the responsibilities that aren't yours so that you focus on your responsibilities.
What does "taking responsibility" mean to you?
Name 2-3 things you are taking responsibility for right now.
For each thing you listed, what do you think your duty is?
Notice how you feel when you think about each duty, and write a few words to describe that feeling for each one.
Do you have control over each duty? Why or why not?
Is there someone else who should be taking on each duty?
Your body will give you clues -- feelings of guilt, resentment, anger -- if you are taking responsibility when you don't need to.
Taking the feelings you noted on the previous page into account plus the amount of control you have and the other people involved in the situation, ask yourself --
Is each duty I listed really mine to take responsibility for?
For each duty you said "No" to, what actions are you going to take to release your feelings of responsibility?
For each duty you said "Yes" to, what actions are you going to take to carry through on your responsibility?
Has your definition of "taking responsibility" changed as you've worked this worksheet?
In the essay post I outlined 5 things you need to take responsibility for.
The following pages give you space to write your thoughts about each one. And, you can outline some actions you can take to accept these responsibilities.
Stay True to Yourself
Create a Meaningful Life
Take Full Advantage of the Opportunities You Are Given
Use Your Opportunites to Be a Force for Good
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Is COVID Causing You Stress and Worry?
There are a wide variety of thoughts and feelings that can occur when difficult things happen. Anyone who sees or experiences them WILL be affected in some way.
If you need help, please call us! We are here to help.
We can connect you with any needed resources. Call Kandiyohi County Public Health at 320-231-7800 and press 4
Kandiyohi County Public Health
Signs of stress and worry can include
- Eating or sleeping too much or too little
- Lack of energy, always feeling tired
- Having unexplained aches or pains
- Pulling away from people and things
- Feeling helpless, hopeless, having no control
- Unable to perform daily tasks
- Feeling on edge, angry or upset, yelling or fighting with family and friends
- Smoking, drinking or using drugs more than you should
- Thinking of hurting or killing yourself or someone else
Is COVID Causing You Stress and Worry?
There are a wide variety of thoughts and feelings that can occur when difficult things happen. Anyone who sees or experiences them WILL be affected in some way.
If you need help, please call us! We are here to help.
We can connect you with any needed resources. Call Kandiyohi County Public Health at 320-231-7800 and press 4
Kandiyohi County Public Health
Signs of stress and worry can include
- Eating or sleeping too much or too little
- Lack of energy, always feeling tired
- Having unexplained aches or pains
- Pulling away from people and things
- Feeling helpless, hopeless, having no control
- Unable to perform daily tasks
- Feeling on edge, angry or upset, yelling or fighting with family and friends
- Smoking, drinking or using drugs more than you should
- Thinking of hurting or killing yourself or someone else
Tips for coping with stress and worry
- Focus on what you can control to reduce your risk of COVID, including your thoughts and behaviors. Don't let fear influence your decisions
- Maintain a healthy diet, activity, and rest routines to help your immune system and mental health. This is especially important for children
- Look for the good stuff: the helpers, time spent with family, and opportunities to pull together. Write down 3 things you are grateful for each day
- Take comfort knowing you are caring for yourself and others
- Spend time in nature while following to social distancing guidelines
- Talk with others (chaplain/minster/pastor, family, friend) for support - human beings, in general, recover more quickly from difficulties if they talk about them
- Limit exposure to news or social media updates. Use reputable sources, avoid speculation and rumors
- Practice relaxation methods: breathing exercises, meditation, calming self-talk, soothing music, online videos, sports, hobbies, reading
- REMEMBER that you are resilient, and so is humankind. We will get through this
Remember to Take Care of Yourself
Tips for coping with stress and worry
- Focus on what you can control to reduce your risk of COVID, including your thoughts and behaviors. Don't let fear influence your decisions
- Maintain a healthy diet, activity, and rest routines to help your immune system and mental health. This is especially important for children
- Look for the good stuff: the helpers, time spent with family, and opportunities to pull together. Write down 3 things you are grateful for each day
- Take comfort knowing you are caring for yourself and others
- Spend time in nature while following to social distancing guidelines
- Talk with others (chaplain/minster/pastor, family, friend) for support - human beings, in general, recover more quickly from difficulties if they talk about them
- Limit exposure to news or social media updates. Use reputable sources, avoid speculation and rumors
- Practice relaxation methods: breathing exercises, meditation, calming self-talk, soothing music, online videos, sports, hobbies, reading
- REMEMBER that you are resilient, and so is humankind. We will get through this
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Empowering Children for Social Transformation
Shantilal Muttha
Bharatiya Jain Sanghatana (BJS) National Level Non-Profit NGO, Pune 411 016,
Maharashtara India
E-mail: firstname.lastname@example.org; www.bjsindia.org
KEYWORDS Peace. Moral and Value Education Program. Principals. Teachers. Parents. Behavioral Changes. Families
ABSTRACT A Peace, Moral and Value education program-'Mulyavardhan' is being conducted by a NGO in 500 Government run rural primary schools since 2008 to date in Maharashtra. The immediate effect has been on children's interpersonal and conflict resolution skills. Children's learning about the personal benefits of being socio-emotionally skilled, self-controlling, respectful, and responsible for self and others, honest, empathetic towards others, has boosted their self-confidence and transformed them into empowered beings. It was reported by large number of parents that children always/often applied these learnt skills in incidents relating to domestic violence, smoking and alcohol indulgence in the family and community. Parents reported to pay attention to children's advice and act kindly towards them. Children's informed interventions in such situations have led to positive changes in the parents. This change process triggered by the 'Mulyavardhan' children is enhancing the ambience of the whole community thus setting the stage for social transformation.
INTRODUCTION
Prior to Independence of India in 1947, the Central Advisory Board of Education (1943-46) recommended that provision of spiritual and moral instruction for building up the character of the young should be the responsibility of the home and community. The Post Independence period spanning between 1948 to date is dotted with the recommendations of various Education Commissions/Committees invariably emphasizing the importance of imparting values through education: Radhakrishnan Commission on higher education 1948-49, Mudaliar Commission on Secondary Education 1952-53, Indian Education Commission-'Kothari Commission'1964-66, Acharya Ramamurthy Committee 1990, Planning Commission Core group on value Orientation of education 1992 (Government of India 1949, 1953, 1966, 1990, 1992). Time- to- time several Committees were formed to make recommendations specifically for value education as the Sri Prakasa Committee on Religious and Moral Instruction 1959; Kireet Joshi Committee on value education 1981-82 and Standing Parliamentary Committee on Human
Address for correspondence:
Muttha Chambers II, Level 8,
Mr. Shantilal Muttha,
Senapati Bapat Marg,
Maharashtra, India
Pune 411 016,
Telephone
: 020-6605 0000
E-mail: email@example.com
Fax:
020-6605 0191
Resource and Development 1996-99 (Government of India 1960, 1983, 2000). All Education Commissions and Committees unequivocally reiterated that value orientation should be the most desirable main focus of education throughout the country. India's National Policy on Education (1986) also stressed on value education in helping to eliminate obscurantism, religion fanaticism, violence, superstition and fatalism. The journey of nearly seven decades (1943 to date) has witnessed a steady shift from 'no need to impart moral/value education in schools, being family's responsibility to 'moral/value orientation-the most desirable focus of education at all levels'. This conceptual shift has followed the change in thinking regarding the role of education that has happened all along. The role of education has changed from its traditional function of inculcating values of life in the young minds to the overemphasized materialistic benefits of education. This undesirable turn in thinking has happened despite well-meaning thoughts and recommendations of various commissions, committees and well thought National Policy on Education. Genuine efforts were made to weave moral/value education in the curriculum of teacher training courses in the country. The long drawn debate on whether moral/value education should be imparted by integrating it into all school subjects or as a separate subject has remained inconclusive. The recommendations made by the National Moral Educational Conference (1981) to run moral education as a separate subject could not help this debate to be
conclusive. Unfortunately, the pace of moral decay and consequent sharp deterioration of moral fiber of society did not stop to wait for action for all the positive emphasis on moral/ value education by Education Commissions, Committees and Policies of the country.
Television and films are most often tagged with omnipresence of violence and at the same time it is not true that violence is a recent discovery. It had always been there. It is not television or films alone that affect children but could be the major factors. Why blame the media as it is being fed by ideas from real life, where truth is far worse than fiction. Violence in the world is leading violence everywhere, that is, television, films, internet, our living rooms and may be our lives. The point of concern is that it is no longer ugly rather in today's world it is macho, glamorous, even attractive for money and status. It is essential to kill violence to remove it from the media and our society. In this context, the real remedy that would work will have to start with children, since we know it is difficult to shift the behavior patterns of adults. The foremost, among many initiatives that could be undertaken is to bring forth the role of schools in inculcating the morals and values in children all through their school years, that is, from standard I to XII. The internalization and practice of morals and values by children in daily life would ensure that they will participate with enthusiasm, even spearhead, worthy causes.
The prevailing education system in the country promotes competition and has given an unwritten precedence to quantitative performance over qualitative development of students. Besides, a number of environmental factors such as rapid urbanization, industrialization, electronic entertainment, parenting styles and family culture have had their negative influences on the cultural and psychosocial development of children. Simultaneously, there are many more day-to-day pressures impinging on the time that parents and children have together. It is a fact that today's youth face many opportunities and dangers unknown to earlier generations.
Most recently, intellectuals and thinkers have also echoed the similar view at various occasions like "the root cause of corruption, which has taken a shape of an epidemic in the country, is due to sharp deterioration in moral fiber of society"; "It is unfortunate that moral edu- cation has been removed from the academic curriculum in India despite the fact that it is the responsibility of academic institutions to nurture and develop the sense of morality among students,"; "while economic and educational development was helping the poor and the marginal to improve their living conditions, steps must be taken to prevent crime at the grassroots level which is possible only if students are exposed to moral education from the school level itself" (Mehta 2011; Viswanathan 2012). Madras High Court (2012) has asked the government of Tamil Nadu to discuss on introducing moral education as a subject across the state schools.
This unparallel fast transformation in the Indian society over the last 20 years made BJS (Bharatiya Jain Sanghatana) a non-profit, nonreligious NGO, take conscientious decision to work on the issue of decaying, crumbling morals and values. BJS strongly believes that the introduction of a new subject for Peace, Moral and Value education right from the beginning of formal instruction in the school, that is, from standard I has the potential to resolve the issue of declining values. BJS trusts beyond doubt that this is the only way to restore peace in the world. The seed of "Mulyavardhan" has thus been sowed in the soil of this belief pattern. "Mulyavardhan" literally means 'enhancement of value'. BJS envisages that the process of imbibing morals and values must start in the early years of life and should continue systematically till the child passes out from school. It is for the reasons that this entire period forms the most impressionable part of child's life. The continuity of the program from standard I to X is
The Indian education system does not have a stand-alone program of peace, moral and value education for the elementary education system. Keeping in mind the increasing vices like anger, aggression, intolerance and violence over the past few decades, the Maharashtra state of India introduced a program called Mulyavardhan (MV) in 500 primary schools (Muttha 2011). About 35,000 students of standard I to IV are involved in this project. An eminent expert team prepared the curriculum for this program. About 350 teachers with diplomas in education were trained for 60 days by an expert team of teacher trainers. These teachers impart the Mulyavardhan program and are tightly monitored for their performance.
thought to ensure that the child over this period would be able to internalize and practice the morals and values imparted through the new subject- "Mulyavardhan".
Mulyavardhan is backed up by three strong teams of professionals who closely ensure quality of inputs (Curriculum designing and training of 'Guides' for delivery of the curriculum); process (implementation and monitoring the delivery of the program in the field through a well worked system of logistics, feedbacks and troubleshooting) and evaluation (systematic, scientific evaluations are being carried out by the in-house well-experienced research team in collaboration/consultation with international researchers from the field of Moral/Value education). BJS has demonstrated operational excellence by implementing the project on such a detailed level. There are forms and processes in place to collect daily records of important developments.
Patoda Tehsil in Beed, a district in Maharashtra state of India was chosen as the first site for implementation of Mulyavardhan. The preimplementation plan for Patoda Tehsil began in March 2009 and the implementation was in place by the end of July 2009. The present study has been conducted on the schools in Patoda which could be described as a backward and remote Tehsil. It has a population of 95,738 (as per the 2001census). It is spread over an area of 366.17 sq. km. The population density is 261 and the sex ratio is 939 females to 1000 males. The number of schools where MV was implemented during 2009-10 was 159 schools run by the zilla parishad or state government with approximately 8,288 children. Permission was obtained from the District Council (Zilla Parishad) to initiate the process of MV program implementation in these schools. 88 Mulyavardhan teachers (MV teachers) were selected for implementing the program in these schools. Since the start of the program, a group of coordinators was appointed to liaise with the MV teachers regarding delivery of the program by MV teachers in the schools.
All children are enrolled in schools. However, attendance of children and continuity of schooling are at the discretion of parents. Children generally commute to school on foot all by themselves for a minimum distance of 0.5 km to maximum 2 to 3 km. In hilly terrains, children commute by state road transport to reach schools at a distance of 4 to5 km from their homes. The school provides them books, uniform and mid-day meal. Daily routine of children of primary schools involves rising early and helping in household activities before leaving for school. Schools run till about 4 p.m., after which children go back home and then immediately leave for the farms to help their parents. At the farm, they are expected to pluck cotton from the plantations, dig out groundnuts during harvest time and graze the cattle. Girls as young as 8 to 10 years old cook and take care of younger siblings and engage in all household chores when the mother is away at the fields. Evening time is spent in watching television, outdoor games and studies. Children are generally shy and reticent. Parental education being minimal and their inability to give adequate time to children due to their struggle to make ends meet, leaves children with little exposure and stimulation from family environment.
Children are nurtured in an environment characterized by instability and under stimulation. Family environment is marked with alcohol abuse, domestic violence, other vices and domination of males in the guise of tradition. Tradition has put females in a disadvantageous position. Though the influence of print and electronic media is marginal as compared to urban environment, the emotional load on children coupled with stark poverty puts them at disadvantage. This environment dissuades the need for sustained education since basic needs of survival are met after tremendous hardship. Thus attendance in school and continuation of schooling becomes an area of concern. Such an environment can naturally be an impediment to the healthy psychosocial development of a child. Hence, the pressing need for Peace, Moral and Value education for this segment of society. Recognizing these impediments and understanding the growing need for provision of a morally sound environment for children, became the rationale for beginning Mulyavardhan program in Patoda tehsil of Beed district.
Mulyavardhan Approach
Review of scientific literature concerning the issue of erosion of values indicates its global expanse. It requires long term permanent solution rather than a temporary quick fix. A liberal, broader and pragmatic perspective will be
more desirable rather than getting bogged down by the diverse, many a times idealistic views. All perspectives regarding the solution to the problem unequivocally agree on imparting moral and value education in schools. There are different approaches to the central question, 'how to impart it in the schools?' One school of thought thinks it proper to be integrated with other academic subjects being taught in the school. Another view is that it should be introduced as a subject like other academic subjects in the school. And yet others want it to be taught though as a separate subject but unlike other academic subjects. The debate on these three different approaches for imparting moral and value education could be unending if held to establish supremacy of one upon the others. At this juncture it would be wiser to reflect upon the available resources in terms of manpower, funds and time at our disposal to address the problem as it is getting graver with every passing year. In this context, after meticulous reflection upon all these three choices, BJS, voted for the third choice to work upon. The rationale for the third choice is that it gives scope for creating a unique subject with child centric, result oriented content. This proposition lends itself to weave in quality right from inputs through process to outcomes. The other reason to go for it is the flexibility as it offers to render it region/socio-cultural specific, the most essential consideration keeping in view the socio-cultural kaleidoscopic diversity of the country. It was favored over the other two approaches as the first one would involve working out the finer details of what could be the 'moral and value' content of each academic subject in each standard and accordingly designing, developing and conducting subject wise trainings of the entire schools for integration of moral and value education. The work does not end here; it would get more complicated for the tasks of implementation, monitoring and evaluation. Above all the integrated approach would have taken too long a time for fielding it in the schools.
Mulyavardhan Curriculum
Universal values are the focus of the Mulyavardhan syllabus. These values work towards reducing aggression, arrogance, intolerance and violence. The focus of the Mulyavardhan syllabus includes among other values: kindness, pa- tience, tolerance, cooperation, empathy, equality and peace. Along with Universal Values, the syllabus includes core values and life skills accepted by National Council for Educational Research and Training (NCERT, Delhi, India, 2006). The syllabus is ensured: i) to deal sensitively with various subjects with local flavor; ii) to be religion-neutral rather secular; iii) to include age-appropriate content with childfriendly techniques of content delivery. This developmentally appropriate curriculum with unified scope, sequence of contents and skillbuilding exercises is designed to nurture core values to foster morals necessary for cultivating skills for creating safe and peaceful environs in and outside school. It is designed to make children understand about the basic moral values and learn their applicability in daily life through skill-building exercises so as to acquire social competency and skills to deal with conflict leading to peace making.
Soon after the implementation of Mulyavardhan in schools, BJS started getting positive feedback about the program from its stakeholders and the villagers. Teachers and Principals were speaking about positive changes in their students and the school. The Mulyavardhan teacher became popular among the students, parents and village community. At the time of implementation of Mulyavardhan no theory was envisaged for explaining the expected changes in the behavior of the stakeholders rather it was felt appropriate to arrive at a theory through observations of what was happening in schools and communities where Mulyavardhan was being implemented.
The Mulyavardhan curriculum delivery follows principles of co-operative learning, that is, uses methods like role play, whole-class-discussion; small group work; working in pairs; presentations by children; individual activity etc. The themes of the lectures are reinforced through age-appropriate interesting stories, songs/poems and games to ensure that the process of learning is joyful. The syllabus has been approved by the Local Government of Maharashtra state in Western India.
The principal focus of this paper is to discuss the nature of transformation Mulyavardhan brought in children and secondly how 'transformed' children initiated changes in their families and thus became the 'agents of change' for the family and community.
METHODOLOGY
The present study is based upon three phases of data collection at different points of time stretching between September 2009 to March 2012 as detailed below for respective methods and sample sizes of stakeholders of the present study:
The First Year (September 2009 to March 2010)
As mentioned earlier 'Mulyavardhan' was implemented to start with in Patoda (a Tehsil of Beed district of Maharashtra, India) in the month of July 2009. All MV Teachers (n:88) were given inputs during their formal training (of 17 days) of Mulyavardhan curriculum delivery in making field observations through a self-reflective process to focus on the significant events, concrete incidents or their lived experience/s for reporting. They were directed to write notes about various significant observations regarding positive changes in student's behaviour as perceived by them or reported by the School Principals, Government teachers, parents and members of the community to them during their formal or informal interactions. They were writing detailed narratives with dates about all the incidents/events they perceived were significant to reflect the change in student's behaviour since the implementation of Mulyavardhan. These 'Experience Diaries' provided rich contextual data from September 2009 to March 2010 by the participants that is, MV teachers.
Fifty (50) 'Experience Diaries' were drawn randomly out of 88, submitted by MV teachers conducting Mulyavardhan in 159 Government Primary schools of Patoda tehsil (Children: 8,288 from Standard I to IV). These fifty diaries were randomly assigned to two groups, Group-1 and Group-2. Each of the two groups' data was analysed by two investigators independently who were familiar with Mulyavardhan curriculum and its objectives. The texts of the 'Experience Diaries' were mainly composed of two kinds of data, one concerning the individual's (MV teacher, Government school teachers and parents) perception about the behavioural changes occurring in children and the second pertaining to concrete occurrences (reported by children, parents, Government school teachers and MV teacher him/herself) reflecting changes in children's behavior. One of the investigators (Group-1) was asked to look for concrete occurrences and collate them in appropriate behavior categories. The second one (Group-2) was asked to collate perceptions regarding change in behaviour and collate them in suitable categories. These two separate analyses were undertaken to cross validate the reflections regarding change in children's behavior emerging out of insights and concrete examples.
The Second Year (February-March 2011)
In the beginning of school year 2010-11, Mulyavardhan program was expanded to include 22 more schools in addition to the earlier 159 schools so as to reach out to all existing 181 Government Primary Schools (GPS) of Patoda tehsil (Beed district). The number of MV teachers rose to 105 for these schools. In addition to this, 263 (GPS) schools from Ashti, the adjoining tehsil to Patoda (Beed district) were also brought under the program and a batch of 146 MV teachers was inducted to coach Mulyavardhan. Same year Mulyavardhan was initiated in 46 Municipal Corporation schools of Jalgaon city located in another district (Jalgaon) of Maharashtra. Thus by second year, Mulyavardhan fanned out to include about 35,000 children of standard I to IV from 490 schools. All MV teachers were imparted one month training in Mulyavardhan curriculum delivery before fielding them in the schools.
A total of 121 Principals; 59 Government Teachers, who did not participate directly in Mulyavardhan constituted the non-participant sample of this study. Mulyavardhan (MV) teachers (n: 190) and 604 MV children (were drawn out of 18,739 children from standard I to IV with equal distribution over the two sexes), who were directly participating in Mulyavardhan formed the 'participant' sample for the study.
The sample was drawn using systematic stratified sampling technique from the schools of Patoda and Ashti tehsils only for the present study.
The Questionnaires: Questionnaires were developed for Principals, government teachers and MV teachers. It comprised of a combination of closed-ended questions in the form of Likert scale and a few open-ended questions.
Interview schedule was developed for recording responses of the children. The questionnaires and interview schedule were translated into Marathi language and the translated versions were ratified through back translation.
Data Analysis: Principals, government teachers and MV teachers were asked to mention the biggest change they had observed or experienced in children in relation to the Mulyavardhan program. Among the responses there was sufficient homogeneity so the answers could be collated into a few broader themes. Each open-ended response was categorized into its relevant theme depending on the content. This content analysis is being reported here in the context of the changes perceived by various stakeholders in children's behaviour. The children were asked to narrate their most positive experience since the start of the MV program. The open-ended responses were collated and categorized into the broader themes.
Data Collection: MV teachers, who were promoted to the post of Coordinators after functioning as MV teachers during the first year of implementation (2009-10), were extensively trained for data collection by the research team. Additionally, a training manual was provided to the data collection team to ensure standardisation of the data collection process. Interview schedule was used with the children.
The Third Year (March-April 2012)
Selection of sample schools for collection of data from children's parents followed a procedure. A data base was compiled for various selected parameters for each Mulyavardhan school (No. of selected parameters: 17) along with the specific information about the village (No. of selected parameters: 8) where the school was located. Matched pairs of schools were identified through k-means cluster analysis using village-school data followed by creation of matched pairs by eye. A set of 60 schools from these matched pairs of schools (all I to IV standard schools) from Patoda and Ashti tehsils were selected for drawl of sample for the present study. The data was collected from parents (n: 1125) of MV children of these 60 selected schools through a structured interview schedule, approximately 20 parents per school. However, the present report is based on a set of 518 parents of children of 30 Government Primary Schools from Patoda tehsil, where Mulyavardhan intervention had been carried out for three years. It is worth mentioning that all Mulyavardhan teachers were imparted two months training in Mulyavardhan methodology before the schools opened for the academic session 2011-2012. Data was collected by MV teachers who had already established rapport with children's parents. All MV teachers were given appropriate inputs before they conducted interviews with parents.
RESULTS
The First Year (September 2009 to March 2010)
Analysis of Group-1 (n: 25) 'Experience Diaries' aimed at collating the concrete occurrences of behavior change among children (reported by MV teachers, government teachers, parents and community members) since they started with their daily Mulyavardhan lessons which continued from Sept 2009 to March 2010. Results are summarized in Figure1. Among the seven behaviors shown in Figure 1 'cooperation' is supported by nearly 63%, the highest percentage, of the total real occurrences (n: 60) demonstrating changes in children's behavior. Incidents related to changes in 'Caring' behavior are 10% of the total. The changes in the remaining five behaviors namely 'Respectful behavior towards'; 'Loving'; 'Truthful' and 'Resolving conflicts' are evidenced for each by about 7% of the total concrete occurrences.
Analysis of Group-2 (n: 25) 'Experience Diaries' intended to collate the insights of behavior change among children (reported by MV teachers, government teachers, parents and community members ) since the implementation of Mulyavardhan. The total number of insights culled out from the 25 'Experience Diaries' were 587. These insights were grouped into 14 behavior categories, almost double the number of categories for concrete occurrences of children's behavior. The results are summed up in Figure 2. The most dominant insights described children as happier and contended (17.72%); showing positive changes in their behavior (16.70%) and more cooperative (16.18%) since the implementation of Mulyavardhan. Cooperation among concrete occurrences of behavior overshadowed other behavior categories.
The next three insights namely 'resolving conflicts among peers'; 'respectfulness'; 'honesty' and 'self awareness' in order of their percentage frequency ranged between 6.81% to 9.54%. These observations are close to those ('respectful'6.78%; 'truthful' 6.78% and 'resolving conflicts' 6.78%) that came forth by analysing concrete occurrences of children's behavior. Children were perceived to be more 'disciplined' by 4.60% of insights. 'More interest in studies' 3.24%; 'observance of cleanliness' 2.90%; 'follows instructions' 2.73%; 'more confident' 2.39%. 'Affection and love towards animals'1.53% and 'liking for school'0.51% of total number of insights indicate that these behaviors are springing up.
The Second Year (February-March 2011)
The percentage of Principals and government teachers (non- participants) and MV teachers and students (participants) varied in the 'percentage expression' of their perception across all the behaviors presented in Table 1. The point of importance is that everyone perceived the similar/same behavioral changes in students since the implementation of Mulyavardhan program and thus triangulating the evidence in favor of Mulyavardhan. In this context both non participants (Principals and government teachers) and participants (MV teachers) expressed that students have become 'more disciplined' since the implementation of Mulyavardhan. The
perceptions expressed as 'better in conflict resolution' (Principal); 'reduced fighting' (government teacher); 'less conflict' (MV teacher) and 'not fighting' (student) are of same genre and point towards 'lesser fights' among students and if there is a conflict they are now better in resolving those. Both non- participants, that is, Principals ('improved interpersonal relationship and cooperation'); government teachers ('More cooperative') and participants, that is, MV teachers ('More cooperative') and students ('Helping others' and 'Playing together') suggest that students have become 'More cooperative' since the explicit teaching of values through Mulyavardhan. Another change in behavior of students mentioned by both non- participant observers (Principals: 'Increased honesty'; government teachers: ('Increased honesty') and participant observers (MV teachers: Honest; Students: Truthful and Honest) included 'More honest' than before imparting of Mulyavardhan.
vardhan and none among non- participants and MV teachers (participants) mentioned about it. Similarly only Principals observed students to be 'happier and more contented' since they learnt practicing values imparted by Mulyavardhan. Principals alone reported various positive changes in behaviors of students since exposure to Mulyavardhan the concrete examples are like 'keeping classroom neat and tidy'; 'following instructions' and 'showing proximity and affections to teachers'.
The Principals, MV teachers and students (self-report) reported that students have become 'more respectful' towards others that included more often teachers and elders. Government teachers and MV teachers found students 'More confident' since being exposed to Mulyavardhan. It was observed by Principals and government teachers that students 'attendance in the school has improved' and they take 'more interest in studies' (Principals) and 'drawing sketches' (government teachers) since the implementation of Mulyavardhan. Students' self-reports mentioned that they often practice 'Golden Rule ('treat others the way you would like to be treated by others') which they learnt in Mulya-
It is evident from the above observations that there is a strong 'first level' (where all non-participants and participants reiterate the same behavioral change) triangulated evidence of positive behavioral changes in students since the implementation of Mulyavardhan specifically that 'students have become more disciplined; more cooperative; more honest and fight less (more peace-loving). The 'second level' (where perceptions of three out of the four observers match) triangulation indicates students have become 'more respectful to teachers and elders'. The 'third level' (where two out of four observes perceive the same behavioral change in students) triangulation of evidence included behaviors like 'students attending school more often than before(improved attendance), 'take more interest in studies' and become more confident than before'. The 'fourth level' (perceptions of change in behavior of students by a single observer) is not a strong level of evidence though being perceptions of only 1.4% of Principals alone which were not endorsed by other observers. However, 18% students alone reported the biggest change they had observed among themselves was of
Table 1: The triangulated evidence: The perceptions of the non participants and participants about the changes in behavior of children since the implementation of Mulyavardhan in the adopted schools
observing 'Golden Rule'. It goes without saying that 'Golden Rule' is underpinned with a fountain of values with a potential of changing self and surroundings in terms of thoughts, feelings, attitudes and actions towards self and others and is a corner stone of all peace-making activities.
It is quite evident that overwhelming percentage of parents perceived that their children 'Always' (85.85%) show 'liking for the school' while only 11.43% show it 'often' and that leaves merely 2.72% parents' perceptions for 'sometimes'; 'rarely' and 'never'.
The Third Year (March-April 2012)
Parents' (n: 518) perceptions of their children' positive and negative behaviors are summed up in Figures 3 and 4, respectively on a five point 'Likert scale' (Always; Often; Sometimes; Rarely and Often).
Nearly 67% of parents perceived children 'always' 'observing personal hygiene' while 24.27% of parents observed that children 'often' 'observe personal hygiene. Less than 10% parents noticed that children either 'sometimes'; 'rarely or 'never' observed personal hygiene.
Just about 60% of parents' perceptions found children 'always' 'respectful to others' including parents, teachers and elderly persons, while
30% of parents felt that children are 'often' 'respectful. Among the remaining 10% of perceptions revealed that about 8% children were 'respectful' 'sometimes and nearly 2% happened to be so rarely.
Parents perceived that 49.18% of children 'always' showed 'honesty' and about an equal percentage (48.98) of them 'always' displayed 'personal responsibility'. 'Honesty' was perceived to be shown 'often' by children by 29.17% of parents. Children were perceived to show 'personal responsibility' 'often' by 32.30% parents. About 22% percent of parental perceptions categorized children into observing 'honesty' either 'sometimes'; 'rarely or 'never' and the corresponding percentage for showing 'personal responsibility' is 18.72%.
As per parents perceptions children 'always' (50.93%) showed 'pro-social behavior'. It was shown 'often' by 36.59% children. Remaining 12.48% children were perceived to exhibit 'prosocial behavior' either 'sometimes'; 'rarely' or 'never'.
Children were perceived to be 'Always' (47.17%) 'keen to learn' whereas 40.12% parents perceived that they are 'Often' 'keen to learn'. There are yet 10.33% parents who perceived that children who are perceived as only 'sometimes' showing either 'liking for school' or 'keenness to learn'.
Children were perceived to 'always' show 'self- control' by 28.16% of parents, whereas 40.97% of them perceived that it is only 'often' exhibited by children and yet 21.75% of them thought that it is only 'sometimes' observed among children
'Empathetic behavior' was perceived to be shown by children 'always' by 44.23% parents whereas 36.40% of them 'often' saw it in their children. Similarly 'high self-esteem' was perceived by 41.81% of parents to be 'always' evident among children while it was exhibited 'often' as found by almost equal percentage (41.94%) of parents.
Figure 4 summarizes parents' perceptions of negative behaviors among children with particular reference to aggression and beliefs related to aggression. A little over 50 percent of parents perceived that children do not believe that it is okay to show aggression in fight situations, whereas nearly 45% of parents observed that their children 'never' fight. Nearly 29% of parents viewed that their children 'rarely' show aggression and approximately 21% of parents felt that their children rarely believe that it is okay to use aggression in fight situations. Just about 25% of parents reported that that their children find aggression 'always' (6.48%); 'often' (10.02%) and 'sometimes' (8.45%) okay in fight situations. About 16% of parents perceived that children show aggression either 'sometimes' (12.96%); 'often' (7.99%) or 'always' (5.65%).
About 53% parents noted that children 'always' (18.57%) or 'often' (34.87%) use nonverbal communication signals like 'quiet signal' whereas almost 46% parents observed that children do so either 'sometimes' (30.06%) or 'never' (16.50%). Do children dissuade parents in case of violence in the family? Parents responses to this question revealed that only about 20% of parents perceived that children either 'never' (3.89%) or 'sometimes' (16.30%) persuade against violence. On the other hand, about 80% parents viewed that children 'often' (43.03%) or 'always' (36.78%) urged the parents to put off such a behavior. Parents perceived that children either 'always' (42.08%) or 'often' (31.66%) used 'golden rule' ("Do not do to others what you do not want them to do to you") to advocate non-violence in the family. Just about 20% parents observed that children 'sometimes' used 'golden rule' to earnestly advise family members to refrain from violence while a very few parents (6.39%) found children never using 'golden rule'.
Parents' perceptions of how children respond to the violent incidents in the family are presented in Figure 5. Just about 75% parents found that children 'never' (31.14%) or 'sometime' (44.30%) remain silent on observing violence in the family. About 25% children either 'always' or 'often' stay silent. Do children show displeasure in such situations? In response to this question, nearly 47% parents reported that children either 'always' (17.08%) or 'often' (30.63%) show displeasure and remaining about 53% parents perceived that children 'sometimes' (45.42%) or 'never' (6.87%) exhibit displeasure.
Parents were asked to put across their perceptions about children's reactions if they found someone smoking or chewing tobacco in the family or in the community? The percentage distribution of parents' responses is summed up in Table 2. About 51% parents expressed that children would 'never' just observe while nearly
34% of parents noted that children would 'just observe' sometimes only. Just about 20% parents perceived that children would 'never' go away from the person indulging in smoking/ chewing tobacco; however, 36% parents observed that the children would 'sometimes' leave the place. About 85% parents perceived that children either 'always' (44.86%) or 'often' (40.18%) dissuades the concerned person.
Table 2: Parents' perceptions of children's responses to 'Someone' found smoking or chewing tobacco
Parents were asked whether children ever stopped others in the family for various negative behaviors. The percentage distribution of parents' perceptions regarding children's 'stopping' initiatives is shown in Figure 6. About 37% parents reported that children definitely stopped
someone from cutting a tree, while nearly 45% were almost certain about children having stopped someone from cutting a tree. Similarly nearly 40% parents stated without doubt that children stopped someone from throwing garbage at an inappropriate place, whereas about 42% of them were almost certain that children did so. Children either definitely or in all probability stopped someone from hitting an animal was noticed by 37.89% and 48.05% parents. Parents (20.24%) expressed beyond doubt that children stopped someone from smoking tobacco, while 47.94% of parents were reported with almost certainty that children did so. About 14% parents stated beyond doubt that children stopped someone from drinking liquor, while 41.85% of parents stated in all probability that children did so.
DISCUSSION
Parents were asked about how they reacted to their children's 'stopping' actions regarding smoking; drinking; hitting; throwing garbage or cutting the trees etc.
Figure 7 summarizes parents' responses. About 46% parents 'always' took it kindly while just about 41% did so 'often'. The remaining 13% of parents only 'sometimes' (8.02%); 'rarely' (3.13%) or 'never' (2.35%) took it kindly. Almost 37% parents 'always' paid attention to children's 'stopping' actions while nearly 42% did so 'often'. About 13% parents 'sometimes' took notice of children's 'stopping' actions, whereas almost 6% parents 'rarely' paid attention to such actions. Only about 2% parents 'never' focused on children's 'stopping' actions. It was reported by 21.25% parents that children's' stopping' actions 'always' succeeded in making people refrain from various kinds of negative behaviors in the community. On the other hand nearly 40% parents stated that children's 'stopping' actions 'often' led people to refrain from various sort of indulgences.
The results as presented above amply elaborate the various kinds of changes that have occurred in children's behavior since implementation of 'Mulyavardhan' over a period of three years. The changes noticed by Mulyavardhan teachers during the first year (September 2009 to March 2010) of the intervention included real change examples and their own perceptions. The analyses of MV teachers indicated positive changes or improvements in children's behaviors like they being more 'respectful'; 'caring'; 'loving'; 'truthful'; 'cooperative'; deft in 'resolving conflicts'; 'disciplined'; 'observance of cleanliness'; 'affectionate towards animals and plants; 'readiness to comply'; 'confident'; 'self aware'; 'liking for school; 'interest in studies' and above all 'happier and contended'. The percentage distribution of perceptions of MV teachers regarding these changes varied widely across the spectrum (as just been mentioned above) of children's behavior. The scenario could be best explained through an analogy to sowing seeds of plants of varied genera, which due to their intrinsic attributes differentially sprout and root to the soil. In the same way, some of the behavioral changes among children could be perceived in miniscule proportions compared to others. Some of the changes may require longer time than others to become visible.
Triangulated evidence about the behavioral changes in children was gathered for the second year of intervention (February- March 2011) through the perceptions of the non-participants (Principals and government school teachers) and
participants (MV teachers and school children). The triangulation pointed out that improvement in children's behavior was supported by varied percentages of perceptions across non-participants and participants. However, it entails similar behaviors across both the groups, non-participants and participants. The positive behavioral changes put across included 'cooperation'; 'helping others'; inter-personal relations'; 'disciplined; 'honest'; 'confident'; 'respectful and obedient'; 'attendance'; interest in studies; 'truthful and honest'; 'conflict resolution skills; 'happier and contended'. This evidence was corroborated with many real life instances supporting their perceptions.
India has made education free and compulsory up to the age of 14 years to improve educational quality. Though many initiatives have improved the percentage of access and retention, problem of irregular attendance, extended absenteeism and repetition affect many schools across the country. Children belonging to disadvantaged communities and living in rural/remote areas are vulnerable to these problems in particular (Govinda and Bandyopadhyay 2008; Pratham-ASER Report 2007). Causes of absenteeism include health problems, school phobia, anxiety and truancy among children (Kearney and Silverman 1993). Educational Consultants India Limited (2008) reported that overall average attendance rate of students in India at primary level was 68.5% and 75.7% at upper primary level. Absenteeism is the most challenging problem as it is the initial factor leading to drop out problem being faced by schools all over the country. In this context, 91% to 97% observations by parents indicating children either 'always' or 'often' exhibiting 'liking for school' and 'observing personal hygiene' are very encouraging results of the intervention. This is the most welcome change that has happened in children themselves. It may be mentioned that
At the end of the third year of intervention, parents' perceptions regarding the changes in the behavior of children were gathered through a structured interview schedule. The aim of including parents for collecting evidence was twofold, one regarding the changes they perceive in their children's behavior and second to get to know from parents whether children are applying Mulyavardhan learning in real situations or learning is limited only to the four-walls of the classroom.
Mulyavardhan objectives did not focus on 'enhancement of children's liking for school', the observation that 97% of parents perceiving their children now 'like going to school' is a spillover of great significance in the context of the problem of 'absenteeism'. Similarly, observance of 'personal hygiene' among children was perceived to be 91% either 'always' or 'often' is a major contributing factor to overcome many health problems. This might be an indirect factor to improve attendance in school.
It is quite evident that the changes which were palpable at the end of the first year of intervention grew stronger through another two years of intervention and became too conspicuous to be missed by parents. Since Mulyavardhan is a school based program where MV teacher uses unique child centered methodology to impart MV lessons, may be for these reasons, it could be believed that MV teacher wields tremendous influence on children.
It was encouraging to note from the analyses of parents perceptions to many questions asked to probe the changes in children and application of Mulyavardhan learning beyond classroom. Overwhelming percentage (80 to 86%) of parents noticed either always or often the positive changes in various domains of children's behaviors such as 'Pro-social'; 'Empathetic'; Personal responsibility'; 'Respect for others'; 'Honesty'; 'Self control'; 'Personal hygiene' and 'Self esteem'. Parents' perceptions (about 73%) regarding aggression among children convey that children either never or rarely show aggression and similarly (75% parents' perceptions) they never/rarely believe that fight is okay in anger situations. These perceptions of parents indicate that children have become more peace loving.
All these positive changes that occurred in children may have helped them to become more confident, more articulate, and more powerful. These positive changes could have transformed children to become active agents to bring forth positive changes in the members of their families and communities. It became evident from parents' responses to the questions related to children's moral engagement in opportunities that daily living often provides them. At the end of three years intervention, parents reported that 75% children are not silent spectators to incidents of family violence and 84% of them would not just observe a person smoking or chewing
tobacco. In such situations parents reported that more than 80% children do not hesitate to show displeasure; would mediate using non-verbal peace signals; would dissuades them to refrain from and most often (93%) would use 'golden rule' to advocate the logic behind his efforts. Similarly, parents reported that most often than not children had virtually stopped someone in the family from cutting a tree; throwing garbage at an inappropriate place in the village; hitting an animal; smoking tobacco and from drinking alcohol.
It may be mentioned that efficiency, effectiveness and legitimacy of Mulyavardhan is limited to inculcating morals and values among children to shape them into righteous and peaceful citizens of the nation. Mulyavardhan genuinely aims at building critical capabilities in children so that they could analyse various issues related to self, family and the community and act independently. It aims at empowering them to freely make their own decisions. Thus, 'children turning change agents' is a spill over of this program.
Parents perhaps feel motivated by such actions of children and that could be the reason that nearly 85% of parents take it kindly and about 79% of them pay attention to the 'stopping' reactions of their children. It was amazing to note the effectively of children's 'stopping' reactions from parents' perspective. In this context just about 21% parents reported that 'stopping' incidents had always led someone to drop the negative behavior whereas 40% held the view that it often caused the concerned individual to refrain from.
The Peace, Moral and Values Education Programs like Mulyavardhan are supported by evidence of infusing positive behavioral changes among children and turning them adequately self-confident, assertive, articulate and competent social actors to take stand (despite unequal power relations between adults and children) for the "Positive Actions" in their families and communities.
The experiences as described above have revealed that it is imperative to provide intervention like 'Mulyavardhan' to children to facilitate the desirable changes in their web of values, morals and virtues. The present intervention seems to have helped children understand and internalize the core values and therefore, it had empowered them to make choices, judgments and decisions more intelligently and meaningfully. Once the children are initiated in the process of change, the present presentation proves beyond doubt that the positive changes, many more than which are presented here, will be rolling out in the families and communities. These changes might be happening at micro level initially but continuity of school based intervention could ensure beyond doubt the changes at macro level too. Thus 'Mulyavardhan' a school-based peace, moral and values education program has the potential of empowering young children to act own their own to affect positive changes in their families and communities.
REFERENCES
Educational Consultants India Limited 2008. Study of Students' Attendance in Primary and Upper Primary Schools. New Delhi: India.
Government of India 1949. Report of University Education Commission, 1948-49. New Delhi: Ministry of Education.
Government of India 1946. Report of the Religious Education Committee. New Delhi: Central Advisory Board of Education.
Government of India 1953. Report of Secondary Education Commission, 1952-53. New Delhi: Ministry of Education.
Government of India 1966. Report of Education Commission, 1964-66 on Educational and National Development. New Delhi: Ministry of Education.
Government of India 1960. Report of the Committee on Religious and Moral Education, 1959. New Delhi: Ministry of Education.
Government of India 1983. Report of the Working Group to Review Teachers' Training Programme: In the Light of Need for Value Orientation. New Delhi: Ministry of Education.
Government of India 1990. Report of the Committee for Review of National Policy on Education, 1986. New Delhi: Ministry of Human Resource Development.
Government of India 1986.National Policy on Education, 1986. New Delhi: Ministry of Education.
Government of India 1992. Report of Core Group on Value Orientation on Education. New Delhi: Planning Commission.
Government of India 2001. Census of India, 2001. New Delhi: Ministry of Home Affairs.
Government of India 2000. Parliamentary Standing Committee on Human Resource Development, 199699. New Delhi: Human Resource Development.
Govinda R, Bondyopadhyay M 2008. Access to Elementary Education in India: Country Analytical Review. New Delhi: NUEPA.
Kearney CA, Silverman WK 1993. Measuring the function of school refusal behaviour: The school refusal assessment scale. Journal of Clinical Child Psychology, 28(27):77.
Madras High court 2012. Court Directive on Moral Education. The Hindu, April 4, 2012.
National Council of Education Research and Training (NCERT) 2006. National Focus Group on Education for Peace: Position Paper. New Delhi: NCERT.
Mehta 2011. Moral Education is a Must to Weed Out Corruption. Times of India, December 7, 2011.
Pratham 2007. Annual Status of Education Report (Rural), 2006. New Delhi: Assessment Survey Evaluation Research Centre.
Viswanathan G 2012. Impart Moral Education in Schools. Indian Express, April 11, 2012.
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Possible Solutions
a) Look at each item and decide if each item is a want or a need. Circle the items you decided were needs and explain your thinking.
The shoes, clothing, food, water, and house are examples of basic needs or things needed to survive so they are needs.
b) Michael saved 10 dollars from the money he earned helping his dad rake leaves. He needs a new supply box for school that cost 4 dollars. If he buys the supply box, how much will he have left to spend on other things he wants?
10 dollars – 4 dollars = 6 dollars
10 – 4 = 6
Michael has 6 dollars left to spend on things he wants. | <urn:uuid:d16d352a-57da-4bf2-8898-ec024e8707a5> | CC-MAIN-2021-43 | https://www.math4texas.org/cms/lib6/TX01927955/Centricity/Domain/22/K.9D%20Possible%20Solutions.pdf | 2021-10-18T21:01:16+00:00 | crawl-data/CC-MAIN-2021-43/segments/1634323585209.43/warc/CC-MAIN-20211018190451-20211018220451-00068.warc.gz | 1,050,666,953 | 144 | eng_Latn | eng_Latn | 0.999636 | eng_Latn | 0.999636 | [
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Continuing the conversation… Alcohol in Ottawa
Why talk about alcohol? How much are we drinking?
How often do we drink?
What are the effects of alcohol:
- Acute and chronic health effects?
- Second-hand effects?
- Financial and social costs?
Do we need a change? What does the change look like? How do we move towards a culture of moderation?
Who should be involved? How can I make a difference?
What shapes alcohol problems in our community? 1
Media
Advertising and other media messages shape how alcohol is perceived; it can be a positive or negative influence depending upon what is being shared.
Access to alcohol
The number of locations where alcohol is available i.e. licensed bars/ restaurants, stores including hours and days of sale shape alcohol use and potential problems.
Community Norms
Social expectations and acceptance influences drinking patterns; this is true for heavy drinking, binge drinking and other alcohol related problems.
Policy Enforcement
Enforcing public and private policies shape how alcohol is promoted, sold and consumed within a community.
1 Adapted from the Marin Institute "What shapes alcohol problems in your community" Infographic
Alcohol Use in Ottawa
How much are we drinking?
83% of adults (19+) drink alcohol (595,000)
54% of grade 12 students binge drink 2
44% of young adults (19-24) binge drink 3
22% of adults (19+) exceed weekly Canada's Low-Risk Alcohol Drinking Guidelines 4
What are people saying?
"I enjoy going out for drinks with friends. Sometimes it's one or two, sometimes it's a party. We've always been safe about where we are drinking and not driving and I think that just comes down to awareness and keeping an eye out for each other." (Respondent aged 19 to 24 years old)
"I have seen families torn apart by alcohol misuse, have experienced the stressed filled trip to emergency department with a daughter who drank a whole mickey herself- thinking drinking made for a great time with friends; have lost people I love to drinking and driving..." (Respondent aged 45 years and older)
"I have lost family members from alcohol and drug use and abuse. I have witnessed spousal violence due to substance use. The long-term effects last for generations. It can absolutely begin by innocent drinking in youth. When it does, it is extremely difficult to get out of that habit and stunts growth." (Respondent aged 25 to 44 years old)
Ottawa's daily alcohol costs: Second-hand effects by the numbers
For details Status of Alcohol in Ottawa: Let's Continue the Conversation 2016 report https://documents.ottawa.ca/sites/documents.ottawa.ca/files/state_of_alcohol_2016_en.pdf
Continuing the conversation… Alcohol in Ottawa
|
Ottawa Public Health
2
Reducing alcohol problems in our community
Everyone has a role to play to change the drinking culture in Ottawa including decision makers. Together we can create a more positive and low risk drinking community. Some examples 5 for individuals, school, or local leaders are:
Individuals in the community
Find out what others are saying about alcohol in Ottawa, join the conversation.
Read and share the Status of Alcohol in Ottawa: Let's Continue the Conversation 2016 report.
Check your own drinking practices by taking the anonymous survey at Ottawa.ca/checkyourdrinking.
Find out how to lower your health risk. Check out Canada's low risk alcohol drinking guidelines and share with friends, family, colleagues and clients. http://www.ccsa.ca/Resource%20Library/2012-Canada-Low-Risk-Alcohol-Drinking-GuidelinesBrochure-en.pdf.
Talk to your councillor about alcohol in Ottawa. Support and participate in family friendly, alcohol free events.
Model low risk alcohol consumption and talk to your children/youth about alcohol. Find information at Ottawa.ca/parenting in Ottawa.
Act as a role model for your peers and demonstrate low risk drinking.
Post-Secondary Institutions / School Boards
Support campus/community partnerships to reduce binge drinking.
Create or review alcohol policies to strengthen, promote and enforce policies including alcohol policies within student residences.
Advocate for stricter alcohol advertising regulations. Increase media awareness on alcohol advertising.
Seek out leadership opportunities to raise awareness about alcohol.
Speak out against alcohol marketing and promotion targeting youth and young adults.
Continuing the conversation… Alcohol in Ottawa
|
Ottawa Public Health
3
Leaders
Enforced liquor laws in the community and around licensed establishments reduces problems.
Speak up to support partnerships to reduce binge drinking. Community leaders can support public health and safety of all residents.
Monitor and report alcohol promotion and pricing that encourages binge drinking including cheap drinks special or targeted drink promotion e.g. ladies night.
Promote data collection, monitoring of alcohol use and related harms. Information builds the case to support community programming.
Promote or renew workplace alcohol policies. Example: workplace alcohol policies. http://documents.ottawa.ca/sites/documents.ottawa.ca/files/documents/sp_substance_misuse_en.pdf
Municipal Governments
Support and work with community and public health partners.
Renew Municipal Alcohol Policy to strengthen, promote or enforce existing policy.
Encourage Safer Bar Policies to reduce violence and alcohol related problems in licensed establishments and bars.
Health Organizations
Support and enable collection and monitoring of alcohol data to track harms. Promote Check your drinking tool. Tool found at Ottawa.ca/checkyourdrinking.
Promote Screening, Brief Intervention and Referral (SBIR) for screening and timely access to services required. http://www.sbir-diba.ca/
For More Information
Contact the Ottawa Public Health Information Line:
Phone: 613-580-6744 | Email: firstname.lastname@example.org
|
Web: OttawaPublicHealth.ca
2 Ontario Student Drug Use and Health Survey defines binge drinking as having 5 or more on same occasion in past four weeks
3 Low Risk Alcohol Drinking Guidelines defines binge drinking for adults as 4 or more for women and 5 for men on one occasion in past year.
4 Low Risk Alcohol Drinking Guidelines defines weekly limits as 15 drinks for men and 10 drinks for women
5 Adapted with permission from Kingston Frontenac Lennox and Addington Health Unit
Continuing the conversation… Alcohol in Ottawa
|
Ottawa Public Health
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World War One Fact Sheet
Titanic Quarter
Ropeworks
RMS Olympic
Photograph © National Museums Northern Ireland
Collection Harland & Wolff, Ulster Folk & Transport Museum
World War One
1914 witnessed the start of World War One (WW1). Over nine million soldiers and an unknown number of civilians lost their lives in this devastating series of historical events.
Historians have estimated that about 200,000 Irish soldiers served in the Army and Navy from 1914 to 1918. Little did 50,000 of these men realise that they would disembark on an ill-fated journey to the first truly global conflict.
Here in Titanic Quarter we have an island filled with historical importance relating to WW1. Harland & Wolff, their Chairman Lord Pirrie, the ships that were built and fixed here as well as the local community that worked on Queen's Island all had significant parts to play in WW1.
This factsheet details some of the facts and links between Titanic Quarter and WW1. It is by no means a finite list, but aims to give an overview and act as a sign post for our Titanic Quarter stakeholders, encouraging greater participation in 2016 activities.
This factsheet will be periodically updated as new resources become available. For further useful information visit the Titanic Foundation resources page:
Click here
Contents
1 The Shipyards
* The Role of Harland & Wolff
* Lord Pirrie, chairman of Harland & Wolff 1895–192
* Workman Clark
3 The Ships
* HMS Caroline
* SS Nomadic
* RMS Olympic
* HMHS Britannic
* RMS Titanic
* SS Result
* HMS Hawke
* RMS Lusitania
Commemoration to the Irish Sailor in the Great War
The 31st May 2016 is the chosen date to mark the contribution of all involved in war and life at sea 1914 – 1918. The event will be run in Belfast next to Jutland's only afloat survivor, HMS Caroline, and will include her official opening as a heritage visitor attraction in Titanic Quarter.
The commemoration will connect people in maritime activity a hundred years ago with descendants, and to those engaged in similar activity today.
To get involved click here
8 Public Record Office of Northern Ireland (PRONI)
9 Titanic's Dock and Pump-House
10 Belfast Harbour Commissioners Records
11 East Belfast Connections
12 Useful Contacts and a few more Resources
1. The Shipyards
Role of Harland & Wolff
* During WWI Harland and Wolff along with D. and W. Henderson and Co, were the main shipbuilders for standard war designs.
* They built monitors and cruisers, including the 15-inch gun armed "large light cruiser HMS Glorious." HMS Glorious was the second of the Courageous-class battlecruisers built for the Royal Navy during WW1.
* When war was declared on 4 Aug 1914, merchant shipbuilding fi ms like Harland and Wolff, which had no admiralty work on hand, were immediately disadvantaged as supplies were diverted to yards with naval vessels under construction.
* Lack of materials caused production to slow down or even halt, and that in turn forced many men to enlist. In this first eek of war Pirrie suggested that contracts should be suspended and all yards placed on half time working.
* At the end of July 1914, the company employed a total of 24,425 people throughout the organisation. By the end of October it had only fallen to 18,412.
* However in October 1914, H&W was given the unusual task of converting ten cargo liners into dummy battle ships for the special service squadron.
* H&W had a sudden influx of urgent Admiralty work and this placed a great strain on their work force. More men had to be recruited and by the end of the year the number employed had been recovered to over 20,000.
* In 1915 the build of HMS M33 was subcontracted by Harland and Wolff to the nearby yard of Workman, Clark & Company. A monitor of the Royal Navy, she was built as part of the rapid ship construction campaign following the outbreak of WW1. Ordered in March 1915, she was launched in May and commissioned in June; an impressive shipbuilding feat. She saw active service in the Mediterranean during WW1 and in Russia during the Allied Intervention in 1919. She was used subsequently as a mine-laying training ship, fuelling hulk, boom defence workshop and flo ting office, being renamed HMS Minerva and Hulk C23 during her long life. The ship is currently on display in Portsmouth Historic Dock.
Further details click here
* The H&W work force had responded brilliantly to the challenges presented to them with the abundance of admiralty work directed their way and this continued right up until the end of the war.
* When armistice was declared on the 11th November 1918, H&W's work force spontaneously downed tools and took a week's holiday to celebrate.
* On Monday 18 November Lord Pirrie issued a manifesto to shipyard workers and marine engineers:
"The war is over in the field, but not in the ship yards, Germany is beaten but she cannot give us back all the shipping she has destroyed."
* Harland and Wolff built 174 vessels for the Royal Navy in its Belfast yard between 1868 and 1969. These include gun boats, depot ships, yachts, monitors, cruisers, destroyers, aircraft carriers, patrol boats, tugs, trawlers, mine sweepers, corvettes, tankers, frigates and assault ships.
Further details click here
1
2. The Shipyards
Lord Pirrie, chairman of Harland & Wolff 1895 – 1924
* Pirrie served as Lord Mayor of Belfast between 1896 and 1898. He was ennobled as Baron Pirrie in 1906, appointed a 'Knight of the Order of St Patrick' in 1908 and made Viscount Pirrie in 1921.
* Pro-Chancellor of the Queen's University, Belfast from 1908 to 1914, Lord Pirrie was also a member of the Committee on Irish Finance as well as Lieutenant for the City of Belfast (both 1911) the years before WW1.
* During the war he was a member of the War Office Supply Board, and in 1918 became ComptrollerGeneral of Merchant Shipbuilding, organising British production of merchant ships.
* After the war Pirrie remained active in Northern Ireland's political scene, being elected to the Northern Irish Senate in 1921.
Workman Clark
Situated next door to Harland and Wolff, Workman Clark & Co became known as the 'Wee Yard'. This was an understatement as their output exceeded that of H&W in several years pre WW1.
Although the yard only built eleven vessels for the Royal Navy, it modified and repaired many battle cruisers, cruisers, destroyers, frigates, minesweepers and submarines during WW1. Sadly the yard closed in 1935 with the majority of the facilities being purchased by H&W.
Lord Pirrie Photograph © National Museums Northern Ireland Collection Ulster Folk & Transport Museum
A view of the North Yard of Workman Clark with the
South Yard and Alexandra Dock Works in the background
3. The Ships
The Role of HMS Caroline
HMS Caroline, a light cruiser, is the last survivor of the Battle of Jutland and the last survivor of the Grand Fleet which lay at the heart of Britain's power and politics in the period 1905 – 1918. Located in the Alexandra Dock, Titanic Quarter, it is currently undergoing significant restoration and refurbishment, funded via Heritage Lottery Fund and Tourism NI. The ship will become a heritage and education facility focussing on the importance of the Battle of Jutland as well as the decades that HMS Caroline has spent in Belfast (since 1924). The ship is due to open to the public to mark the centenary of the Battle of Jutland in May 2016.
* HMS Caroline was built in Birkenhead within one year and was the fastest ship of her size at that time.
* She was launched on 21 September 1914, and commissioned on 4 December that year.
* During her career, Caroline protected trade by undertaking regular North Sea patrols in WW1 and, later on, convoy screening.
* She almost didn't take part in the Battle of Jutland as her steering gear failed as the fleet left Scapa Flow on the evening of 30 May 1916.
* Her role in the Battle of Jutland was as part of a screening force intended to find the enemy fleet and report back on them, whilst protecting the Grand Fleet from attack.
* Jutland was the only engagement in which she made contact with an enemy unit. Caroline opened fire at 7:30pm on 31 May 1916 at a range of 9,200 yards, fi ing three 6 inch and nine 4 inch rounds. She later fired two torpedoes which went towards the German dreadnought Nassau. She then retreated under fire and eventually returned to Scapa Flow on 2 June 1916.
* Today, Caroline is the only ship that fought at Jutland to have survived.
* After the Battle, she spent the remainder of the war patrolling, exercising, and experimenting with minesweeping equipment and aircraft. She had a flying off platform built on her forecastle which enabled a Sopwith Camel to take off, but not to land. Sopwith Camel was the most famous British fig ter aeroplane of WW1.
The Ships
The Role of SS Nomadic
* SS Nomadic arrived in Cherbourg on 3 June 1911 to begin her tendering duties for the White Star Line. On 10 April 1912 she transported 274 passengers to RMS Titanic for the doomed liner's maiden voyage.
* During WW1 and until 1919, SS Nomadic was requisitioned by the French government and she saw service as an auxiliary minesweeper and patrol ship, also ferrying American troops to and from the harbour in Brest (France).
* SS Nomadic was commissioned by the White Star Line in 1910, to tender for their new ocean liners RMS Olympic and RMS Titanic, which were too large to dock in Cherbourg Harbour. She and her running mate ferried passengers, their baggage, mail and ship supplies to and from large ocean liners moored off-sho e.
* After the war, she returned to her tendering duties, but in 1927 she was sold and continued to tender under the ownership of the Compagnie Cherbourgeoise de Transbordement.
* The SS Nomadic has been restored to her original glory and is back home in Belfast's historic Hamilton Dock in Titanic Quarter. Visitors can go on board and experience over 100 years of authentic maritime and social history.
The Role of RMS Olympic
* Olympic was built at the same time as Titanic, one of the White Star Olympic Class liners, and launched in 1910.
* With WW1 underway, in October 1914 Olympic helped rescue survivors from the British battleship HMS Audacious off the coast of Northern Ireland.
* The Olympic was also attacked three times by German U-Boats, and even by an airplane, but survived each time. In one instance a torpedo actually struck the ship, but luckily failed to explode. Olympic was nicknamed "Old Reliable" by troops who sailed on her during the war.
* In 1915, the Olympic became a troop transport for the British government. During the War she carried 150,000 troops, about 40,000 other passengers, steamed over 180,000 miles, and burned over 345,00 tons of coal.
* In May of 1918, the Olympic became the only merchant ship to deliberately ram and sink a U-boat when she sent the German submarine U-03 to the bottom of the ocean.
Further details click here
* With the war over in 1919, the Olympic was overhauled and returned to service as a passenger liner by June of 1920. The boilers in the ship were also converted to burn oil instead of coal. Throughout the 1920s Olympic remained one of the most popular liners on the Atlantic.
The Ships
The Role of HMHS Britannic
* Construction of Britannic, the third of the White Star Olympic Class liners, was slowed by the loss of Titanic, labour difficulties, and the start of WW1.
* The ship's maiden voyage, originally planned for September 1914, was pushed back to the spring, 1915. But with the war still raging, Britannic stayed at Belfast to await better times.
* In November of 1915, the partially completed Britannic was taken over by the British navy and converted into a hospital ship. Britannic was set up to carry over 3,300 wounded soldiers back to England. The ship was painted white, with a green line and red crosses on the hull.
* RMS became the HMHS (His Majesty's Hospital Ship) Britannic was the third "wonder ship" to be built. Originally, the ship was to be named "Gigantic," but due to the loss of the Titanic, her name was changed to Britannic.
* Britannic served in the Gallipoli campaign, which was one of the greatest Ottoman Army's victories during the war.
* Britannic returned back to Harland & Wolff in June 1915 for a refitting as a liner and then was called back in to service.
* Britannic left on her maiden voyage to the port of Mudros on December 23, 1915. (Mudros is on an island in the Mediterranean Sea) Over the next 11 months, the liner made 5 long voyages between Great Britain and Mudros, bringing over 15,000 wounded troops back home.
* Britannic's sixth voyage was never completed. The ship struck a mine (probably, it may have been a torpedo) near the Greek island of Kea. She only lost 55 people, in spite of sinking faster than Titanic, demonstrating that the post Titanic improvements worked.
* Britannic still rests off the G eek Island. There has been ongoing discussions to retrieve the ship or parts of the ship and bring them back to Belfast.
The Ships
RMS Titanic
Titanic Survivors who went on to serve their country in WW1
At present it is unknown whether research has been conducted on this topic or not. Although we do not have a full list of Titanic survivors who went on to serve for their country in WW1 we do have several names that have great signifiance.
by a U-Boat on 17th April 1917. He did not survive and is commemorated on the Tower Hill Memorial in London.
1 Second Officer Charles Herbert Lightoller (crew). He served in WWI and was involved in ramming a U-Boat and downing a Zeppelin with his ship's machine-guns. He was awarded the DSC + Bar. He later sailed his boat 'Sundowner' to Dunkirk for the evacuation in WWII.
2 Able Bodied Seaman William Chapman Peters (crew). Later served on, and survived the sinking of, the Lusitania.
3 Bernard McCoy, passenger, served in the US Army from 3 April 1918 until 12 June 1919.
4 Lookout, Archibald Jewell (crew), was serving on SS Donegal, a hospital ship operating in the English Channel, when it was sunk
5 Fireman, Arthur John Priest (crew), was also on SS Donegal when it was sunk. Had also served on the Olympic when it hit HMS Hawke, and the Britannic when it sunk in 1916. His other ship, Alcantara was also sunk! He died in Southampton from pneumonia in 1937.
6 Stewardess Violet Constance Jessop (crew), was on-board the Olympic when it collided with HMS Hawke in 1911 and she was also on-board the Britannic as a nurse when it struck a mine in the Aegean. When the Britannic was sunk she claimed that her auburn hair helped her be spotted and rescued. She also said of the sinking of the Britannic:
''I leapt into the water but was sucked under the ship's keel which struck my head. I escaped, but years later when I went to my doctor because of a lot of headaches, he discovered I had once sustained a fracture of the skull!"
7 Jean Scheerlinckx passenger from Haaltert, Belgium. Served in the Belgian Army from 1914 to 1918.
8 Julius Sap, passenger, born at Rek near to Zwevezele in Belgium. Served in the Belgian Army from 1914 to 1918. Titanic Boarding Ticket: 345768, paid £9.10s.
9 Richard Norris Williams II, passenger, served with distinction in the US Army in WWI, won the Chevalier de la Legion and the Croix de Guerre.
Unfortunately there is hardly any documentation on any other names of the Titanic Survivors who may have gone on to fig t for their country in WW1. Details have not been possible to verify, largely because for tax and other reasons sailors served under a variety of names, and sometimes assumed each other's identities.
The Ships
The Role of SS Result
Whilst not located in Titanic Quarter, the Ulster Folk and Transport Museum at Cultra is easily accessible. This is the home of SS Result, a ship built in 1893 in Carrickfergus and requisitioned by the Royal Navy to act as a Q-ship in WW1. There has been some tentative discussions to relocate SS Result to Titanic Quarter, however this is likely to be a longer term vision post 2016.
Further details click here
The Role of HMS Hawke
HMS Hawke (built in Chatham Dock) in February 1913 joined the training squadron on the outbreak of WW1, Hawke, together with the other Edgars from Queenstown, formed the 10th Cruiser Squadron, operating on blockade duties between the Shetland Islands and Norway. HMS Hawke was lost on 15 October 1914 when she was struck by a German submarine in the North Sea. Among those who perished were at least 11 sailors from the East Belfast area. Further research on HMS Hawke is available on History Hub Ulster
Further details click here
The Role of RMS Lusitania
Whilst not built by H&W, the Lusitania was built at the same time as Titanic by the Cunard Company – White Star Line's competitor.
* Lusitania was the largest, fastest, and most luxurious transatlantic passenger liner in the world at the time of her launch, although she was soon eclipsed in size and luxury by rivals Olympic and Titanic.
"the hideous policy of indiscriminate brutality which has placed the German race outside of the pale. The only way to restore peace in the world, and to shatter the brutal menace, is to carry the war throughout the length and breadth of Germany. Unless Berlin is entered, all the blood which has been shed will have fl wed in vain"
* Lusitania became a casualty of WWI, sailing into a deadly war zone patrolled by 15 German submarines. On May 19 she was torpedoed off the coast of Ireland by the German U-boat U-20, sinking in 18 minutes. All the U-20 needed was a single torpedo to send the passenger ship to the bottom of the sea.
* She was six days out from New York and nearing her destination of Liverpool. On board were 1,300 passengers – including 129 children – and a crew of nearly 700.
* There is still controversy as to why the Lusitania travelled into what the Germans had designated a war zone, dense with U-boats, without any protection from the Royal Navy.
* The wreckage of Lusitania lies about 300 feet under water and approx. 11 miles south of the Old Head of Kinsale, Ireland.
The British propaganda machine went into overdrive condemning the sinking as an act of piracy. "The Times" referred to the sinking by condemning those who doubted German brutality:
The sinking of Lusitania was used to instigate anger against the Germans and an entire campaign was launched to recruit Irishmen in to the army – recruitment was not compulsory in Ireland at this time and these campaigns were seen to work effectively.
One famous poster read
"Irishmen avenge the Lusitania – Join an Irish Regiment."
8. Public Record Office of Northern Ireland
Public Record Office of Northern Ireland (PRONI) is the official archive for NI, holding over 3 million public and privately deposited records. It is based in Titanic Quarter and provides public access to its collections. PRONI has a wide range of records, including letters, diaries and memoirs, relating to the War and to contemporary events in Ireland. Unfortunately there is not much specifically relating to the Battle of Jutland. There are a couple of eyewitness accounts and some passing references. PRONI also have Wills for 6 men from Belfast who were killed in the battle.
* First World War Sources A guide to documents held in PRONI For more information
* Derry/Londonderry War Memorial records - these records contain details of soldiers from the city who fought and died during WW1.
* To mark the 100th anniversary of WW1, PRONI is producing a monthly blog recording the experiences of men and women who lived through the years 1914 to 1918.
For more information on WW1 Journals
* Manuscript Sources for the Study of WW1 in PRONI - This comprehensive document will help guide users to the wealth of papers, volumes, letters, images, and scrapbooks relating to WW1 which are held within the collections at PRONI.
For more information on Manuscript Sources for the Study of the WW1 in PRONI
For Source
* BEd (Hons) Students from St. Mary's University College and Stranmillis University College, Belfast, researched PRONI's archives to produce learning resources aimed at Key Stage 3 students on the topics of 'Women in Wartime and Recruitment'
WW1 Learning Resource on Women in Wartime
WW1 Learning Resource on Recruitment
9. Titanic's Dock and Pump-House
On the walls of the Pump-House there are several genuine artefacts from WW1. These are stretchers which would have been used by men trained as stretcher bearers who would provide aid and help save those who had been wounded or made ill by the unique conditions of the war.
The Thompson Pump-House War Memorial is situated on the side wall of the original pump-house for the Titanic Dock. This was originally installed in the North Yard of Workman, Clark and Co. It was commissioned by Mr & Mrs Frank Workman to commemorate over 120 men from the shipyard including their only son Edward who fell in WW1. After the closure of the Workman, Clark and Co shipyard, the memorial was reinstalled in this position. Originally unveiled by Sir Edward Carson MP, it was rededicated for public display on Friday 16 May 2008 by the First Minister for Northern Ireland, Dr Ian Paisley MP. The memorial is the work of renowned Northern Ireland sculptress Sophie Rosamund Praeger (1867-1954). The design consists of a portrait of Edward Workman, flanked y the names of men from the shipyard and was originally supported by a pictorial frieze showing the story from enlistment to battlefield.
In good conditions two men could carry a wounded man on a stretcher. However, after heavy rain it took four men to lift a stretcher. It was pointed out in a letter that was sent back home to a relative from a stretcher bearer:
"It took six of us to carry one man. You have no idea of the physical fatigue entailed in carrying a twelve stone man a thousand yards across muddy field ."
10. Belfast Harbour Commissioners Records
PRONI have a series of records relating to Belfast Harbour in the WW1, this includes papers on the harbour defences, dating back to 1910, correspondence on the operation of the harbour during the War and registers of ships using the harbour on official service, 1914-18.
11. East Belfast Connections
East Belfast
There is currently a First World War community research project underway – 'East Belfast and the Great War'. This is a two year research and community engagement project supported by the Heritage Lottery fund. Their aim is to tell the story of WW1 through the eyes of the men and women of East Belfast.
For more information
Linen Works
Linen had a huge role to play during the war – uniforms, essentially the covering for aeroplanes and many other uses. There was £11m of war orders for it; Lord French said, 'The war was won on Ulster wings'. All production went to the war effort and with the lack of foreign flax la ge areas, including Fort William Golf Club were turned over to growing it. Belfast was the linen capital of the World and the industry survived the war it was the later 1920s depression that knocked it back – though proportionately Belfast was probably still dominant until after WWII.
Ropeworks
By the early 1900s the Belfast Ropework Company had proved so successful that it could claim to be the largest single ropework in the world. Jointly founded by Gustav Wilhelm Wolff, of Harland & Wolff and providing employment for many wives and daughters of Harland & Wolff employees. Belfast ropeworks developed and manufactured their own machines using castings produced by local foundries.
This establishment was the largest of its kind in the world at this time, covering 40 acres of ground. The works were composed of four factories, known as the Bloomfield Factory, Pottinger Factory, Connswater Factory, and the Cord Factory.
The Ropeworks played a major role in WW1, from manufacturing submarine nets to tethers for barrage balloons (refer to PRONI's archives).
12. Useful contacts and other resources
Titanic Belfast
SS Nomadic
History Hub Ulster
Contact:
Nomadic Project Manager
Titanic Belfast have recently delivered a series of projects in partnership with PRONI, East Belfast Partnership and North Belfast Partnership.
Contact:
Learning & Outreach Manager
Siobhán McCartney
T +44 (0)28 9076 6387
E siobhanmccartney@ titanicbelfast.com
M +44 (0)7584074095
W www.titanicbelfast.com
PRONI
Contact:
T (+44) 028 9053 4811
Ian Montgomery, PRONI
E email@example.com
W www.proni.gov.uk
HMS Caroline
Contact:
General Manager
Jamie Wilson,
T (+44) 07497771317
W www.nmrn.org.uk
E firstname.lastname@example.org
Titanic Foundation Limited
Preserving Belfast's maritime & industrial heritage.
Contact:
E email@example.com
T (+44) 02890 730490
W www.titanic-foundation.org
Eleanor O'Neill,
T (+44) 028 90 737860
W www.nomadicbelfast.com
E firstname.lastname@example.org
Titanic's Dock and Pump-House
Contact:
Operations Manager
Colin Cobb,
T (+44) 02890 737813
W www.titanicsdock.com
E email@example.com
Harland & Wolff
Contact:
W www.harland-wolff.com
E (+44) 028 9045 8456
Belfast Harbour Commissioners
Contact:
E firstname.lastname@example.org
T +44 (0)28 9055 4422
W www.belfast-harbour.co.uk
Development Department, Belfast City Council
Robert Heslip, Heritage Officer
Contact:
E email@example.com
T (+44) 028 90270225
W www.belfastcity.gov.uk
Karen O'Rawe,
Contact:
Chair of History Hub Ulster
W www.historyhubulster.co.uk
E firstname.lastname@example.org
East Belfast and the Great War Project
Contact:
E email@example.com
Jason Burke, Historian.
W www.eastbelfastww1.com
Resources
* The National Museum Royal Navy E firstname.lastname@example.org
Go to
* The Royal Navy in NI during WW1
Go to
* Ulster sailors by ship in WW1 – Currently in working progress
Go to
Getting around Titanic Quarter
TitanicFoundation
@TFL_Belfast titanic-foundation.org
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Concept Tracker – Art Years 1-6
Objective:
UNDERSTANDING
Date
Assessed:
Limited Understanding
Able to mimic this with help
Off the gap list! Can explain and apply this
Can reason with this and use it in any context
Drawing and representing – The ability to express ideas visually through the use of 'Line', 'Shape', 'Space', 'Form', 'Contrast' and 'Texture-.
Draw Y1
Expressing reasons for varying the thickness,
consistency and or direction of lines in their work and
the placing of shapes and objects on the page.
Draw Y2
Expressing reasons for choice of different grades of
pencil, contrast, textures – using composition.
Draw Y3
Can convey meaning or a story by representing facial expressions, using lines for movement and figures.
Draw Y4
Use of marks and lines to show texture. Has developed a method of experimentation that allows them to make independent decisions in computer art, sketches etc.
This may include them keeping a visual sketchbook.
Draw Y5
Understands how to create mood and feeling through use of shade and tone or media. Experiments with how art work makes them feel knowing the link to emotion.
Draw Y6
Can analyse the use of lines in an artist's work and make reasoned choices about the use of features in their own work including line, tone and movement.
3D form and perspective – Intentional arrangement of shapes including representing 3D shapes and textures.
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STATEWIDE PIONEERING HEALTHIER COMMUNITIES
Statewide Pioneering Healthier Communities (PHC) was part of YMCA of the USA's (Y-USA) Healthier Communities Initiatives, which builds on Y-USA's Pioneering Healthier Communities model to spread its learning and experience in community-level efforts, and develop these activities into statewide models for communities with some of the highest childhood obesity rates in the country. Supported by the Robert Wood Johnson Foundation, the aim of this initiative was to address the childhood obesity epidemic through policy, systems and environmental changes that will have implications for communities, states and the nation.
BACKGROUND
In 2008, Y-USA received funding from the Robert Wood Johnson Foundation (RWJF) to launch its community-based PHC policy change initiative at the local and state levels in six states and 32 communities over a period of five years. The aim of this work was to address the childhood obesity epidemic through PSE changes that will have implications for communities, states and the nation.
In 2011, Sam's Club ® awarded funding to Y-USA to expand the Statewide PHC initiative to five additional local communities within the six states that had previously been selected to participate. These communities function in the same capacity in working towards the elimination of childhood obesity. In 2013, Robert Wood Johnson Foundation provided additional support to expand Statewide PHC to 14 additional states: California, Florida, Indiana, New York, North Carolina, Massachusetts, Minnesota, Missouri, South Carolina, Texas, Vermont, Virginia, Washington, and Wisconsin.
Addressing childhood obesity requires action not only by parents and children themselves, but all sectors of a community or state. The places where children live, learn and play influence the foods they eat and the amount of activity they receive. Therefore, promoting policies and creating environments and systems that support healthy eating and improve physical activity can have a profound impact.
Currently, 8.4 percent of 2- to 5-year-olds were obese compared with 17.7 percent of 6- to 11-year-olds and 20.5 percent of 12- to 19-year-olds. There are significant racial and ethnic disparities in obesity prevalence among U.S. children and adolescents. Obesity prevalence was proven higher among Hispanics (22.4 percent) and non-Hispanic black youth (20.2 percent) than non-Hispanic white youth (14.1 percent). The prevalence of obesity was lower in non-Hispanic Asian youth (8.6 percent) than in youth who were non-Hispanic white, non-Hispanic black or Hispanic 1 .
STATEWIDE PIONEERING HEALTHIER COMMUNITIES | page 1
PROCESS
Statewide PHC focused on states with high rates of childhood obesity. Eligible YMCA state alliances participated in a competitive application process. Alliances selected as part of the Statewide PHC initiative identified two coaches – one representing the Y Alliance and one from a partnering organization and a 10-member state –level leadership team was also created. This team development process was replicated at the community level through previous funding opportunities. The coaches and leadership team participated in a conference where teams learned from national experts about innovative strategies to influence policy, systems and environmental changes. At this conference, each team also began their work on a State Alliance Action Plan.
Y-USA provided funding and ongoing technical assistance to the state alliances, the Ys and their leadership teams to ensure the goals of the team are accomplished. Ys that participated in the Statewide PHC initiative received funding for meeting travel and for planning purposes, and also received funding to implement the activities identified in their State Alliance Action Plan.
PARTICIPATING STATES
* Connecticut, Kentucky, and Tennessee (2009)
* Arkansas (2011)
* Illinois, Michigan and Ohio (2010)
* California, Florida, Indiana, New York, North Carolina, Massachusetts, Minnesota, Missouri, South Carolina, Texas, Vermont, Virginia, Washington, and Wisconsin (2013)
STATEWIDE PHC OBJECTIVES
* Built capacity of 37 Ys and communities that developed and implemented policy, environmental and systems changes locally and statewide;
* Built and enhanced collaboration among other statewide organizations in the identified 20 states in support of developing/implementing policy, systems and environmental change strategies statewide;
* Utilized data to identify and measure opportunities for physical activity and healthy eating in areas that impacted the daily lives of children, including using the Community Healthy Living Index (CHLI) tool, which facilitated discussion and assist teams in determining their plan of work;
* Created a learning environment within each state alliance for local community teams to share best/promising practices and community tools;
* Increased physical activity and/or physical education and/or healthy food policy, environmental and systems change strategies statewide to reduce childhood obesity.
* Maximized communications opportunities to disseminate best practices and lessons learned so other stakeholders can leverage the project's success; and
KEY SHARED PRINCIPLES OF THE YMCA'S HEALTHIER COMMUNITIES INITIATIVES:
* High-level state and community leaders are involved at every step, utilizing their positions, influence, and ability to make changes within their organization and within the greater community;
* The ultimate goal is to influence policy, systems environmental changes to improve health at a state and local level;
* Multiple sectors and diverse organizations are involved to maximize experience, assets, resources, and skills;
* Initiatives are organically grown with strategies specific to the needs of each state and community; and
* YMCA serves as convener in the effort and co-leads with a partner coach.
OUR DIGITAL MAGAZINE: INSPIRING CHANGE IN COMMUNITIES & STATES
Inspiring Change in Communities & States is an online digital magazine that highlights the impact and inspiration behind our Statewide Pioneering Healthier Communities (cohort 1). The digital magazine shows what our sites were doing to improve health in communities across the country. You will meet people, hear their stories and learn the strategies that have made a difference. The magazine can be found at http://www.ymca.net/healthier-communities. | <urn:uuid:783ef4d7-ad13-4c14-8ebd-fb64001a4aac> | CC-MAIN-2018-51 | http://s3.amazonaws.com/ymca-ynet-prod/files/pdf/statewide-phc-backgrounder.pdf | 2018-12-14T04:13:11Z | crawl-data/CC-MAIN-2018-51/segments/1544376825349.51/warc/CC-MAIN-20181214022947-20181214044447-00553.warc.gz | 237,116,364 | 1,253 | eng_Latn | eng_Latn | 0.994449 | eng_Latn | 0.994866 | [
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KBS K-12 Partnership 2017 Fall Workshop – Tuesday, October 24
A Sense of Place: Science in your School Yard
11:00am
Break
11:15am Concurrent Session 2
12:15pm Lunch
McCrary Dining Hall
1:15pm Concurrent Session 3
2:15pm Break
2:30pm Concurrent Session 4
3:30pm
Group Brainstorm – NGSS Alignment
Auditorium
4:00pm
Evaluation & Adjourn
Auditorium
The evaluation form can be found online at this link:
http://bit.ly/2z0s4NH
If you are unable to access the form at the moment, please let a workshop coordinator know.
Session Descriptions
(listed in order they occur in the schedule overview)
Plenary: A Sense of Place - The Past, Present, and Future of Southwest Michigan's Prairies and Savannas
Speaker: Dr. Tyler Bassett, Post-doctoral researcher, Kellogg Biological Station
This presentation will give a perspective on the intersections between cultural and natural history, hopefully providing a deeper awareness of the southwest Michigan landscape. More than 10,000 years of post-glacial vegetative expansion, combined with Native American land management practices such as fire, created the landscape that European settlers encountered in the 1800s - a mosaic of prairies, savannas, forests, and wetlands. Subsequently, the distribution of natural resources, particularly river courses, timber, and fertile soil, determined where that settlement occurred. I will focus in particular on prairies and savannas, which were historically common yet largely eliminated from the landscape by European settlement, and conclude with a discussion of prairie and savanna restoration.
Can Theory Predict the Distribution of Foraging Animals?
Middle & High School
Organizer: Misty Klotz (KBS Community Outreach Assistant)
Roy Robertson (KBS Volunteer, Retired Statistician)
Let's take math outside and learn a little about statistics. We will test the ecology theory of ideal free distribution (IFD) by testing quantitative hypotheses in the field! We will see if wildlife really do distribute themselves among resources without competition by analyzing the wild foraging behaviors of swans, geese and ducks.
STREAM School
Middle & High School
Organizer: Nate Alkire (Otsego Middle School)
Dr. Stephen Scogin (Hope College Dept. of Biology and Dept. of Education)
Let's take math outside and learn a little about statistics. We will test the ecology theory of ideal free distribution (IFD) by testing quantitative hypotheses in the field! We will see if wildlife really do distribute themselves among resources without competition by analyzing the wild foraging behaviors of swans, geese and ducks.
Carbon Time: Ecosystem Pools and Fluxes
Middle & High School
Organizer: May Lee (MSU Graduate Student, CREATE for STEM)
The ability to trace matter and energy through pools and fluxes is central to making more accurate predictions about the world, such as the effects of climate change. However, we find that students often do not see the world in terms of pools and fluxes. Thus, we developed classroom activities to help students understand carbon cycling. These activities simulate carbon pools and fluxes in ecosystems, and develop students' systems thinking. During this session, we will present and play with two new Carbon TIME activities developed for our Ecosystems unit. Please bring your computer!
A Classroom Activity Simulating Population-Level Evolution by Hand
All grade levels
Organizers: Travis Hagey, MSU BEACON Postdoctoral Researcher
The goal of our project is to improve public knowledge about evolution, providing K-12 and undergraduate teachers with an intuitive and hands-on activity. We have developed a scalable K-16 classroom activity that illustrates how evolution occurs at the population level. Using a board-game type spinner, students assign phenotypes (plumage color) and differential reproductive to individual birds across a population, over successive generations. At the completion of the activity, students have created a pedigree of individuals, showing how plumage color changed over time through surviving clades. This activity examines how traits evolve under drift and selection, allowing students to make predictions and compare results.
Teaching Science Outdoors
Elementary School
Organizers: Kara Haas (KBS Science Education & Outreach Coordinator) Renee Bayer (Asst. Director for Outreach & Engagement, CREATE for STEM, MSU)
During this session participants will go outside to participate in winter themed science experiments and activities. We will debrief and discuss how to use the Heads On, Hands On, Hearts On framework to guide us while learning in the outdoors. Session participants will also practice the language and three-dimensional design from Michigan Science Standards.
Shedding light on ecological trophic cascades
Middle & High School
Organizer: Courtney Larson (MSU PhD Student, Dept. of Entomology)
Structure and function is an important core concept that spans biology – from miniscule biomolecules to large ecosystems. The structure of aquatic insect bodies allows them to perform unique roles in headwater stream ecosystems. These roles allow them to exist in a particular "niche" in the food web. When a disturbance to the stream occurs, this can have far reaching effects on the ecosystem, through trophic cascades in the food web. During this session, we will first examine the diversity of body structures that aquatic insects have and what roles they play in streams. Then, we will develop hypotheses on how a particular disturbance, such as the Emerald Ash Borer invasion in Michigan, can have an ecological trophic cascade throughout a stream system.
Physics of Flight
Middle & High School
Organizer: Susan Magnoli (KBS PhD Student, Science Outreach Fellow)
What does it take to soar through the air? In this session, we'll go outside to observe the flight strategies of different animals and learn about the physics of flight. Participants will then design paper airplanes based on what we learn.
Data Nuggets as a Summative Assessment Tool
All Ages
Organizer: May Lee (MSU Graduate Student, CREATE for STEM)
Need a measurement tool to show how your students are developing quantitative analysis skills in your classroom? Let the Data Nugget website and grading rubric help your students hit the high benchmarks of scientific reasoning and writing. Is going paperless a goal in your
classroom? We have exciting news to share about where this project is heading by spring of 2018.
Microbes Ate My Underwear
All Ages
Organizer: Heather Kittredge (KBS Graduate Student, Science Outreach Fellow)
Is the soil in your schoolyard healthy? In this session, we will review a lesson plan and activity where 100% cotton underwear is buried in the soil and after a few weeks the underwear is recovered to determine the microbial activity in the soil. This is a fun hands on activity that can be modified for all ages. | <urn:uuid:425df895-6ca7-4dd1-b853-56f46a92f6e2> | CC-MAIN-2021-43 | https://www.kbs.msu.edu/wp-content/uploads/2017/09/Agenda_2017K-12PartnershipFallWorkshop_final.pdf | 2021-10-18T21:09:18+00:00 | crawl-data/CC-MAIN-2021-43/segments/1634323585209.43/warc/CC-MAIN-20211018190451-20211018220451-00072.warc.gz | 1,016,440,660 | 1,435 | eng_Latn | eng_Latn | 0.965619 | eng_Latn | 0.99175 | [
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Mental Health and Wellbeing Policy St Botolph's CE Primary SCHOOL
Policy Statement
Mental health is a state of well-being in which every individual realises his or her own potential, can cope with the normal stresses of life, can work productively and fruitfully, and is able to make a contribution to her or his community. (World Health Organization, 2014.)
Our policy aims:
- To promote positive mental health in all staff and pupils;
- Increase understanding and awareness of common mental health issues
- Alert staff to early warning signs of mental health issues;
- Provide support to staff working with pupils with mental and emotional wellbeing issues;
- Provide support to pupils with mental and emotional wellbeing needs, their peers and parents/carers;
- Provide support to staff with their own mental, health and emotional wellbeing needs.
Scope
This document describes the school's approach to promoting positive mental health and wellbeing. This policy is intended as guidance for all staff including non-teaching staff and governors. The policy works in conjunction with the Anti-Bullying policy, Behaviour policy, Medical conditions policy, Equality and Diversity policy, SEND policy, Child protection and Safeguarding policy, Spiritual, Moral, Social and Cultural policy.
Our school will therefore:
- Establish and maintain an ethos to actively promote emotional wellbeing where children and staff feel secure and are encouraged to talk, and are listened to;
- Ensure that children know that there are adults in the school whom they can approach if they are worried or are in difficulty;
- Include in the curriculum activities and opportunities for PSHE which equip children with the skills they need to support improved emotional intelligence;
- Ensure every effort is made to establish effective working relationships with parents/carers and colleagues from other agencies.
- Ensure that staff are aware of support available for their own needs.
Addressing Needs (mechanisms to support children and staff)
- Promote a culture which supports and encourages self-disclosure.
- Provide a framework for responding appropriately to mental health wellbeing.
- Recognise that staff have the responsibility to alert others to potential and actual indicators of mental health needs and to take action whenever necessary.
- Co-operate with other organisations involved in the delivery of mental health and emotional support services.
- Observe the principles of confidentiality and data protection in respect of mental health and emotional wellbeing.
Staff responsible
Whilst all staff have a responsibility to promote the positive mental health of all students and staff, staff with specific remit include:
- Xxxx – Headteacher
- Xxxx – Deputy Headteacher/Head of school/Assistant Headteacher
- Mrs Nicola Robe – Family and Mental Wellbeing Lead (FMWL)
Any member of staff who is concerned about the mental health or wellbeing of a student should in the first instance speak to the Headteacher and thereafter to Nicola Robe (FMWL) who will then coordinate a plan of work with the pupil and their family where required. This may be 1:1 work or on a group basis. All processes in place are accountable and transparent for the protection of pupils and staff. Robust records of all work will be appropriately maintained and termly reports are prepared for the Headteacher and School Governors in order that they are aware of the services provided by the FMWL.
Signposting
We will ensure that staff, pupils and their parents/carers are aware of sources of support both within school and within the wider community. We will do this by displaying sources of support in communal areas such as the entrance hallway, communal areas and the staff room.
If further specialist advice is required, the FMWL will contact the relevant services and make the necessary referral.
Warning signs
School staff may become aware of warning signs which indicate a pupil/member of staff is experiencing mental health or emotional wellbeing issues. These warning signs should always be taken seriously and staff observing any of these warning signs should communicate their concerns with the headteacher and Nicola Robe, our mental wellbeing lead. Many of these warning signs may also apply to staff.
Possible warning signs include:
- Physical signs of harm that are repeated or appear non-accidental
- Changes in eating or sleeping habits
- Increased isolation from friends or family, becoming socially withdrawn
- Changes in activity and mood
- Lowering of academic achievement
- Talking or joking about self-harm or suicide
- Abusing drugs or alcohol
- Expressing feelings of failure, uselessness or loss of hope
- Changes in clothing – e.g. long sleeves in warm weather
- Secretive behaviour
- Skipping PE or getting changed secretively
- Lateness to or absence from school
- Repeated physical pain or nausea with no evident cause
- An increase in lateness or absenteeism
Managing disclosures
A student may choose to disclose concerns about themselves or a friend to any member of staff so all staff need to know how to respond appropriately to a disclosure.
If a student chooses to disclose concerns about their own mental health or that of a friend to a member of staff, the member of staff's response should always be calm, supportive and non-judgemental.
All disclosures should be recorded in writing and held on the student's confidential file. This written record should include:
- Date
- The name of the member of staff to whom the disclosure was made
- Main points from the conversation
- Agreed next steps
This information should be shared with the Headteacher and mental wellbeing lead, Nicola Robe who will store the record appropriately and offer support and advice about next steps.
Confidentiality
We should be honest with regard to the issue of confidentiality. If it is necessary for us to pass our concerns about a pupil on, then we should discuss with the student:
- Who we are going to talk to
- What we are going to tell them
- Why we need to tell them
Working with All Parents/Carers
Parents are often very welcoming of support and information from the school about supporting their children's emotional and mental health. In order to support parents we will:
- Highlight sources of information and support about common mental health issues on our school website
- Ensure that all parents are aware of who to talk to, and how to go about this, if they have concerns about their own child or a friend of their child
- Make our mental health policy easily accessible to parents
- Share ideas about how parents can support positive mental health in their children through our regular information evenings
- Keep parents informed about the mental health topics their children are learning about in PSHE and share ideas for extending and exploring this learning at home.
Working with other agencies and partners
As part of our targeted provision the school will work with other agencies to support children's emotional health and wellbeing including working with or signposting to:
- The school nurse
- Educational psychology services
- Behaviour support through Oakfield pupil referral unit
- Paediatricians
- CAMHS (child and adolescent mental health service)
- Counselling services
- Family support workers
-
GP's
- Children's Duty
- Supporting Leicestershire Families
Policy Review
This policy will be reviewed every 3 years as a minimum. It is next due for review in 2022.
This policy will always be immediately updated to reflect personnel changes. | <urn:uuid:0c6cf7e2-8e48-4ed0-882e-8c19847e2426> | CC-MAIN-2021-43 | https://www.st-botolphs.leics.sch.uk/user_uploads/files/Policies/Mental%20Health%20%26%20Wellbeing%20Policy.pdf | 2021-10-18T20:28:16+00:00 | crawl-data/CC-MAIN-2021-43/segments/1634323585209.43/warc/CC-MAIN-20211018190451-20211018220451-00072.warc.gz | 1,206,913,880 | 1,469 | eng_Latn | eng_Latn | 0.998145 | eng_Latn | 0.998272 | [
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Lace from Plastercine
© Monique Martin www.moniqueart.com Georges Vanier School, Saskatoon
Objectives
Grade 1 Art Objectives
* identify many different textures in own surroundings and in art works
* identify many different shapes in own surroundings and in art works
* identify many different formal and informal patterns in own surroundings and in art works
* become aware of details of the physical appearance of plants, animals, people, and objects
* begin to understand that ideas for visual expressions come from many different sources
* develop co-ordination and skills in using simple visual art tools and materials
Materials
Small chunks of matt board Coloured plastercine Rulers or wooden sticks Dollies or lace pieces
Background Information
The history of lace link http://www.trabel.com/belgium-lace-history.htm I think it is important to share a little bit of history of lace with the students prior to beginning the lesson on lace.
Procedure
1. Tell the students a little about the history of lace.
2. Give each child a piece of lace or a dollie, have them spread it out on the floor.
3. Ask them to idtntify various parts of the lace pattern.
4. Direct them to find. Circles shapes in the lace and count them, triangles, moon scale like shapes etc.
5. Ask them to find repeating patterns and describe them.
6. Have them identify the pattern on the edge of their lace and count how many times it is repeated.
7. Using scrap paper have the students design their very own piece of lace. Encourage them to add a lot of detail.
8. The students now begin to cover the piece of matt board with a very thin layer of plastercine. It is easiest to apply the plastercine when it is warm so have the children warm small pieces of plastercine in their hands and then squish it into a pancake shape before placing it on the mat board. They can then run their thumbs along it to make it thin. E students no begin on their lace pattern. The easiest way to create the think wormlike shapes from plastercine is to use a ruler or stick and roll the plastercine under it. Rolling the plastercine under a ruler allows them to create even worms and alleviates the broke worms caused by uneven pressure.
9. The children begin to place the worms into the pattern they designed.
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