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WELLBEING TIPS
RESILIENCE
"Resilience isn't about having the strength to move obstacles out of the way, it's about having the strength to keep going if the obstacles won't move."
Dean Burnett, Neuroscientist and author
Resilience isn't about breezing through hard times with a permanent smile and finding it easy. We can accept something is happening or has happened without having to like it.
Resilience is about coping, managing, getting through something.
It doesn't mean it can't be difficult or that we can't feel despair or pain – we just don't give in or give up. Seeking help or support can help us to be resilient and is a sign of strength not weakness. | <urn:uuid:3ecc0915-921f-4e24-a4a7-496f03d03ee4> | CC-MAIN-2021-43 | https://www.solihull.tgacademy.org.uk/files/2020/05/wellbeing-tips_resilience.pdf | 2021-10-18T21:18:43+00:00 | crawl-data/CC-MAIN-2021-43/segments/1634323585209.43/warc/CC-MAIN-20211018190451-20211018220451-00072.warc.gz | 1,198,385,186 | 156 | eng_Latn | eng_Latn | 0.999113 | eng_Latn | 0.999113 | [
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EFT Tapping Instructions
Step 1. Define the Issue
I'm feeling stressed about what happened. I'm anxious about the upcoming meeting. I have a throbbing pain in my shoulder...Be as specific as you possibly can about the situation, emotion, sensation. For best results get specific about the issue, so if you are talking about anxiety, tune in to a recent event that caused anxiety, or something in the future that is making you feel anxious.
Optional: Notice if this distress is located anwhere in your body
Step 2. Rate the intensity
Guess at your level of distress on a scale of 0-10, with 0 being no distress and 10 being the worst ever. write that down.
Step 3. Start with the Set-Up Statement
Tap on side of hand point, while saying "Even though I am feeling (this issue), I deeply and completely accept myself" Can use variation like, "I am still okay", or "I am willing to deeply and completely accept myself". Repeat the set up statement three times.
Step 4. Tap Through the Points
Move through the points while repeating "this headache", "this anxiety", or whatever this issue is. Stay with ONE issue through the whole round. Include body areas you have located associated with the issue.
For example: "This anxiety, like a burning in my stomach", "This anger like a red ball in the pit of my stomach", "This throbbing pain in the lower part of my left hip."
NOTE: If other issues pop into your mind as you tap through the points, jot them down to tap on once you have finished with the one you are working with.
Step 5. Re-Assess Your Rating
After one or two rounds, take a breath and reassess the intensity from 0-10. If it is still pretty high, do a few more rounds. Your goal is to tap it down to 0, or at least 3 or below.
Step 6. End by tapping in something positive
This works best if you've reduced the distress to 3 or below. Go through the points finding positive or hopeful things to say related to the issue. Use your own words, and say things that you know are also true about the situation and that make you feel better. You can also state your more positive choice, such as For example, "Right now I choose calm," "I choose to find peace."
More information or to schedule a session, www.sarahgracecoach.com, or email firstname.lastname@example.org | <urn:uuid:e28c1a07-7bb7-4e46-b758-c519a4514bf5> | CC-MAIN-2021-43 | https://sarahgracecoach.com/wp-content/uploads/2018/11/how-to-tap-postcardp2.pdf | 2021-10-18T20:18:27+00:00 | crawl-data/CC-MAIN-2021-43/segments/1634323585209.43/warc/CC-MAIN-20211018190451-20211018220451-00072.warc.gz | 636,022,702 | 526 | eng_Latn | eng_Latn | 0.999129 | eng_Latn | 0.999129 | [
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The Exam(s) will consist of:
* Three papers:
o Calculator Paper – duration 60 minutes
o Non-calculator Paper – duration 60 minutes
o Maths Aural – duration 20 minutes (paper is done during a maths lesson)
Equipment you will need for the exam:
* Ruler (15cm and 30cm)
* Eraser and pencil sharpener
* Pencil
* Scientific Calculator (for Calculator Paper only)
* Compass
* Protractor
Westbourne House School Revision – Summer Term
Y8 MATHS REVISION CHECKLIST
NOTES/TIPS:
* Practise, practise, practise – the more questions you do the better!!
* Use the CGP Maths 13+ Practice Book ISBN 978 1 78294 1811 that you have been given. Work through the topics steadily checking your answers as you go along. Try to correct any mistakes that you make. You should be trying to get all number and algebra questions correct.
* Revise by looking back at the practise questions on this website for the other two terms.
* Use your notes books, revision cards and appropriate websites like www.mymaths.co.uk to help you do questions.
* Look through the past papers you have done in lessons. Try to correct any mistakes you made.
* Most topics can come up in either or both papers; however, normally the topics listed above are on each paper
* On the Calculator Paper the topics are more "wordy" and require more problem solving
* Workings are essential in both papers. It should be assumed that any question with more than 1 mark requires at least one line of working. In the calculator paper this means writing the calculation
that you are about to type into your calculator down. Workings should be clearly presented and not "doodle" like. All workings should be logical.
* Finally, come back to school with a list of topics that you need to focus on next term before your Common Entrance.
* For any further information or guidance about revision or the actual exam, please contact the Head of Maths – Mrs Barbara Langford (firstname.lastname@example.org) | <urn:uuid:3bf617eb-3f6f-4f6c-9233-e6fee5c81de2> | CC-MAIN-2021-43 | https://www.westbournehouse.org/sites/default/files/downloads/Y8%20Maths%20Revision%20-%20Summer%20Term%20_0.pdf | 2021-10-18T19:37:48+00:00 | crawl-data/CC-MAIN-2021-43/segments/1634323585209.43/warc/CC-MAIN-20211018190451-20211018220451-00071.warc.gz | 1,275,455,052 | 438 | eng_Latn | eng_Latn | 0.874469 | eng_Latn | 0.99608 | [
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Medfield Public Schools Bullying Prevention and Intervention Plan
December, 2010
LEADERSHIP
Public Involvement. The Medfield Public Schools Bullying Prevention and Intervention Plan is developed through a consultation process which involves all members of the school community. Built upon the District's Bullying and Harassment Policy and schoollevel Bullying Prevention and Intervention Plans, the MPS district plan, which will be updated every two years, draws upon the expertise of teachers, administrators, and support personnel and members of the larger school community. The Plan is developed and evaluated by a Steering Committee comprised of district-level and school level personnel, reviewed by the district's Leadership Team, Superintendent's Advisory Council, and School Committee. A public comment period is provided to solicit additional input through the district's website and school councils.
Needs Assessment. The district uses several sources of data to develop and evaluate the plan. Student surveys are conducted for students in grades 2 through 12. In addition, staff observations of needs are conducted on an ongoing basis through class meetings, advisories, and observations both inside and outside the classroom. At all levels, building data from incident reports during the course of the year are documented. At the end of each school year, the principal or designee collects all relevant data and makes it available to those who are responsible for reviewing and evaluating the plan.
Planning and Oversight. The principal or principal's designee at each school is responsible for receiving reports on bullying, collecting and analyzing data on bullying, and recording and tracking incident reports. The principal, in conjunction with other school staff members, also plans for ongoing professional development, plans supports for targets and aggressors, approves the implementation of school curricula, and organizes key people for implementing the internet safety policy, amending student and staff handbooks, leading parent involvement activities, and reviewing and updating school bullying prevention and intervention plans as required by law.
Priority Statements. The Medfield Public Schools expects that all members of the school community will treat each other in a civil manner and with respect for differences. At each school administrators, teachers, and support personnel will articulate this vision clearly so that all members of the school community are aware of the district's commitment to bullying prevention and intervention.
TRAINING AND PROFESSIONAL DEVELOPMENT
Annual Staff Training on the Plan. Annual training for all school staff will include staff duties under the Plan, an overview of the steps that the principal or designee will follow upon receipt of a report of bullying or retaliation, and an overview of the bullying prevention curricula to be offered at all grades throughout the school or district. Staff members hired after the start of the school year are required to participate in schoolbased training during the school year in which they are hired, unless they can demonstrate participation in an acceptable and comparable program within the last two years.
The following persons will conduct the annual training:
* The principal or designee will oversee the professional development of staff members who may have direct supervisory responsibilities for children, including instructional aides, LMC aides, student teachers and substitute teachers.
* The district's athletic director is responsible for annual training of coaches.
* The principal or designee will be responsible for annual training of building secretaries, custodians, maintenance staff members, and food service employees.
* The Pupil Services Director or designee will be responsible for annual training of bus drivers.
Ongoing Professional Development. The goal of professional development is to establish a common understanding of tools necessary for staff to create a school climate that promotes safety, civil communication, and respect for differences. Professional development will build the skills of staff members to prevent, identify, and respond to bullying. As required by M.G.L. c.71, sec 370, the content of schoolwide and districtwide professional development will be informed by research and will include information on:
(i) developmentally appropriate strategies to prevent bullying;
(ii) developmentally appropriate strategies for immediate, effective interventions to stop bullying incidents;
(iii) information regarding the complex interaction and power differential that can take place between and among an aggressor, target, and witnesses to the bullying.
(iv) research findings on bullying, including information about specific categories of students who have been shown to be particularly at risk for bullying in the school environment;
(v) information on the incidence and nature of cyberbullying, and
(vi) internet safety issues as they relate to cyberbullying.
Currently, school-based teams have attended or are scheduled to attend Massachusetts Aggression Reduction Center (MARC) training and will be equipped to extend this training to staff members at each school on an ongoing basis.
Professional development will also address ways to prevent and respond to bullying or retaliation for students with disabilities that must be considered when developing students' Individualized Education Programs (IEPs). This will include a particular focus on the needs of students with autism or students whose disability affects social skills development. The district's Pupil Personnel director will oversee the professional development in relation to these plans.
In addition, professional development will also include
* promoting and modeling the use of respectful language
* maintaining a safe and caring classroom for all students
* teaching students skills including positive communication, anger management, and empathy for others
through the following research-based curricula:
* Responsive Classroom and Character Education grades 4-5
* Open Circle for grades K-3
* Research-based curricula to be determined for grades 6-12 (see below) to supplement existing bullying prevention lessons in the Wellness and Advisory curriculum.
The principal or designee will continually update staff on these ongoing initiatives. In addition, each school will provide all staff with an annual written notice of the Plan by publishing information about it, including staff responsibilities in the staff handbook.
ACCESS TO RESOURCES AND SERVICES
Identifying resources. The Steering Committee has delineated the following existing resources for bullying prevention and services to targets, aggressors, and their families.
Bullying prevention curriculum:
* Responsive Classroom and Character Education: Grades 4-5
* Open Circle: Grades K-3
* Bullying prevention lessons encompassed in the district Wellness Curriculum grades 6-10 and the current Advisory Program in grades 6-8.
The Steering Committee recommends the following:
Year 1 of the Plan:
* Mapping of the bullying prevention lessons currently addressed through the social competency and advisory programs.
* Investigation of research-based curricula for Grades 6-8 to supplement the current Advisory and Wellness bullying prevention curricula
Year 2 of the Plan:
* Investigation of appropriate curricula and venues for continuing through grades 11 and 12 the bullying prevention lessons now encompassed in Wellness classes at grades 9 and 10.
Counseling and other services. Guidance counselors, school psychologists, and school nurses at each school have lists of available resources for students and families. The Pupil Services director will maintain a district copy of available resources.
In addition to school counseling, a variety of within-school supports exist, such as social skills groups, lunch-time groups, and group and individual counseling for targets and aggressors.
Safety plans for students who are the targets of bullying or retaliation are developed by the principal or designee in conjunction with appropriate school personnel.
Students with disabilities. As required by M.G.L. c 710, Sec 3, as amended by chapter 92 of the Acts of 2010, when the IEP Team determines the student has a
disability that affects social skills development or the student may participate in or is vulnerable to bullying, harassment, or teasing because of his/her disability, the Team will consider what should be included in the IEP to develop the student's skills and proficiencies to avoid and respond to bullying, harassment, or teasing.
ACADEMIC AND NON-ACADEMIC ACTIVITIES
Specific bullying prevention approaches. Bullying prevention curricula will be informed by current research which, among other things, emphasizes the following approaches:
* Empowering students to take action by knowing what to do when they witness other students engaged in acts of bullying or retaliation, including seeking adult assistance
* Using scripts and role plays to develop skills
* Helping students understand the dynamics of bullying and cyberbullying, including the underlying power imbalance
* Enhancing students skills for engaging in healthy relationships and respectful communications, and
* Emphasizing cybersafety, including safe and appropriate use of electronic communication technologies
* Engaging students in a safe, supportive school environment that is respectful of diversity and difference.
Initiatives will also teach students about the student-related sections of the Bullying Prevention and Intervention Plan. The principal or designee will provide explicit ageappropriate information to students on the Plan during assemblies or small-group presentations at each school throughout the school year.
General teaching approaches. The following approaches are integral to establishing a safe and supportive school environment. These underscore the importance of our bullying intervention and prevention initiatives:
* Creating safe school and classroom environments for all students, including for students with disabilities, lesbian, gay, bisexual, transgender students, and homeless students
* Setting clear expectations for students and establishing school and classroom routines
* Using appropriate and positive responses and reinforcement, even when students require discipline
* Encouraging adults to develop positive relationships with students
* Using positive behavioral supports
* Modeling, teaching, and rewarding pro-social, healthy, and respectful behaviors
* Using the internet safely
* Using positive approaches to behavioral health, including collaborative problemsolving, conflict resolution training, teamwork, and positive behavioral supports that aid in social and emotional development
* Supporting students' interest and participation in non-academic and extracurricular activities, particularly in their areas of strength.
During the summer 2011, a district Bullying Prevention and Intervention Curriculum Committee will meet to review the Massachusetts Department of Elementary and Secondary Education guidelines (to be published by June 30, 2011) in order to align our district Bullying Prevention curriculum with these guidelines or recommend adoption of appropriate curricula if needed.
POLICIES AND PROCEDURES FOR REPORTING AND RESPON DING TO BULLYING AND RETALIATION
Reporting Bullying or Retaliation.
Reports of bullying or retaliation may be made by staff, students, parents or guardians, or others, and may be oral or written. Oral reports made by or to a staff member shall be recorded in writing. A school or district staff member is required to report immediately to the principal or designee any instance of bullying or retaliation the staff member becomes aware of or witnesses. Reports made by students, parents or guardians, or other individuals who are not school or district staff members, may be made anonymously. (Oral and anonymous complaints may be reviewed but are inherently difficult to investigate and may not be procedurally fair; as a result no disciplinary action shall be taken solely on oral or anonymous complaints unless verified by clear and convincing evidence.) The school or district will make a variety of reporting resources available to the school community including, but not limited to, an Incident Reporting Form 1 with directions for submission to the appropriate school office.
Use of an Incident Reporting Form is not required as a condition of making a report. The school or district will: 1) make it available in the school's main office, the counseling office, the school nurse's office, and other locations determined by the principal or designee; and 2) post it on the school's website. The Incident Reporting Form will be made available in the most prevalent language(s) of origin of students and parents or guardians.
At the beginning of each school year, each school will provide the school community, including administrators, staff, students, and parents or guardians, with written notice of its policies for reporting acts of bullying and retaliation. A description of the reporting procedures and resources, including the name and contact information of the principal or designee, will be incorporated in student and staff handbooks, on the school website, and in information about the Plan that is made available to parents or guardians.
1. Reporting by Staff
A staff member will report immediately to the principal or designee when he/she witnesses or becomes aware of conduct that may be bullying or retaliation. The requirement to report to the principal or designee does not limit the authority of the staff member to respond to behavioral or disciplinary incidents consistent with school or district policies and procedures for behavior management and discipline.
2. Reporting by Students, Parents or Guardians, and Others
1 See Appendix A for MPS Incident Reporting Form.
The school or district expects students, parents or guardians, and others who witness or become aware of an instance of bullying or retaliation involving a student to report it to the principal or designee. Reports may be made anonymously, but no disciplinary action will be taken against an alleged aggressor solely on the basis of an anonymous report. Students, parents or guardians, and others may request assistance from a staff member to complete a written report. Students will be provided practical, safe, private and age-appropriate ways to report and discuss an incident of bullying with a staff member, or with the principal or designee.
Responding to a Report of Bullying or Retaliation.
1. Safety
Before fully investigating the allegations of bullying or retaliation, the principal or designee will take steps to assess the need to restore a sense of safety to the alleged target and/or to protect the alleged target from possible further incidents. Responses to promote safety may include, but not be limited to, creating a personal safety plan; pre-determining seating arrangements in the classroom, at lunch, or on the bus; identifying a staff member who will act as a "safe person;" and altering the schedules and access to involved students, including witnesses and reporters. The principal or designee will take additional steps to promote safety during the course of and after the investigation, as necessary.
The principal or designee will implement appropriate strategies for protecting from bullying or retaliation a student who has reported bullying or retaliation, a student who has witnessed bullying or retaliation, a student who provides information during an investigation, or a student who has reliable information about a reported act of bullying or retaliation. Student safety plans will be developed by the principal or designee in conjunction with appropriate school personnel.
2. Obligations to Notify Others
a. Notice to parents or guardians. Upon determining that bullying or retaliation has occurred, the principal or designee will promptly notify the parents or guardians of the target and the aggressor of this, and of the procedures for responding to it. There may be circumstances in which the principal or designee contacts parents or guardians prior to any investigation. Notice will be consistent with state regulations at 603 CMR 49.00.
b. Notice to Another School or District. If the reported incident involves students from more than one school district, charter school, non-public school, approved private special education day or residential school, or collaborative school, the principal or designee first informed of the incident will promptly notify by telephone the principal or designee of the other school(s) of the incident so that each school may take appropriate action. All communications will be in accordance with state and federal privacy laws and regulations, and 603 CMR 49.00.
c. Notice to Law Enforcement. At any point after receiving a report of bullying or retaliation, including after an investigation, if the principal or designee has a reasonable basis to believe that criminal charges may be pursued against the
aggressor, the principal will notify the local law enforcement agency. Notice will be consistent with the requirements of 603 CMR 49.00 and locally established agreements with the local law enforcement agency. Also, if an incident occurs on school grounds and involves a former student under the age of 21 who is no longer enrolled in school, the principal or designee shall contact the local law enforcement agency if he or she has a reasonable basis to believe that criminal charges may be pursued against the aggressor.
In making this determination, the principal will, consistent with the Plan and with applicable school or district policies and procedures, consult with the Medfield Police Department and other individuals the principal or designee deems appropriate.
Investigation.
The principal or designee will investigate promptly all reports of bullying or retaliation and, in doing so, will consider all available information known, including the nature of the allegation(s) and the ages of the students involved.
During the investigation the principal or designee will, among other things, interview students, staff, witnesses, parents or guardians, and others as necessary. The principal or designee (or whoever is conducting the investigation) will remind the alleged aggressor, target, and witnesses that retaliation is strictly prohibited and will result in disciplinary action.
Interviews may be conducted by the principal or designee, other staff members as determined by the principal or designee, and in consultation with the school counselor, as appropriate. To the extent practicable, and given his/her obligation to investigate and address the matter, the principal or designee will maintain confidentiality during the investigative process. The principal or designee will maintain a written record of the investigation.
Procedures for investigating reports of bullying and retaliation will be consistent with school or district policies and procedures for investigations. If necessary, the principal or designee will consult with legal counsel about the investigation.
Determinations.
The principal or designee will make a determination based upon all of the facts and circumstances. If, after investigation, bullying or retaliation is substantiated, the principal or designee will take steps reasonably calculated to prevent recurrence and to ensure that the target is not restricted in participating in school or in benefiting from school activities. The principal or designee will: 1) determine what remedial action is required, if any, and 2) determine what responsive actions and/or disciplinary action is necessary.
Depending upon the circumstances, the principal or designee may choose to consult with the students' teacher(s) and/or school counselor, and the target's or aggressor's parents or guardians, to identify any underlying social or emotional issue(s) that may have contributed to the bullying behavior and to assess the level of need for additional social skills development.
The principal or designee will promptly notify the parents or guardians of the target and the aggressor about the results of the investigation and, if bullying or retaliation is found, what action is being taken to prevent further acts of bullying or retaliation. All notice to parents must comply with applicable state and federal privacy laws and regulations. Because of the legal requirements regarding the confidentiality of student records, the principal or designee cannot report specific information to the target's parent or guardian about the disciplinary action taken unless it involves a "stay away" order or other directive that the target must be aware of in order to report violations.
Responses to Bullying
1. Teaching Appropriate Behavior Through Skills-building
Upon the principal or designee determining that bullying or retaliation has occurred, the law requires that the school or district use a range of responses that balance the need for accountability with the need to teach appropriate behavior. M.G.L. c. 71, § 37O(d)(v). Skill-building approaches that the principal or designee may consider include:
- offering individualized skill-building sessions based on the school's/district's antibullying curricula;
- implementing a range of academic and nonacademic positive behavioral supports to help students understand pro-social ways to achieve their goals;
- providing relevant educational activities for individual students or groups of students, in consultation with guidance counselors and other appropriate school personnel;
- meeting with parents and guardians to engage parental support and to reinforce the anti-bullying curricula and social skills building activities at home;
- making a referral for evaluation
- adopting behavioral plans to include a focus on developing specific social skills; and
2. Taking Disciplinary Action
If the principal or designee decides that disciplinary action is appropriate, the disciplinary action will be determined on the basis of facts found by the principal or designee, including the nature of the conduct, the age of the student(s) involved, and the need to balance accountability with the teaching of appropriate behavior. Discipline will be consistent with the Plan and with the school's or district's code of conduct.
Discipline procedures for students with disabilities are governed by the federal Individuals with Disabilities Education Improvement Act (IDEA), which should be read in cooperation with state laws regarding student discipline.
If the principal or designee determines that a student knowingly made a false allegation of bullying or retaliation, that student may be subject to disciplinary action.
3. Promoting Safety for the Target and Others
The principal or designee will consider what adjustments, if any, are needed in the school environment to enhance the target's sense of safety and that of others as well. One strategy that the principal or designee may use is to increase adult supervision at transition times and in locations where bullying is known to have occurred or is likely to occur.
Within a reasonable period of time following the determination and the ordering of remedial and/or disciplinary action, the principal or designee will contact the target to determine whether there has been a recurrence of the prohibited conduct and whether additional supportive measures are needed. If so, the principal or designee will work with appropriate school staff to implement them immediately.
COLLABORATION WITH FAMILIES
Parent education and resources.
Each year each school will host a parent program which includes description of the social competency curriculum of the school and information on (i) how parents and guardians can reinforce the curriculum at home and support the school or district plan, (ii) the dynamics of bullying; and (iii) online safety and cyberbullying . These programs will be offered in collaboration with each school's CSA, Boosters, School Councils, Special Education Advisory Council, or Medfield Coalition for Public Education and other community organizations. In addition, schools will make available to parents on their websites information on resources available for parents.
Notification requirements.
Each year each school will inform parents or guardians of enrolled students about the anti-bullying curricula that are being used. This notice will include information about the dynamics of bullying, including cyberbullying and online safety. The school or district will send parents written notice each year about the student-related sections of the Plan and the school's or district's Internet safety policy. All notices and information made available to parents or guardians will be in hard copy and electronic formats, and will be available in the language(s) most prevalent among parents or guardians. The school will post the Plan and related information, such as the School Committee Policy, parent resources, and appropriate links on its website.
PROHIBITION AGAINST BULLYING AND RETALIATION
Acts of bullying, which include cyberbullying, are prohibited:
(i) on school grounds and property immediately adjacent to school grounds, at a school-sponsored or school-related activity, function, or program whether on or off school grounds, at a school bus stop, on a school bus or other vehicle owned, leased, or used by a school district or school; or through the use of technology or
an electronic device owned, leased, or used by a school district or school, and
(ii) at a location, activity, function, or program that is not school-related through the use of technology or an electronic device that is not owned, leased, or used by a school district or school, if the acts create a hostile environment at school for the target or witnesses, infringe on their rights at school, or materially and substantially disrupt the education process or the orderly operation of a school.
Retaliation against a person who reports bullying, provides information during an investigation of bullying, or witnesses or has reliable information about bullying is also prohibited.
As stated in M.G.L. c. 71, § 37O, nothing in this Plan requires the district or school to staff any non-school related activities, functions, or programs.
DEFINITIONS
Aggressor is a student who engages in bullying, cyberbullying, or retaliation.
Bullying and cyberbullying means unwelcome written or electronic communication, verbal or physical acts or gestures where a student or employee feels coerced, intimidated, harassed or threatened and under the circumstances (1) may cause a reasonable person to suffer physical or emotional harm (2) may cause damage to another student's or employee's property, or (3) may cause a disruptive or hostile school environment. The behavior must interfere with an employee's ability to perform his or her duties or with a student's academic performance or ability to learn, or interfere with a student's ability to participate in or benefit from services, activities, or privileges:
a. That are being offered through the school district; or
b. During any education program or activity; or
c. While in school, on school equipment or property, in school vehicles, on school buses, at designated school bus stops, at school-sponsored activities, at schoolsanctioned events; or
d. Through the use of data, telephone or computer software that is accessed through a computer, computer system, or computer network or any public education institute.
e. As used in the School Committee Policy, "electronic communication" means any communication through an electronic device including, but not limited to, a telephone, cellular phone, computer or pager.
Cyberbullying, is bullying through the use of technology or electronic devices such as telephones, cell phones, computers, and the Internet. It includes, but is not limited to, email, instant messages, text messages, and Internet postings. See M.G.L. c. 71, § 37O for the legal definition of cyberbullying.
Hostile environment, as defined in M.G.L. c. 71, § 37O, is a situation in which bullying causes the school environment to be permeated with intimidation, ridicule, or insult that is sufficiently severe or pervasive to alter the conditions of a student's education.
10
Retaliation is any form of intimidation, reprisal, or harassment directed against a student who reports bullying, provides information during an investigation of bullying, or witnesses or has reliable information about bullying.
Staff includes, but is not limited to, educators, administrators, counselors, school nurses, cafeteria workers, custodians, bus drivers, athletic coaches, advisors to extracurricular activities, support staff, or paraprofessionals.
Target is a student against whom bullying, cyberbullying, or retaliation has been perpetrated.
RELATIONSHIP TO OTHER LAWS
Consistent with state and federal laws, and the policies of the school or district, no person shall be discriminated against in admission to a public school of any town or in obtaining the advantages, privilege and courses of study of such public school on account of race, color, sex, religion, national origin, or sexual orientation. Nothing in the Plan prevents the school or district from taking action to remediate discrimination or harassment based on a person's membership in a legally protected category under local, state, or federal law, or school or district policies.
In addition, nothing in the Plan is designed or intended to limit the authority of the school or district to take disciplinary action or other action under M.G.L. c. 71, §§ 37H or 37H½, other applicable laws, or local school or district policies in response to violent, harmful, or disruptive behavior, regardless of whether the Plan covers the behavior.
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Communicating Student Learning
Reporting Period: 16/03/2020 to 25/06/2020
Suzy Elementary
PEN: null
Grade 03
X
X Core French
Student Plans And Programs
Individual Education Plan
Teacher Overall Comment
Suzy has continued to make great progress throughout the curriculum this past grading period. She has worked on the listed core competencies through various activities completed in class. Amelie works diligently and works well with others when doing cooperative learning projects.
Performance Standard Descriptors
EMG - Student demonstrates limited understanding and attempts to apply knowledge and skills to situations the same as those modeled and practiced.
PRF - Proficient Student demonstrates conceptual understanding through transference of knowledge and skills to situations not already modeled and practiced.
DEV - Developing Student demonstrates partial understanding by applying knowledge and skills to situations similar to those previously modeled and practiced.
EXT - Extending Student demonstrates exceptional conceptual understanding through innovative transference of knowledge and skills to situations not already modeled and practiced.
ARTS EDUCATION 3
Proficiency Level (Term): EXT
Phil Dunphee https://curriculum.gov.bc.ca/curriculum/arts-education/3
Proficiency Level (Final): EXT
Suzy has proven her abilities by singing songs, playing musical games, and reflecting solfa pitches with hand signs while singing them. She has written a reflection on a listening piece and identifying the instruments.
She sings in tune, and participates well in a choir setting, but struggles to remain focused and on task.
ENGLISH LANGUAGE ARTS 3
https://curriculum.gov.bc.ca/curriculum/english-language-arts/3
Phil Dunphee
Proficiency Level (Final): PRF
Proficiency Level (Term): EXT
Suzy has read a variety of materials including Henry Huggins by Beverly Cleary. She answered comprehension questions and wrote proper paragraphs about Christmas, a snow day and he also wrote paragraphs about the adaptations and habitat of an animal of his choice. Suzy is reading a bit above grade level and has demonstrated mastery of most of the concepts covered this year. Congratulations, Suzy!
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SCIENCE 3
Phil Dunphee https://curriculum.gov.bc.ca/curriculum/science/3
Proficiency Level (Final): DEV
Proficiency Level (Term): PRF
This Trimester, Suzy learned about energy and how it can be transformed and about the motions of the earth and moon causing observable patterns that affect living and non-living systems. She is a pleasure to have in my class.
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Self-harm
Does harming yourself help you to feel calm or like you have released your emotions? Self-harm is the deliberate causing of pain or injury, such as cutting or hitting, in response to emotional pain. Self-harm should always be taken seriously, no matter how severe the injury is. It can also result in accidental death.
What is self-harm?
Self-harm and suicide
Self-harm is any behaviour that involves the deliberate causing of pain or injury to oneself without an intention to die. Self-harm is usually a response to distress, whether it be from mental illness, trauma or psychological pain. Some people find that the physical pain helps provide temporary relief from the emotional pain. It can become a compulsive and dangerous activity, and requires careful professional help.
Self-harm can include cutting, burning or hitting oneself, binge-eating or starvation, or repeatedly putting oneself in dangerous situations. It can also involve abuse of drugs or alcohol, including overdosing on prescription medications. Self-harming is often done in secret and is most common in young people aged 11–25 years, where it is used as a way of coping, particularly where they have not learned or cannot use more helpful coping strategies.
Why do people self-harm?
People who self-harm may do so for various reasons including; helping to:
* deal with or stop negative emotions or pain such as feeling hopeless, anxious or rejected
* release tension or a build-up of emotions
* relieve feelings of loneliness or isolation
* punish themselves for something they have done or something they perceived as their fault
* feel 'alive' or 'real', or to combat feelings of numbness
* feel more in control of their life
* communicate to people that they need some support when they feel unable to use words.
People who self-harm may not intend to end their lives; however, the consequences of their risky behaviour can be fatal, and it needs careful assessment and care by a health professional.
One of the main predictors of suicide is a previous episode of self-harm. While it is common for people who self-harm to state that they have no intention of dying and that their selfharming behaviour is a coping strategy, the risk of accidental death is very real.
People who self-harm repeatedly, may find it becomes a compulsion that they cannot stop. This may lead to feelings of hopelessness and possible suicidal thoughts. Similarly, if self-injury does not relieve the tension or help control negative thoughts and feelings, the person may injure themselves more severely, or may start to believe they can no longer control their pain and may consider suicide. In addition, some people who self-harm do also experience thoughts of suicide. If this is the case, refer to suicide related factsheets at www.lifeline.org.au for more information.
What help is available?
Depression and anxiety along with other mental health issues may impact upon a person's ability to cope with everyday pressures and as such, may lead them to engaging in self-harming behaviours as a way to manager their feelings. Treating underlying conditions is important so that alternative strategies can be learnt and emotions can be dealt with appropriately.
While some people are able to stop the behaviour by themselves, many people will require help from a health professional. A GP is a good place to start, and they can refer you to a psychologist. When seeking help, you may be required to detail the types of self-harming behaviour that you engage in and the length of time you have been self-harming, as well as the relief you get from the behaviour; so it may be helpful to think of these things prior to your appointment. Try keeping a journal where you note down the things that are going on for you when you self-harm.
Because self-harming behaviour is risky and possibly life-threatening, do not hesitate to call emergency services on 000 if necessary.
Self-harm can be dangerous and scary, but help is available.
Tips for helping yourself
It can be hard for people who self-harm to stop it by themselves. That's why it's important to get further help if needed; however, the ideas below may be helpful to start relieving some distress:
* Delay — put off self-harming behaviours until you have spoken to someone.
* Distract — do some exercise, go for walk, play a game, do something kind for yourself, play loud music or use positive coping strategies.
*
Deep breathing — or other relaxation methods.
You may find that some of these strategies work in some situations but not others, or you may find that you need to use a combination of these. It is important to find what works for you. Also, remember that these are not long term solutions to self-harm but rather, are useful short-term alternatives for relieving distress.
How can I help someone who is self-harming?
People who self-harm may be secretive or feel ashamed about their behaviour but you can help by:
* encouraging the person to see a doctor or other health professional
* suggesting options for getting help and letting the person decide their own course of treatment
* asking the person if they have considered suicide — so that appropriate and immediate help can be sought
* contacting emergency services on 000 if you think the person is at risk of serious injury
* remembering that you can only do your best to encourage someone to get help and cannot stop someone from selfharming and it is not your responsibility when they do.
DO'S and DON'TS when helping others
DO:
[x] ✓ Remain calm and focus on supporting the person and helping him or her to find better ways to cope.
[x] ✓ Be non-judgmental and supportive.
[x] ✓ Listen to the person so they feel heard and supported.
[x] ✓ Help the person to find other coping strategies.
[x] ✓ Encourage the person to seek help.
[x] ✓ Suggest options for support but do not be forceful
DON'TS:
[x] ✘ Panic or become angry.
[x] ✘ Reject the person or ignore the problem.
[x] ✘ Condone the self-injury.
[x] ✘ Give ultimatums.
[x] ✘ Pressure the person into any treatment they are not comfortable with.
Where to go to for support?
In addition to mental health services you should try and talk to someone you trust — you don't have to go through this alone. Get help and support to stay alive — contact a helpline, your GP, a counsellor, psychologist or psychiatrist, a hospital emergency department, minister, teacher or anyone you trust to keep you safe. If your life is in danger — call emergency services 000.
It can be very difficult to know what to do and how to cope, but help is available. Below are some of the places to go for information and support:
* Contact Lifeline: 13 11 14 (available 24/7) or Online Crisis Support Chat (available nightly at www.lifeline.org.au)
* SANE Australia — 1800 18 7263
* headspace — 1800 650 890
* Kids Helpline — 1800 551 800
* Reach Out — www.au.reachout.com
For local services and centres in your area, visit the Lifeline Service Seeker Directory at www.lifeline.serviceseeker.com.au
Help is available for self-harm — you don't have to cope with it on your own.
i
Phone13 11 14 |www.lifeline.org.au
Call Lifeline on 13 11 14 (available 24/7) if you are feeling suicidal or in crisis or visit www.lifeline.org.au to connect online with our Crisis Support Chat (available nightly), find a range of other useful factsheets and to find local services in your area.
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How Will Our Children Feed Themselves? LEF's Farm Grown Fuel Project
Why is This Project Needed?
Industrial agriculture is in trouble.There are a host of issues facing farmers, not the least of which is climate change. At Living Energy Farm, we earn our living growing seeds, and we produce most of our food. We see increased volatility in the weather each year. Already, weather instability is making farming more difficult. The future may be far more challenging.
The "green revolution" was the period in the latter 20 th century when industrial agricultural methods (hybrid seeds, chemical fertilizer, herbicides and pesticides) supported a substantial global increase in agricultural production. Future population growth estimates have all been based on continuing expansion of agricultural productivity But we are reaching the "point of diminishing returns." You can't simply add more fertilizer indefinitely and expect unending increases in productivity. About 1/3rd of global grainland is experiencing stable or declining production. Global meat consumption has been increasing twice as fast as population. Consumers in wealthy countries eat the richest foods. Although the U.S. is the largest global exporter of food, we are also the largest global importer of food.
Three-quarters of humanity lives on less than five dollars a day. The majority of humanity lives on a simple grain diet because they cannot afford otherwise. While a diversified grain diet, combined with fruits and vegetables, is quite healthy, many of the world's poor live on simple, refined starches produced by modern industrial farming. Wealthy countries export these simple starches, and import meat, fruit, and choice foods from all over the world.
The mission of LEF is to re-define sustainability to include technologies and methods of farming that are accessible to most of the word's people. The problems are not simple, and neither are the solutions. Diversified tools and methods will be needed. Gardening by hand can produce a lot of healthy food (and is quite enjoyable for many of us!), but some mechanical assistance is really helpful. Small engines that can propel modest agricultural equipment make a huge difference in what farmers can produce.
This gasifier was intended to be a stationary unit, but we modified it for use on a tractor.
Farmers in many places employ draft animals, oxen being the most easily accessible. But draft animals eat year round. When agriculture was based on draft animals in the U.S., the animals themselves consumed 1/3rd of agricultural output. Draft animals will continue to be used in some parts of the world, but we need a replacement for industrial agriculture that reaches beyond draft animals.
The vision at LEF is to find a means of producing fuel on the farm that can power small tractors, and perhaps harvesters or other needed equipment to help with the heavy work of farming. We have been using woodgas some, and we are setting up equipment to use turpentine.
The History, Benefits, and Limitations of Woodgas
Woodgas involves the thermal decomposition of cellulose (burning in an oxygen restricted environment) to produce flammable gasses. These gasses can then be connected to the intake of a gasoline engine, and the engine will run on wood! Wood gasification was widely deployed in World War II in Europe. Factories were set up to manufacture both gasifiers and wood pellets to feed the gasifiers. That was a highly organized and widely deployed effort to provide non-fossil fuel for gasoline engines.
We have been using woodgas at LEF to some extent, but it is not at all clear if it is a good technology to support global village sustainability. The benefits of woodgas are:
* It is farm-grown fuel that can run or supplement the fuel of almost any fossil fuel engine.
* Gasifiers can be scaled up or down to run various size engines.
* In theory any cellulosic material can be used. Some modern gasifiers are manufactured to run on low-grade material like wheat or rice straw.
The disadvantages of woodgas are as follows:
* Woodgas might spur deforestation, as it did in World War II.
* Making good quality woodgas is not easy, and poor quality woodgas is very damaging to engines.
* The small, modern engines most easily available in modern times are not well suited to woodgas. Engines turn faster than they did in the World War II era, and have more precise fuel mix requirements.
This is our wood gasification unit on the front of a 1961 Ford tractor. We ran this tractor on woodgas for a while, but the gasifier was too small (even though the tractor only has 35 horsepower).
Such modern engines are often a little more efficient and cleanburning (some at least), but they are not tolerant of woodgas and other low-octane fuels.
* Doing woodgas well is not that easy, as we have discovered. The idea of setting up woodgas in villages all over the world would be technically challenging.
* It's not easy starting a cold engine on woodgas, A more volatile starter fuel such as ethanol might be necessary.
Turpentine
Ever heard of Honda motorcycles? The name brand descends from a Japanese man named Honda who wanted to produce and sell motorcycles in the post World War II era in Japan. He did not have access to gasoline for his motorcycles, so he made them to run on turpentine.
Different species of pine trees can grow anywhere in the world that trees grow. If you take the sap from pine or other resinous trees and heat it, it makes vapor. Condense the vapor and you have turpentine.
Turpentine has the same combustion characteristics as kerosene. Prior to World War II, oil refiners used simpler methods than they do today. They were able to get only a small amount of gasoline out of a barrel of crude oil. Back then they produced a substantial quantity of various grades of kerosene that were referred to as "distillate" or "tractor fuel." A lot of machines prior to the late 1940s were made to run on these various, lower-octane distillate fuels.
Could we use pine sap to make a limited amount of fuel to run small tractors that would help a village with planting and harvesting crops? It is extremely unlikely that turpentine could ever be produced on a scale that would support modern automobile fleets. At LEF, our intent is to produce fuel that would be used on the farm, not on the road.
The potential advantages of turpentine fuel to support small farm machinery could be:
* Turpentine is most often taken from live trees. As long as the trees are tapped at a reasonable rate, the process is sustainable.
* Turpentine is simply poured in the tank of an engine. Nothing like a bulky woodgas unit has to be attached to the machine.
Every wood gasifier has an hourglass shaped reactor at its core. The shape and size of this reactor core has to be correct for the type of fuel and the size of the engine. And when you have a reactor that is too small for your engine? Sadly, it melts from excess heat.
* Turpentine can be used in any size engine, whereas making clean woodgas for very small engines is challenging.
* The widespread use of turpentine as a farm-grown fuel would encourage the planting of trees, and keeping those trees alive. It's hard to know if the idealized vision of each village planting its own grove of sap-producing trees is realistic, but it could work.
The potential disadvantages of turpentine are:
* Like woodgas, turpentine is not likely to work in modern, cheap, easily available "lawnmower" engines. Older engines will work better because they were designed to work with kerosene, but these engines are less available.
* Another fuel is needed to start and warm up the engine, perhaps ethanol. Very little would be needed.
* Turpentine cannot be stored for long.
* Turpentine is likely to be available in only small amounts. This is both a good thing and a bad thing. It would limit both the work and the destruction that could be wrought with machines.
* Turpentine can be produced from live trees. It can also be produced by heating pine chips from dead trees. This latter process is very different, but people might, in times of distress, decide to cut their trees instead of tapping them. Hopefully, the scaling and re-orientation to village-level production would encourage a longer term view.
Why Not Ethanol and Biodiesel?
Ethanol and biodiesel put machines in competition with humans for food. These fuels essentially put rich people and poor people in competition for control of the highest quality industrially managed farmland. The re-orientation of farming and sustainable living to empowered villages is more important than the machines themselves. That said, different technologies support different kinds of social arrangements. Daylight drive electricity (see our discussion of Longterm Integrated Village Energy), woodgas, and turpentine support village-level economies. While grain for ethanol and biodiesel is most efficiently harvested using massive, expensive combines and
We repaired the gasifier and transferred it to this tractor, which has 1/2 the horsepower of the Ford where we used the gasifier previously. The engine on this tractor is in poor condition, and it is a more modern, higher speed, higher compression engine. The gasifier and the tractor worked, but not well.
industrial methods, turpentine is more like collecting sap for maple syrup. It is inherently decentralized and manual. Woodgas chips could be produced on either a large or small scale.
While ethanol and biodiesel need the best farmland, turpentine and woodgas can be produced from any kind of land, including more marginal areas. Trees tolerate drought much, much better than the grains that produce ethanol and biodiesel.
The bottom line is that energy production and use is always constrained by the laws of physics. Low-grade heat will always be easier to produce and store than electricity. Ethanol and biodiesel, because they use feedstock further up the food chain (starch and oil are higher up the food chain than sap and cellulose), they will always be harder to produce. We have aspired to produce our own vegetable oil at LEF for food, and haven't gotten there yet. The idea that small farms could produce enough food-grade oil and starch to feed both themselves and their machines is detached from reality. We hope that we can produce a very small amount of ethanol as a starter fuel for turpentine engines, but that would require only a very small amount of grain.
What Kind, What Scale of Machines?
There is a plethora of research now that shows that small farms are more productive per acre than large farms. But large farms are better able take advantage of bank loans and government subsidies (which are acreage based). On small farms, the human body can do little work compared to even a very small tractor. Even a very small tractor can do dramatically more work than a draft animal, or several.
Modern American agriculture is highly industrialized and based on the use of large, expensive equipment. With small tractors, effectively transferring the energy from the engine to the ground is challenging. Large tractors are heavy, and that weight gives them traction and pulling power. For reasons that may have to do more with cultural traditions than sound mechanics, most tractors have an engine that sticks out the front. That works with large tractors, because the overall weight
This is an Oggun tractor. Notice the engine is mounted in the rear. This is a modern, well designed agricultural tractor based on similar historical designs. Incidentally, the company was founded with the mission of providing inexpensive, easily constructed and repaired tractors for small farmers around the world.
of the machine is sufficient to maintain good traction. With a small tractor, it makes more sense to put the engine over the rear wheels, and thus to maximize traction and the ability to transfer energy from the engine to doing useful work. Though the dominant trend is to have the engine in front, there are a number of tractor manufacturers, past and present, who make rear-engine tractors that are intended to be effective agricultural machines (and not just lawnmowers). At LEF, we are working with these small, rear-engine machines.
What Kind of Engines Work Best With FarmGrown Fuel?
What kind of engines work best with farmgrown fuel? As we have said in other contexts, technology in our age moves toward profit, not necessarily toward peak performance, and certainly not toward durability. A hundred years ago, engines might have 100 pounds of metal for each horsepower of output, and they turned at a much slower rate. These old engines might run from a few hundred to 1000 rounds per minute (RPM). By the World War II era, many engines were running up to 2000 RPM. Modern engines have standardized at 3600 RPM.
Another change in engine design is that modern engines have a much higher compression ratio. They are also manufactured with the expectation of a more precise fuel mix. The primary reason for all of these changes is profit, and there are some benefits and costs to these changes. Certainly, for very portable engines like chainsaws or weed wackers, tiny powerful engines reduce the weight of the tool considerably. But high speed engines suffer much higher internal friction, and thus wear out much more quickly. The precise engineering of fuel mix helps efficiency and pollution, but makes it much harder to power an engine with woodgas or turpentine.
With a small tractor with the engine over the back wheels, a somewhat heavier engine is desirable. Certainly, a durable engine is very desirable. Both woodgas and turpentine burn more slowly than gasoline. That's based on the laws of physics, and cannot be changed. A slower piston in an older engine more effectively transfers the expansive force of slower-burning woodgas or turpentine to mechanical power. Modern engines cannot be easily altered to run slower and will be less efficient with woodgas or turpentine. With turpentine in particular, it cannot be run in modern engines with a very high compression ratio because the fuel will pre-ignite, causing the engine to "knock." For all of
Rear-engine Tuff Bilt tractor at LEF. Engine is being swapped to a low compression engine that we can run on woodgas or turpentine.
these reasons, we are currently putting older engines from the 1940s and 1950s on small, rear-engine tractors.
Our hope is that we can run our farm with these small machines using fuel that we grow ourselves. Then we will be able to answer the questions of scaling. How many trees occupying how much land can sustainably produce how much fuel to support how many people in a village? How difficult and expensive is it to set up a farm-grown fuel system? Can it be done in villages all over the world? These are the questions we are trying to answer. Our future food supply may depend on finding answers the these questions. We are seeking support for these efforts. | <urn:uuid:9c59d6d9-86ad-4904-89d6-699aeb1f0b9f> | CC-MAIN-2018-51 | http://www.livingenergyfarm.org/tractor2.pdf | 2018-12-14T02:54:57Z | crawl-data/CC-MAIN-2018-51/segments/1544376825349.51/warc/CC-MAIN-20181214022947-20181214044447-00553.warc.gz | 398,204,010 | 3,071 | eng_Latn | eng_Latn | 0.998841 | eng_Latn | 0.999006 | [
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Lesson #9: Root/Fifth with Eighth Notes and Rests
The fifth we know already from lesson 3. In this lesson we will recapitulate and expand what we have learned. We will learn another fingering to play the fifth above the root. For the exercises we need the following root notes plus the octave of F# and H. (For the octave see the previous lesson.)
Fingering 1
Play the fifth below the root. The fifth below the root is on the same fret one string lower. Play all
exercises in the second position.
a)
b)
Exercise 2
The fifth above the root can be played either a string and three frets higher or two strings higher and three frets lower.
Which fingering you choose depends on the position that you play: When you play the root with the first or second finger then you use fingering 1 otherwise fingering 2. (See also Lesson #6.)
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A self-healing sweat sensor
December 18 2019
Credit: American Chemical Society
Wearable sensors that track heart rate or steps are popular fitness products. But in the future, working up a good sweat could provide useful information about a person's health. Now, researchers reporting in ACS Applied Materials & Interfaces have developed a headband that measures electrolyte levels in sweat. And unlike many previous sweat sensors, the device can heal itself when cut or scratched during exercise.
Human sweat contains biochemical markers, such as metabolites, electrolytes and heavy metals, that can indicate a person's health and even help diagnose some diseases. In recent years, scientists have developed sweat sensors in the form of patches, bandages and tattoos, but their performance can be impaired by natural movements such as
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walking, running, jumping or throwing. Also, if the sensors become scratched or broken, which can easily happen during exercise, they often cannot be repaired. Sung Yeon Hwang, Jeyoung Park, Bong Gill Choi and colleagues wanted to develop a wearable sweat sensor that could withstand vigorous exercise and quickly repair itself if damaged.
To make their self-healing sensor, the researchers coated carbon fiber thread electrodes with a citric acid-based polymer. When cut, the threads quickly rejoined through hydrogen bonding of the polymer. They sewed the threads, which could detect potassium and sodium ions, into a headband and added a wireless electronic circuit board that could transfer data to a smart phone. A human volunteer wore the headband while exercising on a stationary bike, and the sensor accurately tracked the electrolyte concentrations in their sweat over 50 minutes of exercise. During cycling, the researchers cut the sensor threads with scissors, and the threads healed and returned to normal operation in only 20 seconds.
More information: Jo Hee Yoon et al, Extremely Fast Self-Healable Bio-Based Supramolecular Polymer for Wearable Real-Time SweatMonitoring Sensor, ACS Applied Materials & Interfaces (2019). DOI: 10.1021/acsami.9b16829
Provided by American Chemical Society
Citation: A self-healing sweat sensor (2019, December 18) retrieved 4 October 2023 from https://techxplore.com/news/2019-12-self-healing-sensor.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.
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STORYTELLING TO IMRPOVE TOILET TRAINING SUCCESS IN PRESCHOOL CHILDREN
Lilis Maghfuroh
Sekolah Tinggi Ilmu Kesehatan Muhammadiyah Lamongan, INDONESIA.
firstname.lastname@example.org
ABSTRACT
Objective: Toilet training is a task of growth and development of toddler that they become independent. Children who fail in toilet training can experience an expressive and retentive personality. This study aims to determine the effect of storytelling on toilet training success.
Methods: This research design was experimental research with one group pretest-posttest design approach. The populations in this study were 43 children. The samples were 21 children obtained through Purposive Sampling technique. The data obtained by closed questionnaire. The tabulation was analyzed using Wilcoxon sign rank test.
Results: The results showed that toilet training success prior to storytelling treatment amounted to 61.9%. After storytelling treatment, it was obtained that almost half of the children (38.1%) had excellent toilet training skill. Based on the result of Wilcoxon sign rank test, it was obtained Z value= 3.666 with p value = 0.000 where p≤0.05. So, H0 was rejected and H1 was accepted which meant there was an effect of storytelling on toilet training success in preschool childrenof Bina Putra Preschool, Sumberjo Sarirejo Lamongan.
Conclusion: Based on the results, storytelling is effective method to improve children ability in toilet training, so that children can do toilet training properly and correctly.
Keywords: storytelling, toilet training, preschool children
INTRODUCTION
Preschool is a phase of individual development at the age of 3 to 6 years. In this phase, children experience the development of language skills, creativity, social awareness, emotional, and intelligence which proceeds very quickly and becomes the foundation for the next development. This phase starts when children begin to have awareness as a man or woman, and organize themselves in toilet training (Mansur, 2009). At this time the elimination process of children indicates independency (Nursalam, 2007).
Toilet training is a task of growth and development of toddler in order to be independent. Children are trained to be able to undress their clothes and underwear, clean themselves, and water their urine or feces. Such activity isa self-skill which does not happen automatically (Koraag, 2007). Toilet training is a highly required training for children to control urinationand defecation. Toilet training can take place in children of 2 years. In the practice of urination and defecation children require preparation physically, psychologically and intellectually. The preparation is expected to be able to control children defecation and urination independently (Hidayat, 2008).
Toilet training requires complex psychophysiological factors for readiness. Children must be able to recognize the urgency to remove and hold theelimination as well as communicate the sensation to the parents and there may be important motivations to satisfy the parents by holding rather than eliminating(Wong, 2008). Defecation practice is usually completed before urination practice because it ismore regular and easier to predict. The sensation of defecation is stronger than urination and can attract children attention. In fact, nighttime exercise cannot be completed until the age of 4 or 5 years while during the day wetting can also occur especially when children's full attention in playing. So, if they are not reminded, they will be late to go to the bathroom (Wong , 2008).
According to American Psychological Association research, it was reported that from 10 to 20 of 5-year-old children, 5% of 10-year-old chidren, nearly 2% of 12-14-year-old children, and 1% of 18-year-old children still experienced nocturnal enuresis, and the number of boys was greater according to Child Development Institute Toilet Training (Sulasih A, 2010).
Based on the research conducted by maghfuroh L, 2018, it was obtained that most of 49 children (55.1%) had sufficient ability in toilet training.
From the preliminary survey conducted by on October 24, 2016 at Bina Putra Preschool, Sumberjo, Sarirejo, Lamongan through observation and interviews, it was obtained that 4 out of 10 children (40%) still wet the bed and 20%of them still used diapers. The data above showed that toilet training was not yet successful.
There are several factorsaffecting the success of toilet training; one of which is physical readiness. It is an ability where children are physically strong and capable to sit and stand in purpose to ease the children in defecation and urination. Another factor is psychological readiness. Children need a comfortable atmosphere to control and concentratethe stimulation defecation and urination. Then, intellectual readiness in children can help the process of defecation as well. It can be perceived when children can understand the meaning of defecation and urination. The readiness will make children always have independence in controlling defecation and urination (Hidayat, 2008).
The order in the family and the distance between children with one another affectthe practice of toilet training. If the distance is so close, children will experience sibling rivalry or jealousy and hatred which can expressed by wetting (Hidayat, 2008).
Environment is a factor which affects the formation and development of individual behavior. Good and healthy environment can provide comfort for toilet training, otherwise children will be lazy if the bathroom is not attractive and comfortable enough for him (Sudrajat, 2008).
The failure of toilet training is also due to the tension of the mother-child relationship in the readiness of the children. The most common matter of toilet training failure can occur because of the strict treatment or rules from parents to their children that disturbing the children's personality. Children tend to be stubborn and even stingy (Hidayat, 2008).
Toilet training failure will have a negative impact to children such as experiencingexpressive personality, where children are more cruel, tend to be careless, like to make a fuss, emotional, and arbitrarily in the daily activities. In addition, children can also experience a retentive personality in which children tend to be stubborn and even stingy (Hidayat, 2008).
To overcome bedwetting, toilet training needs to be performed. To control the habits of children in defecation and urination, this process takes time, understanding, and patience. The most important thing to remember is that parents can not expect that their children can directly use the toilet for urination and defecation (Hidayat, 2008). Techniques to be used
according to Nursalam (2007) are oral techniques and modeling techniques. It can also be given through storytelling using story books.
Story book is a very popular reading among children because of the illustration which gains students' interest. However, commonly children aged 3-6 years cannot read by themselves so that the participation of teachers and parents to read the story is highly required. The storytelling should be performed in an interesting and expressive way that children will understand the purpose of the story book. Storytelling method is likely more used because preschoolstudents are usually happy to hear the story from the teacher.
OBJECTIVES OF THE STUDY
This research is carried out to know the effect of storytelling on toilet training success to children.
MATERIALS AND METHODS
This research was an experimental research with one group pretest-posttest research approach. This research was carried out by giving pretest before the intervention, after the intervention, to which later posttest performed (final observation).
The population of this study were 43 children. The samples used in this study were those who had not been successful in toilet training, amounted to 22 children yet 1 child dropped out, so the total sample was 21 children.
RESULTS
Table 1. Distribution of children and parents in Bina Putra Preschool, Sumberjo, Sarirejo, Lamongan
Based on the above table, it is obtained that most the children (61.9%) are female. Most of the children (71.4%) are the first child. Most of the children (52.4%) have no sibling. Most of
the parents (57.1%) are more than 25 years old. Most of the parents' last education (47.6%)is junior high school. Most of the parents (66.7%) are unemployed/housewife.
Table 2. Frequency Distribution of Toilet Training Data Success before Storytelling to Children of Bina Putra Preschool, Sumberjo, Sarirejo, Lamongan
Based on table 2, it can be explained that most of the children (61.9%) have Fair toilet training skill.
Table 3. Frequency Distribution of Toilet Training Data Success after Storytelling to Children of Bina Putra Preschool, Sumberjo, Sarirejo, Lamongan
Based on table 3, it can be explained that almost half of the children (38.1%) have excellent toilet training skill and the rests (14.3%) have poor toilet training skill.
DISCUSSION
Toilet Training Success prior to Storytelling Treatment on Preschool Children
Based on table 2, it is obtained that most of the children (61.9%) have fair toilet training skill. In accordance with the data, it indicates that parents role in educating their children about toilet training has not been maximized.
The first factor influencing toilet training success is sex. Table 1 shows that most of the children(61.9%) are female. Females experience more bedwetting compared with males because they have shorter ureters that they can not hold urine longer and within shorter periods of time. Males tend to master toilet traininglonger compared to females. This is because the figure who teaches them is a woman or mother so they do not see the example of fellow men. However, not all results are in accordance with the theory expressed. This is proovedby respondent no 1 and 2, in which they are males and have poor toilet training skill.
This is supported by Wong (2008) who stated thatfemale's urethrais about 3 to 5 cm long, straight, and shorter than the male's, directly from the bladder out of the body. The urethra extends only through the neck of the bladder, the internal and external sphincters, and the urogenital diaphragm. Difficulty in holding urine in females is due to short distance between urinary vesica and urethra. Dhaniati (2008) expressed that the tardiness of toilet training in males rather than females is because males' nervous system develops longer than females. In addition, woman tends to be the primary caregivers, so males do not pay attention to their fellow man. A child role model is a woman then females are also less sensitive to their wet skin taste.
The second factor affecting toilet training success is the order of the family. Based on Table 1, it is found that most of the children are (71.4%) the first child. Therefore, parents have no experience in training their children, especially about toilet training. Parents seem to face
difficulty in providing education about toilet training. This can affect the children in toilet training practice.
The opinion is in accordance with Maghfuroh L, 2014 who mentioned that the experience of parents will affect how to educate their children.
The third factor affecting toilet training success is education. Based on table 1, it can be explained that most of the parents's last education (47.6%) is junior high school. Low education affect the low insight and knowledge of the mother so does the toilet training knowledge that also affect the motivation as well as implementation of toilet training properly. Low insight is likely because the mother does not understand that children aged 3-6 years should be able to do toilet training independently and correctly and parents are not concerned with the development of children. In accordance with the opinion of Maghfuroh L, 2015 that higher level of education results higher level of knowledge and experience.
Toilet Training Success after Storytelling Treatment on Preschool Children
Based on table 3, it is obtained that almost half of the children (38.1%) have excellent toilet training skill. In accordance with the data, it indicates that parents have succeeded in providing education about toilet training. This is likely influenced by the number of siblings, the age of the parents as well as their occupations.
One factoraffecting toilet trainingsuccessis parents'age as described in table 1.It can be explained that most of the parents (57.1%) are more than 25 years old. The fact indicates that 25 years old is the age of early adulthood and productive period that the organ function has not degenerated. The information is received more easily that they can apply toilet training properly. This is in accordance with the theory of Mubarok et al (2007) who stated that the increase of age may affect the change in physical and psychological aspects. On the psychological or mental aspect,someone will be more mature.
In addition, toilet training is also influenced by parents' occupation. Based on table 1, it is explained that most of the parents (66.7%) are unemployed/housewife.It may affect the time intensity with children becauseparents have free time used to support and train children in toilet training. Children will get used to do toilet training properly and correctly. Other factors is the number of siblings. According to Table 1, it is explained that most of the children (52.4%) have no relatives (0) or as the only child in the family. Therefore, parents will give children full of attention.
According to Maghfuroh L, and atiul Impartina 2014, the more time a mother has to meet his or her child, the more stimulus the mother gives to her child.
The Effect of Storytelling on Toilet Training Success to Preschool Children
Based on the results of analysis with Wilcoxon sign rank test using SPSS PC for Window version 16.0 on the effect of storytelling on toilet training successto preschool children in Bina Putra Preschool, Sumberjo, Sarirejo, Lamongan, it is obtained Z value = -3.666 with significant p = 0.000 where p ≤ 0.005 then H1 is accepted. It means there is an effect of storytelling on toilet training success to preschool children Bina Putra Preschool, Sumberjo,Sarirejo, Lamongan. This indicates that there is a change in the succes of toilet training in preschoolchildren.
While the confidence interval test or the level of confidence resulted 95% confidence level which means that this study has a tolerance of 0.05. In this level of confidence test, it is obtained 0.000 which means that this research has a high level of confidence and no error in the research process.
The increased ability of children is influenced by the ability of children to understand the contents of the story given, the child's memory of the story content in imitating the behavior of the story, children ability and confidence in doing toilet training. Listening to stories over and over can improve children's memory on how to do toilet training well. Children' memory may come from direct experience, verbal persuasion, and physiological state. Intellectual readiness is also influential factor in receiving the material provided by parents or teacher. In this case what the mother did is to tell the children about how to do the toilet training properly. Storytelling can support children's ability to do toilet training by imitating the behavior in the content of the story book.
Bull et al. (2008) reveals that in children the growing memory is a declarative memory (longterm memory) and visual techniques are the best stimuli for declarative memory formers in preschool children. In remembering a thing, preschool children tend to remember things visually. Declarative memory in children consists of episodic memory which remembers the personal experience and semantic memory which stores information in the form of visual memory so that picture story books become the best method of providing visual stimuli for the preschool chidlren's declarative memories to remember things they learn.
CONCLUSION
There is an effect of storytelling on toilet training success to preschool children in Bina Putra Preschool, Sumberjo, Sarirejo, Lamongan.
REFERENCES
[1] Bull, R. (2008). Short term memory, working memory, and executive functioning in preschoolers: Longitudinal predictors of Mathematical achievement at age 7 years. Development Neuropsychology, 33(3), 205-228
[2] Dhaniati, D. (2008). Language development method. Jakarta: Universitas Terbuka.
[3] Hidayat, H. (2008). Introduction to nursing science. Jakarta: Salemba Medika.
[4] Maghfuroh, L. (2014). Relationship parenting foster parents with incidence sibling rivalry in toddlers in the village Jotosanur district Tikung district Lamongan. Surya, 1(XVII), 113-120.
[5] Maghfuroh, L. (2015). Parent role relationship with the selection of educational game tool at preschool age children are made by the handicrafts of the sub-district Ngimbang regency of Lamongan. Surya, 7(01), 76-82.
[6] Maghfuroh, L. (2018). Implementation of visual auditory methods in increasing successful toilet training in preschoolers. Medical Technology and Public Health Journal, 1(2).
[7] Maghfuroh, L., & AtiulImpartina, A. (2014). Role of parental stimulation on language development in toddler children. Surya, 4 (XX), 58-64.
[8] Nursalam. (2007). Care of baby and child nursing. Jakarta: Salemba Medika.
[9] Raharjo, B. (2015). Seabrek creative game hands-father mother.Yogyakarta: DIVA Press.
[10] Sudrajat, A. (2008). Development of cognitive. Retrieved from ordpress.com/20008/01/31 perkembangankognitif.
[11] Sulasih, A. (2010). Relationship between toilet motivation stimulation training in preschoolers. Skripsi.
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WHOLE HEALTH: INFORMATION FOR VETERANS
When Your Food & Drink Could Be Causing You Problems: Elimination Diets
All resources provided in these handouts are reviewed by VHA clinicians and Veterans. No endorsement of any specific products is intended. Best wishes! https://www.va.gov/wholehealth/
Whole Health is an approach to health care that empowers and enables YOU to take charge of your health and well-being and live your life to the fullest. It starts with YOU. It is fueled by the power of knowing yourself and what will really work for you in your life. Once you have some ideas about this, your team can help you with the skills, support, and follow up you need to reach your goals.
When Your Food & Drink Could Be Causing You Problems: Elimination Diets
What is an elimination diet? An elimination diet is a tool that can help you find out if certain foods could be keeping you from feeling your best. It is not an official diet with set rules, like you might be asked to follow by a dietitian. It involves avoiding a food or a group of foods for a short time, and seeing if you feel better. After a set amount of time, you try the food or foods again to see if health problems come back. This helps you learn which foods may be causing problems.
A true food allergy is a specific type of immune response to a particular food. It usually occurs within minutes or hours after eating that food. People having an allergic reaction to a food can have itchiness or hives, swelling of the throat or tongue, trouble breathing, vomiting, or diarrhea. A severe food allergy is called "anaphylaxis" and is life-threatening. The foods that most often cause allergic reactions are milk, eggs, peanuts, tree nuts, fish, shellfish, wheat, soy and some fruits. 8-11 If you have a severe food allergy, speak with your health care provider before starting any new eating approach.
Many people think they have food allergies or that some foods make them (or their family members) sick. 1-4 Many people (about one third) report that some foods bother them. 3 For example, half of all people have trouble with lactose, a sugar found in milk. 5 About 2% of people react to gluten or wheat. 6 Around 7% of people cannot tolerate wine. 7
Some people have problems caused by eating certain foods, but those problems are not true allergies. These people may feel unwell after eating a certain food or a type of food. The food may change how their gut works or how their body processes different nutrients. Sometimes this is called "food intolerance."
* health issues whenever you eat a given food.
As you explore whether or not eliminating certain foods might help you, it is always a good idea to stay in contact with your health care team. Your dietitian or provider might have other suggestions to help you support your gut health, whatever way you decide to eat. How can eliminating certain foods help me? Some foods may make diseases or symptoms worse. Avoiding them may make you feel better and healthier. An elimination diet may be helpful for you if: You suspect you are sensitive to certain foods or notice that you have the same
* cause.
Research shows that foods can be tied to problems like migraine headaches, irritable bowel syndrome (IBS), ulcerative colitis and Crohn's disease, and many others. 8
* You experience symptoms that have not gotten better with other treatments from your health care team. You don't feel your best, but your health care team cannot seem to find another
a. Food additives (e.g. preservatives, flavor enhancers, emulsifiers, artificial colors, and natural and artificial flavors)
Is it safe to eliminate problem foods? Eliminating certain foods from the diet is safe for most people. In fact, when done with care, the new approach to eating might end up being more nutritious than the way you were previously eating. However, this approach is not recommended for some children or pregnant women. A child may not grow well if he or she doesn't get the right nutrients. For example, children with autism may eat only a few foods already. Further limiting their food options by removing some of the foods that they like may lead to poor nutrition. 12 A pregnant woman may not get the right nutrients for her baby to grow well if she stops eating groups of foods. Also, don't do an elimination diet if you have ever had an eating disorder. 13,14 (Examples of eating disorders are anorexia or bulimia.) Work with your health care provider to make sure you are eliminating foods safely. Is it difficult? For most people, food is much more than just fuel; it can also represent comfort, family, culture, and connection. Changing the way you eat can be hard. Before you begin, make sure it is the right time in your life. 15 You will likely have to plan new menus, find and make new recipes, buy new grocery items, and try new foods. This works best if you begin to plan a couple of weeks ahead. It can be challenging if you don't have the time or cooking skills needed to make all-new foods. 16 If possible, choose a time when you don't have holidays, major family events (birthdays, weddings), travel plans, or a lot of added stress in your life. It is helpful to have family and friends who will support you or even eat the same way as you. How do I start? Choose a time in your life when you feel ready to change your diet. Keep a food and symptom diary, so you can record how you feel as you avoid foods and later, when you try eating them again to see if your problems come back. For the first three weeks, remove foods you think might cause problems and keep your overall eating as healthy as possible. Most people (about 75%) feel better with just doing that. 17 Learn to read labels carefully to find all of the ingredients in a food. For the first three weeks: Here are some suggestions you can follow during the first three weeks when you want to eliminate problem foods. 1) Avoid the following: 17-19
b. High fructose corn syrup (found in sodas, sweetened beverages, and other processed foods such as ketchup) c. Sugar-sweetened beverages (soda, bottled sweet teas, energy drinks, bottled
2)
a. Alcohol
coffee, sports drinks) d. Artificial sweeteners (anything that is sweet and says "diet" or "sugar free")
e. Trans and partially hydrogenated fats (packaged snacks, cakes, pies, cookies, margarines) Reduce the following:
d. Added sugars (can have many different names on food labels, like sucrose, dextrose, mannose, caramel, and high-fructose corn syrup) e. Saturated fat (found in fatty beef, butter, lard, cream, cheese, lamb, pork,
b. Caffeine c. Highly processed foods (chips, crackers, other foods that come in boxes or other packaging and typically have a long shelf life)
Of course, as your plan allows, keep doing all the other things that are healthy when it comes to food and drink. Get plenty of fluids, eat fruits and vegetables, eat nuts and whole grains as able, and try to only eat if you feel hungry, within reason. Be sure you are getting enough food, including enough vitamins. Ask your care team if needed.
coconut oil) f. Red meat
I've done the first few weeks as recommended, but I still don't feel any better. What do I do next? At least three weeks is needed to notice any changes. 18,19 If, after the first three weeks you don't feel any better, you may extend the time to four, six, or eight weeks. If you choose a longer time, you may find yourself feeling a little nervous about adding foods back in, but it is still a good idea to try, to be sure they are what was causing your problems.
Sometimes, it can help to remove foods you feel 'addicted' to or that are comfort foods.
You might also want to try a more focused diet. For example, many people find it is helpful to take gluten or dairy out of their diets. You could try removing either or both of those for three weeks too. It is not easy to do. Gluten is found in wheat, rye, barley, spelt and farro. This means most breads, cereals, crackers, pastas, and baked goods. Dairy products include milk, butter, cheese, yogurt, and cream. About half of all people have difficulty digesting dairy products.
* Day 1: Add back in a small amount of one food item. If you are eliminating gluten, this could be one piece of toast. • Day 2: Add in a larger amount of the same food—such as two pieces of toast. • Day 3: On the third day eat a larger portion of the same food—perhaps a bowl of pasta and a couple pieces of bread throughout the day. • Day 4 onwards:
It can be helpful to speak with your health care provider or dietitian for support. Once I've eliminated foods from my diet, how do I add them back in? Adding foods back in is an important part of an elimination diet. You should do this even if you fe el reall y well after removing foods from your diet. This is how you will truly know which foods y ou can tolerate and which ones are a problem. Keeping a diary of how you feel w hen you add back foods will help you keep track. Add only one new food at a time, every t hree d ays.
o If you feel worse at any point, as you are adding the foods back in, that tells you to really think about avoiding the food for an even longer time. Write down which foods made you feel sick. Some people may have anxiety when they add foods back in. If you find yourself struggling with that, speak with a care provider.
o If you feel well the first three days, then continue to eat that food. If you eliminated more than one thing, start to add back a second food. Follow the same steps as you did for the first three days with the first food.
When adding back foods, some people may have increased mucus production, fatigue, trouble concentrating, digestive problems, constipation, diarrhea, bloating, mood swings and drowsiness. 20
The information in this handout is general. Please work with your health care team to use the information in the best way possible to promote your health and happiness.
Once I've figured out which foods make me feel worse, what do I do then? Remove the foods you've identified for at least three to six months. Then add them back into your diet, slowly, to see if you still react to them. 21 For you to consider: • Is there anything in particular that grabs your attention in this handout? • Do you want to try an elimination diet? • If you have any concerns about starting an elimination diet, contact your health care provider or a dietitian to help guide you.
For more information:
Administration healthy eating This handout was written for the Veterans Health Administration (VHA) by Suhani Bora MD, Integrative Medicine Family Physician and former Academic Integrative Medicine Fellow, Integrative Health Program, University of Wisconsin Department of Family Medicine and Community Health. The handout was reviewed and edited by Veterans and VHA subject matter experts.
References 1. Moore LR. "But we're not hypochondriacs": The changing shape of gluten-free dieting and the contested illness experience. Soc Sci Med. 2014;105:76-83.
2. Arranz LI, Canela MA, Rafecas M. Dietary aspects in fibromyalgia patients: Results of a survey on food awareness, allergies, and nutritional supplementation. Rheumatol Int. 2012;32(9):26152621.
3. Lied GA, Lillestol K, Lind R, et al. Perceived food hypersensitivity: A review of 10 years of interdisciplinary research at a reference center. Scand J Gastroenterol. 2011;46(10):1169-1178.
5. HRQoL questionnaire evaluation in lactose intolerant patients with adverse reactions to foods. Intern Emerg Med. 2013;8(6):493-496.
4. Bohn L, Storsrud S, Tornblom H, Bengtsson U, Simren M. Self-reported food-related gastrointestinal symptoms in IBS are common and associated with more severe symptoms and reduced quality of life. Am J Gastroenterol. 2013;108(5):634-641.
from Mainz, Germany. Dtsch Arztebl Int. 2012;109(25):437-444. 8. Bora S, Rindfleisch A. The Elimination Diet. In: Rakel D, ed. Integrative Medicine. 4th ed.
6. Volta U, Bardella MT, Calabro A, Troncone R, Corazza GR. An Italian prospective multicenter survey on patients suspected of having non-celiac gluten sensitivity. BMC Med. 2014;12:85. 7. Wigand P, Blettner M, Saloga J, Decker H. Prevalence of wine intolerance: Results of a survey
10. Allergenic Foods and their Allergens, with links to InformAll. Food Allergy Research and Resource Program, Institute of Agriculture and Natural Resources, University of NebraskaLincoln website. Available at. Accessed February 28, 2019.
Philadelphia, PA: Elsevier; 2017. 9. What is a food allergy? Learn about food allergies, what causes them and more. Food Allergy Research and Education (FARE) website. Available at: https://www.foodallergy.org/life-withfood-allergies/food-allergy-101/what-is-a-food-allergy . Accessed February 28, 2019.
12. Lea R, Whorwell PJ. The role of food intolerance in irritable bowel syndrome. Gastroenterol Clin North Am. 2005;34(2):247-255.
11. Food Allergies: What You Need to Know. U.S. Food and Drug Administration website. Available at. Accessed February 28, 2019.
Nutr Clin Pract. 2008;23(6):583-588.
13. Larramendi CH, Martin Esteban M, Pascual Marcos C, Fiandor A, Diaz Pena JM. Possible consequences of elimination diets in asymptomatic immediate hypersensitivity to fish. Allergy. 1992;47(5):490-494. 14. Elder JH. The gluten-free, casein-free diet in autism: An overview with clinical implications.
20. Johnson K. The elimination diet and diagnosing food hypersensitivities In: Rakel D, ed. Integrative Medicine. Philadelphia, PA: Elsevier; 2003.
21. Pastorello EA, Stocchi L, Pravettoni V, et al. Role of the elimination diet in adults with food allergy. J Allergy Clin Immunol. 1989;84(4 Pt 1):475-483.
15. Madonna Swift K, Lisker I. Current concepts in nutrition: The science and art of the elimination diet. Altern Complement Ther. 2012;18(5):251-258. 16. Leffler DA, Edwards-George J, Dennis M, et al. Factors that influence adherence to a gluten-free diet in adults with celiac disease. Dig Dis Sci. 2008;53(6):1573-1581. 17. Ogden J, Leftwich J, Nelson M. The development and evaluation of a nurse led food intolerance clinic in primary care. Patient Educ Couns. 2011;85(2):e1-5. 18. Sampson HA. Update on food allergy. J Allergy Clin Immunol. 2004;113(5):805-819; quiz 820. 19. Joneja JMV. Dietary Management of Food Allergies & Intolerances: A Comphrensive Guide. Vancouver, BC: JA Hall Publications; 1998.
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The Catch
COCORAHS – MAY DAY
FORT COLLINS, CO — Saturday, May 1, 2010
Greetings to all CoCoRaHS volunteers, friends and family:
What a day it has been in western Tennessee, and the day is far from over. Rains began there early this morning and by 7 AM several CoCoRaHS observers already had over 8" of rain with a couple of reports over 11" (our gauge only holds about 11.30" full to the top when the cylinder and funnel are in place). If additional rain falls, it flows down the side. Rains have continued and more are expected along with possibilities of large hail and tornadoes. Thanks to all of you there who braved the storm to measure and report your rainfall and for all the "Significant Weather Reports" that were filed today. Please be careful today and give a hand to those who need help.
To put today's Tennessee rains into perspective, a 4" rain is big anywhere in the country although they happen fairly regularly from Texas across the South up to the mid Atlantic states and sometimes in the Midwest. By the time you get up to 8" in a day, that's a huge rain anywhere in the country that can cause terrible local or widespread flooding. Then go up to 11" or greater, and most areas of the country have never seen that much rain in recorded history except in a few memorable historic storms. So these storms in W. Tennessee today are huge and we wish the best to the people of that area.
What to do if it rains that much?
First of all, stay on high ground and don't drive if you can possibly avoid it. Many flood related accidents and fatalities can be avoided each year simply by not driving into flood waters. If you are a CoCoRaHS observer, don't put yourself at risk to measure during extreme storm conditions. We've seen pictures of CoCoRaHS rain gauges on backyard posts surrounded by flood waters. You should never swim to your rain gauge.
However, your reports of heavy rains are extremely helpful. If you are receiving intense rain that you think is significant and might contribute to local or widespread flooding, then please take a measurement when it is safe (any time of the day) and send in a "Significant Weather Report" That will go immediately to your local National Weather Service and may help them issue or verify a flash flood or severe thunderstorm warning. There were dozens of heavy rain reports from our Tennessee volunteers this morning and that was greatly appreciated!
http://www.cocorahs.org/Admin/MyDataEntry/IntensePrecipReport.aspx
You may send in as many "Significant Weather Reports" in a day as you feel are necessary. But remember you will still need to send in your regular daily precipitation report with the total rainfall (or snow) for the day.
It may be difficult or impossible to make an exact measurement when heavy rain is falling. It is OK to approximate without emptying your gauge. Remember, the inner cylinder of the gauge holds 1.00". If additional rain falls, it will spill out of the inner calibrated cylinder and collect inside the large outer tube. To measure exactly, you need to remove the funnel, empty the inner cylinder, and then carefully pour the contents of the outer cylinder into the calibrated inner tube. However, you can get an approximate reading simply by leaving the inner tube in place and seeing how deep the water is inside the gauge. Exactly 2.00" of rain will fill the inner tube to the top and will fill the outer cylinder up to the 0.11" mark on the outside of the calibrated tube. If the water is up to 0.22" on the calibrated tube, then that means that almost exactly 3.00" of rain has fallen. And so on. When the gauge is completely full to the top and beginning to spill over, that is about 11.30". So without emptying the gauge, you can get a very close approximation. If you can see your gauge from inside your house, you can even take approximate readings for your "Significant Weather Report" without going outside. A pair of binoculars will help you estimate better.
If you are having an extreme event, like the people of western Tennessee are experiencing today, then you need to be careful to not let your gauge fill to the top and overflow. Daily amounts over 11" are rare but so important. Accurate measurements of extreme events are hard to come by. CoCoRaHS can make a huge contribution towards better documentation of extreme events. Anytime your outer cylinder is more than half full, you've had an incredible rain and you may want to read and empty it to make sure it doesn't spill over. Write down that amount so you don't forget when you report your daily total the next day.
Remember that many scientists, weather and river forecasters look at your reports. If you've experienced a very heavy rain (or snow) for your area, please add a few comments so we know approximately when the storm began, when it was heaviest and if there is or has been any flooding observed. Your remarks are invaluable when it comes to interpreting the significance of your report. And in some parts of the country, even just an inch or less of rain can also be very significant.
One more thing. If extreme rains occur in your area but not necessarily at your own gauge, mention that in your remarks. Knowing that you got 6" of rain but two miles north of town go 9" is worth noting in your remarks.
Meanwhile, here in Colorado here it's been cool, pleasantly damp (over 3" of moisture in the past 10 days -- 20% of our annual average) -- and we woke up to a good wet snow Thursday morning that was pink and red. Nothing like pink snow to make you wake up scratching your head. Turns out there had been a big dust storm over NE Arizona the previous day that was entrained into our storm and washed out..
Dirty rain and snow?? Report it.
There are scientists studying the deposition of desert dust and it's impacts on snow melt and runoff. If you happen to observe dirt in your gauge or on your car or deck before, during or after a precipitation event, please mention it in your comments and describe the color of the soil particles. This can help scientists figure out where the dust may have come from.
Snow in Vermont!
Did any of you notice the snow in Vermont this week? Late April snow isn't too unusual there, but 10-20" the last week of April is impressive. And even more impressive is how quickly the weather changed. It was still snowing there on Thursday and now the temperatures are headed towards 80 degrees F for the weekend all the way up to southern Canada.
CoCoRaHS Hail Week
Starting tomorrow, we'll be highlighting hail, hail awareness, and hail reporting for the next week. This will culminate in a big "Hail Pad Making Party" here in Fort Collins next Saturday AM 9 to noon at the Fort Collins Discovery Science Center. Stay tuned for daily messages on the
CoCoRaHS "Message of the Day" each day this next week. And if you live in or near Fort Collins, or happen to have travel plans bringing you to this area next weekend, please come and join us. We hope to make several hundred hail pads so we have enough supplies on hand to start the hail season. If you've never seen or used a hail pad, they do a great job of recording the quantity and intensity of hail. Each stone leaves a crater that is a function of the size, hardness and velocity of the stone. Please RSVP if you can join us for the party. Please contact Henry Reges (firstname.lastname@example.org) or call 970 491-1196 for more information and to RSVP.
Go for 9,000
Two days last fall we received over 9,000 daily precipitation reports from across the country -- an all time record for CoCoRaHS. Since then, the number of daily reports dropped back to around 7500 to 8500. That is fantastic and paints a great picture of nationwide precipitation patterns, but it's not enough to capture the local detail in many areas. Now it's the time of year where thunderstorms become a dominant precipitation maker for the next few months. This means that precipitation patterns that are highly variable already become even more variable. Your neighbor a block away could get substantially more or less rain than you from any given storm. This is the time of year that we need the most rain gauges to try to accurately map and track storms. It is also the time of year where it is especially helpful to report 0.00" or Trace amounts since it's possible that one part of town could be soaked while another part is dry. Let us know either way. If you've been hesitating or if you haven't got your rain gauge set up yet -- or if you've forgotten your user ID for CoCoRaHS, this is the time to get set up and reporting.
It may sound absolutely crazy, but our goal of having one or more rain gauges per square mile (in populated areas) is what is needed to reasonably track rainfall patterns from summer storms. And sometimes that's not even enough. So dust off your gauge and start reporting (if you've gotten out of the habit). Let's make May 10-14 "report your rainfall week" and see if we can surpass 9000 reports each day. We've added over 2000 new volunteers since last fall, so maybe we can even reach 10,000. Let's give it a try. Please report each day May 10-14th.
Garden planting
Things are fairly peaceful right now in terms of our various farm animals. The pasture is growing well -- much to the pleasure of the horses. Lily (our young Australian shepherd) has been getting more exercise, so she's been happy and has not gotten into much trouble. It's garden planting time right now and my wife is going full speed making worm compost and compost tea. I'll let you know how that all works out. It's still too cold for many plants, but the kale, spinach, broccoli and peas are doing well.
Thanks to all of you, and have a wonderful spring. If you need help with anything, contact your local CoCoRaHS coordinator and they can help you out.
Nolan Doesken Colorado State University | <urn:uuid:0bd69d4e-4b0c-48e9-baba-321f7d8a18d7> | CC-MAIN-2023-40 | https://media.cocorahs.org/docs/TheCatch_2010-05-01.pdf | 2023-10-04T04:25:50+00:00 | crawl-data/CC-MAIN-2023-40/segments/1695233511351.18/warc/CC-MAIN-20231004020329-20231004050329-00679.warc.gz | 416,324,241 | 2,224 | eng_Latn | eng_Latn | 0.999147 | eng_Latn | 0.999309 | [
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What is the nutrient?
Nitrogen- Used for vegetative growth of leaves, stems, etc.
Forms chlorophyll, and helps build cell walls.
Potash-Strengthen plant roots and stems. Helps in ensuring plants use water efficently.
Calcium- Needed for cell formation and development.
Nitrogen-Used for vegetative growth of leaves, stems, etc.
Forms chlorophyll, and helps build cell walls.
Potash-Strengthen plant roots and stems. Helps in ensuring plants use water efficently.
Magnesium- Helps to form chlorophyll. Helps create oxygen through photosynthesis.
Molybdnum- Regulate all the other nutirents,
Nitrogen-Used for vegetative growth of leaves, stems, etc.
Forms chlorophyll, and helps build cell walls.
Magnesium- Helps to form chlorophyll. Helps create oxygen through photosynthesis.
Calcium-Needed for cell formation and development.
Iron- Associated with energy. Helps form chlorophyll.
Phosphoric Acid- Is crutial to the development of flowers, fruit, seeds, and strong roots.
Potash- Strengthen plant roots and stems. Helps in ensuring plants use water efficently. | <urn:uuid:8cd8f662-779f-4a9d-aa6e-55596ebb491f> | CC-MAIN-2023-40 | https://www.sustainablesuperheroes.com/_files/ugd/b80a09_d088dad3b7bf4cd7a690e19cdd1f2e16.pdf | 2023-10-04T02:52:08+00:00 | crawl-data/CC-MAIN-2023-40/segments/1695233511351.18/warc/CC-MAIN-20231004020329-20231004050329-00680.warc.gz | 1,106,130,451 | 244 | eng_Latn | eng_Latn | 0.990959 | eng_Latn | 0.990959 | [
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Grade 3
Science
Specific Learning Outcomes:
* Identify the major parts of plants (e.g., seeds, stem, leaves, pistil etc.) and describe their basic function
* Classify plants according to visible characteristics (e.g., bark, leaf shape, root systems, type of flowers, seeds or berries)
* Describe using their own observations, the changes that plants (local/domestic) undergo in a complete life cycle (e.g., blueberry, cranberry, tomato seeds, germination, growth, seed production, seed disbursement)
* Describe, using their own observations, the effects of the seasons on plants (germination/budding, leaf/stem growth, production of seeds, preparation for dormancy/end of life cycle)
* Compare the life cycle of different kinds of plants (bulbs, seeds, tubers, spores, cones, cuttings)
* Identify traits that remain constant in some plants as they grow (leaf shape, leaf size, flower colour)
* Describe using observations, how the growth of plants are affected by the changes in the environment (e.g., soil type, permafrost, rainfall, sunlight, wind)
* Explain how different features of plants help them survive (cold weather germination, fuzzy leaves, live close to the ground, quick life cycle, dormancy, adapt to 24 hour daylight/darkness and permafrost)
* Design and conduct a hands-on inquiry into seed germination or plant growth
* Ask questions about and identify some needs of plants, and explore possible answers to these questions and ways of meeting these needs (e.g., predict how long a particular type of plant could go without water before its leaves start to droop, plants tolerant to cold/frost)
* Use appropriate vocabulary in describing their investigations, explorations, and observations (e.g., stem, pistil, stamen, petals, leaves)
* Record relevant observations, findings, and measurements, using written language, pictorial representations, drawings, charts, and graphs (e.g., produce a series of drawings to show a plant at different stages of development)
* Communicate the procedures and results of investigations for specific purposes and to specific audiences, using drawings, demonstrations, simple electronic media, oral and written descriptions (e.g., make a graph that shows the number and kinds of trees or plants found in your community; design and construct a terrarium or garden that reproduces the conditions that they found to be requirements of specific plants)
Northwest Territories
* Describe various local and domestic plants used in food preparation (e.g., vegetables, fruits, spices, herbs) and identify places where they can be grown/found
* Compare the requirements of some plants and animals and identify the requirements that are common to all living things (water, air, energy)
* Demonstrate awareness of ways of caring for plants properly (e.g., light, water, temperature, nutrients)
* Describe, using their observations, the various components within a sample of soil (e.g., pebbles, decaying plants, sand, clay, humus)
* Compare the different ways in which plant roots (e.g., fibrous roots, tap roots) grow through the soil
* Describe, through experimentation, how soil can be separated into different components (e.g., sieving, sedimentation jar)
* Use appropriate vocabulary in describing their investigations, explorations and observations (e.g., use terms such as clay, sand and pebbles to describe the earth materials in soil; large, small, very small particles)
* Describe how the use of different soils affects the growth of indoor plants
Math
Specific Learning Outcomes
* Demonstrate an understanding of measuring length (cm, m) by:
- selecting and justifying referents for the units cm and m
- modeling and describing the relationship between the units cm and m
- estimating length, using referents
- measuring and recording length, width and height.
* Demonstrate an understanding of measuring mass (g, kg) by:
- selecting and justifying referents for the units g and kg
- modelling and describing the relationship between the units g and kg
- estimating mass, using referents
- measuring and recording mass
Language Arts
Specific Learning Outcomes
* Use conversation to explore personal understanding
* Use prior knowledge and new information to draw conclusions
* Use self-questioning to determine personal knowledge of a topic and identify information needs in own and group inquiry
* Ask topic-appropriate questions to identify information needs in own and group inquiry
* Use relevant information from a variety of sources to answer inquiry or research questions
* Determine main ideas in information using prior knowledge, predictions, connections and inferences
Health
Specific Learning Outcomes
* classify various foods into the four food groups
* describe the main function of each of the four food groups
* plan nutritious eating for one day using a variety of foods
* prepare nutritious food to start the day
* demonstrate a willingness to eat nutritious food to start the day
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Giant flying turkey roamed Australia
SYDNEY: A giant, flying turkey as tall as a kangaroo once roamed Australia, paleontologists said yesterday, after an analysis of fossils and bones from around the country revealed five extinct bird species. A team from Flinders University in South Australia said they were all chunky relatives of today's malleefowl and brushturkeys. The megapode birds lived during the Pleistocene era, between 1.6 million and 10,000 years ago, alongside oth- er giant Australian animals like diprotodons, marsupial lions and shortfaced kangaroos. Scientists had initially thought the fossils, first found in the 1880s, represented a single ancient bird, but fresh examination has led them to conclude they belong to five different species. Among them was a turkey weighing up to eight kilograms and standing taller than a grey kangaroo, which can reach 1.3 meters four times
the size of modern fowl. "These discoveries are quite remarkable because they tell us that more than half of Australia's megapodes went extinct during the Pleistocene, and we didn't even realize it until now," said researcher Elen Shute.
newly found birds fall into two categories "tall turkeys" that had long, slender legs and "nuggetty chickens" that had short legs and broad bodies. Unlike many large extinct birds, such as dodos, these megapodes were not flightless.
"We compared the fossils described in the 1880s and the 1970s with specimens discovered more recently and with the benefit of new fossils, differences between species became really clear." The
While big and bulky, their long, strong wing bones showed they could all fly, and probably roosted in trees, unlike their modern ground-dwelling cousins which build mounds to incu- bate their eggs. Two of the new species come from the Thylacoleo Caves beneath Australia's vast Nullarbor Plain, which have proved a treasure trove since they were discovered 15 years ago. "So far the Thylacoleo Caves have yielded seven new species of kangaroo, a frog, two giant ground-cuckoos, and now two new megapodes," said Flinders professor Gavin Prideaux. "The closer we look, the more we keep finding."—AFP
Scientists develop tanning drug for the pale-skinned
WASHINGTON: After 10 years of research, scientists have come up with a drug that could help people tan without exposure to the sun, potentially reducing the risk of skin cancer. The drug stimulates cells that produce the pigment that absorbs ultraviolet light, the researchers said in the US journal Cell Reports published. They stressed that further tests are needed to safeguard against potential side-effects in humans. Applied as a cream to the skin, the drug allowed red-haired mice to develop a deep tan.
Like their pale-skinned human counterparts, the mice are particularly susceptible to the damaging effects of the sun's ultraviolet rays. The original breakthrough in mice was announced more than a decade ago, in a study published in the British journal Nature in 2006. But it has taken scientists that much time to work out how to make much thicker human skin absorb the substance. The initial report revealed that a substance called forskolin gave red-haired mice a deep tan without exposure to UV light. But because human skin is relatively hairless compared to animals', it has evolved to be much tougher in order to protect against heat, cold and other environmental factors and the topical substance could not penetrate it effectively.
is a formidable penetration challenge. Therefore, other topical approaches just did not work," said David Fisher, chief of dermatology at Massachusetts General Hospital, a professor of dermatology at Harvard Medical School, and one of the authors of the study. "But 10 years later, we have come up with a solution. It's a different class of compounds, that work by targeting a different enzyme that converges on the same pathway that leads to pigmentation," he said. The scientists tested the substance on samples of human skin kept in laboratories and found that it darkened in proportion to the dosage applied.
The tan lasted several days. In animal tests, red-haired mice became "almost jet black in a day or two with a strong enough dose," the researchers observed. When the dosage was removed, normal skin regeneration meant the color faded within a week or so. "We believe the potential importance of this work is towards a novel strategy for skin cancer prevention," Fisher said.
"Human skin is a very good barrier and
"Skin is the most common organ in our bodies to be afflicted with cancer, and the majority of cases are thought to be associated with UV radiation," he said. The longterm aim would be to create a cream that develops a tan without exposure to sunlight but which also absorbs harmful UV rays like traditional sun screens.—AFP
Indonesia seizes pangolins scales
MEDAN: Indonesian authorities have seized hundreds of critically endangered pangolins and scales in a haul worth $190,000 after uncovering a major smuggling operation, an official said yesterday. Two men were also arrested after navy officers raided a warehouse near a port on Sumatra island late Tuesday, acting on a tip-off that it was being used to store the creatures which are also known as "scaly anteaters".
small players in a larger syndicate. They could face up to five years in jail and a fine of 100 million rupiah if found guilty of breaking wildlife protection laws. "They claimed the pangolins would be shipped to Malaysia," said Sinaga, adding the scales could have been intended for use in the production of crystal methamphetamine. Pangolin scales are sometimes used in the production of the illegal drug.
They discovered 223 live pangolins, 24 of the creatures which were already dead and frozen as well as nine large bags of pangolin scales, local navy spokesman Sahala Sinaga told. He said the total haul seized near the city of Medan, which was going to be sent to neighboring Malaysia, was worth an estimated 2.5 billion rupiah .It was further evidence that trade in the world's most heavily trafficked mammal remains a major problem despite concerted efforts to clamp down.
Last year, the reclusive, gentle mammal received the highest level of protection against illegal trade at a global conference in South Africa. Sinaga said the detained men, both 43, were suspected of being
The creature's meat is also prized as an edible delicacy and its body parts as an ingredient in traditional medicine in parts of Asia particularly China and Africa. It was just the latest case of pangolins being seized from alleged smugglers in Indonesia in August last year authorities found more than 650 pangolins hidden in freezers on the main island of Java and arrested a suspect. Protection group the International Union for Conservation of Nature classifies the pangolins found in Indonesia as critically endangered. Pangolins, which have bad vision but a good sense of smell and hearing, are covered in tough, overlapping scales, and eat ants using pink, sticky tongues almost as long as their bodies.—AFP
INDONESIA: A forest ranger holds a pangolin confiscated from smugglers during a press conference in Medan, North Sumatra, Indonesia yesterday.—AP
Australia builds huge cat-proof fence to save native animals
SYDNEY: Australia has begun constructing a huge cat-free zone in the desert so it can reintroduce native animals that have been pushed to the brink of extinction by the feral predator. Conservationists said work was underway on a fence in the country's harsh centre northwest of Alice Springs that will eventually enclose an area of 69,000 hectares with hundreds of feral cats trapped and culled. The project, run by the Australian Wildlife Conservancy (AWC), will reintroduce from islands and protected pockets of Australia at least 10 threatened species.
mals. "What feral cats and foxes, in particular, have done is robbed the country of our native wildlife so that much of inland central Australia is now a marsupial ghost town."
In some cases it will double populations that have dwindled to the hundreds. "Basically, anything that is a small-to-medium-sized mammal, particularly in inland and central Australia, has crashed dramatically," AWC chief executive Atticus Fleming told yesterday. "The early explorers, what they saw if they moved through the landscape was the Australian bush alive with small ani-
Feral cats, considered the main culprit behind Australia's high rate of mammal extinction, number in their millions across the country. Some kill up to seven animals every night. They have wiped out populations since being introduced by Europeans who settled Australia two centuries ago. Up to 400 will be killed "humanely" after the first phase of fencing is completed early next year, with the first lot of endangered animals, including the numbat a banded anteater and the black-footed rock-wallaby, reintegrated in 2019.Other animals to be given a new home include the western quoll (a carnivorous marsupial), the brushtailed bettong (sometimes known as ratkangaroos) and the bilby (rabbit-bandicoots). —AFP
BOGOTA: Colombian doctor Alan Gonzalez, center, talks with acid attack survivors Angeles Borda, right, Luz Mendoza, left, and Silvia Julio Jimenez in Bogota, Colombia.—AFP photos
Colombian plastic surgeon rebuilds acid victims' lives
'Challenge to give them back their hopes, dreams'
BOGOTA: Angeles Borda ignored the cat calls as she walked past the building site. But she couldn't ignore the nitric acid that her tormentor then threw in her face. A decade on she is still disfigured. But help is at hand. In Colombia, said by authorities to be one of the countries, worst affected by acid attacks, a campaigning plastic surgeon is helping for free to rebuild victims' faces and lives. Borda, a 32-year-old mother of three, has had the ninth operation on her face at Alan Gonzalez's pristine surgical clinic. "I know that in a few months I will look better," she says. She has never been sure who was behind the attack, though an ex-boyfriend has been suspected.
Rebuilding faces
Previously used to treating soldiers wounded in conflict, Gonzalez, 46, has since 2010 specialized in helping women disfigured by acid. "Plastic surgery is not the surgery of vanity, but of life. The challenge is to give them back their hopes and dreams and above all, their smiles," he says. "We don't just rebuild faces, we rebuild lives." Official figures indicate that about 100 women get disfigured in acid attacks every year in Colombia, most of them in romantic disputes. The country last year passed a law specifically targeting such crimes. Struck by the "ignorance and intolerance" of such violence, Gonzalez helped set up Rebuilding Faces, an organization to help victims. Since late 2010 he has rebuilt the faces of 15 women in some 300 separate operations.
Reason to live
Victims typically contemplate suicide, Gonzalez says. On top of the trauma of the attack, they suffer discrimination and struggle to find work. Borda works selling sweets on buses. "I had two choices: sit there crying or go out and be seen the way I am," she says. "What happened to me is very sad, but it is possible to live with the consequences. I have dreams, I have goals, and I have the strength to move forward." Another patient, Luz Nidia Mendoza, 37, says she has not worked since suffering an acid attack in 2011.
She was blinded and is missing seeing her children grow up. "I hear them, I feel them and I touch them. But I cannot see them," she says. Like Borda she says she would have killed herself if it had not been for her children. "It is because of them that I am here." She has had 25 operations, with more yet to come, to rebuild her cheeks, forehead, mouth and nose. She is also hoping for a corneal transplant to be able to see again. "Doctor Alan is an angel for us. We owe him a lot," says Luz. "He gives us courage. He gives us joy."—AFP
HK launches ivory ban bill
HONG KONG: Hong Kong launched a landmark bill to ban its ivory trade yesterday, describing it as an effort to "eradicate" the illegal poaching of elephants. The southern Chinese city is a major hub for ivory sales and announced last year that it would ban the import and export of the goods, but later clarified it would only completely abolish the trade by 2021. Critics say authorities are dragging their feet and lagging behind China, where officials in December pledged to halt the enterprise by the end of 2017.
A new amendment to the Protection of Endangered Species of Animals and Plants ordinance was presented to lawmakers yesterday, designed to toughen regulations and "phase out the local ivory trade", but said it would be a five-year process. Environment minister Wong Kam-sing said the city must respond to the demands of the international community as he formally introduced the bill at the legislative council yesterday. The trade would "fully come to a close" by 2021, he added.
Garamba National Park manager Erik Mararv said he and his team were ambushed by poachers near an elephant carcass "with its face hacked off" last year, leading to the deaths of three rangers. He went on to argue that Hong Kong should not compensate its own ivory traders as it could further encourage the violent industry. Angry sellers in Hong Kong are demanding payback, claiming they have been unable to offload much of their remaining stock since the market diminished following an international ban nearly three decades ago.
A frontline park ranger from the Democratic Republic of Congo last week delivered emotional testimony to legislators, describing the violent nature of the trade.
The global trade in elephant ivory, with rare exceptions, has been outlawed since 1989 after populations of the African giants dropped from millions in the mid-20th century to around 600,000 by the end of the 1980s. There are now believed to be some 415,000. Lawmaker Regina Ip yesterday raised the question of compensation for traders, but Wong said the government would not buy up the ivory as the city was "determined" to close down the market. African ivory is highly sought after in China, where it is seen as a status symbol, and where elephant tusks are used in traditional medicine or to make ornaments.—AFP | <urn:uuid:c9e32cf7-b835-4ef8-b95e-ccebe990fb7e> | CC-MAIN-2023-40 | https://storage.kuwaittimes.com/pdf/2017/jun/15/p28.pdf | 2023-10-04T03:47:10+00:00 | crawl-data/CC-MAIN-2023-40/segments/1695233511351.18/warc/CC-MAIN-20231004020329-20231004050329-00681.warc.gz | 592,768,234 | 3,030 | eng_Latn | eng_Latn | 0.999429 | eng_Latn | 0.999429 | [
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Who is responsible for my learning?
(Alan/David)This 'students as partners in learning' thing annoys me. I don't want to pay thousands of pounds to be told I am responsible for my own learning.
- But the teacher can't MAKE you learn. They can only help and guide you.
- That's just an excuse. They make us do all the work. I have one class where every week one of us delivers a presentation. We are doing his work for him!
- No you're not. You are all learning to do the research and to make a presentation, that's what learning is all about.
- Well I wasn't expecting to have to do so much independent study. I'm not sure I really KNOW HOW!
Where does the responsibility for your learning lie. It is certainly true that students come to University to learn, but they are not empty vessels waiting to be filled up with facts. Learning requires that skills are developed, knowledge acquired and that that knowledge can be applied and tested in different situations. Learning is a shared responsibility.
(Paul /Joey) I'm not enjoying this class. I'm just not good at numbers
- Are you having to do a lot with numbers?
- Well there are lots of charts and graphs and the teacher asks us questions and I just can't make sense of the information quick enough.
- But is that because it is numbers or because you can't make sense of the graphs? It's not the same thing is it?
- Maybe not. I just need more time to look at the data and then I sort of understand it. But when she shows things in class and asks questions I panic.
- Hmmm. You should tell her. Ask her if you can have the charts and data ahead of class so that you can contribute. I think she will be pleased you want to learn.
The teacher will take time to learn about your strengths and weaknesses. It is your responsibility as a learner to ensure the teacher can support you. In this example Paul has a problem reacting quickly to graphs and charts in class and is beginning to feel he just can't handle numbers. But, as Joey points out, the teacher may be happy to share that data in advance of the class if it helps Paul learn. He has to tell the teacher what would help him.
(Kimberley/Catherine) My teacher asks me to speak in class but I'm shy.
- Last year the teachers just asked the whole class questions but now I have several teachers who ask us directly. That's a bit scary.
- I often have the answer but I like to think about the English and how I am going to express it. Sometime before I can answer she asks again and tries to help but then I get really embarrassed.
- Maybe you could have a tutorial and explain. In one of my classes the teacher tells us the question he is asking and then comes back to it five minutes later.
- Ah yes. I have Dr. Roberts too; I like that style because I have time to think.
Not everybody is confident to speak in class. Some people are shy. Some people come from cultural backgrounds where social etiquette dictates a certain order or structure to who may ask and answer questions. It can take time to get used to the British classroom. You can help the teachers to structure their questions so that you can participate. Tell them how best you would like to contribute. | <urn:uuid:891775f7-64ce-4daa-8624-9438ae9796b3> | CC-MAIN-2023-40 | https://sijen.com/wp-content/uploads/2022/08/who-is-responsible-for-my-learning.pdf | 2023-10-04T04:24:51+00:00 | crawl-data/CC-MAIN-2023-40/segments/1695233511351.18/warc/CC-MAIN-20231004020329-20231004050329-00678.warc.gz | 550,271,991 | 692 | eng_Latn | eng_Latn | 0.999763 | eng_Latn | 0.999725 | [
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What the Heck Is an Informational Book?
BY MEL ISSA STE WART
CANDACE FLEMING, ONE of America's most highly acclaimed authors of fiction and nonfiction for children, says that writing fiction is like baking a cake with ingredients you've carefully selected at a well-stocked grocery store. In other words, when we probe our imaginations for ideas, there are no limitations. Fleming compares writing nonfiction to baking a cake with a mismatched assortment of ingredients your husband
20
SCBWIFALL 2016
(who has never cooked a meal in his life) picked up at a small, local market.
I love this analogy because it perfectly explains the challenges of crafting a true story based on documentable facts. Nonfiction writers work long and hard to gather information, but sometimes the tantalizing tidbits we're hoping to find simply don't exist. When that happens, it can be tempting to invent dialog or imagine scenes or rearrange chronology to improve a story arc. So tempting that we'd love a term that justifies doing so. That's why it's no surprise that some writers are currently misusing the term informational book, thinking it's a kind of nonfiction that's based on true information but takes occasional liberties with the verifiable facts.
But that is NOT a legitimate use of the term. If your goal is to write nonfiction, you can't tinker with the facts to strengthen a story. If you make up anything, anything at all, you're writing fiction. Period.
DEFINITION 1: LIBRARIANS
So what is an informational book? To answer this question, we need to jump into a time machine, strap on our seatbelts, and head back to 1876. That's when Melvil Dewey invented an ingenious book cataloging system that was quickly adopted by libraries around the world.
But the Dewey Decimal System wasn't perfect. By the early 1900s, a growing number of library patrons were complaining that it was difficult to find a good novel. That's because fiction (novels and short stories) was interspersed among all the other categories of literature (essays, letters, speeches, satire, etc.) in the 800s. In addition, all the books were organized by original language of publication, so novels by American writers were nowhere near novels by German writers or French writers.
How did librarians solve this problem? Sometime between 1905 and 1910, they started pulling novels and short story collections out of the 800s and creating a separate fiction section with books arranged alphabetically by the author's last name. Soon, librarians began calling everything left behind (still arranged according to Dewey's system) nonfiction. Besides factual books based on documented research, the nonfiction section included drama, poetry and folktales.
Eventually, librarians realized that they needed a term to describe just the factual, research-based books in the nonfiction section, and around 1970, they began calling these titles informational books. That's why the Robert F. Sibert Informational Book Medal, which is sponsored by the American Library Association, defines informational books as "those written and illustrated to present, organize, and interpret documentable, factual material."
DEFINITION 2: LITERACY EDUCATORS
But that's not the end of the story. Unaware of what was happening in the library world, in the 1980s, literacy educators began using the term informational texts to describe a narrow subset of nonfiction writing that presents information about science, history and other content areas.
According to this usage, informational books do not include biographies, how-to descriptions (instructions) or any kind of narrative writing. This definition, which is roughly equivalent to expository nonfiction, became widespread in 2000, following the publication of a landmark academic article by Nell Duke.
For a while, librarians and educators used their separate definitions with few problems. But when Congress passed the No Child Left Behind Act of 2001, schools changed their funding priorities, and school library budgets started to shrink. To save their jobs, school librarians began taking on new roles, including teaching responsibilities. Not surprisingly, this led to disagreements about the proper use of the term informational books.
DEFINITION 3: COMMON CORE STATE STANDARDS
The confusion intensified in 2010 when the Common Core State Standards defined informational text in a much broader way, including all narrative and expository nonfiction books (the librarian definition) plus reference books, instructions, forms, maps, persuasive essays, etc. As a result, we now have three contradictory definitions floating around.
And yet, despite the contradictions and the confusion they cause, all three definitions have one thing in common. None of them condones the use of made-up material with the goal of strengthening a story. NONE.
WHAT THE HECK IS INFORMATIONAL FICTION?
Recently, some librarians and educators have begun using the term informational fiction to describe books that are largely true and accurate but not completely supported by documented research.
These books include historical fiction, like the Dear America series and picture book biographies with some made-up dialog or imagined scenes or events presented out of chronological order to improve storytelling.
They also include STEM-themed books that present concepts accurately, but contain made-up characters, fantastical art, or other embellishments. Examples include The Magic School Bus series and some animal lifecycle stories.
This helpful new term acknowledges that, in some cases, taking creative liberties with true, documentable facts can be an effective way to share ideas and information with young readers. But it also emphasizes the critical importance of distinguishing between what's real, what's true, what's verifiable and what's not.
Throughout this election season, we've seen again and again that Americans trust what they see, hear, and read too easily. They don't check facts. They don't question the source of statistics. If we want that to change, we need to teach children to identify truthiness. And one of the best ways to do that is to be transparent about the literature we create for them. Is it fact or is it fiction?
Melissa Stewart is the award-winning author of more than 180 science books for children and a member of the SCBWI Board of Advisors. www. melissa-stewart.com
FALL 2016 SCBWI
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A PARENT GUIDE TO UNDERSTANDING
The Summative English Language Proficiency Assessments for California (ELPAC)
We know that your child brings many strengths with them to school, and also may need extra support in the classroom.
Who takes this test?
Students identified as English learners will take the Summative ELPAC until they are reclassified as proficient in English.
Why do students take this test?
The Summative ELPAC measures how much progress your child is making in listening, speaking, reading, and writing in English. This test will give you and your child's teacher information about where they may need extra support.
When do students take this test?
Students take the Summative ELPAC every spring until they are fluent in English and no longer need additional support. You will receive additional information from your child's school about the specific dates and times of testing.
How do students take this test?
For most students, the test is taken on a computer. For students in kindergarten through grade 2, the Writing part of the test is taken with paper and pencil format. Students take the Listening, Reading, and Writing parts of the test in small groups and the Speaking part of the test one-on-one with a test examiner. Students in kindergarten and grade 1 take the whole test one-on-one with a test examiner.
What resources are available?
Your child will have access to resources they need when taking the test, like a highlighter, notepad, or scratch paper. These resources will help your child access the test and do not affect their scores in any way. You can talk to your child's teacher about other available resources that may help your child.
How can I help my child?
■ Remind your child that you and their teacher want them to try their best and that you are there to help them every step of the way.
■ Visit the Starting Smarter website at https://elpac.startingsmarter.org to better understand Student Score Reports, review sample questions, and access resources to support your child's learning.
■ Take a practice test with your child at https://www.elpac.org/resources/online-practice-and-training-test/.
For more information about your child's scores, contact your child's teacher and/or the school office. | <urn:uuid:b7c9d05b-67a7-4768-a35d-a878a9d43288> | CC-MAIN-2023-40 | https://www.cde.ca.gov/ta/tg/ca/documents/pgtu-summelpac.pdf | 2023-10-04T04:32:13+00:00 | crawl-data/CC-MAIN-2023-40/segments/1695233511351.18/warc/CC-MAIN-20231004020329-20231004050329-00678.warc.gz | 725,027,787 | 461 | eng_Latn | eng_Latn | 0.99862 | eng_Latn | 0.99862 | [
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www.teachers.net
Apple Seeds
A month of inspirational quotes
Compiled by
Barb Stutesman
If every fool wore a crown, we should all be kings. ~ Welsh proverb
Being ignorant is not as shameful as being unwilling to learn. ~ Unknown
April hath put a spirit of youth in everything. ~ William Shakespeare
Character may be manifested in the great moments, but it is made in the small ones. ~ Phillips Brooks
Education is what survives when what has been learned has been forgotten. ~ B. F. Skinner
Climb as though you were to live forever. Live as though you were to die tomorrow. ~ Unknown
Keep your face to the sunshine and you cannot see the shadow. ~ Helen Keller
What we choose to learn will remain the most significant part of the learning process. ~ Unknown
While one person hesitates because s/he feels inferior, the other is busy making mistakes and becoming superior. ~ Henry Link
Unless we can keep our sights on tomorrow, we cannot expect to be in touch with today. ~ Unknown
Do not wish to be anything but what you are, and try to be that perfectly. ~ Francis de Sales
Of all the things you wear, your expression is the most important. ~ Unknown
Kind words can be short and easy to speak, but their echoes are truly endless. ~ Mother Teresa
he greatest – and simplest – tools for learning more is doing more. ~ Unknown One of t
Philosophy teaches a person that s/he can't take it with her/him; taxes teach her/him that s/he can't leave it behind, either. ~ Mignon McLaughlin
urselves after a journey that no one We don't just receive wisdom; we must discover it for o can take for us. ~ Unknown
rofessions that permit love. ~ Theodore Roethke Teaching is one of the few p
I shall pass this way but once; any good that I can do, any kindness that I can show, let me do it now, for I shall not pass this way again. ~ Unknown
r's Almanac People will believe anything if you whisper it. ~ The Farme
Life is either a daring adventure or nothing. ~ Helen Keller
Reading furnishes the mind with materials of knowledge; thinking makes what we read ours. ~ John Locke
y what we do. We make our life by what we give. ~ Danny Glover We make our living b
Success comes not as much by changing the circumstances of our lives as by changing our attitude toward them. ~ Unknown
It is not enough to have a good mind; the main thing is to use it well. ~ Rene Descartes
Now every field is clothes with grass, and every tree with leaves; now the woods put forth their blossoms, and the year assumes its joyful attire. ~ Virgil
Have a heart that never hardens, and a temper that never tires, and a touch that never hurts. ~ Charles Dickens
What sculpture is to a block of marble, education is to the soul. ~ Joseph Addison
The time to be happy is now; the place to be happy is here. ~ Robert G. Ingersoll
The things that matter the most in this world can never be held in our hand. ria Gaither ~ Glo
As light is pleasant to the eye, so truth is to the understanding. ~ Richard Pelham | <urn:uuid:a3a7c32b-cf6d-43ba-b383-3312230b1e82> | CC-MAIN-2023-40 | https://www.teachers.net/gazette/MAY08/appleseeds/mayseeds.pdf | 2023-10-04T04:17:02+00:00 | crawl-data/CC-MAIN-2023-40/segments/1695233511351.18/warc/CC-MAIN-20231004020329-20231004050329-00683.warc.gz | 1,105,169,123 | 699 | eng_Latn | eng_Latn | 0.998592 | eng_Latn | 0.998592 | [
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Interpreting a line graph: Worksheet 6.2
Name………………………………Date………………………………Score…………………………………
1. The graph below shows the average hours of sun per day over a period of one year. What was the month in which there were the second most number of average hours of sun per day?
2. The graph below shows the average hours of sun per day over a period of one year. What was the month in which there were the second least number of average hours of sun per day?
3. The graph shows the number of visitors at a museum over six days. Find the weekday when there were the second most number of visitors in a day?
4. The graph shows the number of visitors at a museum over six days. Find the weekday when there were the second least number of visitors in a day?
Solutions: Worksheet 6.2
5. The graph shows the number of visitors at a museum over six days. Find the weekday when there were the third most number of visitors in a day?
6. The graph below shows the average hours of sun per day over a period of one year. Which other month had the same number of average hours of sun per day as February?
7. The graph below shows the rainfall over a period of 12 months. Find the month when the rainfall started increasing steeply.
8. The graph below shows the rainfall over a period of 12 months. Find the month where there was the second least rainfall.
9. The graph below shows noon temperatures for five days. What weekday had the second highest noon temperature for the five days?
Solutions: Worksheet 6.2
10. The graph below shows noon temperatures for five days. What weekday had the second least noon temperature for the five days?
1. August
2. December
3. Tuesday
4. Thursday
5. Sunday
6. November
7. August
8. August
9. Thursday
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my mental health
test anxiety
identification
Some anxiety before or during tests is to be expected and, in fact, can enhance our motivation to study and our test taking ability. However, when anxiety reaches levels that are actually detrimental to performance—in terms of ability to study for a test or ability to take it—then it is often labeled as "test anxiety."
One should also distinguish between anxiety that occurs because of inadequate preparation for a test and anxiety that occurs despite adequate preparation. We would expect high levels of anxiety if we were unprepared to write an exam. However, if you are well-prepared and still experience a sense of panic, then you are likely experiencing test anxiety.
Some of the symptoms that are commonly associated with test anxiety include:
Emotional
Cognitive
* Panic
* Fear
* Anger
* Wanting to cry
* Inappropriate laughter
* Feeling helpless
* Worry about failing the exam
* An urge to leave the situation
coping strategies
1 thorough preparation
Thorough preparation is absolutely key to reducing your level of anxiety and includes any of the following strategies:
* Review all available information, including your textbook, lecture notes, and previous assignments and labs.
* Generate some questions based on your textbook and lecture notes and try to answer them without looking at your notes.
* Discuss anything confusing in the above materials with other students, teaching assistants, or instructors.
* Review information over the course of days and weeks if possible, rather than cramming.
* Develop a specific study schedule and stick to it closely.
* If you do not have time to study all of the course information, ask your instructor what would be more important to focus on and study it well.
* Take a practice exam under conditions similar to the real exam.
* Going blank on questions
* Difficulty reading and understanding exam questions, or needing to reread them
* Difficulty organizing your thoughts in written responses
* Doing poorly on the exam even though you know the material
* Being easily distracted during the exam
* Remembering the right answer after the exam
Physical
* Upset stomach
* Sweating and trembling hands
* Muscle tension in the shoulder and back of the neck
* Dry mouth
* Pounding heart
* Headache
* Tight chest and shallow breath
1
2 change your overall mindset
Thorough preparation is absolutely key to reducing your level of anxiety and includes any of the following strategies:
* A real education is about learning rather than marks.
* One test will rarely change your life: there will be other opportunities to demonstrate your knowledge and skills.
* Grades do not have to reflect your self-worth.
* Success should be evaluated on whether you followed your study plan, rather than your grades. They will improve over time.
* Grades do not necessarily predict your future success.
3 change your overall mindset
Change your overall mindset by focusing on the following ideas:
* A real education is about learning rather than marks.
* One test will rarely change your life: there will be other opportunities to demonstrate your knowledge and skills.
* Grades do not have to reflect your self-worth.
* Success should be evaluated on whether you followed your study plan, rather than your grades. They will improve over time.
* Grades do not necessarily predict your future success.
4 change any negative self-talk
Identify, challenge, and ultimately change any negative self-talk. Examples of typical negative self-statements include:
* "I'm going to fail this exam."
* "Everyone else knows this material better than I do."
* "Why even bother to study? It never pays off."
* "The exam questions never reflect what I know anyway."
* "I can never do well on this kind of exam (i.e., multiple choice, short answer, essay)."
* success.
Once you have identified your typical negative self-talk, look for evidence about the statements, and if there isn't solid evidence then create more accurate and positive self-talk, such as:
* "This test will be difficult, but I have time to prepare."
* "I don't know how prepared other people are. I just need to put in my best effort."
* "Consistent study will usually pay off."
* "The more I know, the better I will perform."
* "I need to learn how to write these kinds of exams."
5 use thought-stopping
Use thought-stopping to get yourself out of any vicious cycles of worry. This approach can involve attaching an elastic band to your wrist and flicking it lightly on your wrist to change the focus of your attention. Yelling "stop" or another word or phrase may also be helpful, either alone or in conjunction with the above strategy.
6 learn how to relax your body
Learn how to relax your body, which can help you regain a sense of focus, using some of the following psychologicallybased relaxation skills:
1. Diaphragmatic Breathing – breathe slowly and deeply to the count of five as you inhale and then again as you exhale. If you are doing it properly, both your chest and then your stomach will rise as you inhale.
2. Autogenic Training – repeat certain key phrases to yourself as you progressively relax your body. These include:
* "Breathing smooth and rhythmic."
* "My heartbeat is calm and regular."
* "My arms and hands are heavy and warm."
* "My legs and feet are heavy and warm."
* "I am calm."
3. Progressive Muscle Relaxation – tighten and then relax different muscle groups in your body. Hold tension in the muscle for approximately 7 seconds and then relax the muscle for 20 to 30 seconds. You can target any muscle group in your body, particularly those that are chronically tense.
4. Passive Muscle Relaxation – progressively focus on each muscle group in your body, starting from either your head or your feet, and use the power of your mind to relax that part of your body. Imagining a wave of relaxation flowing through your body may help.
5. Imagery – focus on whatever images you find most relaxing, whether that is a trip to the beach or sitting in front of a fire. Use all of your five senses to heighten your level of relaxation.
7 self-care
Anxiety is reduced when we are taking care of our basic needs and making self-care a priority. This would include:
* Maintaining a regular exercise routine.
* Establishing a healthy diet.
* Developing a regular sleep cycle, and getting plenty of sleep the night before the exam. Do not pull an
2
all-nighter, since we retain less information studying this way, and having little or no sleep before an exam merely creates additional stress.
* Stay involved in both recreational and social activities to enhance your overall well being.
* Take frequent breaks while studying.
8 prepare yourself the day of the exam
Prepare yourself the day of the exam in the following ways:
* Eat a sensible breakfast. Overindulging the day of the exam may lead to sluggishness or an upset stomach. Do not skip breakfast, since being hungry will put stress on your body.
* Relaxing an hour before the exam (using the previously described techniques) rather than studying. Cramming at that stage will not pay off and merely increases anxiety.
* Arrive early (5 - 10 minutes) to the exam location so that you can pick a seat you are most comfortable with (i.e., away from distractions). Avoid being late, as this will increase anxiety.
* Bring some distracting materials (i.e., newspaper, magazines) to focus on before the exam, or go for a short walk.
* Avoid classmates who may increase your anxiety with questions you cannot answer or whose own anxiety is contagious.
* Avoid caffeine (i.e., in coffee, tea, or soft drinks) before the exam.
9 during the exam use some of the following strategies:
* Quickly review the whole exam before you answer any of the questions.
* Take time to read the instructions carefully: twice if you need to. Remember, this is time well spent.
* Begin by answering the easiest questions first to build up your sense of confidence.
* If you blank out on a question or cannot answer it, skip it and go on to another. Often, some answers to questions will come as your work on other parts of your exam.
* When you are unsure about an answer, mark the question and go back to it if you have time at the end of the exam.
* If you get overwhelmed with anxiety, use some of the relaxation techniques you have learned to relax your mind and your body: doing so can help you regain mental clarity.
* Keep track of the time so you can pace yourself appropriately. How much time you spend on a question should depend on how much the question is worth.
* If you are unsure about what is being asked in a question, ask the instructor or proctor for clarification. If their clarification is unhelpful, just do the best you can with your understanding of the question—you're probably not alone in being unsure.
* Eliminate any negative self-talk and replace it with more helpful statements to yourself.
* Use other distraction skills to reduce your anxiety such as: sharpening your pencil, having a drink, eating a snack, or going to the washroom.
* Avoid focusing on what other students are doing during the exam, as this is an unhealthy and unhelpful distraction.
* Do not panic when you are not the first to hand in your exam. You do not get extra marks for finishing early: A person finishing early could mean they found the exam easy or they were not prepared and gave up early—work at your own pace.
* Use any extra time to review your answers, but do not change your answers unless you are absolutely sure the changes are correct.
10 After the exam, try the following:
* Reward yourself whether you think you did well on the exam or not. Reward your effort.
* Focus on what you did right rather than any mistakes you may have made.
* Do not discuss the exam questions with other students. It will likely only increase your anxiety.
* Evaluate your success in reducing your anxiety and develop a new plan to reduce it further on your next exam.
* Do not immediately start studying for another exam. Take some time to relax first.
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Mind/Body Restorative Practices
This is a gift of time you give to yourself, a time for your own self-care.
- Calligraphy by Thich Nhat Hanh
Our breathing has the function of helping our body and mind to calm down.
Calm Breath: Slow steady breathing… in through your nose and out through your mouth
Hand on Heart: Place hand on heart while breathing; say centering words or imagine pleasing images,
https://youtu.be/MJJdCFEsGNU
Calm with 5 Senses: Take a moment to notice your surroundings and find 5 things you see, 4 things you hear,
3 things you feel, 2 things you smell, and 1 thing you can taste.
STOP Technique: Stop, Take a breath, Observe your body, Proceed with what you are doing.
Distant Breathing: Focus on something in the distance (e.g. looking out a window), take 3 breaths in/out.
Relaxed Body Breathing:
Inhale, place palms together; Exhale, press INTO your palms
Repeat (can be also done pressing feet into the floor, pressing on your legs, your chair…etc).
Self-Care Tips from The Center for Mind/Body Medicine: https://cmbm.org/self-care/
Embracing Our Needs:
Think of two qualities that help you to cope (support/strength/hope/compassion/courage).
Place your right hand on your left shoulder (or arm) and think of one of the qualities
Keep that hand in place and place your left hand on your right shoulder (or arm) and think of the second quality.
Take a moment and imagine these qualities as you breathe in and out.
Option: As you breathe out, press your hands on your shoulders or arms.
Option: Think of images of a person, place, or thing that helps you cope.
Option: Use slow bilateral tapping of arms or legs
Butterfly Hug Think of an engaging, pleasant focus while using bilateral butterfly tapping https://youtu.be/iGGJrqscvtU
Elephant Breath: For Energizing and Calming! Think about something you want to shower yourself with. Stand with your feet apart. Link your hands and dangle your arms in front of you like an elephant truck. Inhale as you raise your arms high above head and lean back. Exhale and swing your arms down between your legs (if this makes you dizzy, just bring hands down in front of you). Repeat for 3 rounds. On next round, stay up, arch back, and shower yourself with whatever you need right now to feel energized or to feel calm. ~Tara Guber and Leah Kalish Yoga Pretzels
Mountain Pose – Stand tall, with feet firmly planted on ground, arms down by side.
Embrace Tiger/Return to Mountain (adapted from Tai Chi)
Breathe in, reach your arms out wide and imagine embracing something very heavy.
Breathe out, pushing your hands down, feel your feet firmly planted.
Imagine you are a large and beautiful mountain ~ steady, solid, and strong
4B's of Self-Settling Kornblum, Rena (2003). Disarming the Playground: Violence Prevention through Movement and Prosocial Skills
BRAKE: Reach up and pull your arms toward your body "catch the energy"
BREATHE: Release and stretch your arms overhead while taking a breath in
BRAIN: Exhale and gently place your hands on your head. Think of a calming, strengthening peaceful thought. Repeat
BODY: Lower your hands and place them over your heart. Notice how you feel in your body.
Progressive Muscle Relaxation (PMR)
A voluntary releasing of stress and strain in your body through the process of tensing and relaxing different muscle groups in a progressive manner.
Can also be done all at once (tighten whole body—release
Peaceful Place (Guided Imagery): Think about an environment in which you feel calm, safe, and peaceful; a place you would most like to be if you could be anywhere you choose, real or imaginary. Take a few moments to imagine yourself in this place (can also draw or write about this peaceful place)
Breathing Relaxation
The simple act of breathing changes your physical body. By breathing in peace, calm, and comfort, you release tension, stress and/or worry. This is welcome relief to our bodies.
As you focus on your breath, pay attention to how your body relaxes … softens … opens … fills with peace. Notice how you are breathing: fast, slow, deep, shallow…etc.
Begin to let your breathing become slow and steady; Inhale through your nose and exhale through your mouth ("Releasing breath"-can make a sound or sigh if you feel comfortable)
Imagine what you'd like to take in for yourself (breathe in) and what you'd like to release (breathe out).
Ending the relaxation: Gradually begin to be aware of your surroundings—feel your feet on the ground and, if your eyes are closed, slowly open them. Take a moment to pay attention to how you are feeling in your body and what this time of relaxation and reflection was like for you.
Community Resiliency Model Online APP (free): http://www.ichillapp.com/ (or App on Mobile phone)
Children's Books for Calming and Regulation
Bailey, Kellie Doyle (2019). Some Days I Flip My Lid: Learning to be a Calm, Cool Kid.
Buron, Kari Dunn (2014). When My Worries Get Too Big (young children).
Coombs, Kate (2017). Breathe and Be: A book of Mindfulness Poems
Cave, Kathryn (2018). You've Got Dragons (coping with fears, worries).
Drescher, Joan (2005). The Moon Balloon: A Journey of Hope and Discovery for Children and Families
Garcia, Gabi (2017). Listening to My Body (A guide to sensations and feelings, ages 4-7)
Garcia, Gabi (2020). Find Your Calm: A Mindful Way to Relieve Anxiety and Grow Your Bravery
Haines, Jean (2016). Paint Yourself CALM: Colorful, Creative Mindfulness through Watercolor
Ippen, Chandra Ghosh (2019). Holdin Pott (young children and caregivers dealing with sadness/anger).
Karst, Patrice (2020). The Invisible String Workbook: 50 Activities to comfort, calm, and connect.
Kwaymullina, A. & E. The Two-Hearted Numbat (2008). All ages (about being strong and gentle; self-care)
Lang, Suzanne (2018). Grumpy Monkey (all ages).
Lite, Lori (2014). A Boy and a Bear: the children's relaxation book (boy teaches a bear breathing ideas).
Lorig, Stephanie & Frankel, Rosalie (2014). Draw it Out (art journal for school-age kids)
MacLean, Kerry Lee (2009). Moody Cow Meditates (school age, using a mind jar to help with angry feelings).
Miller, Pat Zeitlow (2019). When You are Brave (school age).
Paradis, Susan (2012). EDNA (a book about an elephant learning to cope with worries-all ages-adults too)
Roberts, Lisa (2014). Breathe, Chill: A Handy Book of Games and Techniques Introducing Breathing, Meditation, and Relaxation to Kids and Teens (lots of simple, creative and fun breathing techniques!).
Rubenstein, Lauren (2014). Visiting Feelings (rich imagery/metaphors; inviting mindfulness around feelings).
Saltzman, Amy (2013). A Still Quiet Place (mindfulness activities for all ages).
Snel, Eline (2013). Sitting Like a Frog: Mindfulness Activities for Kids and their Parents.
Verde, Susan (2017). I am Peace: A Book of Mindfulness.
Willy, Kira (2017). Breathe Like a Bear: 30 Mindful Moments for Kids to Feel Calm & Focused Anytime, Anywhere.
Willard, Christopher & Rechtschaffen (2019). Alphabreaths: The ABCs of Mindful Breathing.
Witek, Jo (2013). In My Heart: A Book of Feelings (young to school aged).
Young, Karen (2017). Hey Warrior: A book about anxiety. https://youtu.be/fzhka72RV30
Young, Karen (2018). Hey Awesome: A book for kids about anxiety, courage, and being already awesome. | <urn:uuid:e85bdfd3-8666-4b76-b5f0-82ebb0cfff7b> | CC-MAIN-2023-40 | https://christinelinnehan.com/wp-content/uploads/2023/03/MInd-Body-Restorative-Practices-1.pdf | 2023-10-04T04:21:02+00:00 | crawl-data/CC-MAIN-2023-40/segments/1695233511351.18/warc/CC-MAIN-20231004020329-20231004050329-00682.warc.gz | 196,855,132 | 1,879 | eng_Latn | eng_Latn | 0.981856 | eng_Latn | 0.989374 | [
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Bird Counting Checklist
Tally the birds you see on your walk
Bird Scavenger Hunt
Tally the birds you see on your walk
CALLING
SINGING
BABY/
JUVENILE BIRD
FLYING FROM
ONE TREE TO
ANOTHER
HOPPING
DOWN A TREE
EATING AN
INSECT
DRUMMING
FLOCK
BIRD ON
GROUND
RED FEATHERS
DIFFERENT
BIRDS
TOGETHER
ON THE TOP
OF THE TREE
PERCHED ON A
BRANCH
DRINKING
WATER
SOARING
HEARD BUT
NOT SEEN
BEAK LONGER
THAN HEAD
BLACK
FEATHERS
BIRD NEST
BIRD NEST
BEAK
SHORTER
THAN HEAD
GREY
FEATHERS
LANDING ON
WATER
BIRDS CALLING
WHILE FLYING
WHITE
FEATHERS | <urn:uuid:ba114aaa-e20e-47db-b479-791f29d0b830> | CC-MAIN-2023-40 | https://naturealberta.ca/wp-content/uploads/2022/02/Bird-Count-Scavenger-Hunt-2.pdf | 2023-10-04T02:25:53+00:00 | crawl-data/CC-MAIN-2023-40/segments/1695233511351.18/warc/CC-MAIN-20231004020329-20231004050329-00683.warc.gz | 461,554,167 | 206 | eng_Latn | eng_Latn | 0.819429 | eng_Latn | 0.767989 | [
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Going Local – African solutions
Changes in exchange rates and uncertainty in global markets can make it difficult to rely on international brands. As a result, some people are going local. It's a way of making good use of resources that are easy to find.
An example is the locally produced bissap drink, made from hibiscus and water that people drink in Mali and Senegal. This is not the only example. Zabbaan juices, a local company launched in 2016, sells a range of 10 juices.
All of them contain natural local ingredients such as mango, baobab and mint. The drinks are becoming popular among the middle class in Bamako. You can now buy them in many supermarkets.
There are numerous benefits to this change in drink sales. These drinks are often cheaper than imported products, and locals say they are very good quality. Perhaps the best thing is that there are no chemicals in these local drinks. They are made fresh all the time.
The fashion for local drinks has also expanded to beer. Before, this market was dominated by large multinational companies. Now there is an increase in local firms producing local beer and companies such as Solibra in Cote d'Ivoire have added this to their range of drinks. They are looking at providing different options for international visitors and for export. The market looks very promising for the future.
But it is not only the drinks industry that is benefitting. New young businesspeople are coming together locally to solve age-old problems.
An example is crowd-farming. Small farmers come together to invest in development projects and help their farms expand.
In Rwanda people use drones to monitor deforestation and illegal mining. They even use them to transport blood to areas difficult to reach such as conflicts or humanitarian disasters.
It is an exciting time for new businesses in Africa.
LearnEnglish
New words for this article
Exchange rate
the value between two
currencies
To go local
concentrate on local
commerce
Middle class
a social group
Comprehension Questions True/False
Indiquez si les expressions suivantes sont vraies (True) ou fausses (False).
1. It is hard to predict global markets
2. People are preferring local initiatives
3. All Zabbaan's drinks contain mango, baobab and mint
4. Imported goods don't cost as much as local ones
5. Beer is produced for the international market
© British Council 2018 | <urn:uuid:9ae565e7-ce9f-4ed2-a662-56bc9b9b9f19> | CC-MAIN-2023-40 | https://www.britishcouncil.com.sn/sites/default/files/4_going_local_v2_b1.pdf | 2023-10-04T04:09:15+00:00 | crawl-data/CC-MAIN-2023-40/segments/1695233511351.18/warc/CC-MAIN-20231004020329-20231004050329-00687.warc.gz | 716,550,927 | 504 | eng_Latn | eng_Latn | 0.99874 | eng_Latn | 0.99874 | [
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Testimony in SUPPORT of Senate Bill 304
Education - Public Schools - Asian American History Curriculum Requirement
Senate Education, Health and Environmental Affairs Committee February 3, 2022 1:00 PM ET
Presented to: Paul G. Pinsky, Chairman
By: Lanlan Xu
FAVORABLE
I urge a favorable report on SB 304, which would require the State Board of Education to develop curriculum for units of instruction on Asian American history in public schools in Maryland. This bill would lead to the development of a statewide curriculum that better reflects Asian American experiences and contributions, in Maryland and our region, while allowing local boards to determine the amount of instruction and implementation of these standards.
Unfortunately, there are numerous examples of anti-Asian hate in our country's history. During the Covid-19 pandemic, we are witnessing a spike of anti-Asian violence across the country. From March 19, 2020 to September 30, 2021, Stop AAPI Hate documented 10,370 hate incidents. These violent attacks are just the tip of the iceberg. Racism, xenophobia and discrimination are widely felt among AAPI communities. Xenophobia and racism are fueled by rampant ignorance of AAPIs as an integral part of American society, and ignorance is the soil in which hate grows. We must combat hate by changing the dominant narrative.
Education can be an effective and important tool to combat the racism that fuels this hate and misunderstanding. It is important to diversify and update our educational curriculum to better reflect various contributions and experiences of groups who have not been fully represented in the past. The contributions of Asians to American history are taught incompletely, if at all, throughout our state's schools. SB 304 seeks to address this problem by ensuring that a unit of Asian American history is taught at least once during elementary, middle and high school.
SB 304 provides a pathway to raise the voices of individuals and communities that have not been fully heard in the past, and show that those lives and histories matter. The addition of Asian American history to the curriculum is critical to change discriminatory perceptions that persist in our country. This bill gives the students of Maryland a chance to appreciate a more complete history of our state and nation, which includes the contributions and struggles of Asian Americans.
Therefore, I urge a favorable report on SB 304. Thank you for your time and consideration.
Lanlan Xu Howard County, MD | <urn:uuid:e4343401-656f-4f3a-a897-5a5a7b001db3> | CC-MAIN-2025-08 | https://mgaleg.maryland.gov/cmte_testimony/2022/ehe/1gj4OrAyO_H_DigdGdNMxVf6k2xWEIAHR.pdf | 2025-02-07T04:39:14+00:00 | crawl-data/CC-MAIN-2025-08/segments/1738831951464.35/warc/CC-MAIN-20250207034826-20250207064826-00422.warc.gz | 371,813,544 | 492 | eng_Latn | eng_Latn | 0.997802 | eng_Latn | 0.997802 | [
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RTC History Activity: Facilitation Guide
What is RTC and why did the tenant movement fight for it?
(Note: if you're short on time you could cut this whole first section)
* Show Video: https://www.youtube.com/watch?v=lrlsSrRCuyg (5 minutes)
- Note: The film has subtitles in Spanish! Make sure to hit the "cc" button at the bottom right corner of the screen to turn the subtitles on.
- Load the video before you play it so that it doesn't stall or download it beforehand if you don't have internet access.
* After the movie, ask: What did we learn about why tenants fought for RTC?
- Take answers popcorn style.
- Conclusion points to add if they aren't brought up:
■ There are about 25,000 evictions in this city. 77% of families who were evicted, wouldn't have been if they had attorneys. That means landlords evict people not because they are right, but because they have power. RTC shifts that power. Not only will tenants start to win their cases, but we think landlords will stop suing tenants like they have been and this epidemic of evictions that our communities face will start to end. And that creates space for us to fight different battles.
■ RTC reminds us that we have rights. Also, it isn't just about court and evictions. It's about every time tenants are scared to call 311, to complain to their landlord, to organize in their building. RTC reminds people that being behind on your rent is their fault! It's the fault of a city where housing isn't a right and landlords have too much power. Most everyone's rent is too high---so that's a political problem, not a personal one.
■ RTC will is also inspire tenants to organize in their buildings, because they know if their landlord retaliates, they will be defended---because we, the tenant movement created a NEW RIGHT in this city.
How did the tenant movement win RTC?
20 minutes
* Activity Prep:
- Copy the timeline on bright colored paper, with English on one side and the corresponding Spanish slide on the other. Make an additional copy of the activity for yourself (sometimes people can't find the paper and you need to step in and read a particular card). If you have interpretation services, make sure the interpreter also has a copy!
- Have tape and wall space where you can put the history up.
10 minutes
Facilitation Guide:
1. RTC is historic! How did we win this amazing victory? We are going to do an interactive game to tell the story of the campaign. Some of you have a piece of bright yellow paper under your chairs! If you do, please find it and pick it up now. Each piece of paper tells a bit of our story as the coalition!!!
2. Each paper is numbered. Who has number 1? Can you please come up to the front of the room and read it out loud?
3. After each history point is read, tape it on the wall.
4. Who has number 2? etc. There are a total of 20 slides.
5. When you finish the timeline, ask: Any reactions or lessons? Anything you learned that you didn't know?
6. The timeline ends in October 2017. But the coalition hasn't stopped organizing. Since October:
a. Evictions have gone down by 24%. Filings have gone down by 10%. 15 zip codes have RTC (zip codes are being phased in over 5 years. Zip codes will be irrelevant by 2022).
b. Judges and court staff tell tenants about RTC and the court culture is changing.
c. In April 2018, the coalition held town halls in every borough to explain how RTC works, which over 600 tenants attended. Over 5,000 tenants received information about RTC during outreach for the town halls.
d. Organizing groups have been doing leadership trainings and tenant workshops with tenants who come to the town halls.
e. Organizing groups are forming tenants associations in every borough where folks have RTC to build tenant power.
f. In June 2018, the coalition announced RTC 2.0 legislation:
i. Increase income threshold from 200%-400%;
ii. Mandate funding for organizing;
iii. Cover more cases like appeals, and cases in other venues (supreme court, HPD hearings, etc.).
g. The coalition created new resources for tenants to know their rights:
i. www.evictionfreenyc.org
1. Now in English and Spanish.
2. Working on translating it into French and Haitian Kreyol.
3. Raising funds for other languages.
ii. FAQs
iii. Outreach fliers
iv. New logo
h. The law funds lawyers, not organizers! The coalition is actively fundraising to support neighborhood based groups doing tenant organizing.
i. We received an award from the National Low Income Housing Coalition in DC!
j. Working with other cities to pass RTC! Currently 14 other cities are working to pass RTC!
i. We took a group of 10 tenant leaders to Boston to meet with Vida Urbana about their eviction blockade model!
ii. We took a group of 50 tenant leaders to DC to see the "EVICTED" exhibit and met with a group of local lawyers and organizers working on RTC.
k. We've done numerous presentations and panels about RTC to get the word out.
l. We are starting a courtwatch program in the Bronx to monitor landlord behavior and to support tenants as they claim their right to an attorney!
7. The coalition meets monthly and has 5 main working groups:
a. Tenant organizing;
b. Tenant attorney pipeline;
c. Court based implementation;
d. National coordination and
e. RTC 2.0.
You can sign up for general updates, to volunteer and to donate on our website www.righttocounselnyc.org | <urn:uuid:f18cd388-9e97-454a-94ab-52455be6550a> | CC-MAIN-2023-40 | https://www.rtctoolkit.org/docs/11/RTC%20History%20Activity%20Facilitation%20Guide.pdf | 2023-10-04T03:54:11+00:00 | crawl-data/CC-MAIN-2023-40/segments/1695233511351.18/warc/CC-MAIN-20231004020329-20231004050329-00687.warc.gz | 1,033,163,571 | 1,220 | eng_Latn | eng_Latn | 0.996012 | eng_Latn | 0.999425 | [
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Tell me about your home:
How many doors? _____________
How many windows? _____________
Any stairs: Yes or No
A garage: Yes or No | <urn:uuid:004853ab-f6d5-43bd-a56c-2a572f37aadf> | CC-MAIN-2025-08 | https://www.worksheetplace.com/mf_pdf/Families-K-1%2023.pdf | 2025-02-07T05:20:13+00:00 | crawl-data/CC-MAIN-2025-08/segments/1738831951464.35/warc/CC-MAIN-20250207034826-20250207064826-00421.warc.gz | 1,004,407,279 | 45 | eng_Latn | eng_Latn | 0.999404 | eng_Latn | 0.999404 | [
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Eastbury Farm Primary School
Autumn Term 2024 - Curriculum Newsletter
Year 5.6 - Sycamore, Spruce & Willow
Dear Parents & Carers,
What will we be learning about across the curriculum?
We are really excited to welcome the children back from the summer holidays. Whilst we will be working hard in Maths, reading and writing, our main priority is that the children come back to school happy and ready to learn. We understand that the return to school can be overwhelming, so we have planned activities to help the children feel safe and settle back happily. We will continue to teach the full curriculum and we are excited about the wide range of topics we will cover this term. This newsletter will give you an overview of everything you need to know for Autumn Term 2024.
2024/25 Year 5.6 Team:
Mrs Williams – Sycamore Class Teacher /Upper Key Stage Two Leader
Mr Davies – Willow Class Teacher Mr Lambkin – Spruce Class Teacher
Teaching Assistant team
Mrs Dewji
Mrs Parkins
Mrs Patel
Mrs Tank
In Upper Key Stage Two, it is imperative that children are reading a variety of texts at home as well as in school. Texts should be read everyday, the content discussed with an adult or sibling (refer to comprehension bookmarks in reading folders) and recorded in their reading record, which will be checked twice weekly. We will also continue to set weekly reading challenges which can be found inside reading records.
Any questions, please speak to your child's class teacher.
UKS2 Team
Home Learning
Home learning will be set on MyMaths and SPAG.com on Thursdays and must be completed by the following Tuesday.
Reminders
Spellings
PE Days
Sycamore:
Monday (outdoor)
Spellings are set every Monday and will be tested every Friday.
Friday (indoor)
Water Bottles
Please ensure your child has a reusable water bottle with them everyday to keep them healthy and hydrated.
Snacks
Snacks brought into school must be fruit or vegetables.
Reading Records
Please make sure your child is recording their reading in the reading record and bring this to school daily so they can be checked.
Wednesday (outdoor)
Spurce:
Thursday (indoor)
Willow:
Thursday (indoor) Friday (outdoor)
Children are required to have their PE kits in school every day. Please refer to the PE Kit list on our website.
Visits & Visitors
- Thursday 17 th October: We will visit the Natural History Museum in Tring as part of our Science topicEvolution and Iinheritance.
We are also hoping to host some of the mapping specialists from Northwood HQ in Autumn 2 to support us with our mapping skills and understanding of our local area.
-
English: as writers we will be exploring a range of texts and creating our own pieces in the style of an author, focusing greatly on our handwriting and presentation along with grammar and composition. Whole Class Guided Reading sessions allow focused time to develop deduction and inference skills. We will be exploring a variety of texts, in both reading and writing sessions, based on the Benin Empire including non-fiction, diary entries and ancient stories.
Science: as scientists we are exploring evolution and inheritance. We will develop our research and chronology skills exploring how living things change over time.
Maths: as mathematicians we will be deepening our place value skills with numbers up to 10,000,000 and applying those skills to the four operations (addition, subtraction, multiplication and division). We will refine our written and mental methods for all operations and using estimation and justification skills throughout.
Computing: as technologists we will be working on developing our programming skills by using Variables in coding and Webpage creation. We will further work on our knowledge and skills in Spreadsheets and 3Dmodelling. We will also be looking at Sensing Movement and Systems and Searching.
Geography: as geographers, we will revisit our map skills, using maps and atlases, as we explore mapping in our locality. Our focus will be identifying both human and physical features of Northwood.
History: as historians we are discovering the wonders of the precolonial African state of the Benin Empire. We will refine our chronology skills and focus upon cause and effect particularly on Africa and its trade.
Religious Education: as philosophers we are studying the beliefs and practices in Sikhism, Judaism, Humanism and Christianity. We will develop our ability to compare and contrast with a particular focus on how people celebrate thematic events and festivals.
Design and Technology: as designers we will develop our cooking skills (recipe design, chopping, cooking, presentation) to create a traditional African dish called Bunny Chow.
Art:: as artists we will be developing our clay modelling techniques by creating sculptures in the style of Benin art, especially the Benin Bronzes. We will explore the skill of replicating of 3D shapes in drawing.
Physical Education: as sportspeople, we will continue to develop our physical skills through circuit training and our communication skills to ensure we know how and when to attack and defend by learning the team sports of dodgeball and football. Spanish: as linguists we will be refining our spoken language by talking about ourselves, learning new vocabulary about shops, how to ask and give directions in Spanish, and beginning to use language associated with Christmas.
Music: as musicians we will revisit terms such as tempo and dynamics and develop our listening skills to identify when there is a shift or change in tempo and dynamics within rock songs. We will also learn how to play the song 'Livin' on a Prayer' using various percussion instruments.
PSHE: as citizens we will be reflecting and thinking about the impact our actions have on those around us and refining our skills to deal with challenges that we might face. We will also be celebrating difference and exploring racism and stereotypes where we can develop our debating skills. | <urn:uuid:afc38264-d158-4191-bc45-d4e1b805df91> | CC-MAIN-2025-08 | https://www.eastburyfarm.herts.sch.uk/attachments/download.asp?file=1315&type=pdf | 2025-02-07T04:37:11+00:00 | crawl-data/CC-MAIN-2025-08/segments/1738831951464.35/warc/CC-MAIN-20250207034826-20250207064826-00427.warc.gz | 704,373,468 | 1,210 | eng_Latn | eng_Latn | 0.998275 | eng_Latn | 0.998275 | [
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Each year, homes are destroyed by wildfires. If you live in or are planning to move to an area where homes are intermixed with woodlands, your home may be in jeopardy, and your life and the lives of your family may be at risk.
Conditions must be just right for a wildfire to start and spread. Firefighters recognize three factors that can influence fire behavior: weather, topography, and fuels. These components affect the likelihood of a wildfire starting, the speed and direction of its spread, the intensity at which it burns, and the ability to control and extinguish it.
Dry, hot, and windy weather increases the likelihood of a major wildfire. These conditions make ignition easier, allow fuels to burn more rapidly, and increase fire intensity.
Topography, or the lay of the land, plays a major part in how fast a wildfire spreads. Steep slopes are the greatest topographical influence on fire behavior. As the steepness of slope increases, fire spreads more quickly. A home at the top of a fuelcovered slope is in greater jeopardy than one on flat ground or at the base of the slope in a wildfire. South and southwest facing slopes usually have more intense fires.
Fuel is required for any fire to burn. Fuels can consist of living vegetation (trees, shrubs, grasses, wildflowers) and dead plant material (dead trees, dried grasses, fallen branches, pine needles). The amount, size, moisture content, arrangement, and other fuel characteristics influence ease of ignition, rate of fire spread, length of flames, and other fire behaviors.
You will give yourself and your family a better chance of escaping harm during a wildfire by following as many of the following precautions as possible.
Before a wildfire strikes:
- Know where your gas, electric, and water main shut-off controls are located.
- Become familiar with your community's disaster -preparedness plans.
- Put together an emergency kit that includes at least a three-day supply of food and water.
- Plan how the neighborhood could work together before, during, and after a wildfire.
- Periodically review your homeowner's insurance policy to ensure that you can rebuild your home.
During a wildfire:
- Park your car in an open space facing the direction of escape.
- Close garage windows and doors.
- Disconnect automatic garage door openers.
- Confine all pets to one room.
- Arrange temporary housing outside the threatened area.
- When advised to do so, evacuate immediately.
- Wear protective clothing – sturdy shoes, cotton or woolen clothing, long pants, a long-sleeved shirt, gloves, and a handkerchief to protect your face.
- Take your emergency kit. Lock your home.
- Notify family that you have left your home.
- Follow the evacuation route that your local officials identified. | <urn:uuid:4b9c9ab6-eabc-48d5-ad20-7e6ae8367c56> | CC-MAIN-2025-08 | https://www.bifd.org/pdfs/Wildland%20Fire%20Safety.pdf | 2025-02-07T05:18:50+00:00 | crawl-data/CC-MAIN-2025-08/segments/1738831951464.35/warc/CC-MAIN-20250207034826-20250207064826-00426.warc.gz | 632,150,017 | 565 | eng_Latn | eng_Latn | 0.999296 | eng_Latn | 0.999296 | [
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EXEMPLAR PAPER 2 – HANDOUT A
PROJECT LESSONS LEARNED DOCUMENT
Project:
System:
Project Manager:
Project Owner:
Question:
Lessons learned
Learners to insert their own response to each question.
What did you enjoy most during the project? Why?
What did you find frustrating during the project? Why?
What was successful?
What was not achieved?
If you were to work on another project team, what one thing would you make sure was in place?
What could have been done differently?
Occupation Certificate: Project Manager NQF 5 SAQA 101869 | <urn:uuid:254ab321-bf7f-4322-a939-8f7c0c2ca660> | CC-MAIN-2025-08 | https://servicessetawebsite.blob.core.windows.net/wordpresslivesite/2023/05/Exemplar-P2_Handout-A-Project-Lessons-Learned-Document-20230522.pdf | 2025-02-07T05:48:01+00:00 | crawl-data/CC-MAIN-2025-08/segments/1738831951464.35/warc/CC-MAIN-20250207034826-20250207064826-00424.warc.gz | 483,402,678 | 123 | eng_Latn | eng_Latn | 0.998212 | eng_Latn | 0.998212 | [
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IMPORTANT 2025 DATES TO REMEMBER:
PLANNING
The science fair uses the scientific method to present experiments that ask a question, make a prediction, test and research, form a conclusion and then report the data in a compelling way to share what you have learned.
You can tell you have an experiment if you are testing something several times and changing a variable to see what will happen. An independent variable is changed or controlled to evaluate the effect on a dependent variable.
Students are required to use the scientific model for their projects. This includes:
• Ask questions, research and form hypotheses
• Create experiments to test those hypotheses
• Organize data and draw conclusions
• Share process and results on a display board
Parent involvement is important. Please remember parents' role is to help guide their student, NOT to do the work. Also, project submissions to the science fair are limited to individuals or teams of two maximum.
Please remember some important rules to conducting experiments:
• Always think safety first.
• Respect all life forms . Do not perform an experimentthat could harm humans or animals. If working with animals, students should have adult assistance.
• Be sure tohave permission to experiment with objectsthat belong to someone else.Ask first.
RESOURCES & HELP SESSIONS:
Volunteer science experts and enthusiasts are hosting help sessions and have resources at the ready. They are available to answer questions, assist in determining project direction, and provide support throughout the project and presentation build out.
Please join us for the scheduled info and help sessions listed in this document. There are also websites listed below that can be helpful resources.
www.sciencebuddies.org/science-fair-projects/project_ideas.shtml www.education.com/science-fair/elementary-school/ www.sciencekids.co.nz/projects.html www.tryscience.org/home.html
Questions?Don't hesitate to reach out tofirstname.lastname@example.org
QUICK GUIDE TO STARTING YOUR PROJECT
1.Problem: Ask a question that can be answered by observation, experimentation, or demonstration.
a) "What is the effect of _____ on _____?"
b) "How does _____ affect _____?"
c) "Which _____ (verb) _____?" ("which material conducts electricity?")
My question:
2.Background and research:
a) Cite the source of your research. Examplehttps://www.sciencebuddies.org
b) What scientific facts/laws could help answer your problem or predict the outcome? Example: “Materials that allow electricity to flow through them are conductors. Metals are good conductors.”
My sources:
3.Hypothesis: State what you think the outcome will be.
Example: "The metal objects will conduct electricity better than the plastic objects."
My hypothesis:
4.Materials and Experimental Procedure: List the materials needed to do the experiment or observation.
Materials I need:
List the step by step sequence of exactly what is done.
Example: #1) create a closed circuit using a battery, electrical wires and a light bulb, #2) insert different materials/objects one at a time in the closed circuit to test their conductivity…”
Sequence I plan to follow:
5.Results and Data Analysis: Make a complete record of the results and/or observations
a) Note any unusual results; mistakes; unexpected results
b) Use graphs and charts, if possible
My results:
6.Conclusion and Recommendations: Using data from your results, answer the question that you asked above. Was your hypothesis right or wrong?
My conclusion:
Recommendations: From what you learned would you make recommendations for further research?
My recommendation:
DISPLAYING YOUR PROJECT
The school office will provide each participating student or class a display board. All participants are required to create a display to present at the science fair.
CREATING YOUR PRESENTATION:
• Use the display board provided by All Saints (black tri-fold, self-standing cardboard)
• Take pride in how work is presented.Be neat, payattention to details, present your data and analysis clearly and carefully, and use correct spelling.
• Include required content for the display board:
- Title
- Student name, grade and teacher's name. Class projects should include the name of each student.
- Brief summaries of the problem, research, hypothesis, experiment, results of data and analysis, and conclusion.
• Dropped off in the All Saints gym the morning of the fair.
• Volunteer science experts and enthusiasts will review each project with awards given to participants and best in-class displays.
Evaluation Rubric / Checklist
2nd – 7th Grade Oral Presentation Option:
Students can choose to also give an oral presentation of their project the morning of the Science Fair. 3-5 minutes will be allowed for each project and student/s will have an opportunity to give an overview of their work to 1 or 2 judges. It is a great chance to work on presentation skills. Additional awards will be given for best oral presentations. | <urn:uuid:d0b43600-6fee-4182-8667-06353fb4242f> | CC-MAIN-2025-08 | http://allsaintsportland.com/wp-content/uploads/2025_AllSaints_ScienceFair_InfoPacket.docx-Google-Docs.pdf | 2025-02-07T05:12:42+00:00 | crawl-data/CC-MAIN-2025-08/segments/1738831951464.35/warc/CC-MAIN-20250207034826-20250207064826-00426.warc.gz | 1,584,397 | 1,368 | eng_Latn | eng_Latn | 0.991534 | eng_Latn | 0.993167 | [
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African Nature Study by Nature Journaling Thru The Seasons
First African Nature Study: Bull Frog
Amphibians are vertebrates whichs means they have a backbone.
BullFrog
African bullfrogs are carnivores.
Bullfrog are the largest frogs in Southern Africa and an adult Giant Bullfrog. African Bullfrog (Pyxicephalus adspersus) is a species of frog in the family Pyxicephalidae. It is also known as the pixie frog due to its scientific name.
The African bullfrog is aggressive.
Size:
Length: not more than 120 mm
Body: Large and robust with elongated dorsal ridges
Weight: more than 1 kg
Tadpole:
Length: up to 46mm
Shape: rounded, plump-bodied.
Lifespan: up to 45 years
Breeding: November
Food: The African bullfrog is a voracious carnivore, eating insects, small rodents, reptiles, small birds, and other amphibians.
Bullfrogs require shallow, rain-filled depressions that are seasonal but which retain water long enough for the tadpoles to metamorphose.
Habitat: They are highly adaptable and can tolerate harsh environments, often being found in dry savannas.
Eggs: Female lays about 3,000 to 4,000 eggs at a time and in shallow water.
Something to watch
https://www.youtube.com/watch?v=5jyVYpQBCDs
Life cycle of a FROG https://www.youtube.com/watch?v=FIXoJYbBls0
Composer study
https://www.youtube.com/watch?v=l1Zsk55I2Ww
George Philipp Telemann- The Frogs
Handbook of Nature Study by Anna Botsford Comstock:
pages 170-187 Amphibians pages 180 to 186 The Frog, Lesson 47
Poetry
Frog And Toad
By Christina Rossetti
Hopping frog, hop here and be seen, I'll not pelt you with stick or stone: Your cap is laced and your coat is green; Good bye, we'll let each other alone.
Plodding toad, plod here and be looked at, You the finger of scorn is crooked at: But though you're lumpish, you're harmless too; You won't hurt me, and I won't hurt you.
https://hellopoetry.com/poem/16068/frog-and-toad/
Journaling activities:
Materials:
Journals
Pencils
Watercolour
Eraser
Ruler
Brushes
Outdoor Time:
Check your local pond or lake. Draw a frog, describe the colors and markings on the frog. Listen to the sound does the frog make and movements.
Nature Journaling:
Add the following in your journal:
Date
Time
Drawing
Your observations
Location
Weather Words Label the frog parts Quotes Measurements Scientific name
Painting & drawing
https://johnmuirlaws.com/how-to-draw-frogs/
https://www.wedrawanimals.com/how-to-draw-a-frog/
Here's the video links of getting to know more about Nature journaling.
https://johnmuirlaws.com/introduction-to-nature-journaling-video/ https://johnmuirlaws.com/getting-started-with-nature-journaling-video/
References:
Complete Guide to the Frogs of Southern Africa wikipedia.org
*Please do share on the Nature Journaling Thru The Seasons on the FB group your Nature journaling of your African Bullfrogs with journaling this week. Thank you all.
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Emma Wants to be a Tree
By Clark Ness www.clarkness.com
"I want to be a tree," said Emma one day.
"Then take your magic nickel and be a tree," said her mother.
Emma got her magic nickel and went outside. She looked at her yard and could see a good spot for a tree. She went to that spot and stood there.
"This will do well," she said as she held up the magic nickel. "Tree, tree, tree."
Poof! Emma was a tree.
"I am as big as our home," she said. "This will be fun." Emma stood in the yard like the other trees. She could feel the wind blow on her.
"The wind feels good," she said. She stood and stood and stood in the same spot. Not much happened. A bird landed on her, and then a squirrel ran up her.
"This is boring," she said. "It is not much fun to be a tree. I just stand and stand. I need to have more fun." Emma stood still some more as the wind blew on her.
"I need to think about how to have fun as a tree," she said. She stood still some more.
"That is what I will do. I will dance. Dance, dance, dance," she said as she held her magic nickel.
Poof! Emma was a dancing tree, and the other trees near her were dancing trees.
"Birds, can you all sing for us trees?" asked Emma.
"Yes, we can," said the birds, and they began to sing.
Emma's roots came out of the ground and she began to dance. The other trees came over and started to dance, too. Around and around Emma the tree and the other trees danced.
"Now, this is fun," said Emma.
Boom, boom, boom went the trees' roots as they hit the ground when the trees danced. Emma and the other trees were so big that their dancing shook Emma's home. Emma's mother came running out of their home.
"Emma, what are you doing?" asked her mother.
"I am a dancing tree, and I am dancing with the other trees," said Emma. "Come and dance with us."
"I do not think that I should dance with trees," said Emma's mother.
"Yes, you can," said Emma as she grabbed one of her mother's hands and started to dance with her. Emma's mother started to dance, and soon had a big grin.
"This is fun," said Emma's mother as she danced with Emma and the other trees. "I have never danced with trees before. They are good dancers."
"See, I told you that you should dance with us," said Emma. Emma the tree and her mother danced and danced with the other trees.
"Time to go in and rest," said Emma's mother after dancing for about two hours.
"OK," said Emma. She picked up her magic nickel. "Thank you, trees, for dancing with us. Thank you, birds, for singing to us. Emma, Emma, Emma.”
Poof! Emma was Emma the girl, and the other trees were normal trees again. Emma and her mother went into their home. They needed to rest after all of that dancing.
Flesch-Kincaid Grade Level – 2.6 Flesch Reading Ease – 91.3
Text Copyright © 2008 by Clark Ness. Clip art from Microsoft Clip Art. Permission granted for reprinting and photocopying. Sale of this story and clip art is prohibited.
More free stories and books are available at www.clarkness.com. | <urn:uuid:4b458b23-02a8-4d0b-b27a-be9366a7de5d> | CC-MAIN-2025-08 | https://www.clarkness.com/Reading%20files/Stories/Emma%20Wants%20to%20be%20a%20Tree.pdf | 2025-02-07T04:06:41+00:00 | crawl-data/CC-MAIN-2025-08/segments/1738831951464.35/warc/CC-MAIN-20250207034826-20250207064826-00429.warc.gz | 683,752,454 | 768 | eng_Latn | eng_Latn | 0.999901 | eng_Latn | 0.999944 | [
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Locate the residences and workplaces of ancestors.
Understand the significance and historical evolution of buildings.
See what your town looked like in the past and how it has changed over time. | <urn:uuid:b1c70b08-6dcc-4038-976c-ff067c3c6c43> | CC-MAIN-2025-08 | https://oplin.ohio.gov/sites/default/files/2020-02/Database%20Sign%284%29.pdf | 2025-02-07T04:09:31+00:00 | crawl-data/CC-MAIN-2025-08/segments/1738831951464.35/warc/CC-MAIN-20250207034826-20250207064826-00433.warc.gz | 421,395,496 | 37 | eng_Latn | eng_Latn | 0.999478 | eng_Latn | 0.999478 | [
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What Are Topics I Should Know For The Ecology Unit Test?
- Abiotic/Biotic factors
- Trophic levels from least to most encompassing
o Which has only one species?
- Suns rays fall on equator when?
o Tropic of Cancer?
o Tropic of Capricorn?
- Latitude
o find deserts?
- Cold air/Warm air – which is denser?
o When it cools it ?
o When it warms?
- Boreal forests – name some countries
o Tundra?
o Grasslands
o Jungles
- Aquatic Biomes – salinity
- U.S is in –
o Neararctic, Palearctic, or Neotropical
- What causes the boundries between biogeographical regions
- Why do acorns increase lyme disease?
- Why do introduction of Wolves to Yellowstone increase beaver pop?
- What causes an increase in carrying capacity of a population?
o Resources life food supply
- What is a larger population that comprises many subpopulations?
o Metapopulation
- Species Interactions
- When do species most likely coexist, ->
o Intra is stronger than inter
- Invasive – causes damage
- Trophic levels from lowest to highest level – producers, prim consum, second consum, tertia consum
- Where is species richness highest?
o Tropics
- Name some compartments of the water cycle, Nitrogen cycle, Carbon Cycle
- What powers the water cycle?
- Most common gas in atmosphere
- Types of greenhouse gases – besides CO2
- Nitrogen Cycle – compartments Nitrogen in Air , Nitrogen fixing bact, Amoninum,
Nitrates, Nitrite, Denitriphores put back into atomosphere
- What put most of Oxygen in atmosphere – cyanobacteria and plants
- Which has a carrying capacity – Logistic or Exponential | <urn:uuid:73dd8329-45ba-403f-8331-5ba021f17f8f> | CC-MAIN-2025-08 | https://www.sutterhuskies.com/documents/Staff-Webpages-Directory-/Ecology_review_sheet.pdf | 2025-02-07T05:43:39+00:00 | crawl-data/CC-MAIN-2025-08/segments/1738831951464.35/warc/CC-MAIN-20250207034826-20250207064826-00431.warc.gz | 938,553,518 | 387 | eng_Latn | eng_Latn | 0.938765 | eng_Latn | 0.938765 | [
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Moving from Visualization for Teaching to Visualization for Learning
(Position Paper)
Matthias Hauswirth Faculty of Informatics University of Lugano Switzerland firstname.lastname@example.org
Abstract—Good teachers choose from a rich set of visualizations to clearly communicate ideas and concepts to students. Good educational visualizations are designed in a way that supports the teaching process: they help to tell a story that leads to understanding.
II. VISUALIZATION FOR LEARNING
In this paper, we argue that teachers should not produce such visualizations. Instead, they should ask their students to do that. We argue that creating a concise visualization is an excellent opportunity to gain a profound understanding of a concept or skill. Visualizing implies learning! Thus, we advocate the development of pedagogical methods and tools that enable students to learn by producing visualizations.
Keywords-Information transfer vs. knowledge acquisition, Active learning, Technology-enhanced learning, Classroom clickers, Informa
I. VISUALIZATION FOR TEACHING
Visualization is about the visual representation of information, in the form of graphs, diagrams, tables, text, or any other visually perceptible way. Visualization is a cornerstone of education, because it helps in the transfer of information from teachers to students. However, education is not just about the transfer of information, it is much more about the acquisition of knowledge. When the goal is knowledge acquisition, the one-way communication of information – in visual or other forms – from teacher to students is often not the most effective means of education.
When producing an educational visualization that helps to teach a concept, a teacher goes through an intense process of reflection and design. First, she needs to acquire a complete understanding of the concept, including all the relevant aspects, as well as the context surrounding the concept. Then she needs to distill the essence of the concept, eliminating all irrelevant or distracting aspects. She needs to consider the background knowledge of her students. Based on that, she needs to identify common misconceptions and misunderstandings, as well as the key insights the students need to have to be able to grasp the idea. Then she needs to determine the most intuitive representation, or multiple representations, that allow her to tell a story that provides the right learning opportunities for her students.
This process of developing an educational visualization is truly rewarding. Throughout this process, a teacher often learns new aspects about the concepts, or comes to a more complete, more profound understanding. In short: the teacher learns. So, why reserve this learning opportunity for teachers?
How should "visualization for learning" look like? Should we just replace the visualizations thoughtfully crafted by experienced teachers with visualizations that students, who are novices with respect to a concept, have produced?
Despite our controversial statement in the abstract of this paper, we do not believe that teachers should completely stop producing and using great visualizations for teaching: the use of visualizations created by teachers can be an effective pedagogical approach. However, we strongly believe that the act of visualizing a concept should not exclusively be reserved for teachers: a pedagogical approach should provide students with the opportunity to "learn by visualizing".
This active involvement of students is consistent with "active learning" [1] approaches. "Active learning" is an umbrella term for a host of pedagogical approaches that all focus on the student as an active participant instead of a passive consumer of information. Many approaches to active learning would benefit from student-developed visualizations, for example:
* Learning by teaching [2]. The most extreme approach is to have students teach, under the supervision and guidance of an experienced teacher. As a result, it is also the students who have to prepare the material they use for communicating. This includes the creation of visualizations that are effective in explaining a concept.
* Collaborative learning [3]. Students can learn collaboratively, for example by cooperating on specific tasks in small groups. One kind of task can be the development of visual explanations of the concepts under study.
* Classroom clickers [4]. Classroom clickers (also known as classroom response systems) are an effective means to make lectures more interactive, and to solicit feedback from students. Modern clicker systems go far beyond multiple-choice questions. They can ask students to answer much richer questions, for example by creating visual diagrams.
Any of the above teaching methods could be used to allow students to visualize the concepts they are studying. In our own past work, we have focused on visualizationenabled classroom response systems.
III. VISUALIZATION IN INFORMA
Informa [5] is a software-based classroom clicker system. The instructor runs the Informa server on her computer, and each student runs an Informa client on their own computer. The instructor posts a problem, which the students solve on their computers and submit back to the instructor's computer. The instructor then projects an analysis of the submitted solutions on the classroom projector. While traditional clickers only support multiplechoice problems, where "solving" a problem consists of picking from a set of pre-defined solutions, Informa provides a set of much richer problem types, including problems where students need to visualize a concept, or transform one visual representation into another. This enables an approach where students develop visual models [6] to demonstrate their understanding. We improved the pedagogy surrounding Informa, involving students also in evaluating the solutions produced by their peers [7], [8].
Figure 1 shows an example of an Informa problem that requires a student to visualize the current state of a program. Students receive a code listing, and are given a point in the execution of the program, and they need to create the visualization including stack frames, heap objects, and variables.
Informa problem types like this include syntax-directed solution editors. Thus, students are limited in their freedom when creating a visualization: the "visual language" only offers those "visual patterns" deemed necessary for a solution to the given type of problem. For example, the editor the student used to create Figure 1 allows the creation of stack frames (gray boxes on the left), heap objects (rounded boxes on the right), and variables inside stack frames or heap objects. It also enforces that every variable is represented by a white rectangle, and that it has a name (left, bold) and a type (above). Moreover, it distinguishes between primitive variables, where the value appears in their box, and reference variables, where the value is represented by an arrow to a heap object. Thus, students are only able to create well-formed visualizations, in a prescribed problem-type-specific visual language.
This limitation of the students' freedom has several advantages: (1) It prevents students from creating "freak solutions", visualizations that are not well-formed or not meaningful. (2) It significantly speeds up the creation of a visualization 1 . (3) It allows the automatic checking of submitted solutions. However, constraining students by forcing them to use a specific visual language eliminates the intellectual effort – and thus the learning opportunity – of coming up with the proper visual language to use for visualizing a given concept.
Overall, we have found Informa to be a very valuable tool in our teaching toolbox. Students appreciate the early feedback about their understanding, and they even enjoy assessing the visual solutions of their peers. And for us as instructors, the visual solutions students have produced with Informa have allowed us to gain deeper insight into their misconceptions and their understanding.
IV. CONCLUSIONS
We hope that our position provides a stimulus for constructive discussions on pedagogical approaches and tools that use visualizations not only for teaching, but also in active learning.
REFERENCES
[1] C. C. Bonwell and J. A. Eison, "Active learning: Creating excitement in the classroom. eric digest." September 1991.
[2] J. Grzega and M. Sch¨oner, "The didactic model LdL (lernen durch lehren) as a model of preparing students for knowledge societies," Journal of Education for Teaching (JET), vol. 34, no. 3, pp. 167–175, August 2008.
[3] B. L. Smith and J. T. MacGregor, "What is collaborative learning?" National Center on Postsecondary Teaching, Learning, and Assessment at Pennsylvania State University, 1992.
[4] A. L. Abrahamson, "An overview of teaching and learning research with classroom communication systems (CCSs)," in Proceedings of the International Conference of the Teaching of Mathematics, June 1998.
[5] M. Hauswirth, "Informa: An extensible framework for group response systems," in Collaborative Computing: Networking, Applications and Worksharing. Springer Berlin Heidelberg, 2009, vol. 10, pp. 271–286.
[6] ——, "Models and clickers for teaching computer science," http://www.se.uni-oldenburg.de/documents/olnse2-2011-EduSymp.pdf, October 2011.
[7] M. Hauswirth and A. Adamoli, "Solve & evaluate with informa: a java-based classroom response system for teaching java," in Proceedings of the 7th International Conference on Principles and Practice of Programming in Java, ser. PPPJ '09. New York, NY, USA: ACM, 2009, pp. 1–10.
[8] ——, "Teaching java programming with the informa clicker system," Science of Computer Programming, vol. In Press, Corrected Proof, pp. –, 2011.
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Susquehanna River Buoy Geography
Welcome to the Susquehanna River Chesapeake Bay Interpretive Buoy. It sits in mid-channel between Havre de Grace and Perryville, right in the mouth of the Chesapeake's Mother River, at 39 degrees 32.437 minutes North latitude, 76 degrees 05.420 minutes West longitude. The Susquehanna River is deceptive. It is only 100 yards across at this point, but all of the fresh water from its giant watershed passes through this narrow slot, including rain that falls on the roof of the Baseball Hall of Fame on the edge of Otsego Lake in Cooperstown, New York. Measured in average freshwater flow, the Susquehanna is the largest river on the Atlantic coast of the United States, slightly larger in fact than #2 and #3 combined. (Those are the Connecticut and the Hudson, respectively.)
It is ironic that Captain John Smith saw the Susquehanna as a tributary of the Chesapeake, because the Bay is actually the tidal portion of the River, just as surely as the Potomac below the Kennedy Center in Washington, DC is the tidal portion of the Potomac between Western Maryland and West Virginia. If you want an index of the Susquehanna's power, look at a chart of the narrow river channel between Garrett Island, just upstream, and Perryville. The depth in that slot varies from 55 to 80'!
That tongue of deep water extends just beyond this buoy, anchored in 40'. It sits at a transition point. If you are in a boat, or if you are in a car crossing the I-95 bridge, look upstream past Garrett Island. You'll see the river flowing at you from a narrow, rocky gorge that looks like the Susquehanna Valley in Pennsylvania. Now look downstream. You'll see broad open water: the Susquehanna Flats, which form the head of the Chesapeake. And on a chart, you'll note that the depth changes abruptly from 40' to less than 5'. The Flats actually have 10-20 foot channels running around either side, and narrow guts locally called ditches braid through them, but most of this vast expanse of sand and mud is very, very shallow.
Underwater grasses make the Susquehanna Flats an important Chesapeake community. Wild celery, sago pondweed, hydrilla, and other plants form a keystone community for small fish, larger fish, crabs, and, in winter, migratory waterfowl like canvasback ducks and Canada geese. Be sure to visit the Havre de Grace Maritime and Decoy Museums to learn more about the Flats ecosystem.
You'll learn there that many fish species move past the site of this buoy each year. Two that are particularly important are American shad and rockfish (striped bass). Until the beginning of the 20th century, the Susquehanna carried a spring spawning run of 4 million fish, which swam upriver beyond Binghamton, NY (over 300 miles above this buoy!), providing fresh fish as winter's end to people throughout the Susquehanna Valley. The commercial shad fishery was very important to the economies of Havre de Grace and Perryville until the fishery collapsed in the 1970's, the result of pollution and power dams that blocked the river for the fish. Today, the runs are partially restored, but much work remains to be done.
Rockfish are a happier story. After a crash in the '70's from overfishing, they have rebounded strongly. The area just south of the Flats forms the species' largest, most important spawning area on the Atlantic Coast. A healthy Flats ecosystem and clean water flowing down the Susquehanna are crucial to maintaining these fish. | <urn:uuid:0fe1445b-613c-4279-b0bc-2b2462195c9a> | CC-MAIN-2025-08 | https://buoybay.noaa.gov/sites/default/files/files/s_geography_text.pdf | 2025-02-07T05:58:31+00:00 | crawl-data/CC-MAIN-2025-08/segments/1738831951464.35/warc/CC-MAIN-20250207034826-20250207064826-00430.warc.gz | 124,616,251 | 795 | eng_Latn | eng_Latn | 0.997466 | eng_Latn | 0.996884 | [
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SIT TESOL Certificate Course Syllabus
The SIT TESOL Certificate Course consists of 8 modules. The first two, Learning and Teaching, explore the principles of adult learning and ways teachers can set up a classroom to facilitate the learning process.
Participants then go on to explore what are known as the "4 Skills" in TESOL: speaking, listening, reading, and writing. Although the "Grammar" module falls in the middle of the 4 skills, the focus on language awareness is a thread that runs through the entire course.
Finally, participants reflect back on all of the modules through the lens of cultural awareness, though, here again, attention is paid to inter-cultural dynamics throughout the course.
************
Grammar & Language Awareness ************
* What is grammar? What does it mean to know a word?
* How can I research and prepare notes on the target language before I teach?
* What is the difference between the form, meaning, and use of grammar and vocabulary?
* What is the role of grammar terminology in the teaching/learning process?
* How can teachers help motivate students to learn and use grammar effectively to communicate?
* What types of activities and strategies can help learners become more confident and effective with grammar and vocabulary?
* How can teachers sequence activities to promote learning?
* What are different ways of responding to student errors and ways of providing positive feedback in the learning process?
| Reading | ● What skills are involved in reading effectively in a foreign language? ● What is your definition of reading? ● What skills and strategies can help students be more effective when reading in a foreign language? ● What activities and strategies can teachers and learners do before, while, and after reading to more effectively understand and think about what they have read? ● How are the two receptive skills, reading and listening, similar and different from each other? ● How do these similarities and differences affect the way we teach? |
|---|---|
| Writing | ● What does writing effectively in a foreign language involve? ● What do students need to know and be able to do? ● What activities and strategies can teachers and learners do at various points in the Writer’s Process to make writing more effective? ● How are the two productive skills, writing and speaking, similar and different from each other? ● How do these similarities and differences affect the way we teach? | | <urn:uuid:42e862a2-991a-49d7-a31c-4b866a1f2c0f> | CC-MAIN-2025-08 | https://www.auathailand.org/wp-content/uploads/2019/01/SIT-TESOL-Syllabus.pdf | 2025-02-07T06:00:19+00:00 | crawl-data/CC-MAIN-2025-08/segments/1738831951464.35/warc/CC-MAIN-20250207034826-20250207064826-00438.warc.gz | 629,163,771 | 488 | eng_Latn | eng_Latn | 0.998106 | eng_Latn | 0.998248 | [
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These problems are from the 13th edition of Language Files.
Standard Spanish
Examine the phones [d] and [ð].
Determine whether they are allophones of one phoneme or are separate phonemes.
If they are allophones of one phoneme, state a rule that describes their distribution.
If [d] and [ð] are allophones of separate phonemes, give minimaI pairs that prove this, or show that they are not in complementary distribution.
a. [dɾenar] 'to drain'
b. [dentɾo] 'within'
c. [dia] 'day'
d. [aðonde] 'where'
e. [ajuða] 'help'
f. [iðioma] 'language'
g. [duða] 'doubt'
h. [bendito] 'blessed'
i. [laðear] 'to tilt'
j. [aldea] 'village'
k. [deðo] 'finger'
l. [toldo] 'canopy'
Russian
Determine from the following Russian data whether [a] and [ɑ] are allophones of the same phoneme or are separate phonemes.
If they are allophones of separate phonemes, provide evidence for your claim.
If they are in complementary distribution, pick one as the phoneme, and give the environments where it changes into its allophone.
For this problem, you don't need to try to express the rule in features because there are some relevant sounds in this dataset that are not in our feature charts: [pʲ] [tʲ] [dʲ] [zʲ] [lʲ] [mʲ] are palatalized consonants.
a. [ɑlt] 'viola'
b. [tɑk] 'so'
c. [pʲɑtkə] 'heel'
d. [mɑtʲ] 'mother'
e. [pʲatʲ] 'five'
f. [trʌvɑ] 'grass'
g. [dʲadʲə] 'uncle'
h. [mʲatʲ] 'to crumple'
i. [vɑʃ] 'your (plural)'
j. [zʲatʲ] 'son-in-law' | <urn:uuid:8a194b4f-ddcd-4ccd-b033-98a522f26924> | CC-MAIN-2025-08 | https://ceryshughes.github.io/files/personal/teaching/Ling201Sp24/more_phonology_practice.pdf | 2025-02-07T05:32:32+00:00 | crawl-data/CC-MAIN-2025-08/segments/1738831951464.35/warc/CC-MAIN-20250207034826-20250207064826-00435.warc.gz | 146,878,541 | 505 | eng_Latn | eng_Latn | 0.986204 | eng_Latn | 0.986204 | [
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Everyone Eats!
Highlights from the North/Northeast Portland Community Food Assessment
Why We're Focused on Food
"Food is the cornerstone of life—it's about being productive and effective … everything else is moot if you don't take care of that." –Focus group participant
Food is a basic need for all people, yet most of us know little about how it gets from field to table or about the realities of hunger and food insecurity. To understand food issues in our community, we need to learn about the food system, including resources, opportunities and gaps with regard to food access. One way to build our understanding is to conduct a community food assessment.
What Is a Community Food Assessment?
A Community Food Assessment (CFA) is a systematic, participatory approach to investigating local issues and assets related to food. Its broad purpose is to build support for changes to make the community more food secure. This means supporting family farmers, caring for the land, and providing nutritious, culturally-appropriate food to people of all economic circumstances.
Assessments can take many different forms, focus on different aspects of the food system and use a variety of methods. For our north/ northeast Portland assessment, we primarily looked at how low-income residents get food for themselves and their families. We also researched interest in programs to increase access to locally-grown food and healthy food, and how congregations can support these efforts.
What Is the North/Inner Northeast Portland Community Food Assessment?
The Interfaith Food and Farms Partnership of Ecumenical Ministries of Oregon's (EMO) Interfaith Network for Earth Concerns launched the Everyone Eats! north/northeast community food assessment in March 2006 with a training in the Arbor Lodge neighborhood. We decided to focus on north/northeast Portland because of its diversity and high rates of hunger and poverty, and to follow up on issues that were raised in a 2003 assessment. EMO's Northeast Emergency Food Program (NEFP) was a primary partner for the Everyone Eats! assessment.
Over the spring and summer of 2006, volunteers and students conducted dot surveys at five locations and a youth "photo voice" project at the Seeds of Harmony garden at the New Columbia community. We also began interviews with leaders of various faith communities to learn about food resources and gauge interest in projects. In 2007, we continued building relationships with congregations and community partners. Through these efforts, we recruited several low-income residents to serve on a leadership team.
Members of the team helped to develop a survey, which they conducted in their neighborhoods. Over 200 surveys were collected over the summer in English, Spanish, Russian and Somali. We also gathered stories and ideas from four small focus groups and from the leaders themselves. All of these various methods have informed our results and recommendations, while helping to educate and engage residents around food issues.
The project focused on the following three questions:
* What projects would be most needed and effective for increasing access to fresh, healthy food in these neighborhoods?
* What are the barriers to food access for low-income residents of north/northeast Portland?
* How can faith communities participate in creating a more secure and just food system in north and northeast?
Hunger & Poverty: Talking with Low-Income Residents
Community food security is a condition in which all community residents obtain a safe, culturally acceptable, nutritionally adequate diet through a sustainable food system that maximizes community self reliance and social justice.
Overall, our research indicates that access to food and especially to enough fresh, healthy, culturally appropriate food is a serious concern for many residents of north and northeast Portland.
* 30 percent of survey respondents said that they don't get enough unprocessed foods like fruits and vegetables.
* 21 percent don't get enough of the foods that they are familiar with and used to cooking with.
Many neighbors are having difficulty stretching their food budget to the end of the month with 71 percent of survey respondents stating that they face this problem at least sometimes. When asked what they end up doing in these months, responses ranged from accessing an emergency food box to simply eating less food and skipping meals.
"I was surprised to hear how many people said they sometimes go without food, how many of my neighbors are hungry." –Leadership Team member
Although most north and northeast residents are within a half-mile of a full service grocery store, there are still a few pockets with poor access and high concentrations of convenience stores. Forty-five percent of our survey respondents were dissatisfied with the number of grocery stores in their neighborhood. A substantial number of those surveyed travel long distances in order to shop at discount grocery stores and reach emergency food locations. At least 22 percent shop most frequently at the WinCo Foods in outer northeast, including many of our respondents who live in St. Johns or inner north and northeast. Forty-three percent said that transportation sometimes makes it difficult for them to get groceries; about half of respondents did not generally have access to a car or use their own car for grocery shopping.
"Putting all this time into acquiring food takes time away from ever improving your situation. If you need to find a job and you're hungry right now, you'd spend hours trying to get food." – Focus group participant
Recommendations: Access to Healthy Food for All
* Increase dialogue between local growers and emergency food providers to enhance access to fresh, nutritious foods for lowincome clients.
* Address transportation issues related to isolation from grocery stores, particularly bulk discount stores.
* Work with Portland/Multnomah Food Policy Council Food Access Committee to pursue policy changes.
* Create community food center for food education, preservation and micro enterprise in north and northeast Portland.
Interest in Programs to Help Access More Fresh, Local Food
A large majority of the people who participated in our survey are interested in one or more proposed projects that would help them to access more healthy food and incorporate more fresh, local food into their diets. Almost 90 percent of respondents were very interested or somewhat interested in a weekly box of produce from a local farm. Eighty-three percent were very or somewhat interested in coupons to use at farmers' markets.
Additionally, 68 percent of respondents are very or somewhat interested in a cooking club or nutrition classes and 66 percent in programs that would help them start a home produce garden. Thirteen percent of survey participants currently use a community garden, and another 29 percent would be interested in having a plot.
"At our neighborhood Harvest Share, lately there is less food and more people. There is a lot of interest and need for fresh produce." –Focus group participant
Survey Respondents' Interest in Programs to Help Access Fresh, Local Food
| | Very Inter- ested | Some- what Inter- ested | Neutral |
|---|---|---|---|
| Free or discounted weekly box of pro- duce from a local farm | 75.7% | 13.9% | 2.5% |
| Farmers’ market coupons | 67.8% | 15.3% | 6.9% |
| Cooking clubs or nutrition classes to learn about cooking with local food | 41.1% | 27.2% | 9.9% |
| Programs that would help you to start and maintain a produce garden | 41.6% | 24.8% | 12.9% |
"It would help to have education on how to cook with local food and cook quick, healthy meals and on making foods kids will eat." –Survey respondent
Recommendations: Local Food Programs
* Provide low-income residents with coupons usable at congregation farm stands and north/northeast farmers markets.
* Subsidize farm produce shares for low-income families.
* Provide classes on cooking with local food at Luther Memorial Lutheran Church, the new home of NEFP. Send participants invited from NEFP home with a box of produce from a local farm. Help publicize other available cooking and nutrition classes.
* Expand publicity on the availability of WIC and Senior Farm Direct Nutrition Coupons and farmers' markets and farm stands that accept the Oregon Trail Card.
* Publicize community garden plot availability and existing programs that help low-income residents start home gardens. Support congregations interested in starting gardens that connect with low-income neighbors.
Role of Faith Communities in Building Food Security
From seed to table, food is a profoundly spiritual and ethical concern. Communities of faith can play a vital role in creating a just and sustainable food system by demonstrating a commitment to local food and farmers and cultivating an understanding of food security issues. Congregations have the resources such as kitchens, land for gardens, and people with food and farm expertise, as well as values, beliefs and traditions that help reconnect people with their food. However, few have fully tapped these opportunities.
"All of the existing food programs could serve as effective ways to get local food to low-income folks." –Congregation leader
North and northeast Portland is home to around 240 congregations, many small with 20 to 100 members. Many congregations are involved in hunger alleviation in some form such as hosting their own food pantry (about 20), contributing to NEFP or Oregon Food Bank, providing food collection bins, participating in canned food drives or hosting a meal program. Although awareness of community food security and the importance of buying locally and seasonally is growing in the Portland area, few communities of faith are providing education on these concerns, much less creating ministries to improve access to local food. As part of the Everyone Eats! food assessment, we interviewed and partnered with several congregations that have expressed interest in learning more about local food and supporting related programs.
"We regularly donate produce from our community garden. … If there is interest, people are usually good about being active and supporting programs." –Congregation leader
Recommendations: Faith Community Partnerships
* Incorporate these programs for creating access to fresh, local food into existing congregational emergency food programs.
* Make congregation parking lots, classrooms and kitchens available for programs like produce box drop-off sites, cooking clubs and sites for farm stands where farmers' market coupons can be used.
* Sponsor low-income families to receive subsidized shares of produce from a local farm.
* Engage and educate congregation members about local food, farm and hunger issues.
* Start a garden on congregation property and make plots and resources available to low-income neighbors or provide support to neighboring community gardens.
For More Information
For more information, contact Cristina Stella, Farm to Congregation Coordinator, at (503) 221-1054, ext. 207, email@example.com, or Jenny Holmes, Project Director, at (503) 221-1054, ext. 214, firstname.lastname@example.org. To download the full report, go to www.emoregon.org/food_farms.php.
The Interfaith Food and Farms Partnership, a part of EMO's Interfaith Network for Earth Concerns, is supported by the Community Food Projects Program of the USDA Cooperative State Research, Education and extension Service. Grant #2005-338001635. The Everyone Eats! Food Assessment was supported by a grant from the Catholic Campaign for Human Development. Additional funding has been provided by the Presbyterian Hunger Program and General Board of Global Ministries, United Methodist Church. | <urn:uuid:5053d235-72c9-4fe7-a542-617cdd57e509> | CC-MAIN-2017-13 | http://emoregon.org/pdfs/IFFP/IFFP_N-NE_Portland_Food_Assessment_short_report.pdf | 2017-03-30T20:34:15Z | crawl-data/CC-MAIN-2017-13/segments/1490218203515.32/warc/CC-MAIN-20170322213003-00309-ip-10-233-31-227.ec2.internal.warc.gz | 122,438,930 | 2,294 | eng_Latn | eng_Latn | 0.997945 | eng_Latn | 0.998135 | [
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Introduction
Over the last three decades the term 'masonry' has been widened from its traditional meaning of structures built of natural stone to encompass all structures produced by stacking, piling or bonding together discrete chunks of rock, fired clay, concrete, etc. to form the whole. 'Masonry' in this wider sense is what these chapters are about. In contemporary construction most masonry in the UK is built from man-made materials such as bricks and blocks. Stone, because of its relatively high cost and the environmental disadvantages of quarrying, is mainly used as thin veneer cladding or in conservation work on listed buildings and monuments.
The basic principle of masonry is of building stable bonded (interlocked) stacks of handleable pieces. The pieces are usually chosen or manufactured to be of a size and weight that one person can place by hand but, where additional power is available, e.g. the pyramids in Egypt, larger pieces may be used, which give potentially more stable and durable structures. This greater stability and durability is conferred by the larger weight and inertia, which increase the energy required to remove one piece and make it more resistant to natural forces such as winds and water as well as human agency.
Second to wood, masonry is probably the oldest building material used by man; it certainly dates from the ancient civilisations of the Middle East and was used widely by the Greeks and Romans. Early cultures used mud building bricks, and very little of their work has survived, but stone structures such as the Egyptian pyramids, Greek temples and many structures made from fired clay bricks have survived for thousands of years. The Romans used both fired clay bricks and hydraulic (lime/pozzolana) mortar and spread this technology over most of Europe.
Part 5
Masonry: brickwork, blockwork and stonework
Bob de Vekey
There are four main techniques for achieving stable masonry:
1. Irregularly shaped and sized but generally laminar pieces are selected and placed by hand in an interlocking mass (e.g. dry stone walls).
3. Small to medium units are made to normal precision in a few sizes and assembled to a basic grid pattern, and the inaccuracies are taken up by use of a packing material such as mortar (e.g. normal brickwork).
2. Medium to large blocks are made or cut very precisely to one or a small range of interlocking sizes and assembled to a basic grid pattern either without mortar or with very thin joints (e.g. ashlar or thin-joint).
4. Irregularly shaped and sized pieces are both packed apart and bonded together with adherent mortar (e.g. random rubble walls).
Type (4) structures and thin-joint systems depend significantly on the mortar for their stability; all the other types rely largely on the mechanical interlocking of the pieces. Figure V.1 shows typical examples.
It is also important to remember that, although the wall is the most useful and effective masonry structure, many other structural forms such as columns, piers, arches, tunnels, floors and roads are used. Normal plain masonry must be designed such
These descriptions are given to emphasise that most traditional masonry owes much of its strength and stability to interlocking action, weight and inertia while the mortar, when present, is not acting as a glue but as something to fill in the gaps resulting from the imperfect fitting together of the pieces. Most contemporary masonry is type (3) and although modern mortars do have an adhesive role much of the strength still derives from the mass and friction between interlocking shapes; it is important to remember this in design.
that the predominant forces put it into compression since it cannot be relied on to resist tensile forces. If, however, tension structures such as cantilevers, earth-retaining walls and beams are required, masonry may be reinforced or post-tensioned in the same way as concrete.
This part of the book starts with a chapter on terminology, raw materials, composition and manu facturing processes for the components of masonry. In subsequent chapters we then consider: structural forms, architecture and detailing; structural behaviour and response to actions such as wind, imposed load and movement; other key properties such as ther mal and noise insulation, and resistance to fire; and finally durability in relation to the environment and how to conserve and repair weathered masonry and maintain an attractive appearance. The import ant issues of energy efficiency and sustainability are covered in Chapter 62 along with the other materials described throughout this book. | <urn:uuid:29879440-05e1-489e-b901-b4d3cec7afc3> | CC-MAIN-2017-13 | http://ebooks.narotama.ac.id/files/Construction%20Materials;%20Their%20Nature%20and%20Behaviour/Part%205%20%20%20Masonry;%20Brickwork,%20Blockwork%20And%20Stonework.pdf | 2017-03-30T20:52:26Z | crawl-data/CC-MAIN-2017-13/segments/1490218203515.32/warc/CC-MAIN-20170322213003-00315-ip-10-233-31-227.ec2.internal.warc.gz | 108,368,926 | 919 | eng_Latn | eng_Latn | 0.997817 | eng_Latn | 0.99858 | [
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Background
About the Disasters
Between 2004 and 2010, several devastating natural disasters struck Indonesia:
- December 26, 2004: The deadliest tsunami in history hits Aceh, an Indonesian province on the northern tip of Sumatra, after a massive earthquake. In Ache, 221,000 people were killed or missing. Over 500,000 were left homeless. The scale of physical devastation and human suffering was enormous.
- March 28, 2005: A major earthquake strikes Nias Island, off the west coast of Sumatra, killing about 1,000 people and leaving thousands homeless. It causes severe damage, destroying about 30 percent of all buildings.
- May 27, 2006: An earthquake in Yogyakarta Special Region and Central Java claimed more than 5, 700 lives. Over 280,000 homes were destroyed and the local economy was severely affected, especially the large number of home-based industries.
- July 17, 2006: An earthquake triggered a tsunami causing widespread damage along the south coast of West Java. About 650 people died, and over 28,000 were displaced.
- October 26 to November 11, 2010: Mount Merapi, an active volcano located between Yogyakarta and Central Java, erupted, seriously damaging housing and infrastructure. About 750 were injured or killed, and about 367,000 displaced.
About the Multi Donor Fund
The Multi Donor Fund for Aceh and Nias (MDF) was established in April 2005 at the request of the Government of Indonesia to coordinate and mobilize donor support for the reconstruction and rehabilitation of affected areas following the December 2004 earthquake and tsunami, and the subsequent March 2005 earthquake.
The MDF pooled US$655 million in contributions from 15 donors: the European Union, the Netherlands, the United Kingdom, the World Bank, Sweden, Denmark, Norway, Germany, Canada, the Asian Development Bank, the United States of America, Belgium, Finland, New Zealand and Ireland. The World Bank served as Trustee of the MDF.
Under the MDF portfolio, 23 projects were financed in 23 outcome areas: (1) Recovery of Communities; (2) Reconstruction and rehabilitation of Large Infrastructure and Transport; (3) Strengthening Governance and Capacity Building; (4) Sustaining the Environment; (5) Enhancing the Recovery Process; and (6) Economic Development and Livelihoods. These projects reflected the priorities of the Indonesian government throughout the reconstruction process.
The MDF was coordinated by the Government of Indonesia, initially through the Agency for the Rehabilitation and Reconstruction of Aceh and Nias (BRR), which was set up to manage the reconstruction and recovery effort. After the BRR closed in April 2009, the National Development Planning Agency, Bappenas, took on this critical role.
MDF Contributions
| | MDF Donors | Contributions |
|---|---|---|
| | | (US$ million) |
| European Union 271.30 | | |
| Government of Netherlands 146.20 | | |
| Government of the United Kingdom 68.50 | | |
| Government of Canada 20.22 | | |
| World Bank 25.00 | | |
| Government of Sweden 20.72 | | |
| Government of Norway 19.57 | | |
| Government of Denmark 18.03 | | |
| Government of Germany 13.93 | | |
| Government of Belgium 11.05 | | |
| Government of Finland 10.13 | | |
| Asian Development Bank 10.00 | | |
| Government of the United States 10.00 | | |
| Government of New Zealand 8.80 | | |
| Government of Ireland 1.20 | | |
| Total Contributions: 654.67 | | |
The MDF Portfolio
The MDF's portfolio was designed to meet the changing needs of Aceh and Nias as they progressed from recovery to rebuilding infrastructure to laying the foundations of economic development. Consisting of 23 projects in six outcome areas, the projects were implemented by government and non-government partners, including national and provincial governments, agencies of the United Nations, international development institutions, and non-governmental organizations. Environmental sustainability, gender, capacity building and disaster risk reduction were important cross-cutting elements of the MDF program throughout its life cycle.
1. Recovery of Communities
The first group of MDF projects supported recovery of communities, with a focus on housing and local infrastructure. Using a community-driven approach and implemented by government, these programs enabled disaster survivors to re-establish their communities and begin rebuilding their lives.
- The Community-based Settlement Rehabilitation and Reconstruction Project, better known as Rekompak, used a community-driven approach to rebuild homes and local infrastructure in Aceh and Nias. Implemented by the Ministry of Public Works (MPW) and managed by the
World Bank, Rekompak rebuilt nearly 15,000 houses and restored basic infrastructure to 180 villages.
- The Community Recovery through the Kecamatan Development Project (KDP) was part of a national program and partly funded by the MDF. Through KDP, the MDF assisted communities in Aceh and Nias plan and manage the reconstruction of rural infrastructure, schools, clinics, and other public buildings. It also provided business training and loans. The project was implemented by the Ministry of Home Affairs (MHA) and managed by the World Bank.
- The Community Recovery through the Urban Poverty Program (UPP) provided support for reconstruction to urban communities to rehabilitate and develop community infrastructure in municipalities in Aceh. UPP repaired urban infrastructure, rebuilt schools and other public buildings, and provided scholarships. The project was implemented by the MPW and managed by the World Bank.
- The Kecamatan-based Reconstruction and Rehabilitation Planning in Nias Project (KRRP) was a community-based recovery and planning project for reconstruction in Nias. Implemented by the MHA and managed by the World Bank, it rebuilt houses, schools, public buildings, and village infrastructure.
- The Reconstruction of Aceh Land Administration System (RALAS) restored land property rights and a computerized land records management system. Over 220,000 land title certificates were issued, nearly one-third to women. Implemented by the National Land Agency (BPN) and managed by the World Bank.
2. Recovery of Large Infrastructure and Transport:
The MDF, working in partnership with the Government of Indonesia, contributed significantly to the reconstruction of large infrastructure in Aceh and Nias. These projects restored transportation links and critical infrastructure, thereby improving people's lives and providing new economic opportunities.
- The Banda Aceh Flood Mitigation Project (BAFMP), implemented by Muslim Aid and managed by the World Bank, repaired pumping stations, flood valves, and drainage systems damaged by the tsunami to protect the central business area of Banda Aceh from storm and tidal flooding.
- The Infrastructure Reconstruction Enabling Program (IREP) and its companion project, the Infrastructure Reconstruction Financing Facility (IRFF), planned, designed, and built strategic infrastructure such as roads, water systems and bridges in Aceh and Nias. Cofinanced by BRR, the projects were implemented by the MPW and managed by the World Bank.
- The Lamno-Calang Road Maintenance Project (LCRMP) maintained a key road from Lamno to Calang to ensure overland access to tsunami-affected communities on Aceh's west coast. The project was implemented by the UNDP.
- The Sea Delivery and Logistics Progamme (SDLP) met the urgent recovery transportation needs for construction materials in Aceh and Nias. Implemented by the WFP, it also provided training for better management of ports and disaster-risk reduction.
- The Tsunami Recovery Port Redevelopment Programme (TRPRP) rehabilitated damaged ports in Aceh and Nias so that equipment and materials could be supplied to isolated communities. The project, implemented by the UNDP, also provided designs and technical support for reconstructing major sea ports.
- The Rural Access and Capacity Building Project (RACBP) helped residents of participating districts in Nias effectively use improved rural transport infrastructure and services to take advantage of economic opportunities and social services. Implemented by the ILO, it also included a cultural heritage component.
3. Economic Development and Livelihoods:
Restoring livelihoods is an important part of disaster recovery. These projects strengthened important sectors which provide employment and income to Aceh and Nias, paving the way for longterm economic growth.
- The Aceh Economic Development Financing Facility (EDFF) promoted post-tsunami economic recovery. Managed by the World Bank, the EDFF was implemented by the Ministry for Development of Disadvantaged Areas (KPDT) and the Government of Aceh. The project provided sub-grants to support growth in key sectors including coffee, cocoa, rice, meat and fisheries.
- The Nias Islands Livelihoods and Economic Development Program (LEDP) provided training to improve technical and business skills for livelihoods and overall economic development. Implemented by KPDT and managed by the World Bank, the project also developed skills within local government for implementing livelihoods programs in Nias.
4. Strengthening Governance and Capacity Building:
The MDF encouraged good governance and strengthened the capacity of local communities and district governments. It encouraged the development of civil society organizations involved in the reconstruction process.
- The Capacity Building for Local Resource-based Rural Roads (CBLR3) strengthened the capacity of district government and small-scale contractors to undertake local road works. Implemented by the ILO.
-
-
TheSupport for Poor and Disadvantaged Areas Project in Aceh and Nias
(SPADA) project, implemented by KPDT and managed by the World Bank, strengthened local participation in
development planning, promoted private investment and job creation, and improved health, education and dispute resolution services. The project complemented a national program
funded by a World Bank loan.
Support to Strengthen the Capacity and Role of Civil Society Organizations
(CSO), implemented by the UNDP, built the capacity of local civil society organizations in Aceh and
Nias to enhance grass-roots participation in the reconstruction process.
5. Enhancing the Recovery Process:
In order to strengthen government capacity to manage the recovery effort, the MDF provided technical assistance and operational support to BRR and other government agencies.
- The Aceh Government Transformation Program (AGTP) provided strategic support to the government of Aceh to provide the capacity and institutional strength to take over projects, resources, and assume oversight of reconstruction and recovery programs after the closure of BRR in April, 2009. The project was implemented by the MHA and Provincial Government of Aceh and managed by the UNDP.
- Making Aceh Safer through Disaster Risk Reduction in Development (DRR-A) established disaster risk reduction in Aceh's local government agencies, its public and private partners, and local communities. The project was implemented by the MHA and Provincial Government of Aceh, and managed by the UNDP.
- The Nias Island Transformation Programme (NITP), managed by the UNDP and implemented by the MHA and local governments in Nias, enhanced district capacity to successfully complete the recovery process and reduce risks from future natural disasters.
- Technical Assistance to the BRR and Bappenas (TS-R2C3), managed by the UNDP, the project supported BRR in managing the overall recovery process. After BRR closed in April 2009, the project worked with Bappenas.
6. Sustaining the Environment:
Throughout the recovery process, the MDF committed to protecting the environment. The MDF
played an important part in post-disaster cleanup and long-term waste management. It also worked to protect the ecosystems of Aceh and Nias.
-
TheTsunami Recover Waste Management Programme
(TRWMP) helped local government clear, recycle and dispose of Tsunami waste, rehabilitate waste management infrastructure,
and implement sustainable solid waste management systems. It also promoted waste- management-related livelihoods. Implemented by the UNDP.
- The Aceh Forest & Environment Project (AFEP) worked closely with communities, civil society and government to protect the Leuser and Ulu Masen forests from illegal logging and promoted sustainable forest management. Managed by the World Bank, the project was implemented by Fauna & Flora International (FFI) and Leuser International Foundation (LIF).
About the Java Reconstruction Fund
Following a request from the Government of Indonesia, the Java Reconstruction Fund (JRF) was established to respond to the earthquake of May 27, 2006 ,which struck near Yogyakarta, and the tsunami that struck the southern coast of West Java Province in July 2006. Seven donors supported the JRF with contributions totaling US$94.1 million.
The donors are: the European Union, the Asian Development Bank, and the Governments of the Netherlands, United Kingdom, Canada, Finland and Denmark. The World Bank served as Trustee of the JRF. Following the government's priorities, the JRF supported the recovery of communities, the restoration of livelihoods, and increasing disaster preparedness of affected communities.
The JRF portfolio consisted of five projects which drew from the MDF's experience and used a phased approach: (1) Transitional Housing; (2) Restoring Housing and Community Infrastructure; and (3) Restoring Livelihoods. Its work was coordinated by the Government of Indonesia through the National Technical Team (TTN) and Bappenas.
JRF Contributions
| JRF Donors | Contributions |
|---|---|
| | (US$ million) |
The JRF Portfolio
The JRF portfolio was followed the phased approach of the MDF. Early support focused on meeting housing and community recovery needs and subsequent support focused on addressing economic recovery. The JRP prioritized disaster risk reduction in all its programs.
1. Transitional Housing Projects. The JRF financed two transitional housing projects, implemented by the International Organisation for Migration (IOM) and Cooperative Housing Foundation (CHF)
International and managed by the World Bank. The projects provided nearly 5,000 transitional shelters.
2. The Community-based Settlement Rehabilitation and Reconstruction Project, better known as Rekompak, made up most of the JRF funding allocation. Following the model established in Aceh, it used a community-driven approach to rebuild homes and local infrastructure in earthquake-affected areas of Yogyakarta Special District, and Central Java, and later, parts of West Java affected by a subsequent earthquake and tsunami. After the 2010 eruptions of Mount Merapi, the project was expanded further. Implemented by the Ministry of Public Works (MPW) and managed by the World Bank, the project rebuilt over 15,000 houses and completed over 4,000 local infrastructure projects.
3. Livelihood Recovery Projects:
- The Livelihood Recovery in Yogyakarta Special District and Central Java project contributed to the Government of Indonesia's initiatives to assist micro, small and medium enterprises (MSMEs) affected by the earthquake to revitalize their businesses and re-integrate affected low-income communities into economic life. The project provided access to finance, developed loan work-out strategies for viable companies, restored capacity and improved competitiveness of medium-sized companies in Yogyakarta and Central Java. The project was implemented by the Deutsche Gesellschaft für Internationale Zusammenarbeit (GIZ) and managed by the World Bank.
- The Access to Finance and Capacity Building for Earthquake Affected Micro and Small Enterprises project, implemented by the IOM and managed by the World Bank, supported the recovery of micro and small enterprises in Yogyakarta and Central Java to enable them to reach their pre-earthquake capacity. It provided access to finance and targeted assistance. The project worked with over 4,000 micro and small enterprises (MSEs), over 40 percent run or owned by women. | <urn:uuid:59a40e3e-8320-4212-9a5c-fc6bd8c62ddc> | CC-MAIN-2017-13 | http://www.multidonorfund.org/doc/pdf/20121109_media_briefing_background_info_english.pdf | 2017-03-30T20:27:29Z | crawl-data/CC-MAIN-2017-13/segments/1490218203515.32/warc/CC-MAIN-20170322213003-00313-ip-10-233-31-227.ec2.internal.warc.gz | 600,527,078 | 3,324 | eng_Latn | eng_Latn | 0.991053 | eng_Latn | 0.991897 | [
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MATHFS541/0C1/1C1 TAKE HOME COURSEWORK 2
This homework is to be handed in by Friday 2nd December 2011, to the Foundation Year room C5 between 12.00 and 1.00 for 0C1 students and to the Reception (by the front doors) in the Alan Turing Building by 4.00 for 1C1 students.
Submit your answers on A4 paper printing your full name and course (0C1 or 1C1) clearly at the head of each page. This homework will be marked and returned to you. The mark awarded will contribute towards the end of semester examination in January 2012. For details of the marking regime see the MATHFS541 0C1/1C1 Course Notes on these web pages.
In answering these questions you should show your working. The use of calculators in this test (and the January exam) is prohibited.
1. Solve the following. (Find all solutions.)
(i) x 2 + 3x − 18 = 0
(ii) 2x 2 − x − 2 = 0
(v) x − 1 3 − x = x x + 3
(vi) 9 x − 10(3 x ) + 9 = 0
2. The right angled triangle below has hypothenuse of length 4 and sin(A) = 1/3.
a
Find: (i) a
(ii) cos(A)
(iii) b
3. Let E be the line y = 3x + 2.
(i) Is the point ( − 3, − 4) on the line E ?
(ii) At what point (x, y) does E intersect the line y = − 2x + 7 ?
(iii) Write down the equation of the line through the point (3, 3) which is parallel to E .
(iv) Write down the equation of the line through the point (3, 3) which is normal (i.e. perpendicular) to E .
(v) Write down the equation of the line through the points ( − 1, 2) and (3, 6).
(iv) cos(2A). | <urn:uuid:64f2efc7-4baa-4540-bd0e-5b97e1aef832> | CC-MAIN-2017-13 | http://www.maths.manchester.ac.uk/~jeff/lecture-notes/mathfs541t211.pdf | 2017-03-30T20:24:06Z | crawl-data/CC-MAIN-2017-13/segments/1490218203515.32/warc/CC-MAIN-20170322213003-00313-ip-10-233-31-227.ec2.internal.warc.gz | 583,303,836 | 472 | eng_Latn | eng_Latn | 0.978804 | eng_Latn | 0.978804 | [
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World Water Day, March 22, 2010
A woman on her way to a water distribution site in Tora, Northern Darfur. 26 July 2009
There are about a billion people without clean water and 2.5 billion without adequate sanitation,a major silent humanitarian disaster, of great concern to the UN. Unlike wars and natural disasters it does not make media headlines and claims more lives through disease than wars claim through guns.
One hundred and one UN staff members died in the devastating earthquake in Haiti. Nevertheless, UNICEF was ready with its emergency WASH (water, sanitation and hygiene ) program. Along with food and shelter, safe water and sanitation are high priorities in emergency situations as there is danger of an outbreak of diarrhea , cholera and other diseases.
UNICEF, partnering with a local water-purification and distribution company, distributed 2.6 million liters of drinking water daily to over half a million people in the capital Port-au- Prince and other cities. Every day at least 150 trucks , each filled with 5000 liters of water, are send out to 200 distribution points. Also, water purification tablets and family water kits are provided. UNICEF is working with partners to install 30,000 latrines in the next six months.
The WASH emergency interventions has been used in many emergencies such as the earthquake in Indonesia, Darfur and the major 2004 Indian Ocean tsunami.
Is there enough water in the World? Is it a question of scarcity?
World Water Day, March 22, 2010
Some commentators trace the global challenge in water to rising population and the resulting increase in demand . A major UN report rejects this view and claims that the scarcity at the heart of the global water crisis is rooted in flawed water management of a basically renewable resource, in unequal power, poverty, and inequality. and not in physical availability. In short, it is a political problem relating to inequality.
There are great inequalities in access to clean water and sanitation. In high- income areas of cities in Asia, Latin America and Sub-Saharan Africa people enjoy access to several hundred liters of water a day delivered into their homes at low prices by public utilities. Meanwhile, slum dwellers and poor households in rural areas of the same countries have access to much less than 20 liters of water per day.
Agriculture is the main use of water. In water stressed parts of India irrigation pumps extract water from aquifers 24 hours a day for wealthy farmers while neighboring smallholders depend on the vagaries of rain.
People living in rich countries are only dimly aware how clean water fostered progress in their own countries. Just over a hundred years ago London, New York and Paris were centers of infectious diseases. Child death rates were as high as they are now in much of Sub-Saharan Africa. The sanitation movement and sweeping reforms changed this picture by spending the money for sewage systems and the required infrastructure for clean water .By one estimate water purification explains much of the great mortality reduction in the US in the first third of the 20th century. In Great Britain the expansion of sanitation contributed to an unprecedented increase in life expectancy of 15 years in the four decades after 1880.
One UN report states that the toilet and the latrine , which helped revolutionize public health in the wealthy countries are the most underused tools to combat poverty and disease. The report blames governments of paying little attention to water and sanitation and seriously under funding programs for improvement. In developing countries , without regulation, more than 90 per cent of sewage and 70 per cent of industrial wastewater is dumped untreated into surface water.
World Water Day, March 22, 2010
Water resources often cross political boundaries without a passport in the form of rivers, lakes and aquifers. This hydrological interdependence raises issues of conflict and cooperation. Some have raised the spectre of water wars.The facts are otherwise. Conflicts over water do arise and give rise to political tensions, but most disputes are resolved peacefully. The permanent Indus Water Commission which oversees a treaty on water sharing survived and functioned during two wars between India and Pakistan. Another example is the low-level water cooperation between Israel and Jordan began, under UN auspices ,in the early 1950s when the countries were still at war. In 1994 they created a Joint Water Committee for coordination, sharing and dispute settlement- an arrangement that survived some acute tensions.
The message of this , and many other examples, is that the most hostile enemies have the capacity for cooperation on water.
Since the world is ever more interdependent lets hope that the necessary cooperation in water is a model in other areas.
Dr. Sylvain Ehrenfeld, International Humanist Ethical Union and the National Ethical Service of the American Ethical Union representative to the UN and Temma Ehrenfeld , free lance writer. | <urn:uuid:80e1ca56-7363-4b07-82ce-e4f05855f21a> | CC-MAIN-2017-13 | http://nationalserviceaeu.org/FromUNPDF/SylvainTemma/WorldWaterDayMarch22_2010.pdf | 2017-03-30T20:17:36Z | crawl-data/CC-MAIN-2017-13/segments/1490218203515.32/warc/CC-MAIN-20170322213003-00314-ip-10-233-31-227.ec2.internal.warc.gz | 248,588,753 | 990 | eng_Latn | eng_Latn | 0.997842 | eng_Latn | 0.998396 | [
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(University Spaceflight Competition)
Brian Gilchrist, Rafael Ramos firstname.lastname@example.org University of Michigan August 2008
Jump starting the next generation of space professionals careers today!
Challenges
Finding ways to attract, excite and train new generations of aerospace professionals and train them to think in new ways
Creating exciting in-space student experience opportunities with broad access given access to space is expensive and limited
Typically requires considerable commitment of time and effort
Building on what we know works
Students can build small exciting spacecraft, but launch costs can be huge!
Students regularly build and privately fund million-dollar class solar cars for national International competitions
The solution to the cost challenge is to think small
Nano-sat (~1kg, 10x10x10cm) spacecraft called Cubesats address launch cost
A Cubesat launch is in the $40k-$50k range
Flying multiple cubesats at one time is feasible (Max? 24? 30?)
This is a cost level where private funding of launch costs is feasible!
Spacecraft mass and volume constraints mean innovation, miniaturization, and sophistication are essential to win a competition
Students work in inexpensive, cube-shaped satellites, or CubeSats.
AAU Cubesat University of Aalborg, Denmark
A Possible U-Space Competition
Teams fund, design, build, test, and compete with a Cubesat that are launched together
Funding includes launch costs
Competition goals would involve successful collection and analysis of required data
e.g. successful operation and data transmission to ground over TBD weeks
Example - collection of pre-defined Earth observations
Public outreach
Design, Build, Test
U-Space Challenge Possible Constraints
Each team must use a single Cubesat (1U) for its inspace element
Funding of Cubesat, its flight, and operations would be each team's responsibility
Competition sponsorship could help lower costs
Team must use their own transportable telemetry and commanding ground station
Same ground station must be operated from at least two locations separated by a minimum TBD distance during the competition
Orbit details would be preliminary and only finalized once a specific launch has been defined
Possible U-Space Challenge Scenario: 4 phases
Phase 0: Teams Selection "Competition"
Passing this milestone reserves a launch space
Phase I: Cubesat Design, Build and Flight Competition Review (FCR)
Each university participates by constructing flight unit
Ends in official Cubesat FCR
Each Cubesat gets a "Go/No Go" official result
Phase II: Cubesat Test, Integration, and Launch
Phase III: U-Space In-Space Challenge
Teams Selection "Competition"
Design and Build
Testing and Integration
In-Space Operations
7
There are practical questions needing an answer to know if USpace is feasible, e.g.
How will spacecraft communications for each team be handled?
What orbital constraints will be required for competition?
How will Cubesat launcher integration logistics be handled?
What are the practical limits to the number of Cubesats flown at once?
Should this be limited to educational institutions?
What needs to happen next?
Get community feedback, generate interest
Create a more complete model of the proposed U-Space Challenge
Generate a better understanding of competition costs and schedule | <urn:uuid:d7ddfb34-7eb1-4fa2-a2f0-d5eaf3342565> | CC-MAIN-2017-13 | http://mstl.atl.calpoly.edu/~bklofas/Presentations/SummerWorkshop2008/6%20University%20of%20Michigan.pdf | 2017-03-30T20:28:21Z | crawl-data/CC-MAIN-2017-13/segments/1490218203515.32/warc/CC-MAIN-20170322213003-00313-ip-10-233-31-227.ec2.internal.warc.gz | 236,817,388 | 778 | eng_Latn | eng_Latn | 0.979303 | eng_Latn | 0.995752 | [
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Crosstalk, EMI, and Differential Z
Good, Bad, or Ugly?
Douglas Brooks
This month, let's take a look at these four things: crosstalk, differential impedance, EMI, and television transmission. Now, my question to you is, what is the relationship between them? Choose from one of the following: (a) They all depend on the same fundamental phenomenon. (b) They are totally independent phenomenon. (c) Two of them are exactly the opposite of the other two.
We don't often think of these four things at the same time. But before we consider the question, perhaps we should review our understanding about what "electromagnetic" radiation is. The two parts of the word give us a clue.
The "electro" half of the word relates to "electric" or "electron," or, more fundamentally, "charge." We all should remember that "like charges repel" each other and opposite charges attract. Those statements are generally known as Coulomb's Law and are accredited to Charles Augustin de Coulomb in 1785.
Now current is the flow of electrons. Electrons have a negative charge. If (negative) electrons flow, for example, onto one plate of a capacitor, electrons will be repelled from the other plate, leaving a "positive" charge (really just the absence of electrons.) If there is a stationary charge on the capacitor, we call the force that results "electrostatic," "electro" related to electron, or charge, and "static" because it doesn't change. This force manifests itself as a voltage across the plates of the capacitor.
There is a similar force that occurs as current (electrons) flows along a wire or trace (except that it is no longer static.) The electrons, which are part of the current flow, create an electric field along the wire that tends to repel other nearby electrons. The strength of the field is related to the number of electrons, or the magnitude of the current.
The "magnetic" half of "electromagnetic" refers to the magnetic field that surrounds a wire or trace when current flows along it. Boaters know this well. Flowing current can create a magnetic field that can cause a boat's compass to change its direction, a safety issue that is covered in every basic safe-boating course. Faraday's Law of Magnetic Induction (1831) states that if current flow is changing (as in an AC waveform), the magnetic field around the wire or trace changes. This changing magnetic field can cause or induce a current in a nearby trace or wire.
Thus, when current (electrons) flows along a wire or trace, there are two force fields around the trace – an electric field and a magnetic one – hence the term electromagnetic field. If the current is changing, both of these can induce changing currents in nearby traces or wires.
Crosstalk: When two traces are placed close together, the current flowing down one (in this context we call it the "aggressor" trace) induces a current in the other (victim) trace. The electric field causes a current in the victim trace that flows both ways, backwards and forwards. Think of the case of a single electron at a point along the aggressor trace. It will tend to repel electrons in the victim trace in both directions away from that point. We often call this type of coupling "capacitive" coupling.
The aggressor trace also generates a magnetic field, which in turn generates a current in the reverse, or backward direction in the victim trace. We often call this type of coupling "inductive" coupling. These two types of coupling tend to reinforce each other in the backwards direction, but they tend to cancel each other in the forward direction (they exactly cancel in stripline environments.) Hence, reverse coupling, or backwards crosstalk, tends to be the problem in this situation.
In summary, crosstalk is a direct result of the electromagnetic field radiated from the aggressor trace.
Differential Impedance: Differential
signals are typically those where the signals on the two traces are exactly equal and opposite, and the traces are routed closely together. If we are designing impedance controlled differential traces, many references point out that that the net differential impedance is given by the relationship
Zdiff=2Zo(1-k)
where Zo is the single-ended impedance of each individual trace and k is the coupling coefficient between them.
This coupling, represented by k, is exactly the same coupling that occurs with crosstalk! Except that this is a very special case where (a) both traces are victim and aggressor at the same time, and (b) the coupling is symmetrical (since the signals are equal and opposite.) So while crosstalk is normally a bad thing, in the particular special case of differential signals it turns out to be a good thing!
EMI: The same electromagnetic force that can create a noise signal on an adjacent trace
(crosstalk) can also create a noise signal on a trace further away. As the victim moves further away, we begin to stop calling the noise "crosstalk" and to start calling it "EMI". And this radiated noise can be a very bad thing if the victim trace (or receiving antenna) happens to be at an FCC compliance testing range! So now the electromagnetic radiation is causing EMI problems.
Television Transmission: But what if the electromagnetic field is so well controlled that it only radiates at a single specific frequency? Then any victim trace (receiving antenna) receiving it can be "tuned" to that frequency. And if the electromagnetic field is modulated somehow to contain information, then the tuned receiver can demodulate and process that information. This is the basic principle behind all radio/television/signal transmissions.
Summary: So any wire or trace carrying an AC signal radiates a changing electromagnetic field. This can be a bad thing when the field causes crosstalk in an adjacent wire or trace, but a good thing when it couples to its differential pair. It can be a bad thing when it couples (radiates) to a trace or an antenna further away (e.g. at an FCC compliance testing range), but a good thing when we are electronically transmitting a radio or television signal. Our jobs as engineers and designers is to understand how to control these fields and how to minimize those we don't want and how, perhaps, to maximize the ones we do want. | <urn:uuid:7275aae3-3387-4f10-a52f-164fba71a177> | CC-MAIN-2017-13 | http://ultracad.com/articles/crossemianddifferentialz.pdf | 2017-03-30T20:26:19Z | crawl-data/CC-MAIN-2017-13/segments/1490218203515.32/warc/CC-MAIN-20170322213003-00315-ip-10-233-31-227.ec2.internal.warc.gz | 360,199,089 | 1,320 | eng_Latn | eng_Latn | 0.997637 | eng_Latn | 0.99811 | [
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OTOROHANGA ZOOLOGICAL SOCIETY INC. SPECIES FACT SHEET NO.2 Great Spotted Kiwi
COMMON NAME: GREAT SPOTTED KIWI – Potts,1872
LATIN NAME: Apteryx haasti
LATIN MEANING:
Gr. Apterugos, without wings; Haasti; after Sir John Francis Julius von Haast (1824–1887) New Zealand explorer, geologist and author.
MAORI NAME: Roa
CLASS: Aves
ORDER: Apterygiformes
FAMILY: Apterygidae
GENUS: Apteryx
SPECIES/SUB SPECIES: Haasti
DESCRIPTION:
A large grey kiwi distinguished from the Little Spotted Kiwi by the chestnut tinge on the upper back and mottled bands of brown/black plumage. Iris black, bill ivory white – pinkish, feet grey-brown.
HABITAT / DISTRIBUTION:
Found only in the north western part of the South Island, as far south as Brunner and the Paparoa Ranges of the West Coast and east to Arthurs Pass.
BREEDING:
Similar to brown kiwi but incubation is shared with the female. Incubation around the 72–84 day period with a clutch of 1–2 eggs.
SOCIAL BEHAVIOUR:
Breeding pairs are very territorial, defending their patch against all invaders. Juvenile kiwi are, however, able to range through established adult territories without being challenged.
DIET:
Kiwi eat a wide variety of insect life, including beetle grubs and adults, worms, spiders, caterpillars, centipedes, millipedes, snails, cicada nymphs, weta, cockroaches and woodlice, plus various dupes and berries of native shrubs and trees (eg. Miro, Hinau, Kahikatea, Totara and Coprosma).
PRINCIPAL THREATS:
Habitat loss, introduced predators eg:
* Stoats (threaten adults/chicks)
* Feral dogs and hunting dogs (threaten adults/chicks)
* Ferrets (threaten chicks)
* Fire and flooding
New avian diseases and parasites that may reach New Zealand.
CONSERVATION STATUS:
In gradual decline.
Telephone: +64 (7) 873 7391
www.kiwihouse.org.nz | <urn:uuid:b7f8e999-a0ed-476e-b136-145443aeea8e> | CC-MAIN-2017-13 | http://kiwihouse.org.nz/Portals/1/SFS02-Gt-Spotted-Kiwi.pdf | 2017-03-30T20:28:14Z | crawl-data/CC-MAIN-2017-13/segments/1490218203515.32/warc/CC-MAIN-20170322213003-00313-ip-10-233-31-227.ec2.internal.warc.gz | 197,998,994 | 502 | eng_Latn | eng_Latn | 0.916088 | eng_Latn | 0.916088 | [
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TIPS FOR SUCCESSFUL INTERVIEWING
Practice, practice, practice is the key to successful interviewing. A student going to a job interview without preparing is like an actor performing on opening night without rehearsing.
1. Research the organization and the position; understand what that particular FW group or unit focuses on. There is abundant information about most organizations and/or supervisors on the web. Use the information when answering questions
Question:
Answer: I am interested in helping conserve native Lahontan trout and I saw on the web
that you have been working in trout recovery for 10 years…or
Learning the ODFW stream survey protocol will help me assess riparian condition
throughout my career in fisheries.
Why do you want to work for us?
2. Prepare
* Be prepared to share a brief summary of your background (why you are interested in FW, what class level you are, what your professional interests/goals are, what volunteer or work experience you've had). DO NOT assume that the employer knows anything about you
* Have an opening line to break the ice (weather, parking on campus….)
* Prepare several specific "success stories" that you can use in the interview
* Be prepared to discuss a weakness, in a positive way (e.g. I have sometimes overcommitted because I am so excited about getting involved in wildlife science)
* Make a list of your skills, key assets and unique strengths
* Be prepared to share past experiences where you:
2) worked effectively in a group or team setting,
1) used your talents successfully,
3) communicated ideas or information effectively, and
(see STAR technique below)
4) handled conflict successfully. Provide examples to give concrete evidence of your strengths and skills
* Be concise. You have 2‐3 minutes for each question and most interviews last 20 minutes
3. Image
* Use a firm handshake and address the interviewer by name if possible
* Look neat, clean and well-groomed; dress the part which is typically business casual (khakis and button-down shirt) or field professional (clean newer blue jeans and button down shirt)
* Make comfortable eye contact and sit upright
* Answer questions with enthusiasm and motivation. Avoid "ums…". When finished with answer, remain silent
* Relax and smile, have a sense of humor. Appear alert and interested. Be aware of your non-verbal behavior (fidgeting, etc.)
* Be sure of yourself but not over-confident. Express your desire to learn
* Be sincere
4. Follow‐Up
* Ask them a relevant question about the position or the work they do, not about pay or logistics (e.g. What is the single largest problem facing you now? How is the current trout recovery program going? What special challenges or problems are involved in this job? What have other students gained from this job?)
* Thank the interviewers for their time
* Ask if you can provide additional information if you feel did not effectively answer a previous question.
* Write a thank you note, mentioning a key point in the interview so that the employer remembers you
* Ask for a business card
* Use the thank‐you note to reiterate your interest
STAR technique to providing concise examples
Situation:
Think of examples as short, informative stories which connect on gut level and help the employer will remember you.
Task:
Explain the background for the example you provide
Action:
What was the project, assignment, or problem?
Result: Explain the finished product (By helping monitor the fyke trap at the North Fork,
What specific steps did you take to complete the action
I was able to save the District Biologist from travelling to the site every day.
MOCK INTERVIEW QUESTIONS
Tell me a little about yourself and your background.
What are your long-range career goals in the field of fisheries and wildlife?
What do you consider to be your strengths and why?
What do you consider to be your weaknesses and why?
Tell me about a time when you made a decision you were proud of.
Tell me about a time when you helped resolve a group problem.
Give an example of where you had to analyze a problem, determine possible solutions and implement a solution with little or no supervision.
Describe a time when you had a miscommunication with a coworker or staff member? How did you resolve the situation?
If we come to the end of this interview with two equally qualified candidates and you are one of them, what can you tell me that would convince me to select you?
Do you have any questions for me? | <urn:uuid:3c81594f-f73e-48de-8b3f-ce1a991c0d2d> | CC-MAIN-2017-13 | http://fw.oregonstate.edu/system/files/u1473/TipsforSuccessfulFWInterviewing.pdf | 2017-03-30T20:36:30Z | crawl-data/CC-MAIN-2017-13/segments/1490218203515.32/warc/CC-MAIN-20170322213003-00312-ip-10-233-31-227.ec2.internal.warc.gz | 138,259,402 | 935 | eng_Latn | eng_Latn | 0.997852 | eng_Latn | 0.998091 | [
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Unpacking the Standards
MA Curriculum Frameworks Incorporating the Common Core State Standards Standard 5 Grade 4
Craft and Structure
Key Ideas and Details Integration of Knowledge and Ideas
Range of Reading and Level of Text Complexity
Established Goals: Explain major differences between poems, drama, and prose, and refer to the structural elements of poems (e.g., verse, rhythm, meter) and drama (e.g., casts of characters, settings, descriptions, dialogue, stage directions) when writing or speaking about a text.
Stated or implied Big Ideas in the NOUNS and ADJECTIVES:
Major differences
verse
Poems
rhythm
Drama
meter
Prose
characters
Structural elements
settings
Descriptions
stage directions
Dialogue
text
Stated or implied real-world performances in the VERBS:
Explain
Refer
Writing
Speaking
Students will know…
The major differences between poems, drama and prose
When writing or speaking about a text they need to refer to the structural elements of poems, dramas, and prose
They need to use terms such as verse, rhythm, meter, casts of characters, settings, descriptions, dialogue, and stage directions when writing or speaking about a text
Students will be able to:
When writing or speaking about poems, dramas or prose…
* Identify and explain their major differences
* Identify and refer to their structural elements using terms such as verse, rhythm, meter, casts of characters, settings, descriptions, dialogue, and stage directions | <urn:uuid:2efe255d-dead-4e15-8bfd-444bae81acb0> | CC-MAIN-2017-13 | http://dartmouthps.schoolfusion.us/modules/groups/homepagefiles/cms/1006487/File/Unpacked%20Standards/Unpacking%20the%20Standards%20template-%20standard%205%20grade%204.pdf | 2017-03-30T20:31:00Z | crawl-data/CC-MAIN-2017-13/segments/1490218203515.32/warc/CC-MAIN-20170322213003-00321-ip-10-233-31-227.ec2.internal.warc.gz | 79,900,499 | 307 | eng_Latn | eng_Latn | 0.980756 | eng_Latn | 0.980756 | [
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Welcome to Fossa National School
A Guide to Junior Infants
The start of a new adventure
Aistear
Information for Parents
WHAT is Aistear? Aistear is a curriculum framework for children from birth to six years in Ireland. It gives information to help plan for and provide enjoyable and challenging learning experiences so that all children can grow and develop as competent and confident learners.
WHEN is Aistear being introduced? Fossa N.S. is introducing the Aistear framework for early childhood learning from September 2014. It will be introduced in both Junior and Senior Infants.
HOW does Aistear work? The Aistear framework is based on 12 broad principles – many of which are similar to the aims and objectives of the primary school curriculum.
Practically speaking this means that teachers will deliver the curriculum in an integrated / thematic way. Teachers will prioritise play in the classroom and school environment.
To see Aistear in action in the classrooms next year you will be able to visit our website;
www.fossanationalschool.com
Below is a summary of the information given to parents on the ncca website – http://www.ncca.ie
WHY play? Play is often described as children's 'work'. Playing helps your child to
* Build relationships – by playing with others, sharing and taking turns; solving problems and negotiating etc.
* Read and write – when he/she reads or retells a story
* Be creative – when he/she has to create an outfit from old clothes, build a house out of junk material etc.
* Learn about numbers – when he/she pays for things in a pretend shop etc
* Think – when a plan has to be made, for example – deciding what materials to use to build a den.
* Use small and large muscles – when he/she builds with Lego, cuts with scissors, draws or writes etc.
* Use language – to explain the rules of the game, playing a role in pretend play etc.
HOW can you help? You can help your child in a number of ways
* Give your child time to play every day
* Join in the play.
* Provide things for your child to play with – old boxes, clothes and household items are often more fun than bought toys and equipment.
* Make space for play
* Let your child's teacher know about the games, activities, books that your child enjoys.
* When chatting, ask what your child was playing with that day. Show that you value play – whether it's at home or in school.
You can also help the school by donating old toys that your child no longer wants but that are still of good quality. Please contact your child's class teacher for more information.
You will receive a brief outline of each theme at the beginning of every calendar month. This outline will include ways in which you can help and deepen your child's learning experiences across the curriculum.
Homework in Infants
Children in Junior Infants will receive homework from the middle of September. Homework will be given every night except for Friday.
WHY do children get homework? Continuing school work at home is important for a number of reasons:
* Homework helps your child learn to work by himself / herself.
* Homework helps you to keep in touch with your child's learning in school and to monitor their progress.
* Homework helps your child to reinforce knowledge and skills learned at school. Opportunities for learning at home help children to connect what they have learned in school to real-life situations, for example, using the skills they learned in Maths to sort toys or pair socks etc.
* Homework helps you to notice any problems your child may be having.
* Research studies in Ireland and abroad show that when parents read to and with their children at home, children make better progress in reading.
WHAT homework will my child be getting? The homework in Junior Infants will involve both written and oral work. It should take no more than 20 minutes to complete. Please initial or sign your son/daughters homework every night but do not do it for them.
HOW can I support my child with homework? The most important thing you can do to support your child's learning is to show an interest in what they are doing. Ask questions and praise your child's efforts. Help your child plan their homework by choosing an appropriate space and time for homework. If your child needs help with homework, support him/her to find ways to solve the problem rather than doing the work for your child.
The class teachers will be able to answer any questions you may have about helping your child with homework.
(Information taken from 'The What, Why and How of Your Child's Learning – full document available online at www.ncca.ie)
Infant Curriculum Brief Overview of the Curriculum for Junior Infants
English
We follow the Jolly Phonics programme in Fossa N.S. This is a phonetic approach to learning how to read. Children learn the sounds of letters and how to blend these sounds together to make words. They learn to read and write concurrently.
We also spend time learning Nursery Rhymes, poems, word families, playing oral language games and sharing stories at storytime each day.
Irish
Children are taught Irish orally / aurally in Infants. We do not read or write in Irish. We learn common phrases, rhymes and some vocabulary. We listen to stories and sing songs in Irish. It would be a huge help to your child if you could use some of the words / phrases etc. at home also.
Maths
Children learn mathematical concepts such as sorting, matching, comparing and ordering different objects. We also learn to read and write the numbers 0 – 5. We practise rote counting and play mathematical games.
SESE
From September, your child will be learning about how to do well in school. In Junior Infants we have adopted the 'Incredible Years' programme. This means that we have five classroom rules.
You can help to support your child’s learning by commenting and praising them when you notice them following these rules at home.
Our ‘High 5’ Rules
Listening Ears
This reminds children to quietly listen and pay attention to the speaker. Praise children at home when they are using their listening ears when others are talking.
Looking Eyes
This reminds children to look at the teacher (or the speaker). Praise children at home when you see them looking at you while you are speaking/showing them something.
Hands to Yourself
This reminds children to keep their hands to themselves. Praise your son/daughter when they keep their hands to their own body.
Walking Feet
This reminds children about walking slowly. We save our running feet for P.E. time and yard time. Praise your child for using their walking feet inside the house.
Inside Voice
This reminds children to learn to talk quietly and not disturb others. Praise your
child for using polite and quiet inside voices.
We introduce these rules one at a time over the course of the first term. Positive behaviour is always our focus. Children are praised and encouraged when they follow the 'High 5' rules.
The First Day – next August
When you come into the classroom, you will find your son/daughters name already on a table. However they may sit where ever they like for the first few days. Encourage your child to sit down and begin playing with the toys that will already be on the table. It is important that you leave as soon as possible after this. Bring as few as people as possible on the first few days. If Grandparents, Aunts, Uncles etc. would like to see your child's classroom they may come in after school any day to have a look.
A School Day
Our Junior Infant day begins at 9.05am and ends at 1.45pm.
From Junior Infants, children cover all of the subjects in the curriculum – these are: Irish, English, Maths, History, Geography, Science, Music, Art, Drama, Physical Education, Religion and SPHE. Children will also learn basic I.T. skills through the use of the interactive whiteboard and also through the use of our iPad trolley.
All of these subjects are taught by the class teacher.
Every child will benefit from the support of the school's SEN (Special Educational Needs)Teachers through our delivery of the Aistear framework for Early Childhood Education and through the delivery of a variety of interventions throughout their time in Fossa NS.
Your Child in Primary School Welcome to Junior Infants
We are very much looking forward to meeting your child in September. In order that your son/daughter may have a happy introduction to school life next term, we suggest that you consider the following guidelines as recommended by the I.N.T.O. publication – "Your Child in the Primary School."
Children should be able to:
* Put on and take off coats and hang them up.
* Use the toilet properly and wash their hands.
*
* Share toys and activities.
Tidy up after their activities carefully and neatly.
* Use a handkerchief or tissue.
* Put belongings in and out of their school bag or lunch box independently.
Allow your child/children to do things independently.
* Encourage confidence by having children dress themselves. Please allow extra time for this in the morning.
* Don't criticise if things are not exactly to your liking. Praise their efforts at every opportunity.
Children cannot be independent if they cannot manage the equipment you provide.
* Please give some thought to the items your child needs to get through the school day.
* Choose a lunch box and drink that your child can open easily and does not require assistance.
* Please get shoes with Velcro fasteners as this will enable your son/daughter to fix his/her own shoes.
* Choose lunches that will ensure he/she is independent of the teacher. For example peel his/her orange OR chop up his/her apple before school and open any packed food if your son/daughter cannot manage it him/herself.
Label all your children's clothes (including jackets) and belongings clearly.
* Check all labels regularly to ensure that they are still legible.
Junior Infants
www.fossanationalschool.com
You will see loads of pictures and photographs of all the things we get up to in Junior Infants! Make sure you check back regularly for updates! | <urn:uuid:2300637f-39db-4dc5-82d6-085214bd55a1> | CC-MAIN-2017-13 | http://fossanationalschool.com/images/file/A_Guide_to_Junior_Infants.pdf | 2017-03-30T20:23:25Z | crawl-data/CC-MAIN-2017-13/segments/1490218203515.32/warc/CC-MAIN-20170322213003-00321-ip-10-233-31-227.ec2.internal.warc.gz | 126,654,602 | 2,138 | eng_Latn | eng_Latn | 0.998256 | eng_Latn | 0.999079 | [
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Electricity is "created" when certain chemicals react together. We use chemically- made electricity to power many machines from flashlights to a watch or sometimes a car. Yes, there are cars that run on electricity! The devices that store electricity are called batteries. Electricity can also be used to produce chemical changes.
Water is a simple chemical made from two gases -- hydrogen and oxygen. Every molecule of water has two atoms of hydrogen for every atom of oxygen. H2O is the chemical formula for a molecule of water.
If an electrical current is passed through water between electrodes (the positive and minus poles of a battery), the water is split into its two parts: oxygen and hydrogen. This process is called electrolysis and is used in industry in many ways, such as making metals like aluminum. If one of the electrodes is a metal, it will become covered or plated with any metal in the solution. This is how objects are silverplated.
You can use electricity to split hydrogen gas out of the water similar to the process called electrolysis.
Try This!
1. A 9 volt battery
3. Salt
2. Two regular number 2 pencils (remove eraser and metal part on the ends)
4. Thin cardboard
6. Small glass
5. Electrical wire
7. Water
http://www.energyquest.ca.gov/projects/split_h2o.html (1 of 3) [10/9/2005 3:39:02 PM]
Sharpen each pencil at both ends.
Cut the cardboard to fit over glass.
Push the two pencils into the cardboard, about an inch apart.
Dissolve about a teaspoon of salt into the warm water and let sit for a while. The salt helps conduct the electricity better in the water.
Using one piece of the electrical wire, connect one end on the positive side of the battery and the other to the black graphite (the "lead" of the pencil) at the top of the sharpened pencil. Do the same for the negative side connecting it to the second pencil top.
Place the other two ends of the pencil into the salted water.
As the electricity from the battery passes through and between the electrodes (the pencils), the water splits into hydrogen and chlorine gas, which collect as very tiny bubbles around each pencil tip.
Hydrogen collects around the cathode and the chlorine gas collects around the anode.
How can you get chlorine from H2O? Good question! Sometimes in experiments, a secondary reaction takes place. This is what happens in this experiment.
Oxygen is not given off in this experiment. That's because the oxygen atoms from the water combine in the liquid with the salt to form hydroxyl ions. Salt's chemical formula is NaCl - sodium chloride. The chlorine gas is from the chloride in the salt. The oxygen in the hydroxl ions stay in the solution. So, what is released in this reaction is not oxygen but is chlorine gas that collects around the pencil tip. Around the other pencil is hydrogen gas.
In real electrolysis systems, a different solution is used, and higher levels of electricity help to split the water molecules into hydrogen and oxygen without this secondary reaction.
http://www.energyquest.ca.gov/projects/split_h2o.html (2 of 3) [10/9/2005 3:39:02 PM]
| EQ Homepage | Energy Story | Science Projects | Library | Games| | News | Find It | Links | About EQ | Privacy Info | Contact Us |
© 2003 California Energy Commission. All rights reserved.
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SN Kansagra School
Primer-2 - Biology
Academic Year 2013 – 2014
STD: 10
MARKS: 80
DATE: 05.12.13
DURATION: 2 hrs
SCIENCE
Paper 3 (Biology)
(Two hours)
Answers to this Paper must be written on the paper provided separately.
You will not be allowed to write during the first 15 minutes.
This time is to be spent in reading the Question paper.
The time given is the time allowed for writing the answers.
Attempt all questions from section I and any four questions from section II.
The Intended marks for questions or parts of questions are given in the bracket [].
Section - I (40 marks)
All questions are compulsory.
Question 1
A. Name the hormone that
1. Controls the secretion of thyroid hormones
2. Stimulates development of mammary gland to produce milk
3. Lowers the blood sugar level
4. Regulates the sodium – potassium ratio of blood
5. Helps body to fight stress and unfavourable conditions
B. Give the exact location of
1. S A Node
2. Pancreas
3. Endodermis
4. Mitral Valve
5. Ejaculatory duct
C. Given below are six sets with four terms each. In each set a term is an odd one and cannot be grouped in the same category to which the other three belong. Identify the odd one in each set and name the category to which the remaining three belong. The first one has been done as an example: [5]
Example: Fructose, Sucrose, Glucose, Calcium
Odd term: Calcium
Category: Sugars
1. Inferior Vena Cava, Pulmonary Artery, Pulmonary Vein, Renal Vein
2. Lenticular transpiration, Guttation, Photosynthesis, Transpiration
3. Ammonia, urea, uric acid, creatinine
4. Presbyopia, Astigmatism, Colour blindness, Hypermetropia.
5. Thyroid gland, Pituitary gland, Sweat gland, Adrenal gland.
[5]
[5]
D. Match the items in A with that which is most appropriate in column B. Rewrite the matching pair.
[5]
| | Column A | | Column B |
|---|---|---|---|
| 1. Chromosomes arrange in a horizontal plane at the equator. | | a. Endocrine gland | |
| 2. Facial tissues look puffy | | b. Ureotelism | |
| 3. Secretions are transported by blood | | c. Anaphase | |
| 4. Clotting of blood | | d. Calcium | |
| 5. Type of excretion with chief excretory product uric acid | | e. Uricotelism | |
| | | f. Cretinism | |
| | | g. Iron | |
| | | h. Exocrine gland | |
| | | i. Metaphase | |
| | | j. Myxoedema | |
E. Choose from the four answers given below
[5]
1. Insulin is secreted by
a. α (Alpha) – Cells
b. β (Beta) – Cells c. γ (Gamma) – Cells
d. δ (Delta) – Cells
2. Number of live birth per 1000 people of population per year
a. Growth rate
b. Demography
c. Birth rate
d. Natality
3. A concentrated sugar solution compared to distilled water
a. Hypotonic
b. Isotonic
c. Hypertonic
d. None
4. Chromosomes which does not decide the sex of humans
a. Allosomes
b. Phagosomes
c. Autosomes
d. All of them
5. The nitrogen base not found in the structure of DNA
a. Adenine b. Guanine c. Uracil d. Cytosine
F. Given below is an example of certain structures and their special functional activities. For example: Eye and Vision. On similar pattern complete the following. [5]
1. Glomerulus and _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _
2. Centrioles and
_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _
3. Pericycle and
_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _
4. Meninges and
_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _
5. Organ of Corti and _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _
G. The diagram given alongside represents blood circulation in human beings. Study the same and answer the following questiions. [5]
1. Label the parts 1, 2, 5, and 7.
2. Differentiate between part 3 and 8 (structural difference)
3. Name the blood vessel that will contain most amount of amino acids some hours after having a protein rich meal.
4. Complete the sequence and mention the type of circulation.
Heart to ______ to _______ to kidney to _______ to ______ to
heart. (blood vessels)
H. Given below are five groups of terms. In each group arrange and rewrite the terms in the correct order so as to be in a logical sequence. [5]
For Example: Mouth, oesophagus, colon, duodenum, stomach
Answer – Mouth → Oesophagus → stomach → duodenum → colon
1. Renal artery, Peritubular network, Glomerulus, Efferent Arteriole, Afferent arteriole
2. Pia mater, Arachnoid mater, Dura mater, cranium
3. Seminiferous tubule, Urethra, Ejaculatory duct, Vas Deferens
4. ACTH RH, Pituitary gland, Glucocorticoids, Adrenal cortex, ACTH
5. Yellow spot, Vitreous Humour, Lens, Aqueous humour, Cornea
Part II
( Attempt any four questions )
Question 2
A. The diagram given below is of human male reproductive system. Study the same and answer the questions. [5]
1. Label the parts 7, 6, 5 and 4.
2. State one main function of part 2 and 5.
3. Draw and label the structure of the human male gamete.
B. Answer the following-
1. Explain the terms : Vasectomy and Tubectomy
2. Locate corpus callosum and give its significance.
3. Define osmosis. Give its significance.
Question 3
A. The apparatus shown here is Garreau's potometer designed to demonstrate a particular
phenomenon in plants. Before keeping the leaf in between the cups, anhydrous calcium chloride contained in two small vials
were weighed and placed in both the cups.
The ends of the cups were closed with corks through which two mercury manometers were connected. After a few hours, CaCl2 vials were taken out and weighed again. [5]
(i) What is the aim of the experiment?
(ii) What is the purpose of keeping calcium chloride vials inside the cup?
[5]
(iii) After a few hours, CaCl2 vials were taken out and weighed again. Will you expect any difference in weight? If so, give reasons.
(iv) What was the purpose of using a manometer?
(v) Name two other potometers?
B. Differentiate between the following:
i. Acrocentric and telocentric chromosome (position of centromere)
ii. Light reaction and dark reaction (product formed)
iii. Vitreous humour and aqueous humour (location)
iv. Tubular reabsorption and tubular secretion (substances)
v. Cobalt chloride paper and Goat's bladder (role)
Question 4
A. Given below is the outline of human body.
[5]
1. Redraw the same, place the following glands in the diagram and label the same. Thyroid , Pancreas , Adrenal and Pituitary
2. Name the hormones of the Posterior lobe of Pituitary.
3. Expand : ACTH and PRL
B. Explain in brief the role of-
(i) Antigens
(ii) Palisade tissue
(iii) Sunken stomata
(iv) Root hair cell
(v) Hydathodes
Question 5
A. Study the diagram given below and answer the questions that follow.
1. Name the parts 2,4, 6 and 8.
2. Differentiate between part 1 and 2. (structure and composition)
3. Name the part(s) of the structure that
[5]
[5]
[5]
B. Give biological reasons for the following.
[5]
1. Insulin is injected into the body of a highly diabetic patient and not given orally.
2. It is difficult to see in bright sunlight immediately after coming out of a dark cinema hall during
3. noon show.
4. Blood passes through the heart twice in one circulation.
5. Oxygen liberated during photosynthesis comes from water.
6. Gametes have haploid number of chromosome.
Question 6
A. The diagram given below represents the structure of mammalian ear. Study the same and then answer the questions that follow. [5]
1. Label the parts 4, 5 and 8.
2. Name the parts 1, 2 and 3. Mention a common term for them.
3. What is dynamic equilibrium? Mention the part responsible for this part.
B. Answer the following-
1. Draw a well labeled diagram of internal structure of heart.
2. Define :Demography
Question 7
A. Answer the following-
(i) A man with type A blood has a wife with type B. They have a child with type O blood.
a. Give the genotypes of all the three.
b. What other blood groups can be expected in the future offspring of this couple?
(ii) Show the genetic diagrams (punnett squares) for understanding the X - linked inheritance in case of
a. progeny of a colourblind man and a normal woman for colour vision
b. progeny of a haemophilic man and a carrier woman for haemophilia
(iii) State the Law of Dominance.
B. Anaswer the following-
1.Explain : "The sex of the child is determined by the father."
2.State two properties of a hormone.
3.Draw a neat and labelled diagram of front view of female reproductive system.
05
05
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NYC Speaker Presentations
TUESDAY May 2, 2017
Autism Intervention Summit
Crystal Ballroom
8:30am-10:30am
Plenary
Choosing the Right Intervention at Each Stage of Development: If, When and How to Integrate
Approaches to Meet the Individual Needs of Each Child
Michelle Attardi, MA, CCC-SLP, SLP Team Leader, Celebrate the Children, NJ; Lauren Blaszak, Executive Director, Celebrate the Children, NJ; Lisa Bruno, OTD, OTR, Related Services Coordinator, Celebrate the Children, NJ; Danielle Dieckmann, PT, DPT, PT Team Leader, Celebrate the Children, NJ; Melissa Donofrio, MA, BCBA, Board Certified Behavior Analyst, Celebrate the Children, NJ; Monica G. Osgood, Executive Director, Profectum, NJ; Serena Wieder, PhD, Clinical Director, Profectum, NJ
1 st Hour (8:30am-9:30am)
The Autism Intervention Summit Plenary session will present a case study illustrating the developmental progress of a young child with ASD over three years. An interdisciplinary school-based team will share their journey as they demonstrate the efficacy of using a comprehensive developmental approach to understand the child's unique profile and collectively pinpoint areas of weakness and gaps in functioning in order to strengthen and support the child's growth and progress. Video clips will show the progression from a child who initially appeared very self-absorbed, stressed, and non-communicative with few functional skills, to a child who is completely engaged and reciprocal, verbal, and starting to play with peers and learn academically, as well as making great strides in self-help and independence! Within the course of the child's intervention and developmental progress, the team recognized the benefits of integrating principles of Verbal Mapping and RDI, when appropriate, to further support developmental work targeting communication and life skills.
2nd Hour (9:30am-10:30am)
Panel Discussion of the Plenary Case - an esteemed panel of autism professionals will discuss the case presentation from the perspective of different developmental, behavioral and other interventions, including DIR, RDI and ABA. Each will share the assumptions, principles and interventions they recommend to advance development in young children on the autism spectrum and describe the criteria they use to choose and integrate approaches, set priorities, assess progress, and address the individual challenges of children and families with different profiles. Intervention is always a moving target where no one size fits all and the team and panel will share their understanding of how intervention advances development to optimize each child's potential and highlight current research. Participants will have the opportunity for Q & A.
This course is offered for up to .2 ASHA CEU (Intermediate level, Professional area). This BEGINNER level session is offered for 2.0 ASWB continuing education clock hours. Earn 2.0 BACB TYPE II CEUs upon completing this activity. This presentation is offered for NYSED-PT 2.4 Contact Hours. 2.0 NASP CPD credits offered.
Grand Ballroom
10:45am-11:45am
Presentation
Learning Language: Using Developmental Models to Choose Speech, Language, and Communication
Goals
Sima Gerber, PhD, Professor of Speech-Language Pathology in the Department of Linguistics and Communication Disorders, Queens College, NY
The question of how best to determine intervention goals for children who are challenged in the development of speech, language, and communication is universally addressed by educators, clinicians, and parents. Developmental language models provide clear guidelines for how to choose both the goals and strategies for facilitating language acquisition, promoting language use in social interactions, and supporting learning in the classroom. In this presentation, a developmental language paradigm will be presented along with case studies of children at various language levels (e.g., non-verbal, emerging language, advanced syntax and semantics with challenges in pragmatics) to illustrate the assessment to intervention process. Frequently-asked questions such as how to support bilingual parents' interactions with their children will be addressed.
This course is offered for up to .1 ASHA CEU (Intermediate level, Professional area)
Crystal Ballroom
10:45am-11:45am
Presentation
Early Start Denver Model: A Naturalistic Behavioral Developmental Intervention and Its Community Application
Jamie Winter, PhD, BCBA-D, Assistant Professor of Psychology in Clinical Psychiatry, Weill Cornell Medical College, NY
This presentation will describe the Early Start Denver Model (ESDM), a naturalistic developmental behavioral intervention (NDBI) for toddlers and preschoolers with autism spectrum disorder. ESDM combines the principles of applied behavior analysis with a relationship-based approach that is developmentally appropriate for young children with ASD. The Center for Autism and the Developing the New York State Early Intervention system. The approach combines a toddler classroom, parent coaching, speech, and occupational therapy, as well as support and education for parents.
This course is offered for up to .1 ASHA CEU (Intermediate level, Professional area). This TYPE II CEUs upon completing this activity. 1.0 NASP CPD credits offered.
Brain (CADB) at NewYork-Presbyterian/Cornell uses this model of intervention within the framework of INTERMEDIATE level session is offered for 1.0 ASWB continuing education clock hours. Earn 2.0 BACB
Gramercy Park
10:45am-11:45am
Presentation
Stress and the Environment
Theresa Hamlin, EdD, Associate Executive Director, The Center for Discovery, NY Children with autism and other complex disabilities often experience very high stress levels in learning and social environments, which can exacerbate problem behaviors and damage their physical and
emotional health. Stressed brains can't learn and the developing brain of a young child is exceptionally affected by stress. The good news is that there are things that you can do to reduce the burden of stress and increase functioning for children with autism. In this presentation, Dr. Hamlin will explore the research on stress, and discuss the problems that can arise out of chronic stress that affect health and behavior in children with autism. She will present a common sense approach with strategies for regulating a child's environment, interactions, and experiences as a way to reduce problem behaviors and increase functioning.
This INTERMEDIATE level session is offered for 1.0 ASWB continuing education clock hours. 1.0 NASP CPD credits offered.
Sutton Place
10:45am-11:45am
Presentation
The ASD Nest Model: An Integrated, Comprehensive Approach for Grade-Level School-Age Students Needing Support in Language/Social Development
Dorothy Siegel, MPA, Co-Director of the NYU ASD Nest Support Project, New York University, NY; Lauren Hough Williams, MSEd, Co-Director of the NYU ASD Nest Support Project, NYU Steinhardt, NY
The ASD Nest Program is the New York City Department of Education's Integrated Co-Teaching program for higher functioning school-age (ages 5-18) children with ASDs. Nestled within supportive neighborhood schools, the ASD Nest Program helps children with ASD learn how to function well academically, behaviorally and socially in school and in their community. The program, which provides a therapeutic environment and supports within a grade-appropriate academic setting, costs less than other inclusive settings because of its programmatic approach to meeting individual children's needs through specialized curricula, pre- and in-service training, a collaborative transdisciplinary approach and on-site support. This presentation will describe the main features of the ASD Nest Program and how it can be replicated in good neighborhood public schools/districts everywhere.
This course is offered for up to .1 ASHA CEU (Intermediate level, Professional area). This INTERMEDIATE level session is offered for 1.0 ASWB continuing education clock hours. 1.0 NASP CPD credits offered.
Grand Ballroom
1:00pm-2:00pm
Presentation
Understanding Sensory Processing Disorder Subtypes as a Guide to Relationship-Based Intervention Michele Parkins, MS, OT, Occupational Therapist, STAR Institute, NJ
This presentation will discuss the subtypes of Sensory Processing Disorder and how you can tailor your interactions based on sensory processing differences to facilitate engagement. Assessment strategies for sensory modulation and discrimination as well as posture and praxis challenges will be provided. Both sensory and relationship-based principles will be discussed based on each sensory-motor individual difference. Case examples in children 4-9 years old will help illustrate the concepts presented. Participants will leave with strategies to immediately put in place in practice.
This presentation is offered for NYSED-PT 1.2 Contact Hours. 1.0 NASP CPD credits offered.
Crystal Ballroom
1:00pm-2:00pm
Presentation
What To Look For, and Staying On Track of Developmental Progress: The DIR-Floortime Model (Developmental, Individual Difference, Relationship Based Intervention)
Christie Virtue, PhD, Senior Faculty, Profectum, NY
Development is often thought of in silos, e.g., speech, motor, social, etc. The DIR Model integrates these silos into a new paradigm that function together to develop the six capacities that form the foundation for lifelong learning and relating. "D" represents capacities for shared attention and regulation, relationships that support the full range of emotions, two way communication, social problem solving, creating ideas in symbolic play, and building bridges between ideas leading to abstract thinking. These are achieved through tailoring the caregiver – child interactions to the child's unique emotional and sensory-motor experiences to help the child develop initiative, intentionality, friendships, and learning. Videotapes will illustrate these capacities and provide the affective strategies to sustain interactions to learn in meaningful ways.
This course is offered for up to .1 ASHA CEU (Intermediate level, Professional area). This INTERMEDIATE level session is offered for 1.0 ASWB continuing education clock hours. This presentation is offered for NYSED-PT 1.2 Contact Hours. 1.0 NASP CPD credits offered.
Gramercy Park
1:00pm-2:00pm
Presentation
JASPER (Joint Attention, Symbolic Play, Engagement, Regulation) in an Early Intervention Setting with Children with Autism
Suzanne Bracaglia, MSE, JASPER Consultant/Supervisor of Groups, New York Center for Infants and Toddlers, NY; Maria Kodjoe, MSEd, Vice President – Behavioral Services, New York Center for Infants and Toddlers, NY
JASPER (Joint Attention, Symbolic Play, Engagement, and Regulation) is a treatment approach based on a combination of developmental and behavioral principles developed by Dr. Connie Kasari. It targets the foundations of social communication and uses naturalistic strategies to increase the rate and complexity of social communication. JASPER addresses core impairments in children with autism spectrum disorders and is aimed at improving children's relations with objects and relations with people. JASPER is based on 15 years of research, including randomized controlled trials on children aged 12 months through 8 years of age. In 2013-2014, JASPER was implemented into New York Center for Infants and Toddlers' Early Intervention center based program. Children receiving JASPER demonstrated significant gains in core challenges including joint engagement, social communication, and play skills.
This course is offered for up to .1 ASHA CEU (Intermediate level, Professional area). This INTERMEDIATE level session is offered for 1.0 ASWB continuing education clock hours. 1.0 NASP CPD credits offered.
Sutton Place
1:00pm-2:00pm
Presentation
Understanding the Meanings of Behavior and Using Behavioral, Relationship and Developmental Strategies to Support Behavioral Regulation
Monica G. Osgood, Executive Director, Profectum, NJ
The focus of this presentation is on the co-morbid issues that many children with developmental challenges face such as anxiety, depression, communication deficits, medical complications, trauma and more. For many of these children, the lack of insight into (and tolerance for) individual differences and make-up often mask what the child is communicating through his or her actions. As a result, communication is often misinterpreted as "behavior." The strategies of DIR, ABA and RDI will be discussed and video examples will illustrate how to tailor behavior plans based on the individual and the
diverse needs of students. Testimonies from students allow participants to hear perspectives from inside the world of autism.
This INTERMEDIATE level session is offered for 1.0 ASWB continuing education clock hours. 1.0 NASP CPD credits offered.
Grand Ballroom
2:15pm-3:15pm
Presentation
The Vital Importance of Symbolic Play in Intervention to Advance Development and Mental Health Gilbert Foley, EdD, Consulting Clinical Director, NY Center for Child Development, NY; Serena Wieder, PhD, Clinical Director, Profectum, NJ
Climb the symbolic ladder with us from functional to imaginative play to understand its vital importance in developing emotional development, theory-of-mind, reasoning, empathy and self-regulation. Early symbolic play represents real life experiences and problem solving (e.g., doctor, chef, storekeeper, driver). Later, imaginative play captures complex emotions such as jealousy, rivalry, fear, aggression, and justice. Symbolic function is crucial for emotional regulation and the mastery of anxiety that accompanies this expanding emotional range. Anxiety and behavioral challenges often reflect poor symbolization and reality testing, making symbolic play an essential intervention in autism. Learn how symbols develop, how parents/teachers can promote symbolic thinking through affect based interaction and co-regulation, how play strengthens language and sensory-motor processing and develops initiative, intentionality, social thinking and mental health.
This course is offered for up to .1 ASHA CEU (Intermediate level, Professional area). This INTERMEDIATE level session is offered for 1.0 ASWB continuing education clock hours. 1.0 NASP CPD credits offered.
Crystal Ballroom
2:15pm-3:15pm
Presentation
Verbal Behavior and Communication: ABA Approaches
Marilena Drakopoulou, MSED, Director of ABA Services, Los Niños Services, NY
This presentation will provide a brief overview of Applied Behavior Analysis with an emphasis on Verbal Behavior. We will discuss a traditional ABA program and how it differs and relates to a Verbal Behavior model in teaching language. We will review the parts of language and objectives as broken down by Skinner and how it pertains to teaching young children with spectrum disorders. We will have an opportunity to watch videos which will give you a clear insight into the verbal operant, Discrete Trial Teaching, Natural Environment Teaching and using the child's motivation which will allow us to acquire a complete language repertoire (Sundberg & Michael, 2001).
This course is offered for up to .1 ASHA CEU (Intermediate level, Professional area). This INTERMEDIATE level session is offered for 1.0 ASWB continuing education clock hours. 1.0 NASP CPD credits offered.
Gramercy Park
2:15pm-3:15pm
Presentation
Integrating Occupational Therapy, Physical Therapy and Speech in the Classroom or Clinic Michelle Attardi, MA, CCC-SLP, SLP Team Leader, Celebrate the Children, NJ; Lisa Bruno, OTD, OTR, Related Services Coordinator, Celebrate the Children, NJ; Danielle Dieckmann, PT, DPT, PT Team
Leader, Celebrate the Children, NJ; Liza Marshall Kali, MSHS, OTR, Occupational Therapist, Celebrate the Children, NJ
This presentation will show the importance of the integrated model to support each child's ability to reach their maximum potential. Occupational therapy integration into the classroom strengthens visual spatial, fine motor, handwriting, and executive functioning skills for curricular and daily living objectives. Physical therapy integrates into the classroom to support whole body awareness and its importance for the foundation to academic and movement demands in the school and community environments. Language therapy is integrated into the classroom by supporting visual representation necessary for comprehension and formulation, and by strengthening executive functioning skills. Language expression is supported with technology to support differentiated learning and expressive capacities. Video examples of activities and interventions in the classroom will be utilized.
This course is offered for up to .1 ASHA CEU (Intermediate level, Professional area). This presentation is offered for NYSED-PT 1.2 Contact Hours.
Sutton Place
2:15pm-3:15pm
Presentation
Putting Families First: Family Centered Treatment Model in Reflective Practice Ruby Salazar, ACSW, BCD, Founder & Director, Pennsylvania Lifespan Services at Salazar Associates, PA
We will define the Family Centered Treatment Model which includes defining a family by their specific culture (history and dreams), dynamic aspects of daily life such as routines and occupations, rituals, and activities which make meaning for individuals being together in the family and thus being an impacting group. Further, we will explore relationships including attunement, building bonds, lifestyle and resource allocations. Both preemptive building of a healthy family and challenges when there is concern about a young child or other family member will be discussed. Emphasis on parent-professional partnerships will be made so that both can articulate appropriate expectations.
This INTERMEDIATE level session is offered for 1.0 ASWB continuing education clock hours. 1.0 NASP CPD credits offered.
Grand Ballroom
3:30pm-4:30pm
Presentation
Technology Resources to Support Communication: iPads, Smartboards and Other Devices Elisa Chrem, MS, CCC-SLP, MEd, Adjunct Professor, Imagine Academy for Autism, NY; Michele Havens, EdD, DIR Consultant, Imagine Academy, NJ; Janet London, MS, CCC-SLP, Speech Pathologist, Imagine Academy for Autism, NY
The presentation will encompass a brief background of the technology available with an emphasis on communication apps for iPads and iPhones. Secondly, the importance of using developmental principles to choose the appropriate programs and applications to support learning. The majority of the presentation will focus on how to use the therapeutic relationship with technology and focus on engagement and circles of communication. Technology often places a barrier between the listener and speaker in terms of fluency and the natural flow of communication. Specific techniques will be highlighted to illustrate how to insert yourself into the child's world rather than them engaging in solitary play.
This course is offered for up to .1 ASHA CEU (Intermediate level, Professional area)
Crystal Ballroom
3:30pm-4:30pm
Presentation
Ways of Seeing: Supporting Early Attachment and Development in ASD using Creative
Dance/Movement Psychotherapy
Suzi Tortora, EdD, Board Certified Dance/Movement Therapist, Dancing Dialogue, NY
Dance movement psychotherapy is a New York State licensed form of treatment within Creative Arts Therapy (LCAT). An experiential form of psychotherapy, it utilizes nonverbal movement observation, creative arts and multi-sensory techniques for assessment, intervention and educational programming. Ways of Seeing, the program discussed in this lecture, is based on supporting the primary attachment relationship. Using dance/movement, music, play and body awareness activities as key communicative tools, children learn to express themselves while simultaneously gaining skills in communication, self – regulation and social interaction. The development of intersubjectivity is supported as children read and respond to nonverbal expressions, thoughts and feelings of others through dancing dialogues. At the core of this program is the belief that all nonverbal actions have the potential to be communications. This INTERMEDIATE level session is offered for 1.0 ASWB continuing education clock hours. 1.0 NASP CPD credits offered.
Gramercy Park
3:30pm-4:30pm
Presentation
Fostering Independence – Get Executive Functions and Problem Solving Going From the Start! Karen McDowell, Program Coordinator, Celebrate the Children, NJ; Michelle Rehse, MA, Early Elementary Teacher, Celebrate the Children, NJ
This presentation will focus on assessment and intervention of the Executive Functioning capacities of young children in educational settings. These include capacities to plan ahead, initiate tasks, hold onto information, think flexibly, follow directions, sequence ideas and movement, control impulses and selfregulation. All children have the potential for Executive Functions when supported by designed environments, relationships, and experiences. Video examples will illustrate skill building strategies and methods to develop growth-promoting environments, set up daily activities with opportunities for practice, and how to model and build these capacities necessary for independence.
This course is offered for up to .1 ASHA CEU (Intermediate level, Professional area). 1.0 NASP CPD credits offered.
Sutton Place
3:30pm-4:30pm
Presentation
Implementing Relationship Based Interventions in Preschool and Elementary School Classrooms that Meet State Standards
Lynn Abelson, MS, CCC-SLP, OTR/L, Speech Language Pathologist, The Phoenix Center, NJ; Kristin Cody, Teacher of Students with Disabilities, The Phoenix Center, NJ; Heni Mozes, MS, Supervisor of the Lakewood Public Preschool Programs, Lakewood Public School District, NJ; Susan Smith-Foley, MPA, OTR, Occupational Therapist, Lakewood Public School District, NJ; Devorie Stareshefsky, MS, Supervisor of Special Education, Lakewood Public School District, NJ
The Developmental Individual Difference Relationship-based (DIR) School Model offers a multidisciplinary approach to education. It proceeds from the central principle that relationships are the foundation of learning. Academics in the DIR classroom address the student's core developmental and learning challenges. For students working at the beginning levels, this includes a focus on self regulation, communication, and remaining in interactions for longer periods of time. For children who are symbolic, classroom curriculum focuses on perspective taking, empathy, and multi-causal reasoning. This presentation will highlight how the DIR Model is implemented in private and public school settings. Key ingredients such as staff training, administrative support, and parent involvement will be addressed. Data collection procedures will be shared with emphasis on developmental progression and Common Core Standards.
This course is offered for up to .1 ASHA CEU (Intermediate level, Professional area). This INTERMEDIATE level session is offered for 1.0 ASWB continuing education clock hours. 1.0 NASP CPD credits offered.
Half-Day Workshops
Herald Square 9:00am-12:00pm Half-Day Workshop
The NeuroNet Learning Program: The Neuroscience Behind Movement-Based Learning Nancy Rowe, MS, Audiologist, NeuroNet Learning, FL
During a child's formative years, the strongest emphasis should be placed on activities that promote both cognitive and motor development. This presentation will provide an overview of the neuroscience behind movement-based learning and the neurological process that takes place in the brain as children develop fluency in basic academic skills. Participants will receive access to 2 software programs — PreK and Program Level 0 — in addition to iPad assessments. These programs contain 160 days of unique movement-based learning activities that can be used to develop motor and cognitive skills as well as fluency in early literacy, math, and handwriting skills.
1.0 NASP CPD credits offered.
Herald Square
1:00pm-4:00pm
Half-Day Workshop
Transforming the Third Teacher: High Quality Classrooms from the Inside Out Michael William Figueroa, MS, Early Learning Coach, Seattle Department of Education and Early Learning (DEEL) – Quality Practice Professional Development (QPPD) Unit, WA; Miriam ZmiewskiAngelova, MPH, Early Learning Coach, Seattle Department of Education and Early Learning (DEEL) – Quality Practice Professional Development (QPPD) Unit, WA
A high quality and culturally responsive Early Learning environment is the third teacher. A wellorganized learning environment with balanced stimulation has the potential to establish good active learning practices and mitigate commonly mislabeled behavioral concerns in children. By allowing children to see clearly defined interest areas for various types of play, explore open-ended materials intentionally derived from their interests and reflections of their culture, language and family throughout the classroom, the learning evolves organically and children's imaginations blossom. In the spirit of active learning principles, we will use a combination of dialogue, alignment with common assessment tools (ECERS, PQA), small group collaboration, and real-application to your classroom to help you transform or simply enhance your classroom environment.
WEDNESDAY May 3, 2017
Crystal Ballroom
7:30am-8:15am
Yoga Class for Attendees
Zsuzsanna Kiraly, PhD, RYT-500, Director, Hagin School Consultation Centers, Fordham University, NY
Grand Ballroom
8:30am-9:20am
Keynote Presentation
David Rendall, DM Founder, The Freak Factory, NC
The Freak Factor: Discovering Uniqueness by Flaunting Weakness
What's your problem? I'm serious. What do you wish you could change about yourself? What is the complaint that you hear the most from those closest to you, your friends, co-workers, and family members? Are you too loud or too quiet, too hyperactive or too sedentary, too organized or too messy? You get the idea. So, what should you do? Most people think that they should find and fix their weaknesses. Unfortunately, this just leads to frustration and failure. Your weaknesses are actually the best clue to your strengths. Furthermore, building your strengths, not fixing your weaknesses, is your best strategy for success. This presentation will encourage you to become more of who you are, not to turn you into someone else. It's about becoming more different and more unique, not more average and more mediocre. You will learn how to:
* Discover your distinctive strengths and weaknesses • Frame your unique characteristics in a positive way • Find situations that highlight your positive qualities • Find situations that highlight your positive qualities • Maximize your self-control • Implement permanent procrastination
Grand Ballroom
9:30am-10:30am
Presentation
Applying Behavior Modification Strategies Using Family Centered Approaches to Teaching Language and Communication: A Functional Approach for Working with Children with Autism Spectrum Disorder
Jana Diamond, MSEd, SpEd, BCBA, Sr. Director of Autism and Educational Services, TheraCare, NY; Meghan Duffy, MA, CCC-SLP, Clinical Supervisor, Theracare, NY
The large number of young children diagnosed with autism in recent years make it essential that early childhood educators and interventionists are well educated in best practices for early autism treatment. For Early Intervention services, current best practice is family centered therapy (FCT). Our presentation aims to provide a functional and accessible model of therapy that applies ABA strategies/behavioral modification to work on language in a family centered environment. We will address select principles of ABA as well as basic principles of embedded coaching/family centered approaches, and use case studies to illustrate specific examples of how to use an integrated model of educators and interventionists working with families to address language goals for children with autism. Attendees will learn how to best incorporate families and coach them to work with children with ASD to meet language goals in the natural environment.
This course is offered for up to .1 ASHA CEU (Intermediate level, Professional area). This INTERMEDIATE level session is offered for 1.0 ASWB continuing education clock hours. Earn 2.0 BACB TYPE II CEUs upon completing this activity. 1.0 NASP CPD credits offered.
Crystal Ballroom
9:30am-10:30am
Presentation
Understanding How Immature Reflex Development Affects Our Children's Functional Outcomes
Fraida Flaishman, MA, OTR, Therapy Supervisor, Smartbaby Inc., NY
Viewing children through a lens in which underlying foundational weaknesses are identified help professionals pinpoint the source of their delays. At the very bottom of the foundational hierarchy is reflex development. As a baby's brain matures, primitive reflexes are expected to integrate, paving the way for voluntary and controlled movement. It is important for professionals to recognize that the children they see with behavioral, attention, motor, visual, and other related challenges have neurological immaturity, non integrated primitive reflex development. Lack of function that correlates with non integrated reflex responses can be remedied. Attendee will learn why reflex maturation is essential for development, learn how to match the corresponding deficits to the immature reflex pattern, and learn what can be done to remedy this situation.
This presentation is offered for NYSED-PT 1.2 Contact Hours
Sutton Place
9:30am-10:30am
Presentation
Neighborhood Music Visits: The Legacy of Fred Rogers, "Facilitators" and "Performers" Introducing Music in PreK-1st Grade Classrooms
Kathleen Beining, DEd, Director of PreK4-Middle Grade Education, Saint Vincent College, PA Emulating Fred Rogers, from the award winning, Mister Rogers' Neighborhood, introducing music to children. Fred often visited with musicians and carefully noticed their efforts and their love of music. Guided by his simple language, calm demeanor, and genuine interest, learn to share a similar message with children. As Fred explains, "Where would any of us be without teachers – without people who have passion for their art or their science or their craft and love it right in front of us?" Discovery experiences encouraging positive self-expression, resilience, and passion. Discover how you too can incorporate this type of experience in your classroom.
Gramercy Park
9:30am-10:30am
Presentation
Nature and the City - How to Incorporate Nature Play in an Urban Classroom Veronica Barnes, MS, Conservation Educator, Wildlife Conservation Society-Bronx Zoo, NY
Time in nature has been shown to be essential in the healthy cognitive, social, and emotional development of children. However, growing up in an urban setting can make regular contact with nature challenging. This interactive presentation will provide practical ways to incorporate nature play into the daily lives of urban students. Participants will be provided with examples of hands-on activities that can bring the benefits of nature play indoors and develop students' math, science, and language arts skills.
Herald Square
9:30am-10:30am
Presentation
How to Integrate Systems Thinking into the Role of the Early Childhood Administrator Louise E. Davis, PhD, Extension Child and Family Development State Specialist, Mississippi State University Extension Service, Early Years Network, MS; Jamila Taylor, MBA, Outreach Services Coordinator, Mississippi State University, School of Human - Sciences Extension Service, MS A system is a set of separate pieces that work together to perform a function. Early childhood administrators can greatly benefit from looking at how to create and nurture systems within their programs. Having systems in place creates a more organized early childhood program, and can free up a director's time to observe and oversee the program as a whole rather than be caught in the trenches every day. Directors must look at the "who", "what", "when", and "where" of the early childhood program. Participants will explore "systems thinking" including the elements of a system, which systems are necessary in the early childhood program, and how to make these elements fit together to create effective systems in their programs.
This BEGINNER level session is offered for 1.0 ASWB continuing education clock hours. 1.0 NASP CPD credits offered.
Kips Bay
9:30am-10:30am
Product Demonstration
STEM, STEAM and Beyond with Panelcraft
Jeff Whittaker, MLS, President, Panelcraft, Inc., MI
A properly designed block center provides key skill development opportunities such as; creativity, communication, critical thinking and collaboration. It also provides a platform for social development, physical development, STEM, STEAM, and creative expression. Learn how the Panelcraft magnetic building system is playing a key role in changing the way we think about block play in the 21st century preschool classroom.
Grand Ballroom
10:45am-11:45am
Presentation
Prevent Challenging Behavior by Being More Creative with Circle Time and Transition Activities Lisa Poelle, MA, Child Care Consultant, Pacific Kid, NY
Circle time. It can be frustrating or it can be fabulous, depending a teacher's ability to maintain children's focus and interest. In fact, a lot of time may be spent "managing" the behavior of a few while the majority sit and wait. Also, "transitions" from one activity to another are often times when some children march to their own drummer, instead of falling in line with the teacher's plan. The overall tone in the classroom will have a lot to do with how these two situations are managed. This session will explore various reasons behind these problems and provide a wide assortment of solutions using photos, videos, handouts, and discussion.
This INTERMEDIATE level session is offered for 1.0 ASWB continuing education clock hours.
Crystal Ballroom
10:45am-11:45am Curriculum Presentation Play-Based Learning as a Strategy for Play-Based Teaching with Young Children Melissa Arnold, Sales Consultant, Heutink USA, CA
The building blocks of a strong readiness program start with play. Young children delight in exploring the world we live in. They learn the most when they are engaged in play. Key concepts are mastered through discovering, creating and doing. It is a child's natural way of learning about themselves, their friends, and their communities. Play-based learning effectively enriches cognitive skill-building.The focus of this presentation lies on the concept of play-based learning and the added value of both free and structured play combined with play-based manipulatives. Carefully chosen manipulatives, based on a curriculum, integrate child-centered playing and can maximize learning outcomes. Experience how play-based manipulatives will transform your strategies of teaching!
This INTERMEDIATE level session is offered for 1.0 ASWB continuing education clock hours.
Sutton Place
10:45am-11:45am
Presentation
How Do You Know That They Know? Using CROWD Prompts to Support Comprehension in Preschool Carmen Sherry Brown, EdD, Assistant Professor, Hunter College - CUNY, NY
Reading aloud helps young children acquire early language and literacy skills and stimulates cognitive development. Dialogic Reading is an interactive shared picture book reading practice designed to enhance young children's language and literacy skills through appropriate strategies and prompts. During this session, participants will have the opportunity to discuss the specific strategies used during Dialogic Reading and view videos of teachers using PEER (Prompt, Evaluate, Expand, Repeat) strategies and CROWD prompts to support comprehension in preschool.
This course is offered for up to .1 ASHA CEU (Intermediate level, Professional area)
Gramercy Park
10:45am-11:45am
Presentation
"They Said WHAT?!": Respond to Young Children's Questions about Cultural and Racial Differences Sheri Atwater, PhD, PPS, Professor & Director of the School Counseling Program, Loyola Marymount University, CA
This presentation aims to turn attention to how young children begin to develop attitudes and beliefs about racial and cultural differences, and what educators and parents can do and say to respond to young children's questions and comments in order to support inquisitive young minds while also offering appropriate, non-biased information. Research indicates that educators often continue to adopt a "color-blind" racial ideology (e.g."We are all the same") approach, which may hinder students' critical thinking skills and inadvertently affect their cognitive growth as it denies the existence of the realities of racism. This presentation will introduce and apply a Developmental Framework for Racial/Cultural Discourse that can be used with young children, based upon the work of Derman-Sparks (1989, 2010) and others.
This BEGINNER level session is offered for 1.0 ASWB continuing education clock hours. 1.0 NASP CPD credits offered.
Herald Square
10:45am-11:45am
Presentation
Creating an Environment of Consistency and Compassion to Help Children Especially Those Who Have Experienced Domestic Violence
Kristie Adams, MEd, VP of Programs & Services, Family Scholar House, Inc, KY
"Only children who feel safe dare to grow forward healthily." This quote by A. Maslow is the foundation for working with children exposed to domestic violence. This presentation will provide a brief overview of children exposed to violence, information on working with children in a trauma informed way, using a two-generational approach, and will include examples of activities that can be included in any classroom. Other best practices that will be introduced will be mindfulness and conscious discipline. 1.0 NASP CPD credits offered.
Kips Bay
10:45am-11:45am
Curriculum Presentation
The Classroom Activity Matrix: A Tool for Individualizing Learning for ALL Children
Amy Goerl, MA, BCBA, Early Childhood Special Education Consultant, HighScope Foundation, NJ HighScope classrooms are vibrant, energetic and creative places for ALL children. The role of the educator is to maximize the engagement and participation of every child so they can reach their potential. The Classroom Activity Matrix is a tool that can help teachers embed learning opportunities across the Daily Routine so children with special needs can learn contextually. Bring your IEP goals and objectives and learn how to insure multiple learning opportunities for every child.
Grand Ballroom 1:00pm-1:50pm Keynote Presentation TBA
Grand Ballroom
2:00pm-3:00pm
Presentation
Teaching Sentence Structure for Developing Writing, Reading, and Listening Comprehension Judy Fuhrman, MS, Speech Language Pathologist, Riverside Unified School District, CA
Mastering English syntax has far-reaching effects on written and oral language. This face-paced, handson session will introduce a clear, thoughtful process for teaching sentence structure, elaboration, and punctuation using non-linguistic representations for the functional uses of words. Concrete examples will be provided for how to use this knowledge to improve writing quality, reading fluency, and language comprehension. Participants will leave with practical ideas that lay a foundation for skills that students can apply throughout their educational experience, from kindergarten through college.
This course is offered for up to .1 ASHA CEU (Intermediate level, Professional area)
Crystal Ballroom
2:00pm-3:00pm
Presentation
The Looking Glass Mirror - I See You in Me: Supporting Social and Emotional Development in Babies and Toddlers
Shulamit Ritblatt, PhD, Professor in Child & Family Development Department, San Diego State University, CA
Research emphasizes the importance of early relationships in shaping brain development and their longterm effects on social emotional development and learning readiness. Positive, responsive, and sensitive adult-young child "serve-and return" interactions are critical to healthy development. The young child's perception of the world around and his/her sense of self are based on the "mirror" the adult provides him/her with. Babies respond to music prior to being born. Brain research indicates the impact of music on the brain and its soothing effects. Hence, involving music sooth, excite, and bond young children and adults to provide children with "Positive looking glass self" and a strong social emotional foundation. This INTERMEDIATE level session is offered for 1.0 ASWB continuing education clock hours. 1.0 NASP CPD credits offered.
Sutton Place
2:00pm-3:00pm
Presentation
Ready, Get Set, Learn: How to Jumpstart Your Child to Start His Work
Cindy Goldrich, EdM, ACAC, Board Certified ADHD Coach, PTS Coaching: ADHD Education and Support, NY
Often times we see our children stall, postpone (without an actual plan to do), or simply avoid doing their work. Getting started for many children (and adults!) is about feeling READY to begin: Emotionally, Physically, and Mentally. Tackling each of these issues in advance will make it easier to actually START, but the thought of preparing to work feels like added effort – and is often avoided. This presentation will address helping kids actually begin their work at an appropriate time.
Gramercy Park
2:00pm-3:00pm
Presentation
Cultural Competence: The Future is Now, Let's Talk About It
Claudia Rebolledo, Nationally Endorsed Cultural Competence Trainer, Guilford Child Development
Regional Child Care Resource and Referral, NC
Cultural Competence is essential for the highest quality early childhood education to be developmentally beneficial for ALL children. This includes honoring children's home languages and genuine engagement and support with all families, including extended and nontraditional family units. This presentation is designed to be self-reflective and will review the beginning steps to preparing the early childhood workforce to increase awareness and understanding of culture and cultural competence by defining culture, understanding cultural conditioning, culturally responsive teaching and the role of engaging families.
This BEGINNER level session is offered for 1.0 ASWB continuing education clock hours. 1.0 NASP CPD credits offered.
Herald Square
2:00pm-3:00pm
Presentation
Let's Increase Cognition, Fine Motor and Language Through Play Using Inexpensive Household & Dollar Store Items!
Julie Marzano, MS, OTR/L, Occupational Therapist, Fine Motor Boot Camp, LLC, PA; Emily McCarthy, MS, CCC-SLP, Speech-Language Pathologist, Fine Motor Boot Camp, LLC, PA
How are you addressing fine motor, language and academic needs in early childhood? Learn how to meet ALL of these needs in only 5-15 minutes a day using up-cycled, inexpensive, dollar store and household items. Teachers and parents are often "left in the dark" when it comes to fine motor and language interventions that they can implement. Created by a Speech Pathologist and Occupational Therapist, these fine motor and language activities were developed as an inter-professional program that ANYONE can implement. Given the rise of direct instruction and electronics with a decrease in outdoor, hands on play, children have less opportunity to increase their fine motor and language skills. This course is offered for up to .1 ASHA CEU (Intermediate level, Professional area)
Kips Bay
2:00pm-3:00pm
Product Demonstration
How A County is Using Mobile Technology to Increase Bilingual Literacy Andrea Knowlton, Director of Early Childhood Education, Napa County Office of Education, CA; Barbara Nemko, PhD, Napa County Superintendent of Schools, Napa County Office of Education, CA Research indicates that students arriving in kindergarten without adequate vocabulary and pre-literacy skills are significantly less likely to be successful throughout K-12. Napa County has adopted a transformative countywide digital early literacy program, used in 23 preschool classes and provided at no cost to all families with a preschool child. In partnership with Footsteps2Brilliance and NapaLearn, we have put early learning curriculum into classrooms, homes, libraries and health clinics through bilingual audio books, songs, nursery rhymes, Aesop's fables, and games. These resources have helped develop vocabulary, comprehension, literacy, and writing skills for children from pre-K through 3rd grade. We will share efficacy data along with student, teacher, and parent responses to this initiative.
This course is offered for up to .1 ASHA CEU (Intermediate level, Professional area)
Grand Ballroom
3:15pm-4:15pm
Presentation
Love Me For Who I Am: Empowering Children of All Abilities through Music in the Classroom
Brady Rymer, Children's Recording Artist, Bumblin' Bee Records, NY
What can a collaboration with children with unique developmental profiles teach us about empowering all students to feel good about who they are? Brady Rymer tells the story behind Love Me For Who I Am, a collection of rock-n-roll anthems inspired by ideas contributed by students with special needs. This collaborative project, expressing children's feelings and inner worlds, illuminates what it might be like to face being different — and ultimately shows us what we all have in common. Songs from the project will be performed and it will show how they can be applied to motivate, bring joy, educate and bring the classroom community together. Students will share stories of how Brady's music helped them find their voices and express themselves in new ways.
This BEGINNER level session is offered for 1.0 ASWB continuing education clock hours.
Crystal Ballroom
3:15pm-4:15pm
Presentation
ADHD: School and Parents - The Great Divide and How to Bridge the Gap
Tenise Wall, PhD, Mental Health Clinician, The Institute for Family Health, NY This presentation will focus on the recent research findings published by Dr. Wall as they relate to children with ADHD in the school setting and home connection. There are barriers that impact the school-home relationship that negatively impact the odds for student success. Those challenges with be discussed with recommendations on how to reduce and/or eliminate them. One thing that is evident is that school personnel need more support in increasing their knowledge about the etiology of ADHD while acquiring new skills to interface with parents of children with ADHD. The role of the 504 accommodation is crucial in supporting such students. Research has shown that 504's are underutilized and practitioners are often unaware of evidenced-based interventions to include for the student with ADHD.
This INTERMEDIATE level session is offered for 1.0 continuing education clock hours. This presentation is approved for NYSED-SW CPE 1.0 contact hour. 1.0 NASP CPD credits offered.
Sutton Place
3:15pm-4:15pm
Presentation
Watch, Think, Tell: Supporting Narrative Development in Children with Social Learning Challenges
Anna Vagin, PhD, Speech & Language Pathologist, Private Practice, CA
Social thinking challenges affect not just relationships, but language development as well. Narrative is a linguistic composition that reflects our knowledge, impressions, and opinions of events, and can be challenging for young children who struggle with perspective taking, social sequencing, inference, and the emotional understanding of action and reaction! We will begin with a discussion the social cognitive and emotional foundations of narrative. With this in mind, we will then touch on how our own behavior influences the narrative we hear from children, as we review the importance of silence, pacing, gesture, visual supports, and how our own language can best support spontaneous storytelling. The majority of the presentation will focus on engaging ways to support narrative development in the early elementary age student.
This course is offered for up to .1 ASHA CEU (Intermediate level, Professional area)
Gramercy Park
3:15pm-4:15pm
Presentation
Scribble, Color, Draw: Key Readiness Skills Essential for Handwriting Success
Diane Eldridge, RN, Certified Occupational Therapist Assistant, Handwriting Without Tears, VA Focusing on a child's need to play, this interactive presentation addresses the prerequisite skills for handwriting and how to infuse writing into the Pre-K day. I will provide engaging teaching strategies that address fine motor skills, pencil grip, coloring, drawing, letter/number recognition and formation, and name-writing. Activities that develop fine motor skills for strength and dexterity and strategies to develop an appropriate crayon/grip are examined. Coloring, drawing a person, drawing shapes, tracing, and alphabet knowledge that includes recognizing letters and numbers will also be explored. Sensory motor components and social-emotional skills that include body awareness and the ability to understand directional terms will be discussed. Strategies for capital letters formation and name writing are considered.
Herald Square
3:15pm-4:15pm
Presentation Be Included vs. Being in the Room: Effectively Including Children with Disabilities Kathy Boisvert, EdD, Integrated Preschool Teacher, University of Massachusetts Boston, MA This presentation will discuss a variety of methods and interventions that enable children to be effectively included in an early childhood classrooms. Topics that will be discussed include: a variety of communication methods as well as communication interventions that will assist children with disabilities during social opportunities, behavioral intervention methods embedded into a daily schedule that will assist in the reduction of negative behaviors during transitions and throughout the day, specific adaptations/modifications for children with physical impairments, as well as case studies. This BEGINNER level session is offered for 1.0 ASWB continuing education clock hours. 1.0 NASP CPD
credits offered.
Kips Bay
3:15pm-4:15pm
Product Demonstration
Brain Building Birth to Five - Vroom Turns Research into Reality through User-Friendly Materials and Family Empowerment
Patience Hill, Community Engagement Specialist, Child Care Aware® of America, VA; Mary M.
LaMantia, Senior Director, Child Care Aware® of America, VA
New science states children's first years are when they develop the foundation for future learning. Such advances in neuroscience and child development confirm what educators have long believed: Children's readiness for kindergarten (and life beyond) hinges on positive engagement with caring adults during their first five years of life. Vroom provides user-friendly materials and resources built upon these scientific underpinnings to create an early learning nation focused on ease, functionality, universal availability, practicality, and scientific research. Vroom is about meeting families in the places they live, work, and play. It will help understand research, explore outreach and assess resources for meeting the needs of children and families. Be a part of this national shift in how we think about brain development in children birth – five!
THURSDAY May 4, 2017
Crystal Ballroom
7:30am-8:15am
Yoga Class for Attendees
Zsuzsanna Kiraly, PhD, RYT-500, Director, Hagin School Consultation Centers, Fordham University, NY
Grand Ballroom
8:30am-9:20am
Keynote Presentation
TBA
Grand Ballroom
9:30am-10:30am
Presentation
Solving the Behavior Mystery: Realistic Solutions for the Real Life Behavior You Face Marcie Beigel, EdD, BCBA-D, Founder & Director, Behavior + Beyond, NY
Without the right tools it can feel impossible to overcome disruptive, disrespectful and exhausting behaviors. Educators are burning out all too quickly because they are not equipped to face challenging behaviors effectively. This presentation is here to change all that by providing the needed education to tackle the behavior that is faced everyday. If you want the simple truth about how behavior works and realistic solutions you can easily implement, this is the presentation for you! You will learn ways to identify the root cause of problem behavior, the 3 keys to unlock challenging behavior, and strategies that you can use immediately. With the right tools, the frustrating behaviors disappear and you can get back to loving your classroom again.
This BEGINNER level session is offered for 1.0 ASWB continuing education clock hours. 1.0 NASP CPD credits offered.
Crystal Ballroom 9:30am-10:30am
Presentation
Play with a Paper Bag and Sing with a Sock: Creating and Using Puppets as Powerful Early Literacy Tools
Leigh Fox, MLIS, Assistant Manager, Brooklyn Public Library, NY
This presentation will explore different ways that puppets can enhance early literacy activities, focusing on the practices of reading, singing, talking, writing, and playing. We will look at the ways that rhymes, songs, and stories can be used with puppets. Participants will learn simple ways to use puppets with popular children's books and incorporate puppets into their curriculum. Participants will also learn simple puppet making techniques using recycled or inexpensive materials, and have "hands -on time" to experiment with their puppet skills.
This course is offered for up to .1 ASHA CEU (Intermediate level, Professional area)
Sutton Place
9:30am-10:30am
Product Demonstration
The Amazing Technology Race - Using iPads in Early Childhood Education
Brett Baker, MEd, E-Learning Coach, North Penn School District, PA; Marisa Neeson, MEd, North Penn School District Preschool Outreach Coordinator; North Penn School District; PA
After sharing several new technologies for the early learning classroom, participants will use their new found tech-knowledge to compete in a race against other teams in the room. The race will include actually using the technologies which were demonstrated during the first half of the session. Technologies will include Remind, Symbaloo, Doodle Buddy, and Educreations. Each of the technologies discussed can be used immediately within the Early Learning Classroom. Two of the strategies are not tied to any particular device while two of the technologies will be apps tied to iPads.
Gramercy Park
9:30am-10:30am
Presentation
Inclusion of All Students Using Music and Movement: Essential Elements in a Comprehensive Early Childhood Educational Program
Saundra Day, Principal, Early Intervention- Stanislaus County Office of Education, CA; Sarah Grantano, MA, Assistant Superintendent, Stanislaus County Office of Education, CA
Participants will learn about and observe videos of students as they participate in an established music and movement enrichment program. Creating a fun learning experience with music and movement, ensures that each child's needs are being met with symmetrical movement, self-regulation, body awareness, communication and motor movement in a fun and social way that can include all children. Preschool children can benefit greatly from exposure to these enriching and carefully planned experiences, including students with hearing impairments and multiple disabilities, with typically developing students.
This BEGINNER level session is offered for 1.0 ASWB continuing education clock hours.
Herald Square
9:30am-10:30am
Presentation
Project Based Learning Through Science: EVERY Day for EVERY Child!
Stephanie Lester, MA, Educational Consultant, Antelope Valley College, CA
Experience this hands-on presentation demonstrating how to utilize science activities to facilitate Project-Based Learning resulting in highly engaging activities EVERY Day for EVERY Child! Implementing the Project-Based Learning Approach through science activities increases student engagement, learning and achievement. Participants will complete hands-on science activities which demonstrate the 7 key principles of Project-Based Learning as introduced through the acronym SUCCESS! (Self-selected, Utilize resources, Creativity, Critical thinking, Engaging, relevant learning experiences, Skills for organization, and Social learning) Recognizing and identifying the connections between Project-Based Learning, STEM/STEAM activities, and the Common Core standards will maximize the learning opportunities for children. Utilizing science activities to facilitate Project-Based Learning effectively guides ALL children toward mastering the skills vital to their SUCCESS.
Kips Bay
9:30am-10:30am
Curriculum Presentation
Connect4Learning®: Success in School and Life Begins with Teaching 21st Century Thinking Skills in Pre-K Classrooms
Staci Hitzke, MEd, Director of Professional Development, Kaplan Early Learning Company, MN Cooperating, Observing, and Using Tools Strategically are three of the ten 21st century skills woven throughout Connect4Learning®—a new, innovative prekindergarten curriculum, the development of which was funded by the National Science Foundation. The curriculum uses research-proven teaching methodologies in mathematics, science, literacy, and social-emotional development and builds 21st century thinking skills. Learn how to embed these skills in pre-K classrooms and what to look for in pre-K classrooms to help ensure all children are learning and ready for kindergarten.
Grand Ballroom
10:45am-11:45am
Presentation
"I Like to Work with Kids that Hit, Bite, and Do Not Listen": Transforming Challenging Behavior Barb O'Neill, EdD, Consultant, Barb O'Neill Consulting, CA
In this interactive presentation you will learn strategies for transforming challenging behavior in your classroom through case studies, video clips, and interactive exercises. All strategies rely on the use of songs, puppets, visuals, play-support and interactive transition techniques. Research shows that teachers will only implement behavior prevention strategies that they feel confident in and that match their teaching philosophy. Therefore, you will be guided in selecting from the strategies shown based on your beliefs and then guided in adapting them to support individual children based on their interests, strengths and needs. You will leave with increased confidence in your ability to support even the most challenging children and with concrete tools for doing so.
This BEGINNER level session is offered for 1.0 ASWB continuing education clock hours. 1.0 NASP CPD credits offered.
Crystal Ballroom
10:45am-11:45am
Presentation
Tell Me A Story: Learn the Art of Effective Storytelling and Story Performance to Engage Young Audiences
Aleesah Darlison, Author, Society of Children's Book Writers and Illustrators (SCBWI), Australia When reciting stories to the very young, those stories need to be performed, not just read out. Learn from one of Australia's most popular and prolific children's picture book authors, Aleesah Darlison, as she shares with you the techniques she's learned to engage and excite young listeners during storytelling sessions. Learn how to keep children focused and engaged, how to include them in the
storytelling process, and how visual props, pictures and music can make your storytelling circles dynamic, educational and fun. Get ready to romp, rollick and roar your way to storytelling success! Suitable for those working with children from 2 – 8 years of age.
This course is offered for up to .1 ASHA CEU (Intermediate level, Professional area)
Sutton Place
10:45am-11:45am
Presentation
How to Nurture Cooperative and Caring Behavior in Young Children
Kenneth Barish, PhD, Clinical Professor of Psychology, Weill Cornell Medical College, NY
In this talk, Kenneth will describe basic principles of how to foster cooperative and caring behavior in young children, based on scientific research. He will discuss the importance of interactive play, emotional dialogue, and collaborative problem solving in children's social development. He will then discuss how we can nurture in our children a spirit of kindness and generosity toward others. Finally, Kenneth will present 15 specific recommendations – tips and strategies that parents can use to help children learn to cooperate with adults, sustain effort on difficult tasks, regulate their emotions, and get along with their peers.
This INTERMEDIATE level session is offered for 1.0 ASWB continuing education clock hours. This NYSED-BSW level session is offered for 1.0 continuing education clock hours. 1.0 NASP CPD credits offered.
Gramercy Park
10:45am-11:45am
Presentation
History Comes Alive Through Podcasts - 21st Century Learning in the Classroom
Sonia Marotta, Principal, English Montreal School Board, Canada
Imagine learning about a community's history by listening to podcasts created by students. Last spring, Level 6 students selected 12 historic venues in the Montreal (Canada) borough of Saint Leonard. These students researched the history and compiled their findings which were then professionally recorded into 45-second trilingual podcasts. Students then created QR codes which were printed on durable, weatherproof plaques. All 12 plaques were mounted at the corresponding locations, where visitors could instantly listen to a brief history lesson delivered by the students with a simple swipe of their smartphones. This is an example of a great 21 st century initiative in which students were able to contribute and gain meaning from their lesson. This presentation will provide attendees with the steps taken to complete this project including the resources and tools that were used. Finally, the presenter will discuss how teachers were able to integrate this project as part of their curriculum and will discuss the benefits of completing such an innovative project across all curriculums.
Herald Square
10:45am-11:45am
Presentation
A Spectrum of Differences - How Music and the Arts Can Help!
Rene Boyer, EdD, Professor Emerita of Music Education, University of Cincinnati's College
Conservatory of Music, NY
This presentation will present the most important areas that teachers and therapists focus on when dealing with the child with autism and show how creatively designed music programs can serve these children at home and in the classroom. A variety of creative approaches and techniques that assist children in expressing themselves will be shared. These techniques include activities that assist children in recognizing and dealing with environmental stimuli. Through singing, making rhythms, playing instruments, movement and creative drama, participants will be shown how to better manage and help filter sounds and other stimulation with which a child with autism comes in contact.
This BEGINNER level session is offered for 1.0 ASWB continuing education clock hours. 1.0 NASP CPD credits offered.
Kips Bay
10:45am-11:45am
Curriculum Presentation
Play-Based Learning in the Common Core Era: How Bing Nursery School Supports the Common Core
Through Play with Basic Materials
Jenna Rist, Teacher, Bing Nursery School at Stanford University, CA
Play – especially free play – is vital to life and learning, which has been shown anecdotally and through research time and time again over the last 50 years. In an attempt to increase academic performance in American schools, many classrooms have increased instruction time at the expense of play. Similarly, direct academic instruction has continued to become more prominent in early learning situations as well, going directly against what so many researchers and practitioners know about young children – they learn better when they are engaged in play. There are exemplary programs that teach children through play, such as Bing Nursery School, which we will look at in depth, as well as examine how they teach CA Common Core State Standards through play with five basic materials.
This INTERMEDIATE level session is offered for 1.0 ASWB continuing education clock hours.
Grand Ballroom
1:00pm-1:50pm
Keynote Presentation
Seven Skills for School Success
Pam Schiller, Early Childhood Curriculum Specialist, Frog Street, TX
A child's ability to navigate the complex structures of his or her world depends on human interactions and experiences that begin at birth. Social and emotional skills don't just unfold, they have to be intentionally taught. Research indicates a child's intellectual capacity is only achieved when his or her social and emotional competence is developed. This presentation will focus on how social and emotional skills are wired and on simple strategies for supporting the development of these skills.
Grand Ballroom
2:00pm-3:00pm
Presentation
Ten Strategies to Boost Brain Power in the Early Years
Pam Schiller, Early Childhood Curriculum Specialist, Frog Street, TX
Scientific research findings have provided new insights into how we can best optimize learning and development. Many of these findings are particularly crucial during the first five years of life when 95% of the brain is wired. This presentation will provide simple, easy to implement strategies that will help educators, caregivers, and parents support early learning and development of children right from birth. Join us for this fun-filled session on applications you can immediately implement.
This BEGINNER level session is offered for 1.0 ASWB continuing education clock hours.
Crystal Ballroom 2:00pm-3:00pm Presentation
"What's Your Idea for Solving the Problem?" Involving Children in the Conflict Resolution Process Kenneth Sherman, Early Childhood Early Specialist/Teacher, HighScope Educational Research Foundation, MI
Preschool children encounter conflicts on a daily basis and resolving them can either be empowering or frustrating. When teachers adopt a problem-solving approach to resolving conflicts with children they will find that the process benefits children and empowers them to become confident problem solvers now and in the future. In this session, participants will examine their own feelings and ways of dealing with conflicts and learn the benefits of involving children in the process of resolving conflicts. In small groups they will practice supportive strategies that assist children in resolving conflicts with other children. Teachers will develop an implementation plan they can use to apply these strategies with their children and when used consistently will observe as the children begin seeing themselves as successful "problem-solvers."
This INTERMEDIATE level session is offered for 1.0 ASWB continuing education clock hours. 1.0 NASP CPD credits offered.
Sutton Place
2:00pm-3:00pm
Presentation
Teaching Children Self-Control: Learn how to teach children to control their impulses: their bodies, their thoughts, and their actions!
Jamie Goldring, MA, Speech and Language Pathologist, Memphis Jewish Community Center, TN Research tells us that children with self-control perform better in school and are better at managing their own behavior. Learn effective strategies that encourage the development of self-control, and other social emotional and executive function skills. Teach children how to manage their own behavior, take responsibility for their actions, stop & think about the consequences for their choices, & resolve conflicts peacefully. Children learn self-control by participating in activities that give them the opportunity to practice controlling their impulses. Self-control is not something that someone can do for you. It is a set of skills that children need to learn how to do for themselves. Teachers learn practical information and are given specific activities to incorporate into their curriculum to encourage the development of selfcontrol!
This course is offered for up to .1 ASHA CEU (Intermediate level, Professional area). This INTERMEDIATE level session is offered for 1.0 ASWB continuing education clock hours. 1.0 NASP CPD credits offered.
Gramercy Park
2:00pm-3:00pm
Presentation
The Movement Perspective is the Foundation for The Waldon Approach - A Sensory-Motor Intervention for Children with Developmental Delay
Daniel Posner, MD, Assistant Professor of Clinical Psychiatry, Icahn School of Medicine at Mt Sinai Hospital, NY; Walter Solomon, MA, Cantab, Jerusalem Waldon Center, Israel
We will review the literature on the role of intentional sensory motor activity in the growing understanding of the typically developing child and how abnormalities in movement interfere with the cascade of typical development. We will outline the principles of the Waldon Approach and provide case studies of children with both CP and ASD and demonstrate how parents can learn to work with their own children. We will discuss ongoing research on the effectiveness of the approach and explain how the activities in the Waldon Lesson aid in the development of cognition, social communication and in the reduction of challenging behaviour. We will show how children play and move intentionally for their own intrinsic pleasure and satisfaction rather than for the approval of supporting adults.
Herald Square
2:00pm-3:00pm
Presentation
Bridging the Gap: Creating a Family Engagement Action Plan to Build School Community Kisha Edwards-Gandsy, Co-Founder, NY City Explorers, NY
This presentation will offer the participants the ability to create solid parent and community engagement plans for their classrooms or larger school community through the case study of a successful preschool community. By using the School House Method, participants will create an achievable vision for parent and community engagement in their own early learning environments and create the basis for their program's EAP (Engagement Action Plan). Participants will also learn the value of community building to successful early learning programs.
This INTERMEDIATE level session is offered for 1.0 continuing education clock hours. 1.0 NASP CPD credits offered.
Kips Bay
2:00pm-3:00pm
Presentation
Visual Impairment: Implications on Motor Development and Concept Formation in Infants and Toddlers
Linda Gerra, EdD, Director of Children's Vision Programs, Lighthouse Guild, NY Vision plays a dominant role in the development of young children, particularly in organizing environmental information. The two most critical areas are motor development and concept formation. The absence of vision, decreases the child's interest in moving because he/she does not see what is around him/her. Without adequate vision, concepts may be misinterpreted because the child is only receiving partial or distorted information. Suggestions for observing and detecting signs that an infant might have problems with his/her vision will also be presented. It is important for early interventionists and families to follow up with concerns regarding children's vision by referring to a pediatrician or ophthalmologist and by requesting a "functional vision assessment."
1.0 NASP CPD credits offered.
Grand Ballroom
3:15pm-4:15pm
Presentation
Embedding Music in the Inclusion Preschool Classroom: Strategies for Classroom Teachers Tori Conicello-Emery, MA, MT-BC, Conference Presenter, Music Together LLC
Songs and activities that support social development, language development, and physical/motor development are an important component of lesson planning and classroom management. Participants will learn how to structure song experiences to accommodate special learners, including children with delays in social/emotional development, language development, and physical/motor development. The presenter uses video to guide participants' attention to specific examples of accommodations made in an inclusion music class for children in the preschool setting. Participants will see how students who are multiply handicapped participate alongside their typically developing deaf peers. Practical application of the presented material culminates in a collaborative endeavor between participants. Attention is paid to increasing teacher confidence by engaging in live, accessible music making.
This INTERMEDIATE level session is offered for 1.0 ASWB continuing education clock hours.
Crystal Ballroom
3:15pm-4:15pm
Presentation Early Childhood Teaching and Learning: Emergent Writing Development and Tablet Technology Tiffany Ohlson, PhD, Research Fellow for Early Learning and Literacy, Florida Institute of Education at the University of North Florida, FL; Heather Monroe-Ossi, EdD, Associate Director for Program Development & Administration, Florida Institute of Education at the University of North Florida, FL As an effort to improve children's emergent writing and use of tablet technology, researchers developed and implemented professional development for early childhood teachers. Content included emergent writing, explicit teaching strategies that were implemented using a 3-step writing routine guided by a continuum of children's writing development, and the integration of tablet technology into instruction. Three explicit teaching strategies – modeling, thinking aloud, and feedback – were emphasized to advance children's writing development. Results indicate that teachers implemented the 3-step writing routine. The use of whole-group lessons, with four explicit strategies, and small group instruction also increased. Teachers' use of iPads in emergent writing instruction improved, as did their weekly use of iPads across multiple classroom contexts.
This course is offered for up to .1 ASHA CEU (Intermediate level, Professional area). Earn 2.0 BACB TYPE II CEUs upon completing this activity.
Sutton Place
3:15pm-4:15pm
Presentation
Building Resilient Families: Working on Challenges Big and Small
Rocio Galarza, MA, Assistant Vice President, Sesame Workshop, NY
Sesame Street invites you to learn more about how we as caring adults can positively impact children's resilience on a daily basis in this interactive session: "Building Resilient Families: Working on Challenges Big and Small". Together we will explore the resilience factors young children (ages 2-5) need to persevere through everyday challenges - such as sharing with a sibling or beating the bedtime blues - as well as more significant life transitions and situations. In this presentation, we will explore several positive strategies for helping children build these resilience skills, and practice activities to use with children, parents, and caregivers to support the development of these skills.
This INTERMEDIATE level session is offered for 1.0 ASWB continuing education clock hours. 1.0 NASP CPD credits offered.
Gramercy Park
3:15pm-4:15pm
Presentation
Smart Moves: Why Motor Skills Matter for Academic Success and Behavior Management Robin Prothro, MS, OTR/L, Pediatric Occupational Therapist, Clarendon School District 2, SC Motor Skills (gross motor, fine motor, sensory motor, and visual motor) are a robust predictor of academic success. Research has shown children with delayed motor skills have a much greater chance of struggling with academics, and children with strong motor skills perform better academically. More than ever before, typically developing children are entering school with underdeveloped motor systems. In fact, out of a kindergarten class of 20 students, only 2 may have adequate strength and balance. Lack of 'tummy time", "baby containers", and an increase in use of electronic devices have significantly impacted normal child development. Find out which motor skills children need for school, how to screen for motor delays, and practical suggestions to improve motor skills for every classroom.
1.0 NASP CPD credits offered.
Herald Square
3:15pm-4:15pm
Presentation
Celebrating Differences: Using Children's Literature to Create an Inclusive Culture
Nicole Briceno, Mississippi Early Childhood Inclusion Center Credential Coordinator,Institute for
Disability Studies, MS; Alicia Westbrook, PhD, Mississippi Early Childhood Inclusion Center Director,
Institute for Disability Studies, MS
Creating a classroom culture that promotes individuality and celebrates unique differences creates a warm and safe place for learning and playing. The use of children literature that highlights characters with exceptionalities lays the foundation for an inclusive classroom culture. This interactive session will demonstrate how to use children's literature as a teaching tool for acceptance, empathy, and inclusion. Participants will be provided an extensive annotated bibliography of children's literature with main characters who have special health care needs and developmental disabilities. Further, participants will learn teaching strategies that promote early literacy development while teaching acceptance, empathy, and inclusion.
This course is offered for up to .1 ASHA CEU (Intermediate level, Professional area). This BEGINNER level session is offered for 1.0 ASWB continuing education clock hours. 1.0 NASP CPD credits offered.
Kips Bay
3:15pm-4:15pm
Presentation
Strengthening Family Engagement: Strategies to Successfully Communicate Sensitive Information to Families
Jane Montgomery, MEd, Director, Peachtree Presbyterian Preschool, GA; Patty Randall, Director of Educational Practices, Peachtree Presbyterian Preschool, GA
Early education teachers are often the first to express concerns regarding the development of young children. Educators must first create a partnership with children and families to be successful in relating sensitive information that will hopefully result in needed intervention. Educators find this hard and don't have necessary competencies for this conversation, nor do teachers realize the importance of first building the relationship through authentic family engagement. Through a three-step plan, educators will learn how to plan and prepare for any conversation with parents through meaningful exercises that include worthwhile and proven strategies. In this course, educators will discover that effectively delivering information to parents yields the result of needed early intervention for the student. This INTERMEDIATE level session is offered for 1.0 ASWB continuing education clock hours. 1.0 NASP CPD credits offered.
FRIDAY May 5, 2017
Crystal Ballroom
7:30am-8:15am
Yoga Class for Attendees
Zsuzsanna Kiraly, PhD, RYT-500, Director, Hagin School Consultation Centers, Fordham University, NY
Grand Ballroom 8:30am-9:20am Keynote Presentation
Awakening the Greatness in Children
Howard Glasser, MA, Founder, Children's Success Network, AZ
The Nurtured Heart Approach is a systematic way of seeing and reflecting the beauty in children in a way that it inspires them to live that greatness. NHA consists of three main "Stands" that are achieved entirely through relationship: Refusing to energize or reward negativity; Creating and energizing pervasive experiences of success; while still providing a perfect level of limit-setting and consequences. The approach focuses on building Inner Wealth…children who are nurtured to experience who they really are as positive influences, as making thoughtful choices, and as having excellent character traits…tend to grow those very seeds planted on their own as they take root. NHA helps children to realize their greatness, helping them live this out in their everyday lives. We are confident that this Keynote will strengthen your relationships and inspire you to new ways to celebrate and influence the children you work with.
Grand Ballroom
9:30am-10:30am
Presentation
Transforming The Intense Child
Howard Glasser, MA, Founder, Children's Success Network, AZ
Faced with problematic behaviors from an intense child, most adults react by cranking up their level of application of traditional and conventional methods. They don't realize these methods are virtually guaranteed to make the situation even worse. This isn't the fault of the parents or teachers, or the intense children themselves. The culprits are the methods most people have at their disposal. The Nurtured Heart Approach® was developed from my work with the most challenging and intense children and it enables adults to quickly experience great impact in helping children channel their intensity into great choices and great qualities of character and leadership. Those who have studied this approach become agents of change in their homes, schools, agencies and programs. They inspire those around them to interact with children in a new way that acknowledges and amplifies greatness in every area of those children's lives. Join us for this workshop to learn how to light up the runway for children with all levels of intensity. Let's help the more intense child discover that he or she is no longer "the bad kid" or even "the good kid"— but the great kid, with great things to contribute.
This INTERMEDIATE level session is offered for 1.0 ASWB continuing education clock hours. 1.0 NASP CPD credits offered.
Crystal Ballroom
9:30am-10:30am
Presentation
Feel That Rhythm! Music and Movement Activities That Naturally Support Children's Development of Early Math Skills
Ellen Acuna, In-School Services Mentor, Music Together Worldwide, LLC, NJ
Before children are able to count to 10 or add and subtract, they are developing their mathematical understanding. Songs, rhythmic chants, and small and large movement activities are enjoyable way to holistically support young children's emerging math skills. Active music and movement experiences include exploration of math concepts such as patterning, sequencing, representation, proportion, and opposites. In this session, you will be introduced to the ways you can use music, movement, and rhythmic chants to naturally support even the youngest child's emerging math skills in ways that are enjoyable for both children and adults. You'll come away from this session with music activity ideas you can use right away in your work with children to give them a foundation for future mathematical learning.
Sutton Place
9:30am-10:30am
Presentation
Developing Social-Emotional Competencies in Young Children: The Role of the Early Childhood Educator
Zina Rutkin, PhD, Director of Competent Kids, Caring Communities (CKCC), Ackerman Institute for the Family, NY; Arlean Wells, PhD, CKCC Program Coordinator, Ackerman Institute for the Family, NY Early childhood is a critical time for children to develop foundational social and emotional competencies. These are the skills that lead to later success in school and life. By the time young children reach the age of four years, they are expected to have achieved a range of objectives in five social-emotional domains: self-concept and self-awareness, self-regulation, relationships with others, accountability, and adaptability. For many children, the majority of these objectives are met organically within the context of a developmentally appropriate, play-based early childhood setting. There is, nevertheless, an important role for educators to play in teaching and scaffolding of these skills. This presentation will present and explore developmentally appropriate strategies and tools for helping to develop and strengthen social-emotional capacities in young children.
This INTERMEDIATE level session is offered for 1.0 ASWB continuing education clock hours. 1.0 NASP CPD credits offered.
Gramercy Park
9:30am-10:30am
Presentation
The Self-Worth Component…Eliminating Challenging and Disruptive Behavior in the Classroom by Raising Your Students' Self-Worth Barometer
Cynthia Rainbow, MS, ED, Elementary Educator, The Rainbow Affect, NY
Building kinder, more confident, and compassionate children as a means to eliminate challenging and disruptive behavior in the classroom. Take your students from MISbehaving to AMAZing by creating experiences that will raise their self-worth barometer. This presentation will demonstrate behavior management techniques to coach your students' in the development of coping strategies, empower teachers to inspire positive change in their students through practical lessons and activities directly addressing students' self-worth barometer, and expose educators to the idea that children succeed when they themselves feel empowered through self-worth experiences.
This INTERMEDIATE level session is offered for 1.0 ASWB continuing education clock hours. 1.0 NASP CPD credits offered.
Herald Square
9:30am-10:30am
Curriculum Presentation
Phonological Awareness Instruction for Young At-Risk Learners: Helping Our Children Succeed Froma P. Roth, PhD, CCC-SLP, Professor Emeritus, University of Maryland, Department of Hearing and Speech Sciences, MD
This presentation focuses on the emergent literacy skill of phonological awareness (PA) and the critical developmental link between PA and reading. The importance of PA instruction aligns with and underscores a basic premise of Universal Pre-K: brain development in the preschool years lays the foundation for future success. At-risk preschoolers (e.g., economically stressed, English language learners) who receive high-quality, developmentally-sensitive PA instruction show notable gains in early reading compared to peers. Key parameters of PA, effective strategies, and teaching sequences will be described in this session. An example of a preschool curriculum for teaching three fundamentals of PA--rhyming, blending and segmentation, using explicit strategies and child-centered activities will be presented as well. This PA program provides resources that promote interactive dialogic reading, direction-following, vocabulary, and letter-sound association skills.
This course is offered for up to .1 ASHA CEU (Intermediate level, Professional area). 1.0 NASP CPD credits offered.
Kips Bay
9:30am-10:30am
Presentation
We're Going on An Adventure: Sensory Storytelling and Puppetry with Children 0-5 Susanna Brock, Education Manager, Spellbound Theatre, NY
Spellbound Theatre is NYC's only theatre exclusively for children ages 0-5. Learn Spellbound's approach to sensory storytelling and puppetry with hands-on activities geared toward infants, toddlers, and preschoolers. A Spellbound teaching artist will lead participants through storytelling, material-led exploration, creative play, and puppetry activities to engage children's imaginations and stimulate learning, and will lead an active reflection for how participants can apply this work to their own practice, and adapt activities for both family-centered and classroom settings .
This course is offered for up to .1 ASHA CEU (Intermediate level, Professional area)
Grand Ballroom
10:45am-11:45am
Presentation
Teaching More Than Music - Music, Movement, Imagination and STEM
Michael Napolitano, MA, Founder, Preschool of Rock, NJ
Every instrument has a story. What is it made of? Where does it come from? In this presentation we explore the science, technology and engineering of unique instruments. We discuss the origin, anatomy and the possibility of sounds the instrument delivers. Using various percussion instruments we discuss scientific terms such as vibration, tone, resonance, and tension. We can associate the investigation of the instruments with other classroom activities teachers participate in daily. Science, technology, engineering and math are part of our everyday life and our lessons and discussions reveal possibilities of a greater education within lessons we are already practicing. The presentation is bookended by wonderful and fun music exploring dramatic play, language discovery and more.
Crystal Ballroom
10:45am-11:45am
Presentation
Promoting Positive Behavior: Creating Environments That Support Success in Young Learners Rebecca Hershberg, PhD, Director of Early Childhood, Ramapo for Children, NY
This presentation will introduce tools for creating environments that support success in our youngest learners. Participants will learn to view early childhood behaviors that adults find challenging through the lens of unmet needs and lagging skills. Using hands-on experiential activities, reflection questions and case studies, participants will develop and practice techniques for meeting needs and teaching skills. Participants will leave with an organized "Toolbox" of strategies and a common language for preventing, understanding and responding to challenging behaviors through role modeling, building relationships, clarifying expectations, establishing structures and routines, adapting for individual needs and responding, reflecting and repairing when conflict does occur.
This INTERMEDIATE level session is offered for 1.0 ASWB continuing education clock hours. 1.0 NASP CPD credits offered.
Sutton Place
10:45am-11:45am
Presentation
How Can Families Best Prepare Their Autistic Child for the Transition into School?
Jaclyn Burton; Intake Coordinator, Rochester Center for Autism, MN; Jonathan Sailer, MA, Ed, Owner
& Director, Rochester Center for Autism, MN
Using a combination of case study and research we intend to present a "best practice" guide to helping families and professionals prepare for educational transitions. We will follow 3 students as they transition from intensive one-on-one ABA therapy to a variety of more generalized settings. We will show how we worked hand in hand with a local preschool, private school, and public school to help transition students into their next educational setting. We will present the research, show how we adapted the research to meet each students needs, and then review the results for each student. Because of the well-documented importance of the transition into a typical educational setting it is crucial that families are able to access well researched information.
This INTERMEDIATE level session is offered for 1.0 ASWB continuing education clock hours. 1.0 NASP CPD credits offered.
Gramercy Park
10:45am-11:45am
Presentation
Making Early Literacy Magical for ALL Preschoolers (General Education, Special Education, Deaf Education, Language Delays)
Sarah Carpenter, MDEHS, Preschool Teacher, Sunshine Cottage School for Deaf Children, TX; Rebecca Schmitt, MA, ED, Early Childhood Teacher, Sunshine Cottage School for Deaf Children, TX
Two early childhood teachers working with three and four year old's come together to share tips and tricks for a successful year in a child centered Preschool classroom/therapy/home setting focused on Early Literacy. They will share strategies and resources used in their classroom to help develop thinkers, problem solvers and "mind readers". Topics within this presentation will include developing Theory of Mind, increasing more elaborate dramatic play, furthering vocabulary growth and promoting auditory and language skills that support the MAGIC of Early Literacy.
This course is offered for up to .1 ASHA CEU (Intermediate level, Professional area)
Herald Square
10:45am-11:45am
Presentation
Put Your Oxygen Mask on First! A Mindfulness-Based Practice for Caregivers
Zsuzsanna Kiraly, PhD, RYT-500, Director, Hagin School Consultation Centers, Fordham University, NY Caring for others is one of the noblest yet challenging missions we are called to do in life. It is noble and challenging for the same reason: we give ourselves to the task. In the process, however, often the best intensions and efforts result in feeling overwhelmed or burned out because we neglect to take care of ourselves: to put the oxygen mask on first! Understanding that the wells of resources are not bottomless, self-care becomes an integral part of caregiving.
This experiential presentation will address the importance of self-care and teach a 30-minute mindfulness-based movement practice that can help replenish our inner resources. It consists of a sequence of simple breathing / yoga / chi-kong techniques, derived from my many years of personal experience with these techniques. A step-by-step practice guide, with useful modifications, will be provided. Please wear comfortable clothes.
1.0 NASP CPD credits offered.
Kips Bay
10:45am-11:45am
Presentation
Thriving Through Grieving, the Fullness of Life After Death for Kids
Donna Williams, CEO, Founder of DonnaJanel Inc, DE
This presentation will consist of strategies for teachers, parents and guardians to use to empower children of all ages to overcome challenges from grief and trauma. Focusing on the importance of making the best out of a what appears to be a bad situation, this presentation consists of practical strategies to help kids thrive while still in the grieving process. Using the strategy of empowering kids through developing their purpose, you will learn the effectiveness of strategically using purpose to overcome and champion over grief and trauma.
This INTERMEDIATE level session is offered for 1.0 ASWB continuing education clock hours. 1.0 NASP CPD credits offered.
Grand Ballroom
1:00pm-1:50pm
Keynote Presentation
Are You a Positive Psychology Teacher?
Patty O'Grady, PhD, Professor, The University of Tampa, Fl
How do you discipline young children in positive ways? How do you leverage your children's developmental strengths? How do you manage the complexities of your classroom? How do you motivate young learners? How do you bring happiness and joy to learning while also ensuring that students are cognitively competent and academically ready? The new science of positive psychology enables early childhood educators to positively nurture and motivate young students in their learning. The new science of positive psychology is the best way to deploy the neuroscience of learning in your classroom and move beyond behavioral strategies. Participants adopt a positive psychology mindset to creatively engage their students. Join us to find out if you are a positive psychology teacher or how to become one!
Grand Ballroom
2:00pm-3:00pm
Presentation
How to Teach the Positive Psychology of Winnie the Pooh
Patty O'Grady, PhD, Professor, The University of Tampa, Fl
"It's hard to be brave, when you're only a Very Small Animal" - Pooh. This interactive and motivating session invites participants to find their inner selves - and help their students recognize emotions - using the whimsy and wisdom of some of the most memorable characters in children's literature. Participants discuss and explore some of essential positive psychology themes embedded in the stories including: positivity, golden mean, golden self, courage, resilience, and grit. Participants also identify other themes. Participants choose a favorite quotes and connect it to the positive psychology themes. Participants choose a character to use as the class mascot and a quote to use as a daily "pledge" in their classrooms. Participants share how they may already use the stories to teach emotional and social lessons, and share new ideas. Participants develop lessons and activities that use the positive psychology the lessons the characters teach. Participants leave with a more empathetic awareness that every lesson can be a positive psychology lesson and with some new ideas as how to model and teach positive psychology in the early childhood classroom.
This INTERMEDIATE level session is offered for 1.0 ASWB continuing education clock hours. This NYSED-BSW level session is offered for 1.0 continuing education clock hours. 1.0 NASP CPD credits offered.
Crystal Ballroom
2:00pm-3:00pm
Presentation
Ten Tips for Preventing Challenging Behavior You Can Start Using Tomorrow!
Christopher Rosado, MS, BCBA, Board Certified Behavior Analyst, Quality Behavioral Solutions (QBS), RI
Over the years Applied Behavior Analysis (ABA) has developed numerous practical methods for preventing challenging behavior in individuals with and without developmental disabilities. Essential components of effective behavior programming involve the use of preventative strategies (antecedent interventions). This presentation will identify 10 practical preventative strategies that can be utilized across settings and populations. Among the strategies to be discussed include the minimization/elimination of triggering events and setting up simple behavioral based reinforcement programs. This presentation will follow an introduce, discuss, and demonstrate model where presenters will introduce and discuss the strategies, then model its appropriate use.
This INTERMEDIATE level session is offered for 1.0 ASWB continuing education clock hours. Earn 2.0 BACB TYPE II CEUs upon completing this activity. 1.0 NASP CPD credits offered.
Sutton Place
2:00pm-3:00pm
Presentation
Early Literacy Every Day: It All Begins with A Book!
Laurie Anne Armstrong, MA, Early Literacy Trainer, Arapahoe Libraries, CO
Participate in an interactive presentation to learn how a powerful, intentional storytime can be the foundation for early language and literacy development. Getting our children ready to learn to read is essential to later success in school. Based on the research of the Every Child Ready to Read* initiative, presenters will use developmentally appropriate picture books to demonstrate effective techniques for supporting brain development, print and phonological awareness, vocabulary, comprehension and reading motivation. Join us to learn how to integrate these key early literacy skills into a simple, well planned storytime for every child, every day.
This course is offered for up to .1 ASHA CEU (Intermediate level, Professional area)
Gramercy Park
2:00pm-3:00pm
Presentation
Student-Teacher Interactions and Expectations in Preschool When the Teacher and Student are of Different Races and Social Classes
Angela Sansone, EdD, Adjunct Professor, Mercer County Community College, NJ
This presentation looks at how teachers devise their expectations for students, how preconceived notions influence those expectations, and how those expectations influence teacher-student interactions. These interactions and expectations set the stage for the way that students view teachers and school. A quick overview of the research concerning this topic will be given as well as the practical implementation for the classroom, and parts of my personal research will be included. Additionally,
scenarios will be used to show teachers the impact that their expectations and interactions can have on students especially during large and small group. This presentation will show teachers how to provide a culturally competent classroom instead of trying to have a color-blind approach to teaching. This INTERMEDIATE level session is offered for 1.0 ASWB continuing education clock hours. 1.0 NASP CPD credits offered.
Herald Square
2:00pm-3:00pm
Presentation
Making Outdoor Play Relevant: Using Movement and Explorations to Enhance Learning Keith L. Pentz, MA, National Early Childhood Specialist, Kaplan Early Learning Company, FL Children engaged in learning experiences outdoors optimize learning due to the enhanced natural air, light, and body movements often associated with outdoor play and interactions. The brain and body are stimulated in a unique and very "compatible" manner when outdoors. Particularly for the preschool child, the outdoor environment provides an increase in gross motor activity, rather limitless space for movement, choices, dialogue and social interaction, along with specialized observation experiences, role play, and risk-taking which ultimately yields strong academic outcomes when the results of these engagements are applied to other learning endeavors. Outdoor play and the outdoor environment can and should be a natural extension and part of any early childhood program.
Kips Bay
2:00pm-3:00pm
Presentation
It Takes a Village: Fostering a Supportive Relationship with Families for Students with Developmental Delays or Special Needs
Julie Blair, MED, MSD Program Lead (Special Education), Council for Exceptional Children (CEC), AZ; Stacy Rucker, MED, MS, Program Lead (Early Childhood), Grand Canyon University in Early Childhood Programs, AZ
Family interaction and involvement are essential to the growth and development of all children. Learning a child has developmental delays or other special needs can be difficult for families. There is strong evidence to show the impact positive parent interaction has on the learning outcomes for children with developmental delays. Families developing a relationship with both the teacher and other school-wide stakeholders can benefit the learning outcomes of these children. This presentation will focus on parenting children with developmental delays, home-school relationship, and parent support to achieve learning outcomes. The communication between school and home is the connection necessary to develop appropriate intervention strategies to support the social, emotional, cognitive, and physical development of young children with exceptional needs.
This INTERMEDIATE level session is offered for 1.0 ASWB continuing education clock hours. 1.0 NASP CPD credits offered.
Grand Ballroom
3:15pm-4:15pm
Presentation
Round and Round We Must Go: Building Community Through Circle Songs and Dances Marissa Curry, MA, Director of the Early Childhood Program, The Diller-Quaile School of Music, NY; Ingrid Ladendorf, MA, Early Childhood Advisor, The Diller-Quaile School of Music, NY; Caroline Moore, MA, Summer Music Study Program Director, The Diller-Quaile School of Music, NY For the young child, movement and song go hand-in-hand. In collaborative group circle games, the natural pairing of movement and music is enhanced through peer observation, cooperation, and fun. By exploring circle songs and dances from around the world, we can help our children to develop their musicality, and also their ability to work effectively with others. Come join us as we celebrate the young child's natural propensity for music, and as we expand your ability to facilitate collaborative, joy-filled, circle songs and dances in your classroom.
Crystal Ballroom
3:15pm-4:15pm
Presentation
Listening Ears in the Toddler Room? Developmentally Appropriate Discipline Strategies in the Toddler Environment
Donna Grover, El. Ed, Education Support Specialist, Goddard Systems, Inc, NJ
How do I discipline toddlers when they just don't listen? What is developmentally appropriate discipline? Let's remind ourselves that toddlers don't own "listening ears". They don't know what is a good choice or a bad choice. We will discuss strategies to create a calm environment while maintaining control at the same time. Participants will hear real life examples and share strategies that result in toddlers that are engaged and busy and nice to their friends! It is a struggle for us all, let's make it work! This BEGINNER level session is offered for 1.0 ASWB continuing education clock hours. 1.0 NASP CPD credits offered.
Sutton Place
3:15pm-4:15pm
Presentation
ABC, Easy as 123 - Behavior Management Tips and Techniques That Really Work! Rusty May, MA, Creator of SchoolToolsTv, Bullying & School Safety Foundation, DE When students act up in your classroom, are you searching for the perfect blend of actions and reactions to create a 'Five-Star' classroom? Learn how to quickly and effectively analyze a situation, intervene or refocus a student's actions, and allow the student to be integrated back into the classroom so learning can continue. Save the precious ingredients of time and energy as you allow students the opportunity to be successful. All of this and you maintain your dignity, no messy spills of temper and no burned egos. You WILL have time to teach. You will create the perfect recipe for good behavior. This BEGINNER level session is offered for 1.0 ASWB continuing education clock hours.
Gramercy Park
3:15pm-4:15pm
Presentation
Bibliotherapy: Using Children's Books to Help Young Children Understand Disabilities Elizabeth M. Elliott, PhD, Professor of Early Childhood Education, Florida Gulf Coast University, FL This presentation will demonstrate how early childhood teachers can develop activities using children's books in the inclusive classroom setting to help all children learn how to be sensitive to and understand children who have disabilities in their inclusion classrooms. A variety of typical children's books will provided for teachers to use and practice making creative classroom activities that help children understand many typical types of disabilities in the inclusion classroom. Each participant will leave the session with at least three activities that can be incorporated into their classrooms immediately. 1.0 NASP CPD credits offered.
Herald Square 3:15pm-4:15pm
Presentation
Movement and Meditation Experiences in the Classroom - Bringing Mindful Activities to Early Childhood Classrooms
Lauren Maples, Founder & Director, Bija Kids, NY
This interactive presentation will explore the importance of movement and mindfulness activities for children and ways to create these experiences in the classroom. Breathing practices, visualization techniques and walking meditation, specifically for children ages 2-6 years will be presented. Dance and yoga poses settings will be introduced, along with ways to incorporate them into your ongoing curriculum. We will discuss the value of moving in dynmanic ways both indoors and outdoors. Participants will develop an understanding of how movement and meditation support children in developing coping skills, flexibility of mind and body, critical thinking, focus and improved communication. Small group work, reflections and written materials will be provided for each participant.
1.0 NASP CPD credits offered.
Kips Bay
3:15pm-4:15pm
Presentation
The Changing Culture of Infancy: Revisiting the Importance of Infant-Caregiver Physical Contact for Early Social, Emotional, and Cognitive Development
Emily Little, MA, Doctoral Candidate, University of California, San Diego, CA
In modern industrialized culture, infants are carried in strollers, fed with bottles, taught with electronic toys, and entertained with tablet apps. This increased use of objects and technology with infants has come with a transition away from simple infant-caregiver physical contact, which is unique from a cultural and historical perspective. What are the implications of this shift in childrearing? This presentation will address the role of infant-caregiver physical contact in promoting social, emotional, and cognitive development from birth to three, backed by empirical evidence from anthropological, psychological, and medical research. Practitioners will learn not only the latest science behind infantcaregiver physical contact, but will also learn easy, cheap practices to promote increased physical contact among the parents and infants in the communities where they work.
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Lesson Plan- Institute for Creative Teaching
Paula Adamo, Department of Languages and Literatures (Spanish), University of Denver
Lesson title: Truly me.
Level: 3 rd year undergraduate Spanish (Spanish 2100: Conversation and Composition)
General class objectives addressed:
1. Develop skills in informal and formal communication and public speaking.
2. Develop advanced level proficiency in oral and written communication.
3. Reinforce correct pronunciation patterns and train the student in listening skills.
Specific class objective addressed:
1. Students will work on creating their own self-portraits.
Purpose:
1. Students will explore ideas of a self-portrait promoting a broader view of themselves by encouraging thinking in terms that go beyond traditional physical appearance (tall, short, brunette) and the most apparent personality traits (talkative, friendly, etc.) 2. Students will be able to choose a form of representation that could include different forms of visual arts, poetry or prose to create their own version of a self-portrait.
CRISPA themes:
Connections: Students will connect to the ideas of self-portrait by first exploring their own characteristics and then considering how those are perceived by someone else.
Risk-taking: All activities in this lesson have some degree of risk-taking that range from low to high. The warm up ("sharing something you cannot tell by looking at me") will involve different levels of risk-taking according to each student's choice of information shared. Students will be forced to see themselves through someone else's eyes ("what adjectives do you think others would use to describe you?") and this may involve risktaking to some. Students will have opportunities to volunteer but they will all have to share their form of representation at the end of class which for most will be high risktaking. For many students, just having to represent themselves in any way that is not written will involve risk-taking.
Imagination: Trying to think how others perceive us will require imagination. Finding a form of representation to describe themselves will require imagination. For some students this imagination maybe fanciful, for others intuitive, but for all interactive.
Sensory experience: Students are asked to think about adjectives that involve all senses. Students are invited to work with materials (tactile, visual) to create a form of representation.
Perceptivity: Some students may engage in a perceptive experience since they will have to further look at their piece in order to explain to the class how that piece represents them. It will require a further look into their own creation.
Active engagement: AE will be present throughout the class from the warm-up, to the brainstorming of adjectives, to the free writing activity and finally with the creation of their own form of representation and final sharing.
Timeline: This is a 50-minute lesson, during the first week of the quarter. The first day of classes, the syllabus and class expectations were discussed and students started to get to know each other. The next two lessons, students have discussed the sociohistorical context of the poem "Versos sencillos" by Cuban author José Martí and have explored his ideas and techniques of a self-portrait through poetry. This lesson is the fourth lesson of the week.
Materials: Students will need a piece of paper and pen/pencil. The instructor will bring visual art materials for students (construction paper, play-dough, water colors, glue, scissors, markers, crayons, other construction materials)
Class activities:
1. Warm up in a circle on the floor: I am _________ and one thing you cannot tell just by looking at me is that ….Instructor will be the first to share. (3-5 minutes).
2. Students are asked to write down ten different adjectives that they would use to describe themselves. They need to make sure that these adjectives represent all senses (smell, touch, sight, hearing) not just physical appearance and personality. (5 min)
3. Students are asked to do the same but thinking from someone else's point of view about them. How would someone else describe them? (3 min).
4. Students volunteer the most representative or unexpected (but accurate) adjective they used / someone else would use to for their description. Instructor will be the first to share. (3 min)
5. Free writing: Each student has five minutes to do free writing about themselves. They cannot stop or edit. (5 min).
6. They read it and make small edits and compare it with the lists they already have. Is there any adjective/idea missing that they would like to add? What title they would put? (4 min)
7. Students are asked to find an artistic form to represent themselves/ illustrate the main ideas that came from their free writing or the adjectives that they feel best represent them. They can use any form of representation (play-dough, coloring, water colors, poem, prose, etc). They have 15-20 minutes to do it.
8. Class sharing: All students share what they have done and briefly explain how that form of representation describes in groups of three. Three or four volunteers will be asked to share with the whole class. The instructor will share first. (5-10 min.)
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Swine Showmanship
Thoroughly wash your hog and be sure it is clean. Pay particular attention to the ears; scrubbing with your brush cleans them well enough. Take special care not to get water in the hog's ears because this affects its balance. Before returning a clean hog to the pen, check for, remove, and replace any soiled bedding.
Showmanship is one of the most important parts of a 4-H swine project. Showmanship is judged on your ability to effectively exhibit an animal to its best advantage in a competitive show ring environment. Advanced planning and practice at home are keys to becoming a good showman and gaining your hog's trust. Continued planning, practice, and neat appearance at the show will help you succeed at showing swine.
Wear clean, pressed jeans or slacks and a neat buttondown or collared sport shirt, not a T-shirt. Tuck in your shirt, and wear a belt for added neatness. It is best not to wear a cap, since it may take the judge's concentration away from the animal.
Your personal appearance is important when showing your hog. Dress neatly, and look like a livestock person. Wear leather shoes or boots for safety and appearance. If the animal steps on your foot, it is much easier for the hog's foot to slip off a leather boot than an athletic shoe, and leather shoes are thicker than canvas shoes.
Equipment Needed
Use a small hand brush and rag to brush the hog and as an additional driving tool. The brush needs to be small enough to fit in your back pocket or the palm of your hand.
A driving tool is required to guide or drive your hog. You can use a livestock cane, hog whip, riding crop, hog-driving stick, or plastic piping. Livestock canes or fiberglass driving sticks are the preferred tools.
Use a spray bottle of water to groom and cool the hog, but don't take the bottle into the show ring.
Before the Show
Just before entering the ring, mist the hog with water from your spray bottle. Brush the hog's hair the way it naturally lies—do not pull the hog's top straight back. This makes the top appear flat, and a flat top appears fat. Brush the hair with a natural part down the spine to give the hog the appearance of a meatier top.
Do not use oils or powders on a hog because these items make the animal hot. Packers are less likely to accept hogs that have oils or powders on them or hogs that have been clipped. Daily brushing and proper hair care can eliminate the need for clipping.
Practice Showing
Pretend a tree or other object is the judge. Work on moving around the object as you would around a judge in the show ring. Once you gain control of the hog, driving in a figure eight pattern provides practice for any show ring situation you might encounter.
A superior job in showing a hog starts long before the day of the show. Practice driving your hog at home to help control the hog and to polish your showing skills. This time working at home is crucial to build trust with your hog and to learn about one another so your hog will drive and act appropriately in competition.
In the Show Ring
Upon entering the ring, the hog may be excited and take off running. Calmly walk to your hog and take control by driving it 10–15 feet in front of the judge. Do not drive the hog any closer to the judge unless requested.
Be on time for your class. Being prompt shows you are organized and ready to work, and it is a courtesy to the other exhibitors.
Use your cane or driving stick to move the animal. Touch the animal from the forerib forward (shoulder and jowl area) to turn. If you want the hog to move to the right, touch its left jowl. If the hog needs to move to the left, touch its right side. Always drive forward by tapping below the rear hocks. Never beat or hit the hog. Keep the driving tool off the top, loin, and ham areas. Likewise, never place your hand on the hog's ham or loin.
Just because you have a cane or whip does not mean you have to tap your hog constantly. When the hog is moving, let it walk. Do not rush the hog. Use the driving tool only when you need to keep the hog moving from one point to another in front of the judge.
When walking your hog, calmly move with the hog, staying on the side opposite the judge. A slight bend at the waist may give you better control of the hog. Be relaxed. If you are calm, your hog will be calm and respond to your commands.
Always keep the hog between you and the judge; this provides the judge with a full view of your hog. When you move or change directions, switch the driving tool to the other hand. Try not to use your hands or knees to drive the animal. Younger exhibitors may have to use their hands or knees at times, but the only acceptable time to do this is during penning.
Be courteous at all times and aware of danger zones to avoid. One danger zone is groups of other hogs. If your hog gets in a group, let it work its way out. Do not block the view of another hog or exhibitor.
Another danger zone is a corner of the show ring. If your hog gets into a corner, place your brush on its snout. The hog will not like the bristles and should move from the corner.
In a group of hogs, your hog may engage in a fight. Do not jump between the fighting hogs. You may use the cane to assist in controlling the situation. Simply snare or hook your hog's nose and pull it away from the other hog. This will help separate the hogs so a ring man can get a board between the fighting animals.
If you are selected to be penned, do not stop showing your hog. Raise your hand, work your hog toward the pen area, and drive it into the designated pen, closing and latching the gate upon entering it. Do not wait for a ring man, but continue to move the hog to a pen as mentioned so the show can continue to move smoothly.
While in the pen, position your hog with its ham toward the show ring. This provides the judge with a view to easily evaluate the muscle and leanness of your hog. Have someone bring your spray bottle to the pen area. Spray and brush your hog, allow it to relax, but do not let it lie down.
If the judge sprinkles shavings or other materials on your hog, brush the substance off as inconspicuously as possible. This shows an awareness of what is going on, and it shows that you have pride in exhibiting your hog.
Make eye contact with the judge. This is important because good eye contact ensures you will not miss a cue to be penned or to follow some other request. Also, the judge is more likely to look at your hog.
When you leave the pen to reenter the show ring, close and latch the gate behind you. This show ring courtesy prevents other hogs from entering the pen and taking time away from the judge's view.
Be ready to answer questions about your project. The judge may ask any number of questions about your animal and the swine industry to find out what you have learned from your 4-H swine project.
When the class is over or you are dismissed, continue to show the hog as you leave the ring. Listen to the judge's comments, and learn from the experience of showing your animal.
Questions may be easy and include such items as the weight, gender, breed, age, or parts of the animal. They may also include carcass composition, swine management practices, feeding and nutrition, or marketing systems. Learn all you can, and be prepared for any type of question.
Return your hog to its pen. Be sure the gate is locked, and provide fresh water. Go back to the show, and try to learn more by watching other exhibitors.
Have Fun and Try Your Best
Remember: Just by participating, working hard, and doing your best, you are a winner! And above all, have fun showing your hog!
Always be courteous and respectful to show officials, the judge, and your fellow exhibitors. Be a gracious participant or winner. Be a good sport at all times, and accept setbacks with dignity. Be sure to congratulate exhibitors who had a good day in the show ring. Learn from your show experience, and strive to do better at the next show. Take time to write sponsors thank-you notes for assisting with awards from the show. All of these items will make you a good representative of your club, school, county, and family.
Publication 2212 (POD-10-15)
By R. Kipp Brown, Area Extension Agent III, Carroll County Extension Service, and F. Dean Jousan, Associate Extension Professor, Animal and Dairy Sciences. Adapted from Publication ANS 95-002B, North Carolina Extension Service.
Copyright 2015 by Mississippi State University. All rights reserved. This publication may be copied and distributed without alteration for nonprofit educational purposes provided that credit is given to the Mississippi State University Extension Service.
Produced by Agricultural Communications.
We are an equal opportunity employer, and all qualified applicants will receive consideration for employment without regard to race, color, religion, sex, national origin, disability status, protected veteran status, or any other characteristic protected by law.
Extension Service of Mississippi State University, cooperating with U.S. Department of Agriculture. Published in furtherance of Acts of Congress, May 8 and June 30, 1914. GARY B. JACKSON, Director | <urn:uuid:bc4d5f9d-442d-417f-86d3-cc25b377e5ea> | CC-MAIN-2017-26 | http://extension.msstate.edu/sites/default/files/publications/publications/p2212_0.pdf | 2017-06-28T12:21:31Z | crawl-data/CC-MAIN-2017-26/segments/1498128323680.18/warc/CC-MAIN-20170628120308-20170628140308-00689.warc.gz | 141,798,254 | 1,991 | eng_Latn | eng_Latn | 0.998734 | eng_Latn | 0.998805 | [
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Section III: What is needed to apply for college
Applying for college is not a simple process. There are some things parents and students need to do to ensure they make the most informed choice about which colleges to apply to is made. It is important to know the sequence and the steps to follow when applying for college. Following are some examples of what parents and students should do to learn more about the application process and about those colleges in which the student may be interested:
* Participate in college-related activities at high school.
* Request catalogs, financial aid information, and applications from specific colleges.
* Request materials and applications in a timely manner, and keep track of application deadlines.
* Review requirements for admission.
* If possible, visit the schools in consideration, or at least communicate with their representatives to get more information.
* Find out which test—the SAT or ACT—the institution requires and make arrangements to take the test.
* Identify at least three people who can write letters of recommendation. It is important to give these people as much time as possible to write and send the letters of recommendation.
* When preparing the college application(s), read the entire application carefully and follow the instructions. If the application is difficult to understand, seek help from a counselor, teacher, or person with experience and knowledge.
* It is good to practice filling out the application on a copy of the original, so that the original final version has no mistakes. Complete all sections of the application form, and double check all the facts for accuracy and correctness.
* Mail the applications on time, and ensure that all required materials such as transcripts, health certificates, application fees, and test scores also arrive to the institution on time.
* It is helpful to keep a list of the applications sent, as well as keep track of acceptances, rejections, and financial aid awards. If an acceptance letter is issued, it is important to communicate with the institution regarding the decision in a timely manner. It is equally important to meet deadlines when accepting or rejecting any financial aid awarded.
* Arrange for a final high school transcript to be sent to the chosen college upon graduation.
To find additional information about helping your child prepare for college, go to Student Aid Website at http://studentaid.ed.gov/PORTALSWebApp/students/spanish/parents.jsp . | <urn:uuid:289987e9-f537-4526-b301-54a22578d3d4> | CC-MAIN-2017-26 | http://surveys.schev.edu/students/Espanol/EnglishPDFs/SectionIII.pdf | 2017-06-28T12:14:03Z | crawl-data/CC-MAIN-2017-26/segments/1498128323680.18/warc/CC-MAIN-20170628120308-20170628140308-00684.warc.gz | 367,630,951 | 465 | eng_Latn | eng_Latn | 0.997636 | eng_Latn | 0.997636 | [
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RAINBOKING
OVERVIEW
The blood pythons of Southeast Asia are moderately-sized heavy bodied terrestrial boids with beautiful coloration. Blood pythons require moderately warm temperatures and HIGH HUMIDITY. They inhabit fairly swampy areas where they sit buried in damp leaf litter and much and will not tolerate dryness. A humid retreat (hidebox with damp moss) is good, but they will prefer to burrow in two or three inches of substrate that retains a bit of moisture (e.g., cypress mulch mixed with peat moss and covered with leaf litter). Provide several inches of moist mulch as substrate. Daily cage misting is essential to maintaining sufficient humidity.
| | ENVIRONMENT | | | | | |
|---|---|---|---|---|---|---|
| | Conditions » | Day Temp | 78-88°F | Night Temp | 76-82°F | Humidity |
| Heat Source » | | | | | | |
| | HOUSING | | | | | |
| | DIET | | | | | | | <urn:uuid:4f26f96e-4bcc-43d5-9655-c821de678dea> | CC-MAIN-2017-26 | http://nwzoo.com/pdf/Blood_Python.pdf | 2017-06-28T12:09:07Z | crawl-data/CC-MAIN-2017-26/segments/1498128323680.18/warc/CC-MAIN-20170628120308-20170628140308-00686.warc.gz | 293,928,683 | 258 | eng_Latn | eng_Latn | 0.997788 | eng_Latn | 0.997788 | [
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Animal Groups Are CATegorical™ www.brianpcleary.com
In addition, all birds . . .
* are born from eggs;
* breathe air;
* have a backbone (they're vertebrates);
* are warm-blooded. That means they make their own body heat. So their bodies' temperature always stays about the same.
And most birds . . . | <urn:uuid:86e4996d-6d4b-49d7-b72e-e3ccbf4d5ef4> | CC-MAIN-2017-26 | http://brianpcleary.com/animals/pdf/Poster_Birds.pdf | 2017-06-28T12:14:14Z | crawl-data/CC-MAIN-2017-26/segments/1498128323680.18/warc/CC-MAIN-20170628120308-20170628140308-00694.warc.gz | 63,023,875 | 76 | eng_Latn | eng_Latn | 0.998743 | eng_Latn | 0.998743 | [
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mentalhealthamerica.net
Coping with Loss: Bereavement and Grief
In our hearts, we all know that death is a part of life. In fact, death gives meaning to our existence because it reminds us how precious life is.
Coping With Loss
The loss of a loved one is life's most stressful event and can cause a major emotional crisis. After the death of someone you love, you experiencebereavement, which literally means "to be deprived by death."
Knowing What to Expect
When a death takes place, you may experience a wide range of emotions, even when the death is expected. Many people report feeling an initial stage of numbness after first learning of a death, but there is no real order to the grieving process. Some emotions you may experience include:
Denial
Yearning
Disbelief
Confusion
Shock
Anger
Humiliation
Despair
Sadness
Guilt
These feelings are normal and common reactions to loss. You may not be prepared for the intensity and duration of your emotions or how swiftly your moods may change. You may even begin to doubt the stability of your mental health. But be assured that these feelings are healthy and appropriate and will help you come to terms with your loss.
Remember: It takes time to fully absorb the impact of a major loss. You never stop missing your loved one, but the pain eases after time and allows you to go on with your life.
Mourning A Loved One
It is not easy to cope after a loved one dies. You will mourn and grieve. Mourning is the natural process you go through to accept a major loss. Mourning may include religious traditions honoring the dead or gathering with friends and family to share your loss. Mourning is personal and may last months or years.
Grieving is the outward expression of your loss. Your grief is likely to be expressed physically, emotionally, and psychologically. For instance, crying is a physical expression, while depression is a psychological expression. It is very important to allow yourself to express these feelings. Often, death is a subject that is avoided, ignored or denied. At first it may seem helpful to separate yourself from the pain, but you cannot avoid grieving forever. Someday those feelings will need to be resolved or they may cause physical or emotional illness.
Many people report physical symptoms that accompany grief. Stomach pain, loss of appetite, intestinal upsets, sleep disturbances and loss of energy are all common symptoms of acute grief. Of all life's stresses, mourning can
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seriously test your natural defense systems. Existing illnesses may worsen or new conditions may develop.
Profound emotional reactions may occur. These reactions include anxiety attacks, chronic fatigue, depression and thoughts of suicide. An obsession with the deceased is also a common reaction to death.
Dealing with a Major Loss
The death of a loved one is always difficult. Your reactions are influenced by the circumstances of a death, particularly when it is sudden or accidental. Your reactions are also influenced by your relationship with the person who died.
A child's death arouses an overwhelming sense of injustice — for lost potential, unfulfilled dreams and senseless suffering. Parents may feel responsible for the child's death, no matter how irrational that may seem. Parents may also feel that they have lost a vital part of their own identity.
A spouse's death is very traumatic. In addition to the severe emotional shock, the death may cause a potential financial crisis if the spouse was the family's main income source. The death may necessitate major social adjustments requiring the surviving spouse to parent alone, adjust to single life and maybe even return to work.
Elderly people may be especially vulnerable when they lose a spouse because it means losing a lifetime of shared experiences. At this time, feelings of loneliness may be compounded by the death of close friends.
A loss due to suicide can be among the most difficult losses to bear. They may leave the survivors with a tremendous burden of guilt, anger and shame. Survivors may even feel responsible for the death. Seeking counseling during the first weeks after the suicide is particularly beneficial and advisable.
Living with Grief
Coping with death is vital to your mental health. It is only natural to experience grief when a loved one dies. The best thing you can do is allow yourself to grieve. There are many ways to cope effectively with your pain.
Seek out caring people. Find relatives and friends who can understand your feelings of loss. Join support groups with others who are experiencing similar losses.
Express your feelings. Tell others how you are feeling; it will help you to work through the grieving process.
Take care of your health. Maintain regular contact with your family physician and be sure to eat well and get plenty of rest. Be aware of the danger of developing a dependence on medication or alcohol to deal with your grief.
Accept that life is for the living. It takes effort to begin to live again in the present and not dwell on the past.
Postpone major life changes. Try to hold off on making any major changes, such as moving, remarrying, changing jobs or having another child. You should give yourself time to adjust to your loss.
Be patient. It can take months or even years to absorb a major loss and accept your changed life.
Seek outside help when necessary. If your grief seems like it is too much to bear, seek professional assistance to help work through your grief. It's a sign of strength, not weakness, to seek help.
Helping Others Grieve
If someone you care about has lost a loved one, you can help them through the grieving process.
Share the sorrow. Allow them — even encourage them — to talk about their feelings of loss and share memories of
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the deceased.
Don't offer false comfort. It doesn't help the grieving person when you say "it was for the best" or "you'll get over it in time." Instead, offer a simple expression of sorrow and take time to listen.
Offer practical help. Baby-sitting, cooking and running errands are all ways to help someone who is in the midst of grieving.
Be patient. Remember that it can take a long time to recover from a major loss. Make yourself available to talk.
Encourage professional help when necessary. Don't hesitate to recommend professional help when you feel someone is experiencing too much pain to cope alone.
Helping Children Grieve
Children who experience a major loss may grieve differently than adults. A parent's death can be particularly difficult for small children, affecting their sense of security or survival. Often, they are confused about the changes they see taking place around them, particularly if well-meaning adults try to protect them from the truth or from their surviving parent's display of grief.
Limited understanding and an inability to express feelings puts very young children at a special disadvantage. Young children may revert to earlier behaviors (such as bed-wetting), ask questions about the deceased that seem insensitive, invent games about dying or pretend that the death never happened.
Coping with a child's grief puts added strain on a bereaved parent. However, angry outbursts or criticism only deepen a child's anxiety and delays recovery. Instead, talk honestly with children, in terms they can understand. Take extra time to talk with them about death and the person who has died. Help them work through their feelings and remember that they are looking to adults for suitable behavior.
Looking to the Future
Remember, with support, patience and effort, you will survive grief. Some day the pain will lessen, leaving you with cherished memories of your loved one.
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© Copyright 2016 | Mental Health America | Formerly known as the National Mental Health Association. MHA permits electronic copying and sharing of all portions of its public website and requests in return only the customary copyright acknowledgement, using "© Copyright Mental Health America" and the date of the download.
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Unifying Theme: Organisms
Essential Standards and Clarifying Objectives
1.L.1 Understand change and observable patterns of weather that occur from day to day and throughout the year.
1.L.1.1 Recognize that plants and animals need air, water, light (plants only), space, food and shelter and that these may be found in their environment.
1.L.1.2 Give examples of how the needs of different plants and animals can be met by their environments in North Carolina or different places throughout the world.
1.L.1.3 Summarize ways that humans protect their environment and/or improve conditions for the growth of the plants and animals that live there. (e.g., reuse or recycle products to avoid littering.)
1.L.2 Summarize the needs of living organisms for energy and growth.
1.L.2.1 Summarize the basic needs of a variety of different plants (including air, water, nutrients, and light) for energy and growth.
1.L.2.2 Summarize the basic needs of a variety of different animals (including air, water, and food) for energy and growth.
Unpacking
What does this clarifying objective mean a child will know, understand and be able to do?
1.L.1.1 Students know that living things need food, water, air, a way to dispose of waste, and an environment in which they can live. Students know animals eat plants or other animals for food and may also use plants (or even other animals) for shelter and nesting.
1.L.1.2 Students know people need water, food, air, waste removal and a particular range of temperatures in their environment, just as other animals (and plants) do. Students know that living things are found almost everywhere in the world. In North Carolina, from the coast to the mountains, students should observe how different environments support the needs of different organisms (fish/water, crab/seashore, raccoon/piedmont, elk/mountains). There are different kinds of organisms in different places.
1.L.1.3 Students know that humans depend on their natural and constructed environment and that humans can change the natural environment in ways that are beneficial or detrimental to humans or other living things. Students know that it is beneficial for humans to participate in activities that provide protection for the environment and/or improve the conditions of the environment for the growth of plants and animals that live there. Students know many materials can be recycled and used again, sometimes in different forms.
1.L.2.1 Students know plants are living things that need energy and grow. Students know plants need to take in water, nutrients and light (to make their own food) for energy and growth.
1.L.2.2 Students know animals are living things that grow and have basic needs for energy, air, and water. Animals depend on plants to provide them with energy directly or indirectly. Animals take in plants or other animals as an energy source. | <urn:uuid:736ea569-4b67-41e2-b8ff-45ce20b4dae2> | CC-MAIN-2017-26 | http://ghelearning.weebly.com/uploads/2/3/2/0/23209900/organisms-1.pdf | 2017-06-28T12:10:31Z | crawl-data/CC-MAIN-2017-26/segments/1498128323680.18/warc/CC-MAIN-20170628120308-20170628140308-00690.warc.gz | 158,703,447 | 606 | eng_Latn | eng_Latn | 0.996235 | eng_Latn | 0.996235 | [
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ESOL – English for Speakers of Other Languages
LEVEL 1
Credits: 20-25
Course Aim:
This course caters for international students with a Foundation to Pre-intermediate level of English. The topics support mainstream subjects and literacy skills for across the curriculum. There is an emphasis on all areas of English language to build a range of skills and develop confidence to write and speak in English.
Students who complete this course satisfactorily will be able to:
write simple texts with clarity using accurate sentence structure
communicate and have simple conversations in their second language
understand and use the 1000 vocabulary bank of frequent words
read texts at stage two of English Language Learning Progressions
achieve Level 1 and 2 NCEA ESOL credits in listening, speaking, writing and reading.
understand how certain text types use different language features.
Topics of study include: Antarctica, Environmental studies, Education, The Solar System, Planet Earth, Adventures, True Life Stories and Ancient Civilizations.
Text types studied: Recounts, Procedures, Instructions, Narratives, Information for Practical Purposes and Informative Texts.
Teacher contacts: Ms Chartres and Ms Skelton
ESOL – English for Speakers of Other Languages
LEVEL 2
Credits: 20 – 30
Course Aim:
This course caters for international students with an Intermediate level of English. The programme aims to develop and expand vocabulary and confidence with a range of text types for mainstream subjects. At this level there is a strong emphasis on writing with increased cohesion and fluency to meet the standard of ESOL Level 3 and English/ Literacy Level 1.
Students who complete this course satisfactorily will be able to:
write extended texts of 400+ words with clarity using a range of vocabulary, grammar and cohesive tools.
initiate and sustain conversations in their second language
understand and use the 2000 vocabulary bank of frequent words
read texts at stage three of English Language Learning Progressions
achieve Level 2 and three NCEA ESOL credits in listening, speaking, writing and reading.
achieve Level 1 Literacy for NCEA and Level 1 English NCEA credits
understand how certain text types use different language features.
Topics of study include: Explorers and Adventurers, Personal Challenges, Internationalization,
Famous People and Places, Careers, Mysterious Events, Natural Disasters, People and Mountains.
Text types studied: Historical and Personal Recounts, Creative Narratives, Information for
Practical Purposes, Evaluations, Informative Texts and Biographies.
Teacher contacts: Ms Chartres and Ms Skelton
ESOL – English for Speakers of Other Languages
LEVEL 3
Credits : 15
Course Aim :
This course caters for international students with an Upper – Intermediate level of English and concentrates on achieving English Literacy for University Entrance. There is a strong focus on writing and reading at NCEA English Level 2 and students learn to write fluently in a range of genres with increasing independence. They also develop skills in generating logical, coherent opinions and analyzing texts.
Students who complete this course satisfactorily will be able to:
participate in discussion and contribute valid and relevant ideas verbally with confidence
understand and use the 3000 vocabulary bank of frequent words
critically analyze written and visual texts and support ideas with convincing examples
write extended texts with fluency, clarity and a range of grammatical features appropriate for the text type.
discuss features and language choices in texts written to meet a range of purposes
self-edit and refine written work independently to meet requirements of NCEA English Level 2.
Topics of study include: Social Issues, Immigration, Culture, NZ History, Current Affairs, Race Relations, Freedom Fighters and Urbanization.
Text types studied: Recounts, Narratives, Feature Articles, Persuasive Texts, Discussions, Dramas and Interviews.
Teacher contacts: Ms Chartres and Ms Skelton | <urn:uuid:5bf61dd3-5f68-4e67-ac1c-1517df4fc907> | CC-MAIN-2017-26 | http://kvcollege.co.nz/wp-content/uploads/2013/11/ESOL-Level-1-2-and-3.pdf | 2017-06-28T12:11:20Z | crawl-data/CC-MAIN-2017-26/segments/1498128323680.18/warc/CC-MAIN-20170628120308-20170628140308-00690.warc.gz | 221,091,358 | 840 | eng_Latn | eng_Latn | 0.98756 | eng_Latn | 0.987509 | [
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2-24400 HWY 37 STURGEON COUNTY AB T8T 0E9 780-973-9191
Namao Electronic Use Policy
The advancement of technology continues to accelerate into the daily educational lives of our students. School is one of the important environments that students can learn to use technology for educational advancement, networking, and the innovation of ideas. We need to teach students how to use technology appropriately. Any student wishing to bring their wireless Personal Electronic Device (PED) to Namao must consent to the following:
2. The parent and student acknowledges that the wireless PED's may inadvertently or willfully connect to a cellular network or outside wireless access points through an unsecured connection, which may or may not result in data charges that Namao is not responsible for.
1. Namao School does not guarantee the privacy or security of any item stored on or transmitted by any wireless PED.
3. Namao School is not responsible for any loss or damage sustained to PED's. A student who brings their wireless PED's to school is personally responsible for the equipment as well as all security, maintenance and repair.
5. While on school premises the expectation of appropriate internet use will be applicable. PED's are not to be used at recess or break times unless work is being completed in a supervised classroom or library.
4. Students must store all PED's in their lockers unless they are instructed by a teacher to bring the devices to class for instructional purposes. At this time, cell phones are not permitted for personal use during the school day; however, teachers may allow students to use cell phones for instructional purposes.
Students using their personal laptops are required to have up-to-date
6. antivirus software installed.
7. Namao School reserves the right to:
- Access an individuals' PED at any time
- Monitor all activity in person and electronically
- Deem what is appropriate and not appropriate
- Confiscate PED's that are used inappropriately or used during inappropriate times. (Parental contact and pick up of PED's may be required)
Unacceptable Use:
- Do not attempt to disable or bypass any system monitoring, filtering or other security measures.
- Do not waste or abuse school resources through unauthorized system use (such as online gaming, internet radio, downloading music, watching videos, participating in chat rooms, checking personal email, facebook or twitter accounts).
- Do not attempt to use hacking tools or search for serial numbers or cd keys to access software that does not belong to you.
- Do not attempt to access or have pornographic, sexually explicit or illegal content on PED's.
- Do not post threatening or abusive comments about individual, or post threat to anyone (blog, wiki, chat, email etc).
- Do not use proxy sites to circumvent the school's firewall.
- Do not violate fair use and copyright laws.
- Do not download music from peer-to-peer networks such as ITunes, Limewire, Kazaa, etc.
- Do not plug laptops' into the hard wired network ports. Laptops must be fully charged prior to brining to school - Personal laptops must use wireless connectivity.
- Do not share networks usernames and passwords.
- Do not leave PED's unattended in hallways, classrooms, locker rooms, unlocked lockers etc.
- Do not upload pictures, audio or video recordings from the internet unless permission has been obtained from the teacher.
- Do not use PED's without teacher permission. Students must follow school and division guidelines at all times.
I have read the above Namao Electronic Use Policy and agree to adhere to all Namao School expectations and have my parents' permission to bring a Personal Electronic Device (PED) to school for academic purposes. This will be in effect for the period that I attend Namao School.
Student Name: ___________________________________________
Student Signature: ________________________________________
Parent Name: ____________________________________________
Parent Signature: _________________________________________
Date: __________________________________________________
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The Cisco Networking Academy ® program is designed to keep pace with the evolution of networking systems by providing innovative curricula and educational tools that help students understand the complexities of information and communication technologies (ICTs). Within this framework, the Cisco ® Packet Tracer e-learning software was developed to help Networking Academy students gain practical networking technology skills in a rapidly changing environment.
Cisco Packet Tracer
Cisco Packet Tracer is a powerful network simulation program that allows students to experiment with network behavior and ask "what if" questions. As an integral part of the Networking Academy comprehensive learning experience, Packet Tracer provides simulation, visualization, authoring, assessment, and collaboration capabilities and facilitates the teaching and learning of complex technology concepts.
Packet Tracer supplements physical equipment in the classroom by allowing students to create a network with an almost unlimited number of devices, encouraging practice, discovery, and troubleshooting. The simulationbased learning environment helps students develop 21st century skills such as decision making, creative and critical thinking, and problem solving.
Packet Tracer complements the Networking Academy curricula, allowing instructors to easily teach and demonstrate complex technical concepts and networking systems design. With Packet Tracer, instructors can customize individual or multiuser activities, providing hands-on lessons for students that offer value and relevance in their classrooms. Students can build, configure, and troubleshoot networks using virtual equipment and simulated connections, alone or in collaboration with other students. Most importantly, Packet Tracer helps students and instructors create their own virtual "network worlds" for exploration, experimentation, and explanation of networking concepts and technologies.
Features
Cisco Packet Tracer includes the following features:
* Makes teaching easier by providing a free, multiuser environment for instructors to easily teach complex technical concepts
* Makes learning easier by providing a realistic network simulation and visualization environment
* Provides authoring of learning activities, tasks, labs, and complex assessments
* Supports lectures, group and individual labs, homework, assessments, case studies, games, and competitions
* Supplements real equipment and enables extended learning opportunities beyond physical classroom limitations
* Simulates continuous real-time updates of underlying network logic and activities
* Empowers students to explore concepts, conduct experiments, and test their understanding
* Promotes social learning through a network-capable (peer-to-peer) application with opportunities for multiuser competition, remote instructor-student interactions, social networking, and gaming
* Supports the majority of protocols and technologies taught in the following Networking Academy curricula: Cisco CCNA ® Discovery, CCNA Exploration, and CCNA Security, and can also be used to teach concepts from IT Essentials and Cisco CCNP ® courses
| Layer | Cisco Packet Tracer Supported Protocols |
|---|---|
| Application | • FTP , SMTP, POP3, HTTP, TFTP, Telnet, SSH, DNS, DHCP, NTP, SNMP, AAA, ISR VOIP, SCCP config and calls ISR command support, Call Manager Express |
| Transport | • TCP and UDP, TCP Nagle Algorithm & IP Fragmentation, RTP |
| Network | • BGP, IPv4, ICMP, ARP, IPv6, ICMPv6, IPSec, RIPv1/ v2/ng, Multi-Area OSPF, EIGRP, Static Routing, Route Redistribution, Multilayer Switching, L3 QoS, NAT, CBAL , Zone-based policy firewall and Intrusion Protection System on the ISR, GRE VPN, IPSec VPN |
Cisco Networking Academy
In partnership with schools and organizations around the world, the Cisco Networking Academy program delivers a comprehensive learning experience to help students develop ICT skills for entry-level career opportunities, continuing education, and globally recognized career certifications. The curricula also help students build 21st century skills such as collaboration and problem solving by encouraging practical application of knowledge through hands-on activities and network simulations.
Networking Academy teaches ICT skills to students from virtually every socioeconomic background and region of the world. Students gain the skills needed to pursue networking careers in a variety of industries such as technology, healthcare, financial services, fashion, entertainment, and more. Students also gain access to a global support group, career developments tools, and social networking resources to help them become architects of the human network.
For More Information
Cisco Networking Academy: www.cisco.com/go/netacad
Courses and Certifications: www.cisco.com/go/netacadcourses
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Sexuality and gender based bullying in schools An equal opportunity fact sheet for staff
What is sexuality and gender based bullying?
Everyone knows about bullying in schools. But what if the bullying behaviour is sexual in nature?
All schools have a duty of care to their students and bullying should not be tolerated.
But does this zero tolerance extend to bullying behaviour that is sexual in nature, and does it apply to sexuality and gender diverse students at your school?
"Everyone has the right to be educated in a safe environment free from discrimination, harassment and bullying." WA Equal Opportunity Commissioner Yvonne Henderson.
Sexuality and gender based bullying can be similar to sexual harassment or sexual orientation discrimination.
It can be suggestive comments or jokes, insults or taunts, pictures, emails or texts sent by the bully and intrusive questions about a student's private life.
It can even be use of language such as another student saying, "that's so gay".
Is it against the law?
Yes, sexuality and gender based bullying can be against the law.
which can be a drain on emotions, time and
If the bullying behaviour is sexual in nature it can be sexual harassment.
Just as it can be sexual orientation discrimination if a student has been treated less favourably by staff or students because of their sexuality or their presumed sexuality.
resources for everyone involved. Staff need to be aware of their behaviour and attitudes and the behaviour and attitudes of their students to prevent this kind of bullying from existing in schools.
If a student feels they have been harassed or discriminated against they can lodge a complaint to the EOC or the Australian Human Rights Commission,
"When so many people tell you how disgusting you are, you start to feel disgust ing and at many times in my life, I know I have wanted to turn my back on the person looking at me in the mirror." Aiden, 18.
What is my responsibility under the Act as a staff member?
As a staff member you need to be aware of the harassment and discrimination laws that apply to you, your students and your school.
Training section offers state-wide training for staff and students about discrimination and harassment under the Equal Opportunity Act 1984.
Equal opportunity education and training for staff members is an important part of this process.
The EOC Education and
It is also important for staff to educate students about discrimination and bullying so that all students treat each other fairly.
What can I do?
Teach everyone
Whether you are teaching about abstinence or safe sex, make it clear your message applies to gender and sexuality diverse students.
privately challenge a comment or introduce a class activity later discussing racist, sexist, homophobic and transphobic terms and stereotypes and the effects they have on people in the community.
Challenge comments and jokes
Don't laugh at homophobic or transphobic jokes as by doing this you may be seen as encouraging unlawful behaviour.
challenging a comment to signal a caring attitude and zero
Consider publicly tolerance to bullying. If publicly challenging students is against your school policy, perhaps
Be a safe school
Sexually and gender diverse students often do not have support at home like other minority students and because of this they can be extremely vulnerable. They need to know there is an adult in the school who is safe to approach and they can trust. Aim to create a safe classroom environment respectful of difference.
Myth Busting!
MYTH: Homosexuality can be changed FACT: Psychologists agree that trying to change a person's sexuality is harmful. People cannot be 'cured' from being gay just as they cannot be 'recruited' to be gay, lesbian, bisexual or heterosexual.
MYTH: Gay men & lesbians don't have long-term relationships.
FACT: Gay, lesbian and bisexual people can be in long term relationships, be a member of a loving family and a part of the wider community.
MYTH: Bisexuals just can't make up their mind. FACT: The point is they have! Sexuality is a range between exclusively gay and exclusively heterosexual, and many people are naturally in between. Being bisexual doesn't mean you cannot be
Glossary of Terms
sexuality gender - The sense of self associated with cultural definitions of masculinity and femininity.
human throughout life and encompasses sex,
- Sexuality is a central aspect of being gender identities and roles, sexual orientation,
sexually eroticism, pleasure, intimacy and reproduction.
diversity - State of being diverse or different. sexual orientation - A person's sexual identity in relation to the gender to which they are attracted. trans - An umbrella term including transsexual and transgender.
- Sexual in nature.
transgender - A term used to describe a broad in a committed relationship with one person either!
MYTH: Trans people are confused about their gender.
FACT: Trans people feel very sure about what gender they are. If they weren't, they wouldn't risk exposure to bullying to live as that gender.
MYTH: If a person is with another person of the same sex they must be gay.
FACT: Sexuality can be fluid and some people experiment with their sexuality, this does not mean they are necessarily gay.
MYTH: All gay men are 'flaming' or effeminate and all lesbians are butch.
FACT: Lesbians and gay men have the same range of gender expression as heterosexual people range of gender identities and/or behaviours. This usually includes all trans people, but some transsexual or other gender diverse people prefer not to use this term.
transsexual - A person who lives as the opposite sex to the one assigned at birth and who may choose to undergo hormone therapy or surgery. intersex - A person born with reproductive organs, genitalia, hormones and/or sex chromosomes that are not exclusively male or female.
Disclaimer:
The material on this fact sheet is not intended to be legal advice. The Commissioner expressly disclaims any liability in respect to anything done or not done to any person in reliance upon any of the contents of this publication. | <urn:uuid:b33be0f7-f291-46a3-8c47-6daa7d96bdc3> | CC-MAIN-2017-26 | http://vivid.blob.core.windows.net/eoc-sitefinity/fact-sheets/lgbti-teachers-fact-sheetedd84d5bde9f62fcb668ff0000be6566.pdf?sfvrsn=2 | 2017-06-28T12:10:26Z | crawl-data/CC-MAIN-2017-26/segments/1498128323680.18/warc/CC-MAIN-20170628120308-20170628140308-00689.warc.gz | 429,800,449 | 1,202 | eng_Latn | eng_Latn | 0.998762 | eng_Latn | 0.998813 | [
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Nebraska's Unicameral Legislative Processs
A senator finds a problem that might be solved by creating a new law. He or she and their staff will do research prior to the legislative season.
Research a problem
& solution
Write a draft with cost estimates, name it (e.g. LB123) and introduce it as a bill in the first 10 days of session.
Committees will vote on the bill's worthiness to advance to the General File. At this time, citizens may attend public hearings and comment on it.
The full legislature debates to advance it or reject it, and may add amendments. A vote of 25 or more is required for advancement.
This step allows senators more time to consider and possibly ammend the bill again. A vote of 25 or more is required for advancement.
The bill must be read aloud unless 30 members vote to waive that rule.The bill may not be ammended or debated, but can be sent back to Select File.
The Governor has five days, excluding Sundays, to act on the bill.
Most bills passed become law three calendar months after the Legislature adjourns. Some may take effect sooner if they have a specific date or if they are an emergency.
Guru Graphics, Golden, CO © 2015 Lev Ropes
Fail
Fail
Fail
Fail
Veto
Advance
Write and introduce
draft
Add Amendments
Add Amendments
Final
Readin
g
Committees
Public Hearings
Select File
Governor
General File
30 Senators
may override
Advance
Sign
Advance
Nebraska
Law
Pass | <urn:uuid:c5a81d0e-15b8-49a6-b50c-430f673dbcbf> | CC-MAIN-2017-26 | http://socialstudiesne.wikispaces.com/file/view/NE%20Law%20chart%20for%20How%20a%20bill%20becomes%20a%20law.pdf/574062483/NE%20Law%20chart%20for%20How%20a%20bill%20becomes%20a%20law.pdf | 2017-06-28T12:08:40Z | crawl-data/CC-MAIN-2017-26/segments/1498128323680.18/warc/CC-MAIN-20170628120308-20170628140308-00691.warc.gz | 362,293,672 | 332 | eng_Latn | eng_Latn | 0.997872 | eng_Latn | 0.997872 | [
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Knowledge Matters
Restoring Wonder and Excitement to the Classroom
Building Knowledge
How Washoe's Core Task Project Revealed the Key to the Common Core and Reading Comprehension
By Torrey Palmer
A s a second- and third-grade teacher in the early 2000s, and a fifth- and sixthgrade teacher in the latter part of the decade, I developed as an educator under No Child Left Behind (NCLB). Like thousands of others during this era, I taught in a large, diverse district where we worked relentlessly to boost graduation rates and close achievement gaps, often on a shoestring budget.* My former district, Washoe County, Nevada, serves 64,000 students. Across 63 elementary schools, 39 percent of the students are Hispanic and 45 percent are white, with the rest being a diverse array. Sixteen percent are English learners and 48 percent receive free or reduced-price lunch. My colleagues and I were committed to ensuring an excellent education for each and every one of them— and we were especially focused on developing proficient readers.
Early on in my 10 years in the classroom, my literacy instruction focused on skills and strategies as learning outcomes. I expected my students to learn certain skills each week, and I built my lessons accordingly. Dictated by my school's basal series, this approach was further reinforced by my district's weekly pacing of target standards. My colleagues and I introduced a skill or standard on Monday, taught the standard throughout the week (often in leveled reading groups), and then gathered data from a common assessment on Friday. The following week we would introduce a new standard while attempting to remediate students who did not perform well the prior week. Not surprisingly, students in the remedial group were largely the same week after week. Common planning time was spent identifying activities or lessons that would enhance the week's focus skill or standard. As expectations for NCLB's "adequate yearly progress" ramped up, we ensured students had sufficient opportunities to practice with assessment question "stems" released by the state.
Though my colleagues and I were meeting regularly and there were many hours of professional learning offered, we never paused to discuss the unintended consequences of our efforts to double down on adequate yearly progress. Teaching reading is complex work. In our well-meaning push to accelerate our students' progress on discrete standards and skills, we were walking further and further away from research-based best practices for improving literacy.
In many ways, this was a product of the context in which we were working. In the NCLB era, standards-based teaching and learning prioritized this focus
* Nevada is ranked 43rd in per-pupil funding.
Top Three Takeaways
1. Some strategies that boost reading scores in the short term are counterproductive long term.
2. Younger grades should be privy to content curriculum if literacy is expected to prosper in later grades.
3. A responsive learning environment for teachers coupled with content-rich curriculum is necessary to improving literacy and vocabulary.
Torrey Palmer is a project director with TNTP; she supports districts in analyzing, selecting, and implementing curricular resources aligned to college- and career-ready standards. Previously, Palmer was a teacher and teacher leader with Washoe County School District in Reno, Nevada, where she co-created the Core Task Project, a nationally recognized model of professional development to support teachers in understanding and applying the Common Core standards for literacy.
In our push to accelerate our students' progress on discrete skills, we were walking away from best practices for improving literacy.
on discrete skills, isolating standards, and monitoring for mastery to yield the desired increases on the state and local benchmark assessments. To some degree, this approach worked in Washoe: We made slight gains on state assessments. But those gains were test specific; we'd found ways to obtain small boosts in scores through sustained and targeted test preparation. Our students were not really advancing as critical readers, writers, and thinkers.
In the younger, "untested" grades, teachers were beholden to a basal textbook that, despite offering strong programming in foundational skills, featured lowlevel texts and emphasized pushing state assessment stems into the primary grades as a means of gaining an additional advantage. This approach failed to provide students sufficient opportunities to master complex language, engage with rich content, or develop academic knowledge and vocabulary.
I ensured my students left second grade able to read. However, I generally did not follow their progress after they left me in June of each year. I didn't often think about how they read in fourth and fifth grades, or how their later achievement was related to my work with them in second grade. –Debbie Reynolds, second grade teacher
Shifting Toward the Common Core
When Nevada adopted the Common Core State Standards in 2010, I was teaching fifth grade. I was apprehensive about the standards, largely because they felt like one more initiative that we would have to implement with too little time and not enough support. Washoe's district leaders encouraged school administrators and teachers to approach the new standards in the same way we'd worked with the previous Nevada State Standards. Crosswalk documents, released district-wide, offered explicit guidance on where standards had moved under the Common Core, or highlighted subtle changes in language. We spent a huge amount of time analyzing these documents, but the district message was to continue with business as usual: We would focus on one standard at a time to teach reading comprehension.
In our district we had been doing what was called "Skill of the Week," where teachers focused on a single standard or reading skill for that week, assessing for mastery on Friday. –Aaron Grossman, then a teacher-leader in the district department of Curriculum & Instruction, now a fourth-grade teacher
It was within this context that I left the classroom, troubled by the deluge of policy mandates that interfered with (rather than aided) effective classroom practice. Frustrated but committed, in 2011 I became a district coach and, eventually, part of the department of Curriculum & Instruction, where my colleagues and I were tasked with rolling out the Common Core State Standards.
Given my experience as a teacher during the early implementation of the Common Core, I was surprised to discover—once I got closer to the standards themselves—that the standards did not focus on mastery of isolated skills. The supporting research for the standards, and the explanations accompanying the standards, called for an integrated approach to literacy instruction, one that prioritizes quality text, use of evidence, and building knowledge. These priorities
are articulated explicitly in the guidance on instructional shifts as well as in the introduction and appendices of the standards themselves.
What would these new priorities mean in practice? Under the Common Core standards, it is still essential that in the early grades students learn how to read (in other words, that they gain the foundational skills that Washoe was already teaching), and also acquire a solid foundation of broad content knowledge and vocabulary for later comprehension. With our basal texts, leveled readers, and assessment stems, we were hardly building any knowledge or vocabulary at all. Building content knowledge is an essential element of the Common Core, but in districts across the US it's all too often misunderstood or written off—as it was when my colleagues and I were encouraged to continue focusing only on skill development in our literacy lessons.
Part of the challenge in shifting the paradigm for literacy instruction is that most of us are already assuming that students gain knowledge in school—that they "learn stuff." Pre-NCLB, many students experienced primarily thematic units in school—lessons that integrated literature, science, history texts, and more, all related to a common theme; however, a challenge with this approach was that there were not common expectations for what students would learn. NCLB sought, critically, to promote equity and introduce some accountability for districts to ensure that students were meeting standards. In the process of implementation, however, many districts—like mine—lost their focus on academic content in the push to build skills. If we were to take the best from the past 25 years, it would be setting clear expectations for student performance and helping students meet those expectations with a content-rich curriculum.
The trend in elementary schools has been to emphasize skills and strategies rather than knowledge acquisition. The topics in the texts don't matter, this idea holds, as long as students have the opportunity to practice the required skills. The research supporting the Common Core standards sought to rectify this—to show that what students are reading about, hearing about, and discussing is just as important as which skills they are mastering. The knowledge students glean in the primary grades serves as a critical foundation for comprehending what they read later on, and indeed, for building the very literacy skills they need to understand any content they're given.
The great reading researcher Jeanne C. Chall introduced the concept of the "fourth-grade slump," or the deceleration of students' literacy achievement in later elementary grades and onward. The slump is the result of limited vocabulary and lack of exposure to broad content knowledge. It's particularly common among at-risk students in comparison to their more privileged peers, with at-risk children typically having fewer opportunities to learn academic words and concepts at home and at school.
While a content-rich curriculum seems to be an obvious solution, educators would need a collective understanding of why such a curriculum matters and the desired changes we all need to make to get there. In Washoe, this was new territory for all of us.
Introducing the Core Task Project
To address this huge implementation challenge, my colleagues Aaron Grossman, Cathy Schmidt, and I built the Core Task Project, an inquiry-based model of professional learning that evolved from our curiosity about what the authors of the Common Core truly intended in the design of the standards. Based on the one-to-one crosswalk alignment documents produced by the Nevada Department of Education, the Common Core didn't look substantially different from our old state standards; however, we believed the Common Core's introduction and appendices told a very different story.
The Core Task Project was different from many other professional learning opportunities around the Common Core because we attempted to deliver the message unfiltered: we did not want to layer our interpretation over the words of those who had carefully designed the standards. If the standards were designed with an integrated model of literacy, as described in the introduction, appendices, instructional shifts, and Publisher's Criteria, then we needed to ensure teachers had the opportunity to read and process those documents. If there were exemplar lessons modeling the integration of multiple standards to drive students toward a deep understanding of a carefully selected, high-quality text, we needed to ensure our teachers had the opportunity to try teaching those lessons.
We had to find a way to shift practice so that teachers were engaging all students in unlocking the meaning of high-quality texts, rather than focusing on mastery of discrete literacy standards. We were actually lucky that Washoe had no money, because "free" became one of the principles of the Core Task Project. I would comb the internet for high-quality content—video, podcast, print—of educators most intimately involved with the standards. And that is what we shared with teachers, so they could discover firsthand—or "unfiltered"—about the importance of text complexity, evidence, and building knowledge. –Aaron Grossman
To get there, the Core Task Project invited groups of teachers to engage with the research supporting the standards together, to collaboratively explore an exemplar lesson, and then to try teaching that lesson. The group would return two weeks later to debrief and reflect on next steps. Aaron, Cathy, and I culled teachers' reflections to determine the content for the next session. Instead of deconstructing standards or drilling down to isolated skills or standards, Core Task Project teachers asked for support in text selection, discussion strategies, and vocabulary routines; and that is what we shared. Over three years and eight to 12 sessions per cohort, teachers had time to understand the research on how to cultivate readers with solid skills and strong comprehension.
Even though this approach to professional learning isn't typical, it isn't new either. Over the past several decades, researchers have identified five essential features of effective professional development: content focus, active learning, coherence, duration, and collective participation. Yet, even professional development programs organized around these features are often ineffective. A recent metaanalysis found that only nine of 1,300 professional development studies yielded significant gains in student achievement. TNTP recently released The Mirage, a study of teacher development efforts across three large districts and one charter
A knowledgebuilding literacy curriculum just makes sense for kids.
management organization, which echoed the challenges of providing effective, evidence-based professional development. The Mirage found that despite huge investments in teacher support (and many success stories in terms of teacher satisfaction), there is little evidence that professional development is helping teachers get substantially better at scale. With the Core Task Project, we sought to approach professional learning in a way that would truly build teacher understanding and transform instructional practice in measurable ways.
As we approached teachers in the early stages of the Core Task Project, we made clear that we were not experts on the standards, but that teacher reflection and student learning would drive our work together. The evolution of the Core Task Project eventually led us to deeply explore the third instructional shift demanded by the Common Core: building knowledge.
Why "Building Knowledge"?
Students with prior knowledge or experience with particular topics can more readily make connections between what they are reading and what they know. The more students know about a topic, the stronger their framework for reading (and listening) comprehension. A knowledge-building literacy curriculum just makes sense for kids, but as we've seen, shifting from the randomly sequenced stories in the basal reader to such a curriculum would be an enormous change for many teachers and schools. The first barrier to making this shift is simply embracing the premise that knowledge, vocabulary, and literacy development start long before children begin learning to read, and that reading well depends on building broad knowledge. Actually finding high-quality materials and enhancing instruction is another huge barrier, one that requires a long-term commitment to intensive professional development and support.
Initially, when presented with a new, content-focused literacy curriculum, I was excited to teach these complex and rich topics to my second graders. They were topics that I believed were interesting, engaging, and challenging. Some I had never taught myself, and some it had been a long time since I'd learned about them myself. I was a little intimidated with some more than others. While I agreed to give the curriculum a try, it was not without skepticism. After all, it was, once again, something new! But once I jumped in, I was thrilled with how my kids took to the content—they loved it, and it really transformed our discussions and their writing! –Debbie Reynolds
Debbie Reynolds and a few of her K–2 colleagues volunteered to pilot a contentrich literacy curriculum at their school in Sparks, Nevada. Through these teachers' experiences with new materials that were radically different from the basal program they'd been using for nearly 10 years, we were able to chart a path for responsive and sustained support for teachers and school leaders as they opted into literacy materials driven by content. The Core Task Project model of professional learning was grounded in a commitment to changing instructional practice and challenging assumptions about what students are capable of through explicit, actionable opportunities to practice instructional shifts and modify instruction in the classroom, with ample time to reflect on student learning and plan next steps. Through teacher reflections and classroom observations, we gathered evidence of shifts in instructional practice as well as improved student learning.
Ongoing, Voluntary, and Effective: The Core Task Project's Model for Professional Learning
In 2015, Anthony Bryk et al. published a framework that could serve as a summary of much of the Core Task Project's work, Learning to Improve: How America's Schools Can Get Better at Getting Better. While we were not working together, the improvement process Bryk et al. describe is strikingly similar to our approach with the Core Task Project. In Learning to Improve, the authors show that our experience is not a one-off; rather, it is a replicable model with valuable lessons for districts across the country.
According to Bryk et al., a working theory of improvement answers three questions. The first asks, what are we trying to accomplish? In order to reverse the deceleration of reading achievement in later elementary grades and beyond, students need broad background knowledge and vocabulary to strengthen reading comprehension. In the Core Task Project, we drew on experts such as Dr. Catherine Snow, Dr. Dan Willingham, and Dr. Gina Cervetti and Dr. Elfrieda Heibert to frame a compelling case for change, offering all our stakeholders— including administrators—foundational content to build their understanding of why the shift toward content-rich curricula mattered so much. In the spirit of the Core Task Project, we shared this content unfiltered, engaging participants through readings and video excerpts.
The second question Bryk et al. pose is what change might we introduce and why? We aimed to introduce and implement a content-rich literacy curriculum to ensure all students had ample opportunities to build content knowledge and vocabulary. Finally, how will we know that a change is actually an improvement? While pilot teachers gathered evidence of incremental changes in discussion, writing, and reading comprehension in the earlier grades, as students come up through the grades, the goal is for reading comprehension to improve significantly in curriculum-embedded assessments and standardized comprehension assessments. A strong working theory of improvement would monitor for short-term changes over two to three months, mid-term goals over one to two years, and more substantial gains over three to five years.
While this theory of improvement, or something comparable, may seem overly simplistic, too often districts introduce a new literacy curriculum (contentrich or not) without addressing the reason for change at all. New curricula are typically introduced because the content area is next in the textbook adoption cycle—not because there has been any serious examination of students' needs or new research.
Once we had established our evidence-based theory of improvement behind this transition to content-rich curriculum, we turned to the critical phase of understanding the context for implementing change. "Common practice in education today is to go straight to large-scale implementation. Yet rarely do reformers operate under conditions where they truly know how to make a new idea work well, where the necessary capacity exists to execute it at scale, and where the workforce is ready to take on a new challenge," state Bryk et al. (p. 120).
My full staff wasn't ready the first year of implementation of the new curriculum. I knew I had teacher leaders that brought passion and enthusiasm so they became the early implementers. I wanted to ensure I had a strong core of teachers who were successful and could support their colleagues with implementation. By year two we had the capacity to support the content-rich curriculum. The passion and enthusiasm from the early implementers became inspirational and resulted in a powerful school-wide implementation.
–Tiffany McMaster, principal
Bryk et al. identify three considerations for analyzing institutional context: available know-how, organizational capacity and human capabilities, and the good will and engagement of those who are subject to the change. In the context of the Core Task Project, available "know-how" refers to the knowledge necessary to implement a content-rich curriculum. Do teachers, leaders, and support staff deeply understand the implications and inherent challenges in rolling out a content-rich curriculum? Are we prepared to address potential questions and challenges, such as how to monitor learning within current assessment and progress-monitoring expectations? What are the recommendations for intervention if students struggle? What supports are appropriate for English language learners? What time and support do teachers need to adequately prepare for content-rich lessons, especially with unfamiliar content? These are just some of the questions raised as we charted a path for implementation.
In Washoe, we developed "know-how" by working with one school as a pilot to test the waters with the new curriculum. During this pilot, we applied the principles described through Bryk et al.'s Plan-Do-Study-Act cycle, meeting with teachers monthly to gather feedback and to reinforce a low-stakes frame for implementation. After the initial enthusiasm for something "new" waned, teachers experienced a period of frustration as they struggled to find their instructional stride with materials that were fundamentally different. Questions about expectations of student mastery, how to manage instructional time, and engagement routines surfaced as teachers reflected on their teaching and student learning. Together, they problem-solved and returned to the classroom to try new approaches, while we gathered copious feedback about implementation. We were developing our "know-how" through the pilot teachers' successes and challenges with the new materials.
A third element in assessing the context for change is an analysis of the good will and engagement of those who will be subject to change. In today's educational context, how "initiative weary" are teachers? Will they be receptive to new learning and new materials? One of the biggest challenges in Washoe County proved to be the number of competing initiatives that were also placing demands on teacher time and capacity.
Washoe was embarking on a rigorous effort to improve STEM instruction and implement the Next Generation Science Standards, Student Learning Objectives, Social Emotional Learning, and many other equally important initiatives. We approached the district's regional superintendents to ensure that principals and teachers who opted to implement the new content-rich materials would not be stretched too thin from other initiatives. We held meetings for interested
principals and leadership teams, explicitly sharing with them the rationale and the time commitment for electing to roll out the new materials. Ultimately, we tried to ensure regional superintendents, principals, and leadership teams were keenly aware of the commitment it would take to do this work well.
After the first year, we had sufficient evidence to implement the materials with a larger group of schools, using the same Plan-Do-Study-Act cycle. Teachers met monthly to reflect, plan, learn a new strategy (such as discussion strategies, vocabulary routines, or strategic selection of texts), and prepare for implementation. Lesson demonstrations and collaborative professional learning, focused around the common materials, allowed teachers to reflect on student learning and their own learning needs each month. Teachers gave input on what they needed next to improve while facilitators continued to gather evidence of challenges and successes, observing classrooms when possible and still relying heavily on teachers' feedback in the monthly sessions. As teachers posed questions and challenges, facilitators logged them and found fresh content to advance the improvement cycles.
I was fortunate to have spent a year outside the classroom learning and working with teachers around the standards and the instructional shifts in practice. So I knew and deeply believed in the importance of background knowledge and vocabulary in reading comprehension. But when I returned to the classroom, actually making the leap to a content-rich curriculum was kind of terrifying. It felt like I was jumping into the unknown.
–Chris Hayes, then a teacher-leader with the department of Curriculum & Instruction, now a second-grade teacher
One request we heard often was for more specific guidance for writing tasks matched to the content-rich curricula. In response, session facilitators shared information on the rationale for the emphasis on source-based writing. In turn, a group of teachers worked together to develop document-based questions (DBQs) matched to the materials. Chris Hayes, curious to see what her second graders were capable of, gave her students a DBQ assignment on the War of 1812 last spring. While some students wrote long responses, others referenced a deep understanding in class discussion and playground chatter. Across the board, all of her students, including those receiving English learner and special education services, far exceeded her expectations. She found that in prior years, she had un derestimated what they were capable of reading and understanding.
More principals and teachers wanted to try the new content-rich curriculum because of what they were hearing from their peers.
Knowledge Matters
Second Grade DBQ – Core Knowledge -‐ The War of 1812
A Document Based Question (DBQ) is an authentic assessment whereby students interact with historical texts. A DBQ asks students to read and analyze historical records, gather information and fill in short scaffolding response questions, assimilate and synthesize information from several documents, and then respond (usually Document B
as a written essay) to an assigned task, by using information gleaned from the documents as well as their own outside information.
This DBQ is aligned with the Core Knowledge Listening and Learning domain,The War of 1812
follow the unit so that students have already been exposed to the knowledge and vocabulary gained from the
Document A
, the students will review the series of pictures and text to determine the factors that contributed to the start of the War of 1812. After reviewing the documents with partners and/or the whole
Writing Task:
People
Objects
Actions
Using evidence found in the following documents, your knowledge of our readings, and the at least four of the vocabulary words from ab
ove, please
describe the
events that
contributed to
the start
of the
War of
1812.
Teacher Notes:
1.
Students should be gi ven
the opportunity
to discuss
the documents
with partners
and/or small
groups. Students should not be expected to work through the documents independently. The
Look carefully at the map. What countries are labeled on the map?
2.
teacher should monitor their understanding of the documents through whole group discussion and
Where are men in this picture? Describe the expressions on the men's faces.
What do you think the dotted lines represent?
individual group monitoring before moving on to the independent writing task.
2. As a teacher, you know your students and where they are on the developmental spectrum in writing.
What do the ships represent?
After the students have a solid understanding of the documents, the students are expected to tackle 3.
Based on what you have learned about the time period, why do the men have these expressions?
the writing piece independently. However, please scaffold and support this writing as needed by your students. For example, you could provide additional support through shared writing beforehand as
4.
an example, or provide additional graphic organizers as needed.
3. Allow for several class sessions to complete this DBQ.
4. What connection can you find between Document A and Document B?
How does this document help to explain a reason why the War of 1812 began?
5. How does this document help to explain a reason why the War of 1812 began?
These student work samples illustrate the range of responses Mrs. Hayes received the first time she tried the DBQ about the War of 1812 with her second-grade students. It's important to note that even the student who is struggling with learning to write displays some understanding of the complicated topic—a topic that he engaged with enthusiastically in class discussion.
1.
2.
3.
Ultimately, through the Core Task Project, teachers were afforded a sheltered, responsive environment in which to transition to the new content-rich curriculum. In year three, Washoe expanded the shift from 21 to 30 schools— nearly half of the district's elementary schools—with many schools opting in because of the enthusiasm they'd witnessed in the early adopters. More principals and teachers wanted to try the new content-rich curriculum because of what they were hearing from their peers.
Bryk et al. highlight the importance of starting small to learn quickly. "A set of general principles guides the approach: 1.) Wherever possible, learn quickly and cheaply; 2) Be minimally intrusive—some changes will fail and we want to limit negative consequences on individual's time and personal lives; and 3) Develop empirical evidence at every step to guide subsequent improvement cycles" (p. 120). Aaron, Cathy, and I launched the Core Task Project based on these principles—starting small and then building to the large-scale implementation of a content-rich curriculum matched to the Common Core across Washoe County.
Washoe County School District will not be able to fully measure the impact of the content-rich materials for several more years. The long-range goal is to analyze student learning for those who have systematically been offered the opportunity to build knowledge on a variety of academic topics from kindergarten through fifth grade. But already at sites where teachers and principals have embraced the paradigm shift, they report that students have more to write about in the early grades, and that lunchtime discussions are surprisingly richer. Students are accurately using sophisticated vocabulary in discussion and writing, and sharing widely about their new knowledge of the world. Of course, there are also many challenges that may impede measurable growth—among them, offering teachers sustained professional support for using these materials effectively.
Over the course of our three years together in the Core Task Project, we developed a strong model of professional learning that honored and advanced instructional expertise, a formula that is reinforced in Learning to Improve. A critical piece of effective professional learning, which The Mirage also highlights in its case study of a charter management organization, is fostering a culture of continuous improvement for teachers. At the heart of the Core Task Project was exactly this: an effort to give teachers and school leaders a process and space for continuously reflecting on their practice, testing new approaches, receiving feedback, and refining their practice yet again.
Unfortunately, the Core Task Project chapter closed, almost at the same time as TNTP released The Mirage in the summer of 2015. We managed to reach around 3,000 teachers with the Core Task Project messaging, though in terms of sustained investment, the number was closer to 300 teachers. The Mirage illuminates the immense challenges of identifying, scaling, and sustaining high-quality professional learning, compared with the costly—and ineffective— investment that often prevails. Even in Washoe County, the Core Task Project was just one of possibly hundreds of professional learning efforts, some effective, others less so. In Washoe and districts throughout the nation, a huge part of the problem is that the vast majority of the professional development efforts have no mechanism for reliably assessing their impact on teacher practice.
States have the flexibility to incentivize districts and schools to take a long-term approach to developing strong readers by building knowledge and vocabulary.
Moving Forward with the Common Core
This is what I didn't know as a teacher in Washoe during the very early days of the Common Core: These standards are truly a step toward a stronger instructional future. In many ways, the Common Core presents an unprecedented opportunity to bring together the best pieces of our preNCLB, thematic approach to literacy instruction and the NCLB era's focus on adequate yearly progress. By using content-rich curricula, students will build the knowledge base, vocabulary, and comprehension skills necessary to engage with rigorous content as they grow.
Now, with NCLB replaced by the Every Student Succeeds Act, states have the flexibility to incentivize districts and schools to take a long-term approach to developing strong readers by building knowledge and vocabulary. However, this will require that parents and stakeholders hold district and state decision makers accountable for ensuring all students have access to high-quality, content-rich curricula, and that teachers are afforded strong professional learning and support to implement these materials well. This will not be an easy lift, considering the dominance of a skills-heavy approach over the past 15 years. It will require state and local education leaders to be critical consumers of the range of materials and professional learning available.
Effective implementation of the Common Core State Standards is deeply complex. To get there successfully, professional learning efforts will need to give teachers ample opportunities to engage with the instructional shifts, practice, receive feedback, reflect together, and use student learning to drive changes to their practice. We must be willing to collaboratively investigate the best ways to build student knowledge if we are to improve literacy instruction at scale and see better outcomes for all students.
Knowledge Matters is a campaign to make building knowledge Job One for American education.
It's time to restore history, science, geography, art, and music to the education we give to all students, especially those least likely to gain such knowledge outside school. Greater comprehension, critical thinking, curiosity, and equality will be our reward.
Robert Pondiscio
Executive Director email@example.com
Lisa Hansel
Director
firstname.lastname@example.org
Knowledge Matters
Campaign Steering Committee
Leslye Arsht, Chief Executive Officer and Co-founder of StandardsWork;
Michael Casserly, Executive Director of the Council of the Great City Schools;
Ron Fairchild, Chief Executive Officer of the Smarter Learning Group and Senior Consultant for the Campaign for Grade-Level Reading;
Chester E. Finn, Jr., Distinguished Senior Fellow and President Emeritus of the Thomas B. Fordham Institute;
Kati Haycock, President of The Education Trust;
E. D. Hirsch, Jr., Founder of the Core Knowledge Foundation;
Joel Klein, Chief Policy and Strategy Officer of Oscar Health Insurance and former Chancellor of the New York City Department of Education;
Robert Pondiscio, Senior Fellow and Vice President for External Affairs of the Thomas B. Fordham Institute;
Ralph Smith, Senior Vice President of the Annie E. Casey Foundation and Managing Director for the Campaign for Grade-Level Reading; and
David Steiner, Executive Director of the Johns Hopkins Institute for Education Policy and former New York State Commissioner of Education.
Campaign Scientific Advisory Board
Marilyn Jager Adams, Visiting Scholar, Brown University;
Donald Compton, Professor of Psychology and Education, and Associate Director, Florida Center for Reading Research, Florida State University;
Anne E. Cunningham, Professor and Head Graduate Adviser, Cognition and Development, Graduate School of Education, University of California, Berkeley;
Nell K. Duke, Professor of Literacy, Language, and Culture, Combined Program in Education and Psychology, University of Michigan;
Claude Goldenberg, Nomellini & Olivier Professor of Education, Graduate School of Education, Stanford University;
David Klahr, Walter van Dyke Bingham Professor of Cognitive Development and Education Sciences, Department of Psychology, Carnegie Mellon University;
Danielle McNamara, Professor, Department of Psychology, Arizona State University;
Susan Neuman, Professor, Early Childhood and Literacy Development, Steinhardt School of Culture, Education, and Human Development, New York University;
Timothy Shanahan, Distinguished Professor Emeritus of Urban Education at the University of Illinois at Chicago; and
Daniel Willingham, Professor of Psychology, University of Virginia. | <urn:uuid:63d01684-1dbe-4ea5-b3c1-58317d68c383> | CC-MAIN-2017-26 | http://knowledgematterscampaign.org/wp-content/uploads/2016/05/Palmer-brief.pdf | 2017-06-28T12:14:26Z | crawl-data/CC-MAIN-2017-26/segments/1498128323680.18/warc/CC-MAIN-20170628120308-20170628140308-00689.warc.gz | 232,857,689 | 8,443 | eng_Latn | eng_Latn | 0.981818 | eng_Latn | 0.998008 | [
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Overigen > Boeken, atlassen & software > Handboeken > Observer's Handbook 2017
Observer's Handbook 2017
Model: ROB_OHB-2017 Artikel: Observer's Handbook 2017 Fabrikant: Robtics The Observer's Handbook is a 352-page guide published annually since 1907 by The Royal Astronomical Society of Canada. Through its long tradition and the expertise of more than 60 contributors, the Observer's Handbook has come to be regarded as the standard North American reference for data on the sky. The material in the Handbook is of interest to professional and amateur astronomers, scientists, teachers at all levels, students, science writers, campers, Scout and Guide leaders, as well as interested general readers. The Observer's Handbook is an integral part of many astronomy courses at the secondary and university levels, and it should be on the reference shelf of every library. The various sections in the Observer's Handbook are of two kinds:
Upcoming Astronomical Events Sections dealing with astronomical events that occur during the current year. Information includes:
» times of sunrise and sunset;
» moonrise and moonset (for latitudes 20º to 60º N);
» Moon phases and other lunar phenomena;
» conjunctions, elongations, etc. of the planets;
» eclipses and transits;
Voor meer informatie - email@example.com Pagina 1/2
PDF creatiedatum : woensdag, 28 juni 2017
Overigen > Boeken, atlassen & software > Handboeken > Observer's Handbook 2017
Observer's Handbook 2017
» location of the planets, dwarf, and minor planets;
» returns of periodic comets;
» times of meteor showers;
» predictions of occultations by the Moon and by planetary bodies;
» the orbital positions of the brighter satellites of both Jupiter and Saturn; and
» predictions of the cycles of many variable stars.
A 24-page section, “The Sky Month By Month,― gives an extensive listing of events for each month of the year.
Astronomical Reference Information Sections dealing with astronomical data and other information that does not vary much from year to year (although revisions are made annually to ensure that the information is the best available). Information includes:
» a section on observing artificial satellites;
» this year’s feature starfieldâ€"Coma Berenices;
» orbital and physical data on the planets and their satellites;
» astronomical and physical constants;
» some optical properties of telescopes and binoculars;
» a section on the electromagnetic spectrum;
» information on filters for astronomical observing;
» light pollution and sky transparency;
» a description of the various systems of specifying time;
» information on the Sun including sunspots and aurorae;
» sections on solar and lunar observing;
» sections on astronomical sketching and digital photography
» essay on deep-sky objects
» section and observing list "Wide-Field Wonders"
» a list of meteorite craters in North and Central America;
» advice on using the Observer's Handbook for teaching astronomy;
» information on the Gegenschein and zodiacal light;
» a section on sky phenomena;
» 40 pages of authoritative tables dealing with stars, star clusters, nebulae, and galaxies; and
» maps of the Moon and of the entire stellar sky
Voor meer informatie - firstname.lastname@example.org Pagina 2/2
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I Will Be Thankful
Opening Song ~ A Song of Thanks (Primary Hymnbook; Hymn 20a)
Opening Prayer
Scripture ~ Open Scriptures to Psalms 100:4, and read. To reinforce the idea that goes with the lesson you can say, "We need to thank our Heavenly Father for all our blessings."
Scripture Story ~ Nephi and his Family Give Thanks to Heavenly Father
After Nephi and his brothers came back with the brass plates,
His family all prayed together and thanked the Lord.
It is important to remember our blessings that Heavenly Father has given us.
Praying is a great way to show our thanks to Heavenly Father.
Activity ~ I am Thankful Pictures!
Write "thank you!" at the top of a page and color a picture for someone who you are thankful for! You can color pictures to other people in your family, grandparents, church leaders, and even friends! Give the pictures to the people you colored them for soon! I have created a "Thank you!" page already – it is actually the coloring page for this week! Follow my link, or feel free to make your own!
Coloring Page ~ Thank you! (See activity)
Closing Song ~ Thanks to our Father (Primary Hymnbook; Hymn 20b)
Closing Prayer
Treat ~ Suggested treat ~ something pumpkin! | <urn:uuid:5bbece22-664a-4575-ade5-12b94a8b5bfa> | CC-MAIN-2017-26 | http://familynight.weebly.com/uploads/3/5/9/1/3591589/i_am_thankful_1_pager.pdf | 2017-06-28T12:20:36Z | crawl-data/CC-MAIN-2017-26/segments/1498128323680.18/warc/CC-MAIN-20170628120308-20170628140308-00695.warc.gz | 134,668,318 | 285 | eng_Latn | eng_Latn | 0.998127 | eng_Latn | 0.998127 | [
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Sexuality and gender based bullying in schools An equal opportunity fact sheet for parents/care givers
What is sexuality and gender based bullying?
Everyone knows about bullying in schools. But what if the bullying behaviour is sexual in nature?
All schools have a duty of care to their students and bullying is not tolerated.
Sexuality and gender based bullying can be similar to sexual harassment or sexual orientation discrimination.
But does this zero tolerance extend to bullying behaviour that is sexual in nature, and does it apply to sexuality and gender diverse students at your child's school?
Is it against the law?
Yes sexuality and gender based bullying can be against the law.
If the bullying behaviour is sexual in nature it can be sexual harassment.
Just as it can be sexual orientation discrimination if a student has been treated less favourably by staff or students because of their sexuality, their perceived sexuality or the sexuality of their family or friends.
"It can be really hard to be out at school. When my girlfriend and I were bullied, it helped to talk about it with my mum and teachers." Alex
It can be suggestive comments or jokes, insults or taunts, pictures, emails or texts sent by the bully and intrusive questions about a student's private life.
It can even be use of language such as another student saying, "that's so gay".
What can I do about it?
Speak to a school staff member
Every school has an anti-bullying policy and procedure that may include gender and sexuality diverse bullying, so make sure you ask the principal or staff about the school's complaint procedure, this way you can bring the bullying behaviour to the attention of the school which has the responsibility to make sure the behaviour doesn't continue.
"As a parent of a lovely daughter who is also in a committed lesbian relationship I know just how special that relationship is to my daughter and myself. I would urge all parents to support their gay children." John Wilson
Lodge a complaint with the EOC
If your child or you feel you have been harassed or discriminated against you can lodge a complaint to the EOC or the Australian Human Rights Commission.
"Everyone has the right to be educated in a safe environment free from discrimination, harassment and bullying." WA Equal Opportunity Commissioner Yvonne Henderson.
Where can I go for help?
The staff at your child's school
Australian Human Rights Commission
Approach a staff member you can trust.
Freedom Centre www.Freedom.org.au firstname.lastname@example.org PH:(08)9228 0354 AIDS Council PH:(08)9482 0000
Equal Opportunity Commission
www.eoc.wa.gov.au email@example.com
PH:(08)9216 3900
TTY:(08)9216 3936/ Toll Free:1800 198 149
www.hreoc.gov.au firstname.lastname@example.org
Telephone: (02) 9284 9600
Complaints Infoline: 1300 656 419
Parents, Family & Friends of Lesbians & Gays (PFLAG)
email@example.com Helpline (08)9228 1005
WA Gender Project
firstname.lastname@example.org www.wagenderproject.org
Myth Busting!
MYTH: Homosexuality can be changed FACT: Psychologists agree that trying to change a person's sexuality is harmful. People cannot be 'cured' from being gay just as they cannot be 'recruited' to be gay, lesbian, bisexual or heterosexual.
MYTH: Gay men & lesbians don't have long-term relationships.
FACT: Gay, lesbian and bisexual people can be in long term relationships, be a member of a loving family and a part of the wider community.
MYTH: Bisexuals just can't make up their mind. FACT: The point is they have! Sexuality is a range between exclusively gay and exclusively heterosexual, and many people are naturally in between. Being bisexual doesn't mean you cannot be
Glossary of Terms
sexuality gender - The sense of self associated with cultural definitions of masculinity and femininity.
human throughout life and encompasses sex,
- Sexuality is a central aspect of being gender identities and roles, sexual orientation,
sexually eroticism, pleasure, intimacy and reproduction.
diversity - State of being diverse or different. sexual orientation - A person's sexual identity in relation to the gender to which they are attracted. trans - An umbrella term including transsexual and transgender.
- Sexual in nature.
transgender - A term used to describe a broad in a committed relationship with one person either!
MYTH: Trans people are confused about their gender.
FACT: Trans people feel very sure about what gender they are. If they weren't, they wouldn't risk exposure to bullying to live as that gender.
MYTH: If a person is with another person of the same sex they must be gay.
FACT: Sexuality can be fluid and some people experiment with their sexuality, this does not mean they are necessarily gay.
MYTH: All gay men are 'flaming' or effeminate and all lesbians are butch.
FACT: Lesbians and gay men have the same range of gender expression as heterosexual people.
range of gender identities and/or behaviours. This usually includes all trans people, but some transsexual or other gender diverse people prefer not to use this term.
transsexual - A person who lives as the opposite sex to the one assigned at birth and who may choose to undergo hormone therapy or surgery. intersex - A person born with reproductive organs, genitalia, hormones and/or sex chromosomes that are not exclusively male or female.
Disclaimer:
The material on this fact sheet is not intended to be legal advice. The Commissioner expressly disclaims any liability in respect to anything done or not done to any person in reliance upon any of the contents of this publication. | <urn:uuid:dca41e5b-28d8-40b1-a3d0-d967e1e67caa> | CC-MAIN-2017-26 | http://vivid.blob.core.windows.net/eoc-sitefinity/fact-sheets/lgbti-parents-fact-sheetb3d84d5bde9f62fcb668ff0000be6566.pdf?sfvrsn=2 | 2017-06-28T12:09:58Z | crawl-data/CC-MAIN-2017-26/segments/1498128323680.18/warc/CC-MAIN-20170628120308-20170628140308-00695.warc.gz | 412,446,950 | 1,192 | eng_Latn | eng_Latn | 0.997004 | eng_Latn | 0.998016 | [
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Effective Use of Dialogue to Move the Story Forward
Add dialogue to your stories and see what a difference it makes. You might notice dialogue makes the story stronger orally and more interesting.
Find a small group or a partner to work with. Change the following narrative to dialogue. Experiment with the various ways you can craft the conversation.
* Mama Bear called her family to the table for breakfast.
* Baby Bear complained his porridge was too hot.
* Papa Bear suggested they all go for a walk.
* Goldilocks saw three bowls of porridge sitting on the table.
* Goldilocks thought the chairs looked comfy.
* Goldilocks grew tired.
* Papa Bear could see that someone had been in the house.
* Mama Bear was upset that someone had been sitting in her chair.
* Baby Bear could not believe his eyes when he saw Goldilocks in his bed.
* Goldilocks told the bears she would never come back again.
* The shepherd boy told the farmer he wanted a job.
* The farmer told the shepherd boy his sheep were the most important thing he had.
* The boy thought watching sheep was really boring.
* The villagers told the shepherd boy they were very angry he had tricked them.
* The boy told the villagers he really had seen a wolf.
* The farmer told the boy that he couldn't work for him any more.
* The step-mother told Cinderella to do all the jobs.
* The soldiers came to the house and told everyone there would be a ball at the castle.
* The step sisters told Cinderella to curl their hair and polish their shoes.
* Cinderella really wanted to go to the ball, too.
* The fairy godmother told Cinderella to dry her tears.
* The fairy godmother told Cinderella to bring her a fat pumpkin and then she turned it into a carriage.
* Cinderella told the fairy godmother she had nothing to wear to the ball.
* The fairy godmother told Cinderella to be home by midnight.
* The prince asked Cinderella to dance.
* The shoes were much too small for those two sisters. | <urn:uuid:becefa24-ce9d-4fac-be96-2a5e82dce650> | CC-MAIN-2017-26 | http://sue-black.com/pdfs/KT-Dialogue.pdf | 2017-06-28T12:25:00Z | crawl-data/CC-MAIN-2017-26/segments/1498128323680.18/warc/CC-MAIN-20170628120308-20170628140308-00698.warc.gz | 385,493,349 | 425 | eng_Latn | eng_Latn | 0.999792 | eng_Latn | 0.999792 | [
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Soldier's Life
Training
To be an effective soldier in the Civil War, a man needed to know much more than how to drill on the parade ground and how to fire his musket. It was mostly the hard school of experience that turned a green recruit fresh from his country home into a lean, weather beaten soldier who was able to march all night and fight all day on scant rations. Many volunteers did not survive long enough to make the transition. Adaptation to army discipline and regimentation was one of the first trials of the new soldier. The idea of showing respect to and obeying the orders of a higher-ranking soldier irrespective of that person's prewar social standing, family, or wealth required a major psychological adjustment for many men.
Providing for physical needs posed severe difficulties in Civil War armies. Soldiers had to learn how to properly cook the rations that were issued to them and how to forage for supplemental food. They learned what they could do to help prevent scurvy, typhus and other camp diseases.
Bad water and poor sanitation caused the death of many soldiers. Survivors learned the value of proper sewage disposal and the necessity of clean drinking water. They learned how to build shelters to protect themselves from the elements and how to make repeated all-day marches and they also learned the necessity of maintaining their clothes, shoes and weapon.
Infantryman's Equipment
Volunteers went off to fight at the beginning of the war with a great deal of baggage-both army-issued equipment and personal items. In the early days of the war, a soldier carried ten pounds of gun: eighty rounds per man of ball cartridge, one pound of powder and five pounds of lead. Heavy equipment included; knapsack, haversack, three-pint canteen, all full with 3 days rations, rubber blanket, woolen blanket, shelter tent, full winter clothing, tin cup, tin plate, knife, fork, spoon, stationery, photographs, journal, Bible, tobacco, pipes, comb and brush, shaving tools, sewing kit, toothbrush, soap and whatever other gear did not hang from hooks on their belts.
Soldiers had to carry their own gear and weapons and they soon discarded all but the essentials. Many soldiers even quit carrying extra clothes, just wearing what they had on.
The haversack, a foot-square canvas bag with a waterproof lining, a buckled flap, and a strap that was slung over the right shoulder, became the soldiers' indispensable carryall. It was designed to hold three days' rations, but the men would usually eat them all on the first day rather than carry the weight. This left the haversack free to carry a few personal items and most important, apples, blackberries, and other forage.
Body Armor
When the fighting started in 1861, many North and South inventors began producing metal shields, helmets, and vests promoting them as being bulletproof. Both governments tested and considered issuing armor to their men, but both rejected the idea, primarily because of the cost, which depending on the design would range from $5 to $15 per man. One ad for armor in Harper's Weekly claimed its product had been "repeatedly and thoroughly tested with plated bullets at 10 paces, rifle bullets at 40 rods, by many army officers and is approved and worn by them," but when the soldiers tested them, the results were tragic.
In the first year of the war many men bought their armor privately; some entire regiments were outfitted with it before marching off to battle. Soon, however, bulletproof vests and the men who wore them were held in contempt by their fellow soldiers. The armor was hot, heavy and uncomfortable and because the extra 10 pounds of steel plate was too much to be carried on long marches, thousands of vests were discarded in roadside ditches.
Army Headgear
Hats provided soldiers warmth in winter and shade in summer, offered some protection from rain, and served as handy bags for carrying foraged eggs and blackberries.
The styles of hats most commonly worn during the Civil War were the forage cap and its cousin the kepi. The original 1858 forage cap had a narrow leather visor and a high crown with a round, usually perfectly flat, top that flopped forward at a sharp angle. The kepi was a french-style forage cap with a lower crown and a top that tilted at a smaller angle. Where the top of a forage cap was flat, a kepi usually had a raised roll around the outside of the round, otherwise flat, top.
Confederate regulations called for the color of a kepi to match the wearer's branch of service; red for artillery, yellow for cavalry, dark blue for staff, and light blue for infantry. Most, though, were some shade of gray because of dye shortages. Officers added gold braid; one strand denoted a lieutenant, two a captain, three a field officer and four a general.
The Hardee hat, a stiff, high-crowned, wide-brimmed style that was the official dress hat for union officers and enlisted men, was universally disliked. Union soldiers modified it or discarded it for headgear more to their liking, usually choosing kepis or forage caps.
Some units became known for their distinctive headgear. Wisconsin's "Black Hat Brigade" was so named for the color of headgear all of its members wore. Zouave units wore a wide variety of tasseled turbans and other exotic hats. The 79th New York, called the Cameron Highlanders wore the style of cap called the glengarry for dress occasions and at the start of the war when they marched from New York into Washington. In battle however, they wore the chausser style kepi with the small New York State seal button on the side. While their fellow Scotsmen in the 12th Illinois wore tam-o'-shanters.
One additional item given to Civil War soldiers on both sides was the havelock, a cap cover made popular by Sir Henry Havelock of the British army in the Sepoy Rebellion in India in 1857. Made of white linen or cotton, the havelock was to be worn over the soldier's cap with its long tail covering the man's neck. The havelock was supposed to protect men who were fighting in hot climates from sunstroke. But the soldiers found the havelock actually made them hotter by not allowing air to circulate around their head and neck. Many Civil War soldiers used their havelocks not as cap covers, but as coffee strainers, dishcloths, or gun patches.
Soldiers' Shoes
If the Union or Confederate soldier was not a horse-mounted cavalryman or officer, he was a foot soldier. Throughout the war, these men marched long and hard, sometimes up to 30 or 40 miles a day. As a result, shoes became sorely needed by both sides.
The Union, backed by its industrial strength and factories, had the benefit of the sewing machine, a newly perfected invention that enabled thousands of Northern shoemakers to leave their benches and become soldiers. But the Confederacy fared far worse; it was extremely low on shoes. Worse still, corruption existed in some Confederate commissaries, where quartermasters shorted the soldiers and profits were pocketed.
There are many accounts of Rebels marching for miles barefoot during the winter. Illfitting shoes were also a problem, and carefully guarded shoe shops, situated close to brigade headquarters, were established to repair footwear. Often, Rebel foot soldiers with no shoes or poorly fitted ones were organized into separate commands to march apart from the rest of the troops on the soft grassy roadsides.
The men preferred shoes with broad bottoms and big, flat heels, instead of boots, which were heavy, twisted the ankles, and were difficult to put on and remove especially when wet. Shoes and boots were so valuable that special missions were made to procure them.
They were even pulled from the feet of dead men on the bloodstained battlefields and were used by prisoners to barter for supplies such as food or tobacco.
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INSIDE ISLAM
(History Channel)
Timeline
I. The Age of the Prophet (610 – 632 AD)
1. Muhammad born c. 570 AD, lived in Mecca
2. c. 610 begins receiving revelations from angel Jibril (Gabriel) – message to fellow Arabs: strict monotheism, ethical conduct, judgment and afterlife
3. centered on spiritual submission to God
4. first followers: Khadijah (wife), Ali (son-in-law, husband of daughter Fatimah)
5. 622 AD forced to flee Mecca to Yathrib (later called Medina) Hijra (flight) = year 0 in Islamic calendar
6. many followers in Medina – large community (ummah)
7. revelations/sayings collected after his death: Qur'an (recitation)
8. other traditions of Muhammad's life and custom (Sunnah) also collected into narrative lives and collections of sayings and stories (Hadith)
II. The Age of the Companions (632 – 661 AD)
1. After Muhammad's death, his friend Abu Bakr becomes leader (caliph) followed by other companions: (a) Umar (extended the ummah into Egypt, Syria and Palestine), (b) Uthman (extended into North Africa, Cyprus, Central Asia)
2. Uthman assassinated; rival caliphs (Ali [Muhammad's son-in-law] vs. Muawiyyah [son of Uthman]
3. Ali is caliph until he dies in 661 AD
4. Muawiyyah becomes caliph, rules from Damascus
5. Shi'i movement: leaders of Islam must be holy men (imams) descended from Muhammad through Ali/Fatimah (Sunni = any holy person can be elected leader)
III. The Caliphates (661 – 935 AD)
1. Islam spreads into India in east, Spain in west
2. "people of the book" (Jews, Christians) protected, not converted
3. Abbasids take control of caliphate and rule from Bagdad
4. Bagdad becomes home of schools of Islamic law (Shari'a); religion and culture flourish
5. new forms of Islam develop: mystics (Sufis), Islamic philosophy, messianic Shi'ites
6. 10 th century – Abbasid dynasty slowly collapses
IV. Medieval Islamdom (935 – 1300s AD)
1. Spain (Al-Andalus): Ummayads created universities at Toledo and Cordova
2. Egypt: Fatimids establish Shi'I kingdom with capitol in Cairo
3. several Sunni and Shi'ite kingdoms in near east and western Asia
4. 10 th century Turkey: Seljuks convert to Sunni Islam, control Syria, Palestine, Mecca and Medina
5. 11 th and 12 th centuries: Ummayad kingdom falls to smaller Islamic groups; Christians conquer Spain (small Islamic kingdom of Grenada all that remains)
6. 11 th century: crusades launched by western Europeans; eventually defeated by Saladin
7. Saladin establishes the Ayyubid dynasty (from Egypt to Bagdad)
8. 13 th century: Mongols attack, sweep from China to Turkey; eventually convert to Islam
9. legal schools create common standards of Shari'a law
10. Islamic philosophy (falsafa) and mysticism (Sufism) flourish
V. The Age of Islamic Empires ( 1400s – 1700s AD)
1. Mogul and other Islamic empires fade
2. Turkey: Ottoman Empire unites Turkey, Arabia, Palestine and Egypt
1453: Ottoman Turks conquer Constantinople (change name to Istanbul)
3. remain in control until early 20 th century (World War I)
4. Persia: military leader converts to Shi'i Islam – becomes state religion there (Iran today is still a stronghold of Shi'ites)
5. Moghul Empire emerges in Central Asia and controls entire region religiously and culturally tolerant until 17 th century
VI. Modern and Global Islam (1700s – present)
1. British control of India wakens and eliminates Moghul rule
2. Ottomans and Safavids outgunned and outmanned by industrialized western Europeans
3. World War I – Ottomans back Germans
4. after WWI – England controls Egypt, Palestine; France controls Libya, Morocco, Algeria, etc.
5. borders drawn to suit needs of England, France, USA – oil
6. 1919-1939 western imperialism collapses on itself
7. after World War II: secular governments in Turkey and Iran Islamic governments in Saudi Arabia, Jordan and Egypt
8. creation of Israel splits the Islamic middle east
9. creation of Pakistan splits southern Asia
10. 1979 – (US supported) Shah of Iran overthrown
11. growing tensions between many Islamic states and western governments
12. after Sept 11. 2001, many Muslims perceive the American "war on terrorism" as a war on Islam | <urn:uuid:e9a8f929-dd5b-459c-b7db-375cd60a7d48> | CC-MAIN-2017-26 | http://www.stlukesparish.com/bulletin/Islam_for_Christians/InsideIslam.pdf | 2017-06-28T12:07:57Z | crawl-data/CC-MAIN-2017-26/segments/1498128323680.18/warc/CC-MAIN-20170628120308-20170628140308-00696.warc.gz | 670,882,836 | 1,063 | eng_Latn | eng_Latn | 0.967632 | eng_Latn | 0.966245 | [
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Memorial Day traces its roots to Decoration Day – a day designated to remember those fallen in war. While placing flowers on graves is an age-old custom, after the Civil War, with roughly 750,000 fallen soldiers, this custom took on national significance for the United States.
Michigan made Decoration Day an official state holiday in 1871, and over the next 20 years, every other state had adopted it as well.
Various dates spanning late-April to mid-June were set aside as a way to remember those who died in defense of their nation.
Other wars followed, but none topped the magnitude of the war deaths during the Civil War.
In addition to the 750,000 who died during that war: over 116,000 died in the First World War; over 400,000 in the Second World War; more than 36,000 in Korea; and 58,000 in Vietnam. The current War on Terror claims nearly 7,000 fallen.
We also remember the more than 25,000 who died in the Revolutionary War; 15,000 in the War of 1812; 13,000 in the Mexican-American War; and the thousands who've died in various other wars, police actions, and battles.
There is a poem written by a British poet, Laurence Binyon, who died in 1943; which is used in English-speaking countries on their remembrance or veteran's days:
They shall grow not old, as we that are left grow old:
Age shall not weary them, nor the years condemn.
At the going down of the sun and in the morning,
We will remember them.
For those who gave the ultimate sacrifice in the defense of their country, we salute you today, we remember you, and we mourn our loss at your passing.
Eternal rest … | <urn:uuid:a8d074d0-6513-45e3-a0b7-66fa854e26a9> | CC-MAIN-2017-34 | http://jenuwine.tripod.com/Memorial_Day_2015.pdf | 2017-08-19T03:42:10Z | crawl-data/CC-MAIN-2017-34/segments/1502886105297.38/warc/CC-MAIN-20170819031734-20170819051734-00444.warc.gz | 217,107,763 | 385 | eng_Latn | eng_Latn | 0.999141 | eng_Latn | 0.999141 | [
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Colour a Drone honeybee
Colour this picture and then cut round it carefully. You could then fix it on the wall with bluetack - but make sure you have permission first.
You could make several drone honeybees in this way. | <urn:uuid:d771bef4-0ec6-47db-8ba4-1418805d3c85> | CC-MAIN-2017-34 | https://www.bbka.org.uk/files/library/colour_drone_honeybee_1303365747.pdf | 2017-08-19T03:26:39Z | crawl-data/CC-MAIN-2017-34/segments/1502886105297.38/warc/CC-MAIN-20170819031734-20170819051734-00441.warc.gz | 869,383,903 | 49 | eng_Latn | eng_Latn | 0.999474 | eng_Latn | 0.999474 | [
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Vibrios Illness (Vibriosis)
What is vibriosis?
- Vibrios illness is caused by bacteria found naturally in seawater environments, like bay or gulf waters.
- Vibrio infections occur with exposure to seawater or consumption of raw or undercooked contaminated seafood.
- Vibriosis includes 2 different types of infections: Vibrio parahaemolyticus (V. parahaemolyticus) and Vibrio vulnificus (V. vulnificus).
- All vibriosis infections must be reported to the Alabama Department of Public Health.
What are the symptoms of vibriosis?
- General vibrios illness symptoms may include diarrhea, vomiting, abdominal pain, chills, fever, shock, skin lesions, and wound infections.
- V. parahaemolyticus typically causes non-bloody diarrhea.
- V. vulnificus can cause in people who are immunocompromised, for example liver disease or cancer, to be at higher risk for serious complications. For high-risk people, V. vulnificus typically infects the bloodstream, causing a life-threatening illness.
How does vibriosis spread?
- V. parahaemolyticus and V. vulnificus generally are not passed person-to-person.
- Vibriosis infections occur when people eat raw or undercooked shellfish, particularly oysters.
- Less commonly, vibriosis can cause an infection in the skin when an open wound is exposed to warm seawater.
How do I stop the spread of Vibriosis?
- Most V. parahaemolyticus and V. vulnificus in the United States can be prevented by:
o Thoroughly cooking seafood, especially oysters.
o Avoiding exposure of open wounds to warm seawater.
o Closing oyster beds when an outbreak is traced to an oyster bed by health officials recommend, until vibrios levels are lower.
What should I do if I suspect I have vibriosis?
- Contact your healthcare provider to determine if you have contracted vibriosis.
- For most cases of V. parahaemolyticus infection treatment is not necessary. There is no evidence that antibiotic treatment decreases the severity or the length of the illness. Patients should drink plenty of liquids to replace fluids lost through diarrhea.
- For V. vulnificus cases, treatment should be initiated immediately because antibiotics improve survival. Aggressive attention should be given to the wound site and amputation of the infected limb is sometimes necessary.
Where can I find more information?
- Go to cdc.gov and type vibrio illness or vibriosis in SEARCH box. | <urn:uuid:5d8713bb-d975-483e-ae4c-32ac2305b556> | CC-MAIN-2017-34 | http://www.alabamapublichealth.gov/infectiousdiseases/assets/Vibrio_Flyer.pdf | 2017-08-19T03:38:45Z | crawl-data/CC-MAIN-2017-34/segments/1502886105297.38/warc/CC-MAIN-20170819031734-20170819051734-00452.warc.gz | 476,757,013 | 540 | eng_Latn | eng_Latn | 0.995054 | eng_Latn | 0.995054 | [
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Read
- Genesis 22:1-19
- Questions
1. In Genesis 22:1, what does God do to Abraham?
God tested him. A teacher gives a student a test in order to help the student master the information. A test helps students build confidence that they know the material. This was a test to see how strong Abraham's faith was.
2. God asked Abraham to do what seemed like a terrible thing. He told Him to sacrifice his dear son Isaac. What did Abraham do? The answer is in Genesis 22:3
He rose up early the next morning, got the supplies ready, and set out on the journey with Isaac. He obeyed immediately. How do we do in our family at immediate obedience? Do we obey God quickly when we read the Bible? Do we obey parents quickly when they give us instructions?
In this situation, God asked Abraham to do what seems like a terrible thing. Yet, he obeyed quickly. What was Abraham thinking? We will find out in a few minutes.
3. Once they arrived to Mount Moriah, Abraham tied up his son Isaac and laid him on the altar. Isaac did not struggle or fight back. What does that tell you about Isaac?
Abraham was demonstrating total trust in God, his Heavenly Father, by obeying what God had told him to do. Isaac was demonstrating total trust in his earthly father, by doing what Abraham told him to do.
4. What do you think Abraham was thinking? What was he thinking as they were walking to the mountain? What was he thinking as he tied up Isaac and put him on the altar?
Let the family share their responses and ideas. After some ideas are shared, invite someone to read Hebrews 11:17-19. God tells us what Abraham was thinking! Abraham was so convinced in God's promise that Isaac would be a great nation he figured that if God was asking him to kill Isaac, that God must have planned on raising Isaac from the dead. Amazing faith!
5. God provided a lamb for Abraham to take the place of Isaac. How has God done the same thing for us?
We deserve to die because of our sins (Romans 6:23). But because of God's great love for us, He provided a substitute for us. God provided Jesus, the lamb of God
Family Worship Guide Week 12
who came to take away the sins of the world. Read what John the Baptist said when he saw Jesus in John 1:29. If there are members of your family who have not accepted Jesus' sacrifice for them on the cross, invite them to trust Christ.
Praise
Praise God for giving us:
Himself
Grace and Mercy
Our family
Salvation
Our church family
What has God done in our family this week that we can give him praise?
Pray
Use the ACTS model (Example below.)
- ADORATION – "He keeps His promises."
- THANKSGIVING – "How has God kept His promises to your family?"
- CONFESSION – "Confess times when we have not obeyed"
- SUPPLICATION –"God encourages us to bring all of our needs and burdens to Him."
- Pray for your neighbors by name! Pray that God will bless them!
- Pray that we will live obediently to God's Word.
- Pray for our EFM mission field in Ireland. Pray for the leadership! For strength and passion for the Gospel! Pray For Safety of our Missionaries!
Memorize
"The next day John saw Jesus coming toward him and said, 'Look, the Lamb of God, who takes away the sin of the world!'"
John 1:29
Digging Deeper
(Optional activities)
Option 1
Supplies Needed: Paper and pencil (for keeping score of the game).
I am sorry to say this, but during family worship today we are going to have to take a test. Don't panic! Hopefully it will be a fun test. If there is such a thing. Here is how it is going to work. Each one of us will have the chance to make up questions that we will ask the rest of the family. If anyone gets the question right, that person earns a point. I'll keep track of the points as we go.
You can ask any kind of question that you want. It might be a true false question or a question about the Bible. It can be a personal question like, "What is my favorite color?" It might be a question about something that you have recently learned in class. The first family member to get it right would get a point.
Another way to do this game is to divide the family up into two teams. Teams go back and forth asking the other team questions, trying to stump them. If a team answers the question correctly, they get a point.
Are we ready to start? I am going to ask the family the first question. After that, the person on my right will get a chance to ask the next question, and we will go around until everyone has had a chance. Remember you get points for correctly answering someone else's questions. Ready?
Let the game begin! You will have fun coming up with questions, getting them right, and stumping each other. When you are done, announce the winner.
That was fun. Everyone knows what it is like to take a test. Tests can make us nervous. Passing feels great! Failing feels terrible. Teachers and parents are not the only ones who give us tests. God gives us tests too. In the Bible passage we are going to read today, we will learn about a time that God gave someone a very difficult test.
For Teens
1. In Genesis 22:11 we learn that "the angel of the LORD" stopped Abraham from sacrificing Isaac. This is no ordinary angel! Use www.biblegateway.com or a study bible and search for "the angel of the Lord." Look at Genesis 22:15 for a clue as to who this unique being really is. (Spoiler at the bottom of the page)
2. What parts of your faith are you completely confident in? What doubts do you have? God can handle our doubts. It is OK to be honest about them. One of the best things a teenager can do when they are doubting God is talk about those doubts with mom or dad. | <urn:uuid:7ec64444-9596-4f89-8a3e-a62dd62a9aa1> | CC-MAIN-2017-34 | http://paoniafriends.org/wp-content/uploads/Family-Worship-Guide-Week-12-2016.pdf | 2017-08-19T03:43:41Z | crawl-data/CC-MAIN-2017-34/segments/1502886105297.38/warc/CC-MAIN-20170819031734-20170819051734-00449.warc.gz | 321,589,741 | 1,308 | eng_Latn | eng_Latn | 0.998043 | eng_Latn | 0.998906 | [
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Crossword 2
Can you do this crossword? You will need to print it out first.
Across
3. They do all the work
5. It is sweet and found
in flowers
7. Store houses or nurseries?
9. What bees make and we eat
Down
1. They lay the eggs
2. Bees protein food from flowers
4. If a bee gives you this, it hurts
6. Of sunshine?
8. Bees have six
9. A place where bees live
Try making up a crossword. Ask your parents if you can Email it to us and we will put it here so you can test others with YOUR crossword. | <urn:uuid:dc6c4d07-7daf-4eb4-a669-afeffee9e1a9> | CC-MAIN-2017-34 | https://www.bbka.org.uk/files/library/crossword2_1303365242.pdf | 2017-08-19T03:29:06Z | crawl-data/CC-MAIN-2017-34/segments/1502886105297.38/warc/CC-MAIN-20170819031734-20170819051734-00452.warc.gz | 860,447,857 | 139 | eng_Latn | eng_Latn | 0.999845 | eng_Latn | 0.999845 | [
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Written by Julie M. Armenta, M.A. Education & Family Specialist
The need of children to express themselves often prompts them to demonstrate in a visual form their thoughts, their experiences, their impressions of the world. It is essentially a desire for communication, for which creative visual media is sometimes the most effective media. Art provides the opportunity to augment creative expression, self-discovery, self-confidence, and self-concept. Each work of art creates a sense of achievement for the child who created the artwork. All children need a creative outlet to express themselves and art is an important activity which provides a good balance.
Throughout their ongoing development, children need a framework that aids them in learning the characteristics of the visual arts by using a wide range of subject matter, symbols, meaningful images, and visual expressions. As they grow ever more sophisticated in their need to use artistic means to reflect their feelings and ideas, an artistic framework can enhance their academic skills. Art promotes the student's thinking, working, communicating, reasoning, and investigating skills and provides for
their growing familiarity with the ideas, concepts, issues, dilemmas, and knowledge important in the visual arts. As students gain this knowledge and these skills, they benefit in their ability to apply the knowledge and skills acquired through the visual arts to their widening personal worlds. Art expands the mind and expands the endless possibilities.
It is the responsibility of teachers and parents to choose among the array of possibilities offered by the visual arts to accomplish specific educational objectives in non-traditional media. The visual arts offer the richness of drawing, painting, sculpture, design, architecture, film, video; and folk arts – all of these can be used to help students achieve their educational standards. For example, students could create works in the medium of videotape, engage in historical and cultural investigations of the medium, and take part in analyzing works of art produced on videotape. The visual arts involve varied tools, techniques, and processes – all of which can play a role in students' academic achievement.
Along with the technical skills children acquire in art making, they learn vocabularies and concepts associated with various types of visual art practices. As they exhibit artistic competence, t they develop increasing fluency in visual, oral, and written communication. The problem-solving a activities inherent in art making help students develop cognitive, affective, and psychomotor s skills. They select and transform ideas, discriminate, synthesize, and appraise; while applying t these skills to their expanding knowledge of the visual arts and to their own academic work.
Children learn that art, as representative of the world we live in, is infused with a variety of images and experiences. They learn that preferences of others may differ from their own. Students refine the questions that they ask in response to artworks. This leads them to an appreciation of multiple artistic solutions and interpretations. Study of historical and cultural contexts gives students insights into the role played by the visual arts in human achievement. As they consider examples of art works within historical contexts, students gain a deeper appreciation of their own values, of the values of other people, and the connection of the visual arts to universal human needs, values, and beliefs. They understand that the art of culture is influenced by aesthetic ideals as well as by social, political, economic, and other factors. Through these efforts, students develop an understanding of the meaning and import of the visual world in which they live.
Take an art class this summer!
Armenta Learning Academy
26041 Cape Dr., Suite #270
Laguna Niguel, CA 92677
9473)
949-367-WISE ( * | <urn:uuid:657d770a-0a66-4804-98db-bb2c7af16bbf> | CC-MAIN-2017-34 | http://www.armentalearningacademy.com/pdf/advantagesofart.pdf | 2017-08-19T03:42:21Z | crawl-data/CC-MAIN-2017-34/segments/1502886105297.38/warc/CC-MAIN-20170819031734-20170819051734-00451.warc.gz | 480,231,739 | 757 | eng_Latn | eng_Latn | 0.996733 | eng_Latn | 0.996733 | [
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Teacher Observation Rubric - Zapotec Trek
Lesson One
Lesson Three
Lesson Two
Lesson Four
Engages
effectively in
discussions
(teams/ whole
class)
Listens to
and
supports
team
members
Completes
activity with
team
members
Work
reflects
under-
standing of
concepts
Engages
effectively in
discussions
Listens to
and
supports
others
Work reflects
under-
standing of
concepts
(If math work
completed in
group)
Solves
problems
collaboratively
Engages
effectively in
discussions
(teams/ whole
class)
Listens to
and
supports
team
members
Completes
activity with
team
members
Work reflects
under-
standing of
concepts
Student Name
Each section can be rated as: 1 (far below expectations), 2 (below expectations), 3 (basic - approaching expectations), 4 (meets or exceeds expectations) | <urn:uuid:2931e68b-3205-4388-9a28-fe1b974cfa2a> | CC-MAIN-2017-34 | http://zapotectrek.weebly.com/uploads/1/1/4/9/11495599/teacher_observation_rubric_zapotec_trek.pdf | 2017-08-19T03:31:14Z | crawl-data/CC-MAIN-2017-34/segments/1502886105297.38/warc/CC-MAIN-20170819031734-20170819051734-00450.warc.gz | 739,192,717 | 213 | eng_Latn | eng_Latn | 0.977011 | eng_Latn | 0.977011 | [
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Colour a Queen honeybee
Colour this picture and then cut round it carefully. You could then fix it on the wall with bluetack - but make sure you have permission first.
You can mark the queen by painting a neat red, yellow or blue spot on the middle of her thorax.
You could now do some workers and drones, but remember, only one queen and more workers than drones. | <urn:uuid:9beae4a0-11cc-4035-aea9-d32a1f1f184f> | CC-MAIN-2017-34 | https://www.bbka.org.uk/files/library/colour_queen_honeybee_1303365566.pdf | 2017-08-19T03:28:00Z | crawl-data/CC-MAIN-2017-34/segments/1502886105297.38/warc/CC-MAIN-20170819031734-20170819051734-00454.warc.gz | 856,935,929 | 81 | eng_Latn | eng_Latn | 0.999373 | eng_Latn | 0.999373 | [
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What's Next?
Decisions regarding college and beyond are perhaps the most complex, confusing and often costly decision that parents and students have to face.
What is the best option? A large university? A small liberal arts school? A technical institute? Major in business, art, history, engineering – or what?
These life molding decisions are often made with little else to go on than "gut" feeling, grades and standardized scores. Decisions this important should take many relevant factors into account. What a student needs to know when considering his or her options should include:
* How do I learn best?
* What is my preferred problem-solving style?
* What work/school environment is right for me?
* How do I organize information?
* At what have I been successful?
* What are my natural, innate abilities?
* What do I enjoy doing? What interests me?
* What goals do I have already?
* What do I feel would be worth doing in life?
Following a vision and a plan is more predictive of both success and satisfaction in school and in life than any other factor including intelligence, socioeconomic background and education.
The Highlands Future Directions Program helps students answer these questions so that they can make informed decisions about college and careers. They create a personal vision for themselves that can act as a flexible, practical blueprint to use in decision-making now and at the other Turning Points in their lives.
Students are likely to excel and find satisfaction in a course of study or job which taps both their abilities and interests. The systematic Highlands Future Directions approach enables students to explore positive options and to make practical decisions about the future based on specific information about themselves.
Karen thought she knew exactly what she wanted to do about college. She had her eye on a couple of small liberal arts colleges in the northeast where some of her friends had gone. When she took the Ability Battery though, she found out some startling information about herself. Karen had strong abilities that had never been put to use in high school. These were abilities that she could use in a field like architecture or engineering – fields she had never considered before. What's more, during the Future Directions workshop, she realized that one of her continuing interests had been historical buildings. She loved to visit them, observe their decorations, and learn their history.
Karen became fascinated with the possibilities that her new-found possibilities offered her. She decided that when she got ready to apply for college, she would leave the door open to try out some of these new directions. She ended up going to a college that offered a strong architectural curriculum, as well as a strong liberal arts program, so that she could continue to explore her options.
Without this chance to learn about all of her abilities, Karen would not have had these choices. She would have continued in the path of her friends – and she would have missed the opportunities that helped to light up her life.
The decision to complete the Highlands Future Directions Program impacted not only her present education, but her future life choices. It made the difference between an exciting, fulfilling life and a life full of doubts and missteps.
How the Future Directions Program Works
The Highlands Ability Battery
Future Directions Workshop
3 hour test administration
2 hour individual feedback
The first part of The Highlands Future Directions Program is The Highlands Ability Battery. The Battery is the gold-standard among tools assessing human abilities or aptitudes. Developed from the pioneering clinical studies of Johnson O'Connor, it is a three-hour objective inquiry into human abilities and ability patterns. The Battery is available in paper and pencil format, in a CD or online.
The Battery consists of nineteen different worksamples. Each worksample is timed to measure the speed with which the student is able to do a particular series of tasks. The student's score on each worksample establishes whether a
particular task is more or less easy for that student. Shown together on a personal profile and bar chart, the scores achieved by the student reveal patterns or "clusters" of abilities which require analysis by a skilled interpreter. Once these patterns or "clusters" are understood, the student is helped to direct his life and work into more productive and satisfying channels. After completion of the Battery, the student receives a 33-page Report explaining the results.
The student and his/her parents then discuss the results during a 2 hour feedback session with a Certified Highlands Affiliate. During the session, they receive an explanation of the student's abilities, a description of how the student processes information and learns most easily, how the student communicates and solves problems most effectively, and what type of work and/or school environment will be most conducive to the student's success. They will take home an audiotape of their feedback session and a comprehensive ability profile.
1 workshop/week for 4 weeks 3 hours per workshop
Once you know them, your abilities will steer you toward academic paths that use your best talents and avoid educational directions that don't fit. Abilities alone, however, should never determine what career and life decisions you make. Instead, abilities should be considered a basic and important piece of a larger picture.
The Highlands Future Directions Workshop is designed to help you gain a positive vision for the future. Expanding your options, Future Directions helps you make choices based not only on your natural talents, but on your interests, values, skills, family, and personality as well. The workshop helps you systematically integrate all these factors into your college and career search, and helps you develop a strategic planning tool for the rest of your life.
Future Directions is a highly structured Workshop. It includes special exercises developed by Highlands over many years to help you learn about yourself, articulate what you learn, and integrate it all into a Personal Vision. You can use this information to:
* Choose a college major or course of study that complements your strengths
* Understand and utilize your natural learning style
* Identify what you need and expect from your educational program
* Talk about and market your abilities, strengths and needs to admission committees and future employers
* Choose activities, internships and work experiences that relate positively to you and your goals.
High school and part-time work demand the use of only a few of a student's natural abilities. Students often have strengths they are not aware of. When they know all their natural strengths, students are helped to look at a variety of options to guide them in pursuing their educational studies and careers.
* Give you the answers to that most basic of questions: "Where am I going in my life?"
For Information On Career Planning & The Highlands Ability Battery
Contact: Sally Curry - Executive Director, Career Pathways
Phone: (919) 790-9490
Email: email@example.com
Jake really didn't have a clue about college. He had never done particularly well in school and never seemed interested. Jake took the Ability Battery because his parents made him do it, and he was surprised to discover some interesting things about himself.
First of all, Jake learned that part of the reason he had had difficulty in school was that it was hard for him to pick up information from written material. He did find out, though, that he had the ability to remember what he heard. Learning and reviewing material became easier for him when he began tape- recording classroom discussions and lectures.
Jake also learned that he had strong abilities and interests in visual design. He was delighted. Here was something he could really do. While he was still in high school, he began taking art and design courses. A passing interest in photography became a passion. Jake enrolled in a school of design, and by last reports, he was doing just fine.
Jake's mother had this say to say: "The Future Directions Workshop made all the difference in Jake's confidence. It seemed as though he just came out of his shell and was suddenly willing to try some things he had never done before. It was wonderful to see him stand so tall. | <urn:uuid:b0f829e2-d70a-4b0b-8bf9-26080514825a> | CC-MAIN-2017-34 | http://yourcareerpathway.com/pdfs_futuredirections.pdf | 2017-08-19T03:24:04Z | crawl-data/CC-MAIN-2017-34/segments/1502886105297.38/warc/CC-MAIN-20170819031734-20170819051734-00453.warc.gz | 727,137,912 | 1,607 | eng_Latn | eng_Latn | 0.998925 | eng_Latn | 0.998898 | [
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EMERALD ASH BORER BACKGROUND INFORMATION
Host Trees
All 16 native ash species are probably susceptible to EAB attack. In northeastern Illinois, common susceptible ash species include green (Fraxinus pennsylvanica), white (F. americana), blue (F. quadrangulata), and black (F. nigra). Horticultural cultivars of these species are also susceptible. Healthy ash trees of any size are vulnerable to attack. The EAB does not attack mountain-ash, prickly-ash, or wafer-ash since they are not true ash or Fraxinus species. (Refer to "Ash Tree Identification" for information on how to identify ash trees.)
Controlling EAB
Maintaining tree health is important. Research suggests that insecticide treatments may be more effective if overall tree health is maintained. Fertilize trees in the fall or spring and provide supplemental irrigation during periods of drought. Trees should receive approximately one inch of water per week during the growing season.
Do not move firewood! Use local sources of firewood. Movement of infested firewood and wood products has repeatedly been found to be the major cause of introduction of EAB and other exotic pests into new geographic areas.
The best long-term defense against EAB, and other future invasive insects and diseases, is to plant a diverse range of trees. Replacement trees in lieu of ash include the disease-resistant Accolade® elm, Kentucky coffee tree, gingko, Marmo Freeman's maple, swamp white oak, chinkapin oak, bur oak, and Redmond linden. The EAB reforestation committee, including partners such as the U.S. Forest Service and The Morton Arboretum, created these extensive lists of suitable replacement trees. Northern Illinois list, Central Illinois list, and Southern Illinois list. [PDF]
History
The emerald ash borer was first detected in North America in the Detroit, Michigan area in June 2002 and later that year in Ontario, Canada. Since then EAB has been found in Ohio, Indiana, Maryland, and Virginia. The Maryland and Virginia infestations resulted from Michigan nursery shipments to those states in direct violation of the Michigan quarantine. Continuing survey activities in both states have shown no further detections of this pest. The natural spread of the EAB is about half of a mile or less annually; however, humans can greatly accelerate its spread. Firewood and log movement have been the primary means by which EAB is spread.
EAB is native to Asia and is suspected to have arrived in this county in cargo utilizing wood packing material. In its native range, EAB attacks and kills trees that are weakened by stresses such as drought, disease, and mechanical injury. Unfortunately, in North America, EAB also attacks and kills healthy trees. This invasive pest is so aggressive that virtually all native ash trees are at risk, and trees may die within two to four years after they become infested. Already an estimated 20 million North American ash trees have succumbed to this borer. If EAB is not contained, the devastation to our ash trees may be similar to that of our American elms, which were decimated by Dutch Elm Disease. The potential impact from EAB in Illinois is significant. Ash trees account for six percent of forests state-wide, and 20 percent of urban forests in communities in the northeastern part of the state, or approximately 130 million ash trees. | <urn:uuid:70cb356a-ce9e-46b3-8225-cb13f07d7f33> | CC-MAIN-2017-34 | http://wingrenlandscape.com/pdfs/emerald-ash-borer-background-information.pdf | 2017-08-19T03:39:03Z | crawl-data/CC-MAIN-2017-34/segments/1502886105297.38/warc/CC-MAIN-20170819031734-20170819051734-00458.warc.gz | 464,620,684 | 699 | eng_Latn | eng_Latn | 0.99773 | eng_Latn | 0.99775 | [
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Summer Reading Assignment 2017 Middle School Students
Incoming 6 th Grade Students: Two Books Required
Mandatory: Things Not Seen by Andrew Clements
Complete the assignment below on two 4 x 6 index cards.
Assignment:
Note Card #1
(Front of Card): Student's first and last name
Title and author name
Description of the setting
Main characters
Conflict or Problem
Solution
(Back of card)
Theme - Explain the author's lesson or message Point of view - Who is telling the story? What connections did you make to the story?
Note card #2
(Front of card): Student's First and last name
Write 3 quotes that are critical to the story (Briefly explain why each is important to story and include the page number from the text)
(Back of note card)
3- 5 discussion questions (If you were leading a discussion group on this novel, what questions would you ask?)
Choice:
Choose one of the following or your own choice: Students' own choice must be a book that has a minimum for 150 pages and is age appropriate.
Rain Reign, Ann M. Martin
Found, Margaret Peterson Haddix
Counting by 7s, Holly Goldberg Sloan
The Mysterious Benedict Society, Trenton Lee Stewart
Endymion Spring, Matthew Skelton
Joey Pigza Swallowed the Key, Jack Gantos
Summer Reading Assignment 2017 Middle School Students
Who Put that Hair in My Toothbrush? Jerry Spinelli
Listen, Slowly, Thanhha Lai
Incoming 7 th
Grade Students: Two Books Required
Mandatory: Skink No Surrender Carl Hiaasen
Assignment:
write a brief 2-4 sentence summary at the end of each chapter. Summary can be done directly in the book or on post-it notes at the end of the chapters.
Choice:
Choose one of the following or your own choice: Students' own choice must be a book that has a minimum of 250 pages and is age appropriate.
Assignment: Students are to identify the following literary elements in each chapter of the book.
The elements can be highlighted directly in the book or listed on a document (must include page numbers for each literary element).
Literary Elements to consider: similes, metaphors, moods, personifications, characterization, symbolism, alliteration, repetition, etc…
Suggested Titles:
The Raft by Stephanie Stuve-Bodeen
Fever 1793 by Laurie Halse Anderson
A Mango-Shaped Space by Wendy Mass
The Red Pyramid by Rick Riordan
Messenger by Lois Lowry
Boy at War by Harry Mazer
The Big Field by Mike Lupica
Out of My Mind by Sharon Draper
Summer Reading Assignment 2017
Middle School Students
Incoming 8 th Grade Students:
8 th Grade: Two Books Required
Mandatory: They Cage the Animals at Night -- Jennings Michael Burch
Assignment:
1. Keep a journal that outlines your reaction to each chapter of the book.
2. Write a three-paragraph essay that stands as a final reflection to explain Jennings's struggles and his inspirations to overcome them.
Choice:
Choose one of the following or your own choice: Students' own choice must be a book that has a minimum of 250 pages and is age appropriate.
Assignment: Submit a creative visual display that is like a trailer for the book. For example, a commercial, newspaper article, flyer, blog, etc…
Suggested Titles:
I Will Always Write Back by Caitlin Alifirenka
The Alchemyst: The Secrets of the Immortal Nicholas Flamel - Michael Scott
The Book Thief - Marcus Zusak
The Selection – Kiera Cass
Chains – Laurie Halse Anderson | <urn:uuid:0842df1d-03a8-4d7a-8de9-876e4d1f5997> | CC-MAIN-2017-34 | http://posnackschool.org/wp-content/uploads/2016/06/Middle-School-Summer-Reading-Assignment-2017.pdf | 2017-08-19T03:37:25Z | crawl-data/CC-MAIN-2017-34/segments/1502886105297.38/warc/CC-MAIN-20170819031734-20170819051734-00455.warc.gz | 327,662,354 | 773 | eng_Latn | eng_Latn | 0.990079 | eng_Latn | 0.991107 | [
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Travel Safety Tips
"The only reason people get lost is because it's unfamiliar territory."
- Anonymous
/ Travelers' Survival Guide: Boarding a Taxi
Write the address of your destination
Ask your concierge to write down the address especially when you can't write in a foreign language. Even if you think you know how to pronounce a name, chances are it will come out wrong.
For example: In China, most drivers do not read pinyin, so ask you concierge to write down the address in Chinese characters.
Look at the map
Arm yourself with a basic idea of the route. Nobody likes to be taken for a ride.
Find a Taxi Stand
Generally, only cabs authorized to carry passengers are allowed at these taxi stands.
Make sure the taxi drivers knows the way
In some countries, drivers are usually old-timers. In other cities, cabbies are often out-of-towners who just arrived yesterday. Some drivers will tell you flat out that they do not know where they're going. Others will just repeat the address endlessly. If the latter happens and you're in an unfamiliar city, do not take your chances and hop out.
Always take a taxi with meters
Often drivers will refuse to turn on their meters so do not board such taxis. STAND YOUR GROUND!
Having bad vibes? Get out and hail another one
Especially when you are a woman travelling alone, if the driver is asking too many questions, or is giving you the heebie-jeebies, get him to pull over.
Always make sure you have change on you
Some cab operators take credit cards and NETS but you might not have such luck in many Asian cities. So have a stash of bills in the smallest denominations.
Never leave without checking
Keep your belongings close to you and always check before you leave. In many common situations, they will swerve in the hopes that your valuables pop out unnoticed from your pockets.
Book over the phone whenever possible
In some countries, where cab drivers have an unsavory reputation, certain taxi companies offers reliable staff and clean cars. So be sure to book over the phone and always do your research on taxi companies especially if they are your main mode of transportation.
Look for a company name or know your colors
When you are hailing a cab off the street, (e.g in Jakarta) look for a company name emblazoned on the side as they are usually more reputable. In certain countries, cabs are differentiated by colors so do keep a watch out for them. | <urn:uuid:3868b3b7-fa9f-4ac0-83d5-9ce3d3e2e657> | CC-MAIN-2017-34 | http://theplanettraveller.com/linkstips/PDFs/safety/BoardingATaxi.pdf | 2017-08-19T03:41:30Z | crawl-data/CC-MAIN-2017-34/segments/1502886105297.38/warc/CC-MAIN-20170819031734-20170819051734-00453.warc.gz | 422,945,756 | 519 | eng_Latn | eng_Latn | 0.999318 | eng_Latn | 0.999318 | [
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HEART OF TEXAS PEDIATRICS
9 MONTHS
Patient_______________________________________________________
Weight______________________ Height___________________________
FEEDING: By 6 months of age your baby will take solids better and if single ingredient foods have not been added to the diet, then you should start them now. Feeding should be about four hours apart and infants should sleep through the night without any feedings. By 9 months of age, a formula-fed baby should take about 20-25 ounces a day. Many nursing mothers think of weaning at this age, but there is no rush. You can continue to nurse as long as it is enjoyable for both of you. For those who do wean in the next few months, most babies can go straight to a sippy cup and bypass the bottle stage.
SOLIDS: Solids become more important for your baby's diet at this time. Milk intake will decrease as your baby consumes more food. Iron-fortified cereal should be given with a spoon while sitting up. Do not use an infant feeder or give cereal in a bottle. Foods should consist of blended table foods or commercially prepared baby foods (Stage 1, 2, then 3). Babies typically take two or three meals of solids with the eventual goal of three meals a day and a snack, usually in the afternoon or between dinner and bedtime. However, you should NEVER let your baby go to bed with a bottle. This increases the chances of developing ear infections and promotes tooth decay. Many babies do well drinking from a cup, and for practice, drinks should be offered in a cup routinely between six and nine months of age. Do not switch to whole milk until twelve months of age. You can offer teething biscuits or baby cookies in the next few months to practice with thicker foods and self-feeding.
DEVELOPMENT: At six months of age babies squeal, laugh, babble, and of course, cry. Reading aloud to your child and responding to his/her sounds will help with your baby's language development. Separation anxiety develops over the next few months and your baby may resist staying with anyone besides you, including grandparents. You should reassure your baby of your planned return. Peak-a-boo is a favorite game at this age. Babies grab everything and bring objects to their mouth. They can find even small objects from the floor with a raking motion of the hand so choking on small objects is a concern. At this age, babies can follow a parent with their head 180 degrees, as they walk across a room. Your baby should roll over both ways and be able to sit up with some support. Most will anticipate spoon feedings and reach for cups and bring them to their mouth with some help.
TEETHING: Teething is a continual process that may begin before 4 months of age and continues until around 3 years of age when all of the baby teeth are present. The lower central incisors typically come in at 6-8 months, but can vary from 4 months to over 1 year of age. Teething does not cause fever > 101, congestion, extreme irritability or wakefulness. It can cause drooling, loose stools, and mild fussiness. Your baby might experience some relief with cold teething rings, Orajel topically, Tylenol, and/or Motrin (Motrin is safe to use after 6 months of age).
SLEEP: Most babies will sleep through the night at 4 months of age and if not, they should be by 6 months. It is good to get into a habit of putting your baby in the crib when drowsy, but still awake. If the last thing your baby remembers before falling asleep is being rocked and fed, he/she may demand this to go back to sleep once awakened. By this age, your baby does not need to be fed during the night. Upon awakening, try patting, stroking, or rocking your baby or replacing the pacifier to help with falling back asleep. A bedtime routine is important for your baby to get drowsy before bedtime. This may include baths, rocking, bedtime reading, blankets (or other security objects), etc. During illnesses, you may need to hold and comfort your child during the night. When the illness passes, resume your previous bedtime routine quickly. Most babies still require two naps a day at this age.
HEALTH: Babies average 6-8 colds per year. Colds are caused by viruses and cause a runny nose, congestion, and typically low-grade fever. Since antibiotics treat bacterial infections but NOT viral infections, they do not help colds to resolve any sooner. Giving antibiotics when unnecessary may increase your child's risk of having resistant bacteria. Colds typically make it harder for babies to sleep and eat. Using a bulb syringe with normal saline drops or spray will help with breathing, especially before feeding and sleeping. If acting ill, take a rectal temperature. If your baby has a persistent fever > 101, is taking fluids poorly, is working hard to breathe (nostrils flaring, ribs consistently showing between breaths, or breathing hard and fast), or not acting right, call our office. A cool mist humidifier in your baby's room will also help with his/her breathing as well as elevating the head of the bed when sleeping.
SAFETY: Car seats are required by state law and are the safest way for your baby to travel. Infants should be placed in an infant carrier and rear-facing until 1 year of age AND more than 20 pounds. Some infants will outgrow their infant carrier before a year and need a bigger, convertible (forward and rearfacing) car seat before a year. Your baby should never be left alone with pets, young children, or on a changing table or bed without rails. Crib slats should be no wider than 2 and 3/8 inches to avoid injury. Hanging mobiles or toys should be removed before your baby can reach them. Keep cords, ropes, and strings away from your baby as well as plastic bags and balloons. Keep the floors clear of small objects such as coins, which are choking hazards for your infant. Foods such as hot dogs, grapes, and carrots, should be cut lengthwise to prevent them from being choking hazards as well. As your child becomes more mobile, you need to childproof your house. Stairs should have gates to prevent falls and cabinets should be locked. Medicines, chemicals, cleaning supplies, and paints need to be out of reach or locked up. If your baby has an accidental ingestion, call POISON CONTROL at 1-800-222-1222 for further instructions. Syrup of ipecac is no longer recommended to be given before seeking medical advice. Walkers can be dangerous, especially around stairs, and are no longer recommended by the AAP. Plug all electrical outlets that are not in use with plastic covers. Water heaters should be set no higher than 120 degrees to prevent scalding. Smoke detectors should be installed and checked monthly and replace the batteries once a year, helpful if on your baby's birthday. Second-hand smoke travels throughout the home even if you smoke in another room. This increases the number of ear infections and respiratory infections and should be avoided indoors and in cars.
IMMUNIZATIONS: Immunizations are an important part of your child's healthcare and help prevent a number of serious and life-threatening diseases. You will receive information on the various vaccines, possible reactions, and the diseases they prevent. Today your baby will receive DtaP #3 (Diphtheria, Tetanus, and Pertussis) and possibly Prevnar #3 and/or Polio #3. The immunization schedule is flexible and may vary somewhat according to your physician. Be sure to bring your baby's shot record with you on every visit.
YOUR CHILD'S NEXT VISIT IS AT TWELVE MONTHS OF AGE. | <urn:uuid:fcf76101-a9b8-425b-bfb8-e521976e22e2> | CC-MAIN-2017-34 | http://wacopediatrics.com/wp-content/uploads/2016/07/HOTP_9months.pdf | 2017-08-19T03:32:27Z | crawl-data/CC-MAIN-2017-34/segments/1502886105297.38/warc/CC-MAIN-20170819031734-20170819051734-00454.warc.gz | 457,229,179 | 1,647 | eng_Latn | eng_Latn | 0.99914 | eng_Latn | 0.999363 | [
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21 CLE A5: Academic Expectation: Know and understand the rights and responsibilities of citizens within a democratic society.
| | Advanced | Proficient | Basic |
|---|---|---|---|
| 21 CLE A5.1 Understand voting and elections | Assess the historical process and implications of elections and voting Evaluate information and decide to vote Differentiate between candidates and evaluate their positions | Differentiate the process of elections at the local, state, and federal level Gather information to make an informed decision in an election | Describe the basic election process at the local, state, and federal level Describe various ways to participate in the voting process Identify how to gather information to make an informed decision in an election |
| 21 CLE A5.2 Understand the American democracy structured around the Constitution | Assess the role of each branch’s responsibility at the local, state, and federal levels and apply to real life situations | Provide examples of how the three branches of government execute their constitutional responsibilities on the local, state, and federal level | Describe the 3 branches of government and their duties at the local, state, and federal level |
| 21 CLE A5.3 Understand individual rights protected by the Bill of Rights and further Amendments | Assess the role of the Bill of Rights in the Constitutional process and apply to real life situations | Analyze how and why basic rights are protected under the Constitutional amendments | Describe the basic rights covered under the first ten amendments |
Created on current drive on 9/14/2007 Accessed 10/13/2011 | <urn:uuid:f64e4c91-000b-4e93-b1d8-fec593b902f8> | CC-MAIN-2017-34 | http://somersworthhighschool.weebly.com/uploads/2/1/9/2/21926752/democratic.pdf | 2017-08-19T03:24:10Z | crawl-data/CC-MAIN-2017-34/segments/1502886105297.38/warc/CC-MAIN-20170819031734-20170819051734-00461.warc.gz | 402,669,872 | 326 | eng_Latn | eng_Latn | 0.988542 | eng_Latn | 0.988542 | [
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PLEASE SHARE CHALK TALK WITH YOUR COLLEAGUES!!!
Letter from the Editor
Dear Educators,
"You brought the field all standing with your courage and your luck But unknown to most, you're lying there beside old General Brock. So you know what it is to scale the Heights and fall just short of fame And have not one in ten thousand know your name." – Excerpt from Stan Rogers' song 'Macdonnell on the Heights', 1984
As readers of Chalk Talk may already know, I was raised in the Niagara Region of Southern Ontario, a region dominated by Niagara Falls, one of the natural wonders of the world. But for those of us who grew up in the
area it is a treasure trove of Canadian historical landmarks, especially those pertaining to the War of 1812. The drive along the scenic Niagara Parkway from Fort Erie to Fort George in Niagara-on-the-Lake, is dotted with historical markers that trace the events and battles that took place along the Niagara River. There is no monument greater than the one that stands at the highest point of Queenston Heights honouring Sir Isaac Brock, the General who led the troops in October of 1812, dying of a shot through his heart in that battle. As the Stan Rogers' song (above) reminds us, another man, Lieutenant Colonel John Macdonnell, mounted Brock's horse and took command, also dying within 24 hours in an unsuccessful charge. Although Macdonnell's sacrifice was significant, he is rarely mentioned, and has no monument. This War, arguably the most important war of our history, was fought against the Americans on the soil of British North America. The reasons for the United States' declaration of war are numerous and complex. One thing was clear, the fear of U.S. expansionism into British territory was real.
Brock's Monument
won the 1812 War is matter disputed by the Americans and that their history textbooks claim it
As a grade 7 student, we studied The War of 1812 and ended our school year with a trip to The Heights . From our classroom, we could look out the window across the Niagara River to the American side of the border. My social studies teacher at the time could barely contain a wry smile as she explained that who as a victory. If, by winning, they meant that the borders remained unchanged, and that the
tion in 1814, well then … The point is that the seeds of the independent country we now know
British captured and burned down Washington and its Capitol, which was still under construc- geographically, politically and culturally as Canada were firmly planted during this time.
In June of 1814, one of the best known women in our history, Laura Secord, living in the village of Queenston, just below The Heights and a few kilometres from Fort George, was preparing to play a critical role in the conflict. As the War of 1812 was entering its third and final year, a boy named John A. Macdonald was born in a Glasgow, Scotland. The emigration of the Macdonald family to Kingston was to have an unexpected nation-building outcome.
Canada -- What a history and what a country -- an sovereign country of First Nations peoples, French and English settlers, and immigrants from every corner of the planet! In 2009, two institutes joined forces to create The Historica-Dominion Institute (HDI), the largest, independent organization dedicated to Canadian history, identity and citizenship. The work of this dynamic organization is to build active and informed citizens through a greater know-
below.] To see all of HDI's wonderful resources and programs, check out -- www.historica-dominion.ca ledge and appreciation of the history, heritage and stories of Canada by creating and administering resources and programs for Canadian classrooms. For 2011-12, HDI and its partners have outdone themselves in offering interactive resources and student competition programs that celebrate the 197th birthday of Sir John A. Macdonald, mark the Bicentennial of the War of 1812, extend opportunities to explore our many great national parks, and challenge students to give meaning to what it means to be a Canadian citizen. [ For more about these programs, check out Website of the Week,
.
This holiday why not treat yourself, family, friends to a gift of Canadian history? And in the New Year, why not bring the excitement into your classroom. CoEd Communications invites you to visit our website at www.4edu.ca to view the many resources and programs on offer.
Wishing everyone a Happy and Safe Holiday! As always your Feedback is appreciated.
Mary Kovack
Bring history to life and your class could win theCoolest School Tripever!
Want to take your grade eight/Secondary II class somewhere special this year?! Your class can enter to win "Canada's Coolest School Trip" ever: an all-expenses paid trip to Banff and Lake Louise, in the heart of Banff National Park!
All your class needs to do is create a short video (under 3 minutes) recreating a significant moment related to one of Canada's national parks, historic sites or marine conservation areas and enter your video for consideration in the "Canada's Coolest School Trip" Contest. There's not much time left to enter! Online submissions are due January 8, 2012. Visit www.myparkspass.ca for further pro- gram and contest entry details, teaching tools to support your participation, judging criteria and contest deadlines.
The Coolest School Trip Contest, presented in cooperation with The My Parks Pass Program, offered by Parks Canada, Nature Canada and The Historica-Dominion Institute, grants all Grade 8/Secondary II students free access for one full year to any of Parks Canada's 42 national parks, 167 national historic sites, and 4 national marine conservation areas. (www.myparkspass.ca).
For more information visit: www.myparkspass.ca
Happy Birthday Sir John A!
On January 11, 2012, Sir John A. Macdonald turns 197! The Historica-Dominion Institute is challenging classrooms across the country to celebrate the accomplishments of Canada's first prime minister and a Father of Confederation by hosting Sir John A Day birthday party! The class who throws the most creative birthday bash will win a special prize pack, including an iPad 2. With over 200 classrooms currently registered to celebrate, this January 11 th Canadian teachers have the opportunity to put Sir John A Day on the map! To register, email firstname.lastname@example.org with the SIR JOHN A DAY REG ISTRATION as the subject, and let us know your name, your school, the grade and number of students in your class.
After Sir John A's big day, share with us how your students marked the birthday and achievements of this critical figure in our nation's history. To enter the contest, submit footage of your event with video or photographs to show Canada how your class celebrated Sir John A's 197th birthday! The deadline for contest submissions is February 6, 2012.
A project of The Historica-Dominion Institute, the Sir John A Day Project is committed to raising awareness about the life a nd legacy of Sir John A. Macdonald, Father of Confederation and Canada's first prime minister. Despite the fact he is a critical figure in the birth of our country, many Canadians know very little about our first prime minister. By reaching out to teachers and students across the country, the Sir John A Day Project aims to restore Sir John A. Macdonald to the place that he deserves in Canadian history and Canadian consciousness.
Please contact Sir John A Day staff at if you have any questions.
email@example.com
The War of 1812 Bicentennial
video content. A learning resource page offers tools for teachers developed by Th e Institute, Canadian Geographic, and Parks Canada. Check out www.eighteentwelve.ca!
To commemorate the War of 1812 bicentennial, The Historica-Dominion Institute, partnered with Canadian Geographic, with the support of Parks Canada, to create an interactive map and timeline of t he War of 1812. Fro m Tecumseh to Laura Secord, the Battle of Fort George to the Burning of Washington - the website features over one hundred in depth articles on the battles, places and figures that featured prominently in the War of 1812. The interactive map and timeline highlight hundre ds of important moment s and locations in the War of 1812, a nd features images and
The Canadian Citizenship Challenge:Are you up for the Challenge?
We believe that citizenship is about ALL Canadians.
The Historica-Dominion Institute is challenging students from sea to sea to be Great Canadians by studying all the wonderful things that make up Canada and then to put that knowledge to the test. New Canadians have to pass a Citizenship Exam in order to become Canadian citizens and we think that all Great Can adians should be read y to answer questions about their home and native land.
Students from grade 7 to 12 (Secondary I-V in Quebec) can enter themselves individually into the Canadian Citizenship Challenge and teachers, you get FREE learning tools when register your classrooms to win great prizes such as:
A "Great Canadian" trip to Ottawa A Citizenship Celebration for your School Red Canoe label swag Canada's History magazine subscriptions
The Challenge can be entered online at www.canadiancitizenshipchallenge.ca
You have until December 31, 2011 to register your class and help us promote civic pride and education among Canada's youth.
A&E Classroom 2011 'Lives That Make A Difference ' Essay Contest DEADLINE: DECEMBER 15, 2011
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2 GRAND PRIZES: 1 prize for each of Grades 5-8 & 9-12
- Student: $3,000 Cash Prize
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RESEARCH ARTICLE
Vitamin compositions in PterocarpusSantalinoide leaves inAbakaliki, Ebonyi State, Nigeria
Abstract:
Pterocarpussantalinoides is a common vegetable in Ebonyi State Nigeria. The vitamins analysis was carried out on the dry leaf sample using standard methods. The result of the vitamin analysis revealed the presence of vitamin A (154.74±1.45 mg/l), vitamin B1 (0.07±0.02 mg/l), vitamin B6 (0.02±0.01 mg/l), vitamin B12 (0.22±0.03 mg/l), vitamin C (836.21±2.45 mg/l), vitamin D (450±4.95 mg/l), vitamin E (139.28±5.10 mg/l) and vitamin K (10.13±0.33 mg/l) in the sample. This shows that Pterocarpussantalinoides is a good source of vitamin C and fat soluble vitamins and therefore its consumption should be encouraged.
Keywords: Vitamins,Pterocarpussantalinoides, leaf andcommon vegetable
Introduction:
Plants play an important role in the cycle of nature, this is because life on earth basically depend on them (Okaforet al., 1996). In ancient literature, it is clear that plants were earlier studied from viewpoints of their usefulness and this formed the birth day of botanical science (Jethroet al., 1997). Plants provide man with all his needs as regards food, shelter, clothing, flavour and fragrance as well as medicine (Sofowora, 1993). They are naturally occurring substances that produces almost all the foods that animals as well as human eat and have a unique potential to make their own food through photosynthesis (Sheela, 2004).
Pterocarpus species belong to the family of Fabaceae and they grow throughout the Tropics (Ogan, 2004). The Nigerian species are trees with bright yellow flowers and usually have alternate leaflets (Osuagwuet al., 2007). The fruit pod has an unusual irregular shape (Adetunji, 2007). It is a shade tree commonly found along riverine forest in Africa and tropical South America (Gallant, 1972). The plant can also help in erosion control because of the type of root system as well as nitrogen fixation (Osuagwuet al., 2007). In Nigeria, many indigenous plants including Pterocarpussantalinoidesare used as food or medicine. The tender leaves are used as vegetable in soup making while the stem bark is used in making pepper soup (Ezeaguet al., 1998). As a vegetable the leaves are fresh and edible, which can be eaten raw or cooked (Dhellotet al., 2006). They are not only cheap source of nutrients but are also common sources (Okafor, 1983). Specifically, green leafy vegetables occupy an important place among the food crops as they provide adequate amounts of many vitamins and minerals for humans (Tianet al., 1992). They are a rich source of carotene, ascorbic, riboflavin, folic acid and minerals (Sheela, 2004).
Various parts of Pterocarpussantalinoidesare used in traditional medicine in many African countries to treat an array of human ailments. Locally known as "Uturukpa", the fresh leaf of Pterocarpussantalinoidesare consumed locally, in soups preparation like Ogbono (draw soup) and Egwusi (Melon soup) by the Igbos of South East Nigeria and is reputed to be useful in the treatment of diarrhea and other gastrointestinal disorder (Okaforet al., 1996).
Vitamins are organic substances without energetic value, but are necessary for the metabolism of animals or human organisms (LEBAS, 1969). These substances are not synthesized by the organism itself in adequate quantities, for this reason, vitamins must be provided by diets or through the intestinal flora activity (Jarretet al., 1988). They act at very small concentrations mainly as co-enzymes or co-enzyme precursors but are never incorporated as constitutive part of the body (Corinoet al., 1999).Vitamins are classified into thirteen (13) groups. The main molecules are named with letter and an additional number where necessary, according to the order of their discovery (Mateos and Blas, 1998). The most common classification system is based on solubility: nine (9) vitamins are water-soluble: the B-complex vitamins (or B-group) and vitamin C. Four (4) vitamins are fat-soluble (i.e. vitamin A, D, E and K). There is need to study the vitamin levels of plants to identify those with significant high levels, hence the need to determine the vitamins composition in fresh leaf of Pterocarpussantalinoidesa common vegetable in Ebonyi State.
Figure 1: PterocarpussantalinoidesLeaves
Materials and Methods
Materials: The chemicals and reagents were of analytical standard. Fresh leaves of wild grown Pterocarpussantalinoideswere collected from Ikwo area of Ebonyi state, Nigeria. The botanical identification and authentication were done by Prof. J. C. Okafor; a plant taxonomist at Botany Department University of Nigeria Nsukka.
Methods
Determination of Vitamin: Determination of the vitamin contents in the test sample were carried out by the method described by Association of Official Analytical Chemist (AOAC), 1990.
Results
The result of vitamin analysis showed that Pterocarpussantalinoidesleaf has the highest levels of vitamin C, followed by vitamins D, A, E, K and low levels of vitamins B1, B12 and B6 as shown in the Table 1.
Table 1: Vitamin Analysis OfPterocarpusSantalinoides Leaf.
Discussion and Conclusion:
Discussion: From the study, it was observed that vitamins such as vitamin A, B1, B6 B12, C, D, E and K are present in the leaf of Pterocarpussantalinoides. This composition clearly showed that Pterocarpussantalinoides leaf is a good source of vitamins. Igwenyi and Elekwa, 2014 reported the presence of vitamin A (1.44±0.02mg/100g), vitamin B1 (288.17±0.12mg/100g) and vitamin E (0.02±0.02mg/100g) in Geranium robertianum leaves. Offoret al. (2015) also reported that the fresh leaves of CucurbitalmoschataandAmaranthushybridusrecorded varying and
P. M. Aja et al TheExperiment,2016., Vol.36(1),2203-2206
substantial concentrations of vitamins. Cucurbitalmoschata recorded higher amounts (mg/100g) of ascorbic acid, thiamine and riboflavin while Amaranthushybridus contained significantly higher amount of niacin (Offoret al., 2015).
According to food and Agricultural Organization and World Health Organization expert consultation on human vitamin requirement, recommended nutrient intakes for vitamin C for infant is 35mg/day, adult 45mg/day and adolescents (10-18years), pregnant mother and lactating mothers are 40mg/day, 55mg/day and 70mg/day respectively, while the analysis of vitamin C content in Pterocarpussantalinoidesleaves showed that it contains about 836.21±2.45mg/l and as such is a good source of ascorbic acid. This shows that it can be used to cure scurvy and protect against scurvy in unborn children in the womb as reported by Krebs et al., 1948. Studies by Baker et al., 1969 shows that the minimum amount of vitamin C needed to cure scurvy in men was less than 10mg/day.
The recommended nutrient intakes for vitamins D according to age as officiated by World Health Organization and Food and Agricultural Organization are infant 0-9years, 0.005mg/day; adolescent, 10-18 years; adults, pregnant women and lactating women is 0.005mg/day. Also, for elderly adult of 65+ years it is 0.015mg/day. The result of analysis of vitamin D content in Pterocarpussantalinoidesshowed that it contains high level of vitamin D 450±4.95mg/l. As such, a good source of vitamin D and can help to protect children against rickets. Children constitute a population at risk for vitamin D deficiency, because of relatively large vitamin D needs brought about by their high rate of skeletal growth (Zeghunakket al., 1997).
Vitamin K is an essential fat-soluble micronutrient which is needed for a unique post-translational chemical modification in a small group of protein with calcium binding properties, collectively known as vitamin Kdependent proteins (Ezeet al., 2012). Thus, the only unequivocal role of vitamin K in health is in the maintenance of normal coagulation. In adults, primary vitamin K-deficient state manifest as bleeding and are almost unknown, expect when the absorption of the vitamin is impaired as a result of an underlying pathology (Suttie, 1985). The result of vitamin K analysis in Pterocarpussantalinoides leaves showed an encouraging level of 10.13±0.33mg/l against the recommended nutrient in takes for vitamin K by World Health Organization (WHO) for different age groups, as 0-6years is 0.005mg/day, adolescent, adult, pregnant women and lactating women are 0.055mg/day. This means that Pterocarpussantalinoidesleave is a good source of Vitamin K.
Conclusion:
The present study on the vitamins composition of Pterocarpussantalinoidesleaf showed that Pterocarpussantalinoidesleaf is a good source of vitamins. However, the need to explore and develop Pterocarpussantalinoides leaves should be encouraged especially because of its immense importance in medicine, pharmaceuticals and dietary industries since it contains bioactive compounds.
References:
1. Adetuji, J. A. (2007). Reviewing Pterocarpus species and their distribution. African Journal of Traditional Complementary and Alternative Medicine. 4: 23-36.
2. Baker, E. M., Hodges, R. E., Hood, J., Sauberlich, H. E. and March, S. C. (1969). Metabolism of ascorbic acid in experimental human scurvy. American Journal of Clinical Nutrition, 22: 549-558.
3. Carino, C., Pastorelli, G., Pantaleo, L., Oriani, G. and Salvatori, G. (1999). Improvement of dietary supplementation with vitamins. Journal of Dietary Science, 52: 285-289.
4. Dhellot, J. R., Matouba, E., Maloumbi, M. G., Nzikou, J. M., Safou-Ngoma, D. G., Linder, M., Desobry, S. and Parmetier, M. (2006). Extraction, chemical composition and nutritional characterization of vegetable oils. African Journal of Biotechnology, 5: 1095-1101.
5. Eze, S.O., Cornelius , C and Okereke H.C (2012). Phytochemical and antimicrobial analysis of
6. the stem Bark of pterocarpussantalinoides, (nturuukpa). Asian Journal of Natural &
RESEARCH ARTICLE
P. M. Aja et al TheExperiment,2016., Vol.36(1),2203-2206
7. Applied Sciences. 1(3);27-30
8. Ezeagu, I. E., Metges, C. C., Proll, J., Petzke, K. J. and Akinsoyinu, A. O. (1998). Chemical composition and nutritive value of some wild-gathered tropical plant seeds. African Journal of food science and Technology, 7: 235-239.
9. Gallant, M. S. (1972). Handwork on Chemical Ecology, part 2, 1st edition, New York. p. 80-95.
10. Igwenyi, I. O. &Elekwa, A. E (2014). Phytochemical Analysis and Determination of Vitamin Contents of Geranium Robertianum, IOSR Journal of Dental and Medical Sciences Volume 13, Issue 6 PP 44-47
11. Jethro, H., Appidi, J. R. Grierson, D. S. and Afolayan, A. J. (1997). Ethno botanical study of plants used for the treatment of diarrhea in the Eastern Cape, South African and Pakistan. Journal of Biological Sciences, 11: 1961-1963.
12. Krebs, H. A. and Vitamin S. (1948).Subcommittee of the Accessory Food Factors Committee. Vitamin C requirement for human adult. Journal of Dietary, 254: 853-858.
13. Lebas, F. (1969). Mammary transfer of vitamin in rabbit. International Journal of Vitamin Nutrition Research, 55: 35-39.
14. Mateos, G. G. and Blas, D. C. (1998). The nutrition of rabbit, mineral, vitamin and additives in rabbit feed. Handbook on Nutrition, 2nd edition. Oxon Press, 145-175.
15. Offor, C. E., Obasi, A ., Ibiam, U.A., Igwenyi, I.O. and Aja, P. M (2015). Comparative Analysis of Some Vitamins in Fresh Leaves of Cucurbitalmoschata and Amaranthushybridus l. World Journal of Alternative Medicine 1 (2): 09-11
16. Ogan, M. T. (2004). Trees of Nigeria. Journal of Complementary and Integration Medicine, 123: 125-129.
17. Okafor, J. C. (1983). Varietal delimitation in Pterocarpussantalinoides leaves. International Journal of Tree Crops, 2: 87-95.
18. Okafor, J. C., Okolo, H. C. and Ejiofor, M. A. N. (1997). Strategies for enhancement of utilization potentials of edible woody forest species of South-Eastern Nigeria. Journal of Biodiversity of African Plants.
19. Osuagwu, G. G., Okwulechie, E. and Emenike, J. O. (2007). Phytochemical and mineral content of leaves offour Nigerian Pterocarpus species. International
20. Journal of Molecular and Advanced Sciences, 3: 6-11.
21. Sheela, K., Kamal, G. N., Viyayalakshi, D., Geeta, M. Y. and Roopa, B. P. (2004). Proximate analysis of underutilized green leafy vegetables. Journal of Human Ecology, 15: 227-229.
22. Sofowora, L. A. (1993). Medicinal Plant and Traditional Medicine in Africa. Spectrum Books Limited, Ibadan, p. 55-71.
23. Sultie, J. W. (1985). Vitamin K as Fat-Soluble Vitamins and their Biochemistry. Diplock, A. D. London Press Edition, 225-311.
24. Tian, G., Knag, B. and Buisard, L. (1992). Chemical composition on N, Ca and Mg release during incubation of leaves from selected Agro-forestry fallow plant species. Journal of Biogeochemistry,6(2):1319.
25. Zeghunak, F., Vervel, C., Guillozo, H., Walrant-Debray, O., Boutignon, H. and Garabedian, M. (1997). Subclinical vitamin D deficiency in neonates. American Journal of Clinical Nutrition. 65: 771-778
Authors and Affiliations
Aja P. M 1 ., Nweke E. C 1 ., UgwuOkechukwu P.C 1 ., Offor C. E 1 ., Ogbu Patience N 2 ., Ogo I 1 and Nweke O. L 3 .
1. Department of Biochemistry, Faculty of Science, Ebonyi State University, Abakaliki, Nigeria
2. Department of Medical Biochemistry, Federal University Ndufu-Alike Ikwo, Ebonyi State, Nigeria.
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Why Teens Are Impulsive, Addiction-Prone And Should Protect Their Brains By: Mindshift / NPR Staff
Teens can't control impulses and make rapid, smart decisions like adults can — but why?
Research into how the human brain develops helps explain. In a teenager, the frontal lobe of the brain, which controls decision-making, is built but not fully insulated — so signals move slowly.
"Teenagers are not as readily able to access their frontal lobe to say, 'Oh, I better not do this,' " Dr. Frances Jensen tells Fresh Air's Terry Gross.
Jensen, who's a neuroscientist and was a single mother of two boys who are now in their 20s, wrote The Teenage Brain to explore the science of how the brain grows — and why teenagers can be especially impulsive, moody and not very good at responsible decision-making.
"We have a natural insulation … called myelin," she says. "It's a fat, and it takes time. Cells have to build myelin, and they grow it around the outside of these tracks, and that takes years."
This insulation process starts in the back of the brain and heads toward the front. Brains aren't fully mature until people are in their early 20s, possibly late 20s and maybe even beyond, Jensen says.
"The last place to be connected — to be fully myelinated — is the front of your brain," Jensen says. "And what's in the front? Your prefrontal cortex and your frontal cortex. These are areas where we have insight, empathy, these executive functions such as impulse control, risk-taking behavior."
This research also explains why teenagers can be especially susceptible to addictions — including drugs, alcohol, smoking and digital devices.
Interview Highlights
On why teenagers are more prone to addiction
Addiction is actually a form of learning. … What happens in addiction is there's also repeated exposure, except it's to a substance and it's not in the part of the brain we use for learning — it's in the reward-seeking area of your brain. … It's happening in the same way that learning stimulates and enhances a synapse. Substances do the same thing. They build a reward circuit around that substance to a much stronger, harder, longer addiction.
Just like learning a fact is more efficient, sadly, addiction is more efficient in the adolescent brain. That is an important fact for an adolescent to know about themselves — that they can get addicted faster.
It also is a way to debunk the myth, by the way, that, "Oh, teens are resilient, they'll be fine. He can just go off and drink or do this or that. They'll bounce back." Actually, it's quite the contrary. The effects of substances are more permanent on the teen brain. They have more deleterious effects and can be more toxic to the teen than the adult.
On the effects of binge drinking and marijuana on the teenage brain
Binge drinking can actually kill brain cells in the adolescent brain where it does not to the same extent in the adult brain. So for the same amount of alcohol, you can actually have brain damage — permanent brain damage — in an adolescent for the same blood alcohol level that may cause bad sedation in the adult, but not actual brain damage. …
Because they have more plasticity, more substrate, a lot of these drugs of abuse are going to lock onto more targets in [adolescents'] brains than in an adult, for instance. We have natural cannabinoids, they're called, in the brain. We have kind of a natural substance that actually locks onto receptors on brain cells. It has, for the most part, a more dampening sedative effect. So when you actually ingest or smoke or get cannabis into your bloodstream, it does get into the brain and it goes to these same targets.
It turns out that these targets actually block the process of learning and memory so that you have an impairment of being able to lay down new memories. What's interesting is not only does the teen brain have more space for the cannabis to actually land, if you will, it actually stays there longer. It locks on longer than in the adult brain. … For instance, if they were to get high over a weekend, the effects may be still there on Thursday and Friday later that week. An adult wouldn't have that same long-term effect.
On marijuana's effect on IQ
People who are chronic marijuana users between 13 and 17, people who [use daily or frequently] for a period of time, like a year plus, have shown to have decreased verbal IQ, and their functional MRIs look different when they're imaged during a task. There's been a permanent change in their brains as a result of this that they may not ever be able to recover.
It is a fascinating fact that I uncovered going through the literature around adolescence is our IQs are still malleable into the teen years. I know that I remember thinking and being brought up with, "Well, you have that IQ test that was done in grade school with some standardized process, and that's your number, you've got it for life — whatever that number is, that's who you are."
It turns out that's not true at all. During the teen years, approximately a third of the people stayed the same, a third actually increased their IQ, and a third decreased their IQ. We don't know a lot about exactly what makes your IQ go up and down — the study is still ongoing — but we do know some things that make your IQ go down, and that is chronic pot-smoking.
On teenagers' access to constant stimuli
We, as humans, are very novelty-seeking. We are built to seek novelty and want to acquire new stimuli. So, when you think about it, our social media is just a wealth of new stimuli that you can access at all times. The problem with the adolescent is that they may not have the insider judgment, because their frontal lobes aren't completely online yet, to know when to stop. To know when to say, "This is not a safe piece of information for me to look at. If I go and look at this atrocious violent video, it may stick with me for the rest of my life — this image — and this may not be a good thing to be carrying with me." They are unaware of when to gate themselves.
On not allowing teenagers to have their cellphones at night
It may or may not be enforceable. I think the point is that when they're trying to go to sleep — to have this incredibly alluring opportunity to network socially or be stimulated by a computer or a cellphone really disrupts sleep patterns. Again, it's also not great to have multiple channels of stimulation while you're trying to memorize for a test the next day, for instance.
So I think I would restate that and say, especially when they're trying to go to sleep, to really try to suggest that they don't go under the sheets and have their cellphone on and be tweeting people.
First of all, the artificial light can affect your brain; it decreases some chemicals in your brain that help promote sleep, such as melatonin, so we know that artificial light is not good for the brain. That's why I think there have been studies that show that reading books with a regular warm light doesn't disrupt sleep to the extent that using a Kindle does.
http://ww2.kqed.org/mindshift/2015/01/29/why-teens-are-impulsive-addiction-prone-and-should-protect-their-brains/
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Enjoy reading together!
*set time aside just for reading together
*talk about the book
*let your child see you reading
* join your local library
*read to your child every day, your role is a vital one!
Reasons for reading
Reading need not be confined to books!
Encourage your child to spot and read text all around them e.g. signs, notices, labels on food packets, names on post
Read price labels in the supermarket to spot the best deal!
Leave your child a clearly written note that could lead to a treat!
Encourage your child to read everything!
Bushey Heath Primary School
Helping with your child's reading
We love books!
Strategies for reading
PHONICS
Sounding out the parts of the word: use the first letter to help think of a word that makes sense, build the word up then blend the sounds together and look for familiar clusters of sounds e.g. igh, st, ing.
WORD RECOGNITION
Breaking the word up into syllables, look for words within words, look at the shape of the word.
GRAMMATICAL KNOWLEDGE
Reading on to find what word would make sense, use the punctuation to get meaning from the text, look for familiar prefixes and suffixes.
CONTEXT
Using the pictures as clues, predict what the word might be from what's already happened, use knowledge of text type to predict word, use any predictable patterns such as rhyme.
What to look for when your child is reading
- Use of character voice
- Appropriate notice of punctuation
- Strategies for reading
- Fluency
- Understanding of what has been read
Reading book activities
Re tell story Re tell story in writing Write or tell a different ending Add a new character to the story Create a family for a character Write questions about the story for someone else to answer
Questions to ask your child about their book
What is going to happen in your book?
Have you read a book like this before?
Can you retell the story?
Can you act out the story?
Would it be different if the main character was a girl/boy? How?
How did the characters feel in the beginning/middle/end of the story?
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Seventh Grade Literature Sections A and B Summer Reading Assignment 2018
Lit Sections 7A and 7B are required to read Upside Down In The Middle of Nowhere by Julie T. Lamana. Students are required to answer the questions for this novel that are attached to this information sheet. The novel has been divided into 4 sections. Each section completed is worth 10 points, so the whole packet will be a grade of 40 points due on the first day of school August 8, 2018. I designed the questions on the worksheets to follow the story being read. In other words, the questions are in order and should not be hard to find or answer if the novel is being read. In class, we will discuss the novel and check all questions. Then, a written test on this novel will be given during the second full week of school. (100 points)
In addition, students will select a second book of their choice from the list below. An Accelerated Reader test will be taken on this novel the first full week of school. (50points) In Lit class, students will need to have knowledge about the main characters, the setting, the major problem or conflict and how it was resolved, the plot, and theme or lesson learned about this second book. Students should take notes on these items because in addition to the AR test; they will take a written test on these items in class the first week of school. (50 points)
Students should select one of the following novels to read:
Stormbreaker by Anthony Horowitz
Between Shades of Gray by Ruta Sepetys
The Adventurer's Guide to Successful Escapes by Wade Albert White
Booked by Kwame Alexander
Night of the Howling Dogs by Graham Salisbury
One for the Murphys by Lynda Mullaly Hunt
_____________________________________________________________
In summary:
All students must read two books.
All students will take the following tests:
*
a 100 point test on Upside Down In The Middle of Nowhere
* a 50 point AR test on the second novel of their choice
* a 50 point written test on the second novel of their choice. | <urn:uuid:34f594b6-acca-4fa5-8fa7-527d02b934ce> | CC-MAIN-2018-22 | http://stjudebr.org/wp-content/uploads/2018/05/Rising-7th-Grade-Summer-Reading-Info.pdf | 2018-05-28T03:03:15Z | crawl-data/CC-MAIN-2018-22/segments/1526794870771.86/warc/CC-MAIN-20180528024807-20180528044807-00206.warc.gz | 274,556,667 | 448 | eng_Latn | eng_Latn | 0.99959 | eng_Latn | 0.99959 | [
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SUBURBAN PEDIATRIC ASSOCIATES, INC.
Well Child Care at 1 Month
Feeding:
By 1 month of age, breast feeding has become better established and feedings are more regular (every 2 – 3 hours). Occasionally the baby may go 3 – 4 hours between feedings but they are still around the clock. A supplementary bottle (either expressed breast milk or formula) may be offered once daily or once every other day. This allows dad or others to feed the baby and assures a familiarity with the bottle. No juice or water is needed yet. Babies who are exclusively breastfed will need a vitamin supplementation.
Formula feedings also will be more regular (approximately every 2-3 hours) by 1 month. Remember not to use the microwave to heat bottles. For both bottle and breast feedings the baby is now better able to coordinate sucking, swallowing, breathing, and there should be less air swallowing, burping, and hiccupping at this time.
In all cases, demand feedings or feeding the baby when he gives you cues he is hungry, is better than rigidly scheduled feedings.
Weight gain is now approximately 1 – 1 ½ ounces per day. Stools will begin to slightly thicken, slow down, and darken after 1 month.
Sleep:
There is still no day/night difference as the 1 month continues to sleep off and on for 12 – 16 hours per day. The sleep-wake-feed cycle has begun to smooth out. Many infants exhibit a 10 – 15 minute period of fussiness as they settle down to sleep. This crying is normal. The baby should continue to sleep on his back.
Temperament:
Temperament is still somewhat unpredictable but you should now be able to distinguish between hunger, discomfort, sleepiness, and excitement as the crying behavior (baby's first language) becomes better differentiated. Some infants show their personalities with a more intense demanding temperament or a quiet passive temperament at this time.
Immunization:
The 2 nd Hepatitis B vaccine (the 1 st dose should have been given in the newborn nursery) will usually be given at the 1 month visit. Other immunizations will be given next month. Some infants will have some slight leg discomfort, but most have no problems.
Next Visit:
Your baby's next routine visit should be at the age of 2 months. At this time your child will get the next set of immunizations.
Normal Development 1 month old
Crying:
- Some babies at this age exhibit episodes of intense, inconsolable crying. These episodes may last for several hours and typically occur in the late hours of the day. This pattern of crying is known as colic. Coping with colic can be a challenge for parents and care givers. Simple remedies, such as providing a calm, quiet, darkened environment are the most helpful.
- Has more established crying patterns for hunger, discomfort, excitement, and tiredness.
Social:
- More sustained eye contact and social response.
- Smiles readily when happy or content
- Follows with eyes
- Startles to loud sounds and turns in direction of sound.
Motor:
- Raises head.
- Begins to put hands in mouth (may need to offer and encourage pacifier if sucking behaviors are pronounced)
- Turns head side to side when on stomach.
Each child is unique. It is therefore difficult to describe exactly what should be expected at each stage of a child's development. While certain behaviors and physical milestones tend to occur at certain ages, a wide spectrum of growth and behavior for each age is normal. These guidelines are offered as a way of showing a general progression through the developmental stages rather than as fixed requirements for normal development at specific ages. It is perfectly natural for a child to attain some milestones earlier and other milestones later than the general trend. Keep this in mind as you review these milestones. If you have any concerns related to your child's own pattern of development, please give us a call. | <urn:uuid:a7b64008-a81a-458e-a059-8b48419d8604> | CC-MAIN-2018-22 | http://suburbandocs.com/wp-content/uploads/2017/03/Well_Child_Care_at_1_Month1-27-17.pdf | 2018-05-28T03:10:56Z | crawl-data/CC-MAIN-2018-22/segments/1526794870771.86/warc/CC-MAIN-20180528024807-20180528044807-00204.warc.gz | 273,813,406 | 846 | eng_Latn | eng_Latn | 0.999008 | eng_Latn | 0.999134 | [
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| | Early work | Session 1 | Break | Session 2 | Lunch | Session 3 | Break |
|---|---|---|---|---|---|---|---|
| Monday | Corrections Response tasks | Maths | | English Spelling Test Mental Maths | | Grammar | |
| Tuesday | Corrections Response tasks | Maths | | English Guided Reading | | Computing | |
| Wednesday | Corrections Response tasks | Maths | | English Guided Reading | | Science | |
| Thursday | Corrections Response tasks | Maths | | Big Write | | History/Geography /Art | |
| Friday | Corrections Response tasks | Weekly Math Assessment Spelling Test | | Swimming | | RE | |
Spelling homework is set every Monday and Friday. Big Talk for Big Write is sent home on Wednesday. Children are required to read at least 3 times a week. Maths homework is set on Friday. | <urn:uuid:e00e8391-a133-4f09-bd88-5dcf95252285> | CC-MAIN-2018-22 | https://www.meadowsprimary.co.uk/sites/default/files/Class%203%20timetable%20edited%20autum.pdf | 2018-05-28T03:30:46Z | crawl-data/CC-MAIN-2018-22/segments/1526794870771.86/warc/CC-MAIN-20180528024807-20180528044807-00212.warc.gz | 779,304,041 | 208 | eng_Latn | eng_Latn | 0.999988 | eng_Latn | 0.999988 | [
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GIFTED EDUCATION PRESS QUARTERLY
10201 YUMA COURT P.O. BOX 1586 MANASSAS, VA 20108 703-369-5017
FALL 2006 VOLUME TWENTY, NUMBER FOUR
www.giftededpress.com
MEMBERS OF NATIONAL ADVISORY PANEL
Dr. James Delisle — Professor and Co-Director of SENG, Kent State University, Kent, Ohio
Dr. Jerry Flack — Professor, University of Colorado, Colorado Springs
Dr. Howard Gardner — Professor, Graduate School of Education, Harvard University, Cambridge, Massachusetts
Ms. Margaret Gosfield – Editor, Gifted Education Communicator, Santa Barbara, California
Ms. Diane D. Grybek — Supervisor of Secondary Gifted Programs (Retired), Hillsborough County Schools, Tampa, Florida
Ms. Dorothy Knopper — Publisher, Open Space Communications, Boulder, Colorado
Mr. James LoGiudice — Director, Program and Staff Development, Bucks County, Pennsylvania IU No. 22 and Past President of the Pennsylvania Association for Gifted Education
Dr. Adrienne O'Neill — President, Stark Education Partnership, Canton, Ohio
Dr. Stephen Schroeder-Davis — Coordinator of Gifted Programs, Elk River, Minnesota Schools and, Past President of the Minnesota Council for the Gifted and Talented
Dr. Bruce Shore — Professor and Director, Giftedness Centre, McGill University, Montreal
Ms. Joan Smutny — Professor and Director, Center for Gifted, National-Louis University, Evanston, Illinois
Dr. Colleen Willard-Holt — Associate Professor, Pennsylvania State University - Harrisburg
Ms. Susan Winebrenner — Consultant, San Marcos, California
Dr. Ellen Winner — Professor of Psychology, Boston College
In football, the end-run is used to make progress toward the goal post. Educators of the gifted, parents and students are currently using many types of creative and productive end-runs to reach the goal of providing the best possible education for the gifted.
Some examples are: ! Homeschooling – Many parents have decided to use this approach to providing a stimulating curriculum for their gifted children. Discussion groups on the Internet provide parents with support and suggestions for curriculum interventions and for dealing with socialemotional issues. ! Summer and after-school programs in mathematics, science and the performing arts – They offer gifted children some of the best teachers and advanced education in areas such as mathematics and science. ! Online Learning in grades K-12 and online education information services for students and parents – These World Wide Web sites represent one of the most promising efforts for helping students to take control of their own education. In this regard, I highly recommend the National Society for the Gifted & Talented web site at www.nsgt.org which contains many independent learning and information programs such as The Renzulli Learning System. All of these end-run approaches to gifted education increase the number of appropriate learning opportunities for gifted students.
Joan Smutny has written a fascinating article on the education of gifted children who are very sensitive to moral and spiritual issues. She recently completed a summer program in the Chicago area that enrolled about 3,500 students. Her strong support of the gifted field and of parent advocacy places her among national leaders who are taking positive steps, in concert with parents and teachers, to improve gifted education programs. We appreciate her continued support of this periodical. The article by Yong S. Colen and his colleagues is a call for improved mathematics education for gifted students based upon their analysis of special Russian schools for the mathematically talented. He is a member of the mathematics department at Indiana University of Pennsylvania. Sarah Napolitan is enrolled in the school psychology program at this university, and Victoria Damiani is on the Educational and School Psychology faculty. Jinho Kim teaches in the mathematics department at Daegu National University of Education in South Korea. The third article in this issue by Eugene and Diana Avergon addresses the matter of art education for the gifted. Eugene holds an M.A. degree in sculpture from the University of Minnesota, Duluth, and has had an extensive career in working with gifted students in the Dumbach Scholars Program in Fine Arts at Loyola Academy, a Jesuit Secondary Education School, in the Chicago area. Diana has an M.A. degree in printmaking from the University of Wisconsin, Superior, and has been an administrator and art educator in private and public schools in the Midwest. Their combined interest in "the role of choice in art" has resulted in the publication of four Art by Choice books (Nasco, 2004) with a new release, Naturally Occurring Art by Choice, to come out in 2007. Michael Walters, a long time writer for GEPQ, completes this issue with his discussion of one of John Steinbeck's novels, The Grapes of Wrath (1939).
Nurturing the Inner Strengths of Highly Intuitive and Sensitive Gifted Children
Joan Franklin Smutny National Louis University
When I was a child, I used to be really upset about the homeless people in our neighborhood. People would cross the street when they saw one and I would always give them any money I had. I can still remember the summer when I became afraid about the possibility of being homeless. My mom worked and we were ok, but I would look at these people and think, "that guy is someone's son," or "that lady had dreams once." And it would just make me sad and afraid. So I used to plan out what I would do to not be homeless. I made a list of all the people who would probably give me a job and then I thought about where I could get shelter if I couldn't afford an apartment right away. I just couldn't stop thinking about it. While other people in my neighborhood were seeing them as some other species, I saw myself as one of them. –College student
We may never know how many gifted children lie awake at night confronting deep moral questions or how many project themselves into the future, as this girl did, looking for ways to avoid becoming homeless. Experiences and insights of such magnitude can shake the foundations of a child's inner world.
A piano teacher once told me about a young child she taught, who, following a lesson one day, looked up at her and said, "I remember when I was in my mummy's tummy." The teacher nodded and said, "Oh? Is that so?" The child then said, "Yes, and I remember before that, too." Exceptionally gifted in both music and languages, this child then recounted what he could remember about his life in some other place with other people before he "came here." The piano teacher said that from the child's point of view, he had arrived on earth much the same way as a person on a train and he described in detail where he'd come from in a casual but knowing way. She said: "I had no idea what to say to this amazing little child who was barely tall enough to reach the pedals, but I felt somehow that whether true or no, this boy was in touch with something much larger than himself and he knew it." Within the next year, however, this remarkable child gradually fell silent on such subjects. Twenty years later, in a Ph.D. program in Quantum Physics, he felt the old child-like awe and wonder for things unknown return.
Edward Hoffman (1992) in Visions of Innocence conducted interviews with a number of adults who, in recalling early childhood experiences, revealed a rich inner world of spiritual insight and sensibility. They described such phenomena as feelings of profound joy, timelessness, oneness with nature, experiences with a life force, extraordinary inner convictions (sometimes contrary to adult belief systems), ability to enter non-ordinary states of consciousness, and a highly developed sense of self. At the same time, these sensitivities are apt to also bring disappointment or sadness when these children look at the moral failings of human beings. Hollingworth (1942) shared an example of a boy of nine who "wept bitterly at how the North taxed the South after the Civil War" (pg. 281). Lovecky (1997) described a child of six who befriended and bravely defended a developmentally disabled student of 12 who was tormented by the teasing of his peers.
Clearly, gifted children with enhanced intellectual powers are in an ideal position to understand complex moral questions. A young child whose knowledge about the ever-expanding universe leads him to deeper questions about eternity or infinity would not be able to do so without these intellectual gifts. But with these gifts come a broad range of emotional, sensory and intuitive gifts that deal not merely with thoughts about the universe, but with ethics, compassion, kindness, intuition, artistry, inspiration, joy, and so forth. The following list reveals a broad range of the characteristics commonly seen among this population:
* Interested in philosophical questions way in advance of their years;
* Paralyzed by the intensity of their feelings in the presence of injustice, cruelty, self-centeredness;
* Inspired by a sense of the wholeness of life (encompassing all beings and the universe) and feeling part of this large whole;
* Subject to an acute sense of vulnerability in the world due to feeling "different" from peers and to difficult experiences in school;
*
Profoundly affected by daily experience and inclined to plumb its meaning to the depths;
* Possessed of a highly developed moral understanding and strong convictions about fundamental principles (such as the right to a free trial);
* Acutely intuitive about human and animal behavior;
* Deeply drawn toward the creative, artistic and the imaginative;
* Interested in unexplained phenomena—UFOs, telepathic abilities, near-death-experiences, visions of the future, etc.;
* Highly sensitive and compassionate toward others, particularly toward those who are mistreated, troubled or unhappy;
* Able to take strong, courageous stands about ethical issues based on well reasoned arguments for doing so and in spite of opposition.
The Struggle
Sensitive gifted children face a dilemma. On the one hand, they have this special gift that links them to a larger sense of life and being. On the other hand, many of them are ushered into this awareness without the emotional maturity or life experience to cope with it. The now familiar phenomenon known as "asynchrony" makes a child seem like 25 in metaphysical
understanding and six in emotional maturity (Webb, Meckstroth & Tolan, 1982; Gross, 1993; Lovecky, 1997). A seven-year-old talks about the nature of consciousness at one moment and weeps over a missing toy the next. A 10-year-old asks if humans "can evolve into a kinder species than the 'moral Neanderthals' they are now" while watching Sponge Bob on cable television.
These children receive insights and impressions at an age when they can't fully process what they mean, let alone explain their experience to an adult. What does such a child do? In this case and in many like it, the child keeps her thoughts to herself. Children such as these are usually out of synch with peers and sometimes with their own families as well. Families who hold strongly held views about religion, for example, find it difficult to debate with their own child about issues they themselves never questioned. A child senses connections between physics and spirituality and consequently starts examining Bible stories through the lens of quantum physics. Because of the mixed responses she gets from family members, she keeps this project to herself.
The other challenge these children face comes with their entrance into school. A young girl who paints the "spirit face" of animals and people discovers, with a jolt, that the other kids have no idea what she's doing. "You know," she explains, "there is the face that we see with our eyes and then there is the other one." She shows pictures of her cat on four different days with the second face painted over the first like an otherworldly being. There is no response. The child immediately senses the gulf between what she sees, senses, and intuits and the physical here-and-now world of her classmates.
For these spiritually gifted children, metaphysics is a common preoccupation. The domain of the spirit affects their whole being—the way they learn, love, connect to the world, form relationships. It is a sad day when they discover that their peers don't stare out the window at the pigeons and wonder if being a bird would improve the feeling of life. They don't concern themselves with the concept of compassion for animals and how this relates to living in harmony with all life. They don't beg their parents to go to the art museum where they can disappear into the scenery of a Turner or Constable painting. They don't devour stories by people who had near-death experiences and wonder if they could "see" their deceased grandparents by changing their state of mind. When these children awaken to the fact that those around them don't occupy the same spiritual domain as they do, they may decide to let that domain go.
The Fork in the Road
In order to really belong to their families, friends and community, many gifted students feel they have to make a choice between this sensibility and the more material sense of living and being that surrounds them. The "overexcitabilities" (Dabrowski 1979/1994) make them "delicate, gentle, sensitive, empathic, nonaggressive, industrious, wise though unsophisticated, never brutal, often inhibited, likely to withdraw, into themselves rather than retaliate, having deep feelings, idealistic" (pp. 87-90). With these qualities, they have the potential to bring humanity to a higher moral and spiritual plane, but the aggressive, materialistic society doesn't welcome them. They sense this and often withdraw from their own gifts in order to get along in the world.
But, becoming more like the rest of the world carries a high price: alienation from the most precious part of themselves. They act in one of two ways: they either pretend to be like everyone else and keep their pondering and questioning to themselves or they decide that the spiritual domain is unrealistic and silly—a thing to outgrow. Whatever the choice, most of these spiritually gifted people sense the loss at one time or another.
As a child, I can remember feeling so close to nature, so close to my love for painting and for the divine—what Rachel Carson called the "sense of wonder." All of that dwindled away. I can't remember the day or the event that made this happen. I think that, as a kid who performed well academically, I got pulled in other directions and bit by bit, the demands and concerns over grades and success and getting ahead chipped away at my more philosophical side until I just let it go. I remember experiencing this as a loss but I told myself that I had to get my priorities straight and there were pressing things to do. Always, there were pressing things to do! And in the distraction and bustle of school and research and work, I stopped hearing my own voice. In the end, as happens, my own voice actually stopped speaking, even in the silence. Now, interestingly, I'm following my inner voice again and returning to the rich, mystical world of my childhood. –Ph.D. candidate
Honoring the Child's Experience
Highly sensitive gifted children often have no one with whom they can share their deepest ponderings. When they do and an adult says, "Oh that's silly" or peers shrug their shoulders and quip, "You are seriously weird!" they begin to dissociate themselves from their gift. They reject the more intuitive, sensitive, metaphysical part of themselves as something they must overcome or outgrow.
Parents and teachers I know who want to prevent such a tragedy from occurring have come up with these guidelines—
Always assume that a gifted child entertains broader questions about life. Express genuine interest in their thoughts and feelings. Explore the child's paintings, poems or stories; ask what they mean by certain comments or what made them ask a certain question. When a sudden change has occurred in the child's life (divorce, new baby, change of address, loss of a beloved relative or pet, etc.), try to discover how the child is processing this change. The same principle goes for national or international crises such as war, the tsunami and so forth. Express to the child your own interest in and openness to their
thoughts and questions about any subject. Adults can so easily miss the sign of a child's struggle by not looking for it:
A second grade girl whose parents had just divorced spent months worrying that they might suddenly stop loving her as well and shocked her father when she said: "If I knew that people don't love forever before I was born, maybe I could've asked to be a dog instead and live with Boris [their Doberman Pinscher]!" The father laughed along with the child, but the child wasn't really joking. And though the father responded by hugging his daughter and affirming the love that both he and her mother would always have for her, this response did not address the questions in her mind. She continued to harbor troubled thoughts around the changeableness of human love. What is it, she thought, that inspires love between people and what ends it or changes it into something else? What is love?
Be open in discussing complex moral or metaphysical questions. Try not to express any sense of finality on a subject that the child finds troubling. Overly simple answers to complex subjects—the reason for criminal behavior, the possibilities of life beyond the grave, the lack of kindness in some kids at school, the meaning behind disasters like a tsunami—will only push him away. The child, being a sensitive and intuitive person, will detect that he's hit a nerve and either retreat from the adults or pretend to agree. It's better to support the child's own process of discovery, sharing personal philosophies without any need to resolve every issue or close down the questioning. When adults say, "I can see why you would think/feel that way, but here's another way to look at this question…." the child feels that he has someone to talk to, someone who understands his quest for meaning. Sharing personal convictions or philosophies in this fashion helps the child to identify areas of confusion or concern and will lead to more dialog.
Einstein has excellent advice here:
The important thing is not to stop questioning. Curiosity has its own reason for existing. One cannot help but be in awe when he contemplates the mysteries of eternity, of life, of the marvelous structure of reality. It is enough if one tries merely to comprehend a little of this mystery every day. Never lose a holy curiosity. –Albert Einstein (see more quotes by Einstein at: www.simpletoremember.com/vitals/einstein.htm.)
Celebrate curiosity and discovery. Help gifted children engage in these larger-than-life issues with a sense of joy and adventure. Share insights, experiences and quotes from a wide variety of thinkers (past and present), all speaking to the subject of what they have discovered about living and how they approach their challenges. Present the spiritual quest—whether this be a quest for beauty, artistry, philosophy of nature, the purpose for being in the world, compassion for animals, the wholeness of all life, and so forth—as a series of discoveries and insights, each leading to new questions which lead to further discoveries. Instill the hope of finding more answers, but also the delight in the unknown as the place of future learning. Classes in my gifted programs provide this kind of support. Teachers share their own "sense of wonder" over a phenomenon yet to be fully understood and provide creative avenues for gifted students to express their own deeply felt intuitions and feelings. Here is an example from the pen of a gifted seventh grader from Chicago:
```
Standing, standing is where I stand. Sitting, sitting; I think I'm lost. There, there is far away. Walking, walking, toward my goal. My life, life, I grasp, I hold. Running, running, far away. I've got to get away from here. Hoping, hoping, for a new day. I always want, want, what I can't have. Asking, asking, for what will never come. I cry, cry, to my pillow at night. Choke, choking. I'm sorry. I got nervous. Finally, finally, windows have to show me that the sky is still clear.
```
––Jarrel, grade 7
Cultivating Resiliency
Intuitive, sensitive gifted children need practical tools for living in this world. Their high sensibilities prevent them from tuning out the complex sensations that strike them from every side. They feel intensely vulnerable and raw to every jibe (real or imagined), every change in the atmosphere, every image of violence or cruelty, every assignment that confines or restricts. They react dramatically to their own and others' failings and are apt to abandon their most promising work over minor flaws. Over time, such children can become resigned and even dysfunctional.
The need here is to nurture the inner resources of gifted children which are the best defense against any assault on their individuality. The following are several strategies that I've seen work well for families of gifted children.
1. Focus on the present. A child comes home with stories of insensitive peers or of assignments that leave them empty and spiritless and parents wonder if their child will ever survive in this world. It's important for both parent and child to focus on coping only with what's in front of them right now—this day's difficulties, this day's responsibilities. To a child who says, "The kids in my group are mean to me; I can't get through a whole year!" a helpful response would be: "You only need to get through this one day; we can all survive one day." There is a remarkable freedom here. Staying focused on the present opens up the possibilities of the present—choices to make, problems to solve, opportunities to explore.
2. Highlight the good. To children with high sensibilities, the world is an intensely vivid and dramatic place. With little effort, they can become overwhelmed by the negative aspects of life. Taking an honest stock of the good in their lives (family and friends, opportunities, material comforts of a home, etc.) is the only way to tackle problems. Otherwise they are stuck in a cycle of deficiency where all they feel is what they lack. Remembering even a moment in their day when someone was kind to them or when an assignment inspired them will bring a measure of strength. Some parents I know have their child do this in different ways—through daily lists, conversations, paintings, drawings or creative writing. Spiritually sensitive children are often introspective by nature and benefit from any exercise where they can explore their strengths, their needs, interests and learning styles.
3. Celebrate bravery and persistence. Adults should celebrate the children whenever they successfully cope with a difficult situation. Some parents promise a special treat for their children in advance. They might take a child out to lunch at his favorite restaurant as a reward for sticking up for himself in a difficult group project, or arrange for him to meet all the animals at the local nature center after a week of controlling his temper in a class dominated by bullies. Thoughtful attention definitely softens the hardship of a bad year or a difficult episode. The children feel acknowledged and celebrated for the qualities that will help them become resilient defenders of their own path. When a teacher I know saw one of her struggling gifted children comfort an unpopular child, even though this brought him a lot of grief from other students, she took him aside and thanked him in private. She would remind him of this incident whenever he became nervous or held himself back. To his adulthood, he would remember her saying, "You're a brave soul, Jeremy and you can call on it whenever you need it." In this and many other ways, children gain strength by valuing what really matters to them and by living their most cherished ideals. "To thine own self be true" should be a constant guide to gifted children.
4. Create a sense of community. Gifted children have the same need for community that everyone else has. A teacher once had a Mexican student whose writing was so in advance of the other students that she jokingly told her father that she expected to see her published any day. He smiled and said, "Isabel comes from a long line of great storytellers, you know; I always tell her that what's inside her is a whole family of people who walked their own path, telling stories to anyone who
would listen." This highly gifted writer has a strong sense of belonging; her gift connects her with other storytellers in her extended family and with a cultural community that values what she does.
It's important to help these children find a community of people with whom they can share interests, support, and true friendship. The friends may range from little children to adults from all walks and ways of life. They may form a close bond with the school custodian or with a younger child who has similar interests. They may enjoy a lasting correspondence with a researcher they met through the internet or a group of highschoolers who belong to an ecology club. Anything that parents and teachers can do to help their children meet like minded people will buoy them up during difficult times.
5. Nurture humor. Light-heartedness is a powerful force. Highly sensitive gifted students often possess more than a usual amount of wit, but they need to awaken to it as a source of strength. They expect a great deal from themselves and others and consequently chafe against human failings. Many of them are such perfectionists and make such large demands on themselves that even a minor problem feels like a catastrophe. Parents can help their children see problems in a more humorous way by pointing out the ridiculous from time to time. I have known parents who had their distraught child create a cartoon about what happened at school one day, write a limerick about a grumpy principal, or do humorous imitations of corrupt politicians. Humor brings joy and joy will save these students from feeling victimized or defeated.
A Final Note
We have all met people whose extraordinary gifts are surpassed only by their extraordinary ability to wander through life like lost souls, who leave trails of unfinished projects and failed dreams behind them. They always have excuses—the various assaults on their sensibilities, the demands on their time, their disorganized and fragmented environments, their lack of support from family or friends. Their high sensitivity keeps them from completing anything. Their self-doubt sends them into a tail spin every time someone seems less than understanding or compassionate.
These are gifted people who've never learned coping skills, never realized the power of resiliency. They've had little experience addressing their sensitivities and problems practically, either because the adults in their lives "fixed" all their problems for them or neglected their children's need for inner strength and power. Helping these unique gifted children—with all their intensities, sensibilities and complexities—be themselves in a world that doesn't understand them much of the time will take them far in life. No one has expressed this better than a highly gifted adult who wrote the following:
To have plenty of opportunities for using your talents is a wonderful thing. To have people who support you when you're down is a blessing not to be forgotten. But to be shown how to survive, how to recognize and face the enemies of your finest qualities, and fight, fight, fight for what you believe in and what you would like to be and do is a priceless gift that no one and nothing can take away. This is the crowning glory.
References
Dabrowski, K. (1979/1994). The heroism of sensitivity. (E. Hyzy-Sirzelecka, Trans.) Advanced Development, 6, 8792.
Hoffman, E. (1992). Visions of Innocence. Boston: Shambhala.
Gross, M.U.M. (1993). Exceptionally gifted children. New York: Routledge.
Hollingworth, L.S. (1942). Children above 180 IQ Stanford-Binet: Origin and development. Yonkers, NY: World Book.
Lovecky, D.V. (1997). Identity development in gifted children: Moral sensitivity. Roeper Reivew 20(2), 90-94.
Smutny, J.F. (Ed.). (2003). Underserved gifted populations: Responding to their needs and abilities. Cresskill, NJ: Hampton Press.
Webb, J.T., Meckstroth, E.A., & Tolan, S.S. (1982). Guiding the gifted child. Columbus, OH: Ohio Psychology Publishing Co.
Gifted Elementary Mathematics Education in Russia and the United States
Yong S. Colen Sarah Napolitan and Victoria Damiani Indiana University of Pennsylvania
Jinho Kim Daegu National University of Education
Introduction
sciences, and technology, as opposed to focusing exclusively on one subject ("Hoagie's Gifted," 2005).
As each school has a different approach to gifted education, so does each country. This article reviews and contrasts current trends in second grade, gifted mathematics programs and curricula in both Russia and the United States. In particular, the reader will be introduced to second grade, gifted education curricula in Russia, the history of its gifted education, and School 30 in St. Petersburg, a school specifically chartered to provide gifted mathematics education for elementary students. Furthermore, an overview of the gifted mathematics programs, relating to distance education courses, day programs, and specialized magnet schools, offered by different states in the United States for second graders will be explored. A comparison and contrast of American and Russian gifted mathematics programs and curricula at the elementary level will be provided as well.
American Gifted Elementary Mathematics Education
A comprehensive list of schools for the gifted on the "Hoagie's Gifted Education" website in the United States names 62 public, private, and magnet schools that cater specifically to gifted elementary school students (2005). Many of these American schools specialize in areas such as art and music, accommodate principally to those students who are twice exceptional, or emphasize a group of specific subjects like mathematics,
Several types of mathematics curricula, varying from online courses and day programs to special schools, are offered to gifted second graders throughout the United States (Education Program for Gifted Youth, 2005; "Hoagie's Gifted," 2005; Johns Hopkins University, 2005; State of the States, 2003). Distance education programs have been developed primarily for second grade students in the United States who are mathematically gifted. The Stanford University's Education Program for Gifted Youth (EPGY) offers K-12 mathematics curriculum, and its accelerated K-2 level is designed to introduce students to the number system and the fundamental arithmetic concepts. The curriculum in this course is strand-based and focuses on sets, arithmetic, fractions, geometry, and measurement (EPGY, 2005). In this program students electronically submit their work to instructors for review, and if a student has difficulties with the material, instructors are available by phone or email for consultation (EPGY, 2005).
Similarly, precocious students in second grade receive challenging lessons provided by the Johns Hopkins University's CTY (The Center for Talented Youth) program. This online program, which begins at second grade, has instructors working with children via email and has children working in discussion rooms with other CTY distance learners (Johns Hopkins
University, 2005). The content consists of numbers and number theory, geometry, fractions, time, measurement, money exchanges, and multiplication (Johns Hopkins University, 2005). Both EPGY and CTY are individually paced for the students and often utilize interactive CD-ROMS and videos.
On-site day programs, most often held in the summer, are offered by countless schools and centers across the country. CTY offers a 15-day program exclusively devoted to mathematics for second graders, and its curriculum focuses on the history of mathematics by examining various cultures and their mathematical advancements. For example, by studying the Greek culture and an individual like Thales, watching a video about the life of Pythagoras, and proving the Pythagorean Theorem, students learn the Golden Mean, Fibonacci number sequence, Pi, and other unique mathematical discoveries (Johns Hopkins University, 2005).
Several magnet schools that focus on a combined emphasis of mathematics, sciences, and technology cater directly to an early elementary population who show high aptitude in mathematics. Andrew A. Robinson Elementary School in Jacksonville, Florida is a K-5 magnet school with a focus in mathematics, sciences and pre-engineering (Duval, 2005). The school has a reported enrollment of approximately 500 and provides a strong emphasis in mathematics education for its students.
The Casita Center, a magnet school in Vista, California, also provides a strong focus in mathematics, sciences, and technology to its students in grades K-5. Its mathematics curriculum centers entirely on hands-on discoveries and applications in real-life situations (Casita, 2005). More specifically, in order to develop students' problem-solving tools, the curriculum consists of simulations, Lego creations, simple machine constructions, and the usage of computers and technology (Casita, 2005).
Lastly, the Osceola Magnet School of Mathematics and Science is a K-5 school in Vero Beach, Florida. In second grade students use the Scott Foresman–Addison Wesley mathematics curriculum, a hands-on approach with practice involving games, investigations, and daily activities that require the development and use of higher-level thinking skills. In addition to the in-class component, students have an opportunity to participate in an after-school, enrichment program called "Sunshine Math" (Osceola, 2004).
A Glimpse of the American Gifted System
"The State of the States" (2003) was a survey conducted in 2001 by the Council of State Directors of Programs for the Gifted and the National Association for Gifted Children in order to acquire information about the nature of the gifted services each state was providing to its respective students. This survey was distributed to all 50 states, and its areas included: state agencies, state definitions of giftedness, state mandates and required procedures, identification, programming and accountability, personnel preparation, and state and national funding (State of the States, 2003).
The survey results reported below illustrate the states' responses concerning services provided by Local Education Agencies (LEAs). The percentage of LEAs within a particular state that provided services of any sort to its gifted students ranged from 0% to 100%.
The bulleted numbers indicate thirty-eight respondent states to the survey question relating to services provided to second graders:
*15 states – 80-100% of LEAs provided services
*2 states – 60-79% of LEAs provided services •3 states – 40-59% of LEAs provided services •4 states – 20-39% of LEAs provided services •8 states – 1-19% of LEAs provided services •6 states – 0% of LEAs provided services (State of the States,
2003).
Moreover, according to the survey, "28 states indicated that identification [of gifted students] occurred during grades 2, 4, 5, and 6" (State of the States, 2003, p.66). Illinois, New Jersey, Wisconsin, Wyoming, and Washington, D.C. reported that they did not provide any services at second grade (State of the States, 2003). When asked about their top three methods of delivery of services to their K-3 gifted students, only two states named specialized magnet schools (State of the States, 2003). At the high school level, sixteen states reported having special schools of mathematics and sciences for their gifted students (State of the States, 2003).
What Experts Suggest
According to Gavin (2004), students who are highly gifted in mathematics do need a separate mathematics program, but they also need the opportunity to engage in mathematical discourse and to come together in small groups to meet with their teacher on a weekly basis. Another vital element in a gifted mathematics curriculum is that students should be involved in determining the essence of the curriculum (Ediger, 1994). Offering flexible grouping or flexible pacing are other important factors of gifted mathematics education (Gavin, 2004). In addition, gifted students are more challenged when an openended approach is used by the teacher, and he or she is viewed as someone who assists and encourages yet does not lecture (Ediger, 1994).
The distance education programs offered in the United States are much more of a teacher-learner model than that recommended by Ediger, although the computer-based format of presenting information and encouraging the learning of technological skills through computer use is something that has been thought highly of in gifted mathematics education (Ediger, 2004). According to Johnson (1994), six key elements for a curriculum for mathematically talented students include: having a large scope of content, presenting that content at a greater depth, presenting the content with a discovery orientation that allows for
exploration, focusing on problem solving, using a metacognitive approach, and connecting the mathematics to other disciplines.
Assouline and Lupkowski-Shoplik (2003) suggest that American public schools may accelerate students in mathematics so that they have access to more fast-paced materials, but this still does not meet all requirements for an adequate mathematics curriculum for gifted students. In fact, accelerated students in public schools could face many disadvantages, such as, the possibility of too little new content coverage, materials that are too slow-paced, and the likelihood of "running out of math" before they graduate from high school (Assouline & LupkowskiShoplik, 2003). American students enrolled in schools for the gifted may face the same problems as public school students if the curriculum does not cater to the mathematical talents.
Russian Gifted Elementary Mathematics Education
In the late 1950's, a group of Russian mathematicians and scientists signed an open letter advocating specialized schools for gifted Russian children in the fields of mathematics and sciences. As a result, several boarding schools and day schools opened, each partnering with a respective Russian university (Donoghue, Karp & Vogeli, 2000). One mission of these schools was to prepare the world's future scientific leaders in order to advance the Russian interests. The special schools thrived and catered to gifted children ages 7 to 11. (Formal education in Russia does not begin until a child reaches 7 or older.) Threefourths of Russian mathematicians are graduates of these special schools. However, the government-imposed sanctions on the schools caused them to decline in the 1980's. Today, many gifted schools in Russia receive valuable funding from their graduates in order to continue their other mission: to provide special education opportunities (Donoghue, Karp & Vogeli, 2000).
Russian special schools for the mathematically gifted are not composed of prodigies but of children who have a higher than average interest and ability in mathematics. Typically, to enroll in the special school, prospective students must undergo a rigorous, two-part application process. First, any age-appropriate child, male or female, who would like to participate in the program, is permitted to take a qualifying exam. Those who pass the exam must partake in the second selection phase, the pre-entrance interview sessions, in which they are closely observed. Usually, only 30% to 50% of the pre-entrance interview group become selected students.
This is one of the many ways Russian gifted education differs from American gifted education. While Russia may often use a translated Stanford-Binet or translated Torrance Tests of Creative Thinking, it is this rigorous application process and testing that serves as the gateway to these specialized schools as opposed to the American method of IQ testing, which often includes a standardized testing procedure (Dorfman, 2000). A second type of Russian specialized gifted school has a focus on language, folklore, art, ballet, philosophy, and music and utilizes some of the aforementioned tests to screen its students (Dorfman, 2000). The following description of School 30, a Russian specialized school for mathematically gifted children in K-2, provides a window into the rigor of the curriculum within these schools.
A Russian Gifted Elementary Mathematics Lesson: A Visit to School 30
In November 2000, twelve graduate students in the mathematics education program from Teachers College at Columbia University participated in a study trip to Russia. Their primary objective was to examine School 30, an elementary school of advanced mathematics learning. To gain a better understanding of Russian mathematics education, they also met with policymakers, including the President of the University of the Pedagogical Mastery, and the Chief Officer of the Ministry of Education responsible for mathematics teaching. The following is a report from a member of that visiting group.
Upon the study group's entrance to School 30, the students, dressed neatly in uniforms, stood up promptly, turned around, and bowed slightly to recognize our presence. St. Petersburg is very cold in November, and even inside the school building, everyone in the group kept their coats on throughout the visit. The classroom was arranged in rows of desks in which a pair of students can sit together. The large windows let in the natural light in order to conserve energy, and the only blackboard, located in front of the class, had additional lights—this way the teacher could turn on the blackboard lights in the afternoon to "highlight" the lesson.
The teacher begins the lesson by displaying a diagram on the board. (Its duplicate, Diagram 1, is shown on p. 9.) The diagram contains five colored vertices (44, 4, 3, 6, 8), and the ten edges represent the four operations (+ , –, !, :). In Russia students utilize ! and : symbols to represent multiplication and division respectively. The teacher begins at vertex 44 (hence the arrow) and demonstrates a circuit by connecting to the vertices 4, 3, 8, 6 and back to 44 in order. This, in essence, represents a Hamiltonian circuit, i.e., "a tour . . . that starts at a vertex of a graph and visits each vertex once and only once, returning to where it started, is called a Hamiltonian circuit." (COMAP 2003, p. 33). She asks the students to write an arithmetic expression that represents this circuit. Secondly, she asks them to simplify the expression by applying the operations in order of appearance.
Having given time for individual work, she calls on a student to share his work. He writes 44 + 4 : 3 + 8 – 6 + 44 on the board. Several students raise their hands quickly; yet, the teacher seems to ponder deliberately. Eventually, she calls on a student who exclaims, "There is a need to group 44 and 4 since the
Diagram 1
omission of this would lead to the traditional order of operations." At this point the first student pauses before revising the expression to (44 + 4) : 3 + 8 – 6 + 44 and correctly writing the answer 62.
The teacher then guides the students to represent the circuit in an alternative way (tree diagram). She starts with a red bead (representing vertex 44) and asks them what color should follow next. Concurring with their input, she puts the blue bead on the second level. She elicits the remaining colors to represent the circuit; the students answer, "green, yellow, orange, and red."
While still focused on the tree diagram, she asks for another possible path starting with the red-blue-green sequence. The students answer, "orange, yellow, and red," to complete the R-BG-O-Y-R path. Moreover, the teacher repeats the previous instruction of formulating and simplifying the expression of the path. At this point the students turn to the first diagram (Diagram 1) to collect the needed information. After about a minute, another volunteer writes on the board:
When directed to formulate and simplify the rest of the circuits, the students first complete the tree diagram. After working on the remaining expressions, four students write the following solutions on the board:
By all accounts the study group felt the teacher presented a creative, cohesive lesson that incorporated the concepts of the Hamiltonian circuit, the tree diagram, and formulating and simplifying complex arithmetic expressions. The lesson was initially challenging due to the unorthodox direction that the students had to simplify the expressions "in order of appearance." When asked how she had conceived the idea of the lesson, she responded she had collaborated frequently with fellow teachers in formulating this and other lessons. In Knowing And Teaching Elementary Mathematics: Teachers' Understanding of Fundamental Mathematics in China and the United States, Ma (1999) underscores the continued cooperative spirit among Chinese teachers as one of the most striking differences vis-à-vis the U.S. teachers. In short, the teacher taught a polished lesson partly due to collegial planning.
Furthermore, our group was amazed at the level of sophisticated mathematics the second graders had performed and how well disciplined they were. All students worked eagerly without the aid of the calculator, and they were on task at all times. (Our presence provided an opportunity to be off task—but this only briefly.) Students' ability to explain succinctly in front of the class provided another noticeable contrast to the group's prior experience.
What Can We Learn?
In light of the current state of elementary mathematics education, Silver (1998) states that "the U.S. school mathematics curriculum is not sufficiently demanding." The recent TIMSS 2003 Technical Report (Trends in International Mathematics and Science Study) depicts continued mediocre mathematics performance by the U.S. students (Martin, Mullis & Chrostowski, 2004).
Unfortunately, our mathematically gifted students are embedded within this culture of mediocrity. Much progress has been made in developing curricula for American gifted elementary mathematics education; yet, according to several researchers, not much of the curricula is being implemented into the distance education courses, day programs, and specialized magnet schools for American K-2 gifted students (Ediger, 1994).
To achieve a higher plane of mathematical learning among mathematically gifted students, the education community needs to foster their ability much earlier than the traditionally accepted secondary school level. While schools like North Carolina School of Science and Mathematics promote advanced mathematical learning, it is a lost opportunity to not foster children's innate mathematical ability much sooner. Perhaps we should heed Seeley's call that "students deserve, and society demands, that we also support and advance our most able students." (2005). Tondeur (2005), former Director of the Division of Mathematical Sciences, NSF, strongly believes that "many mathematics and science education innovations are not tested in pilot programs for future widespread implementation in our faltering public schools. . . . We are not investing enough in people." Furthermore, James Bryant Conant, a former Harvard president and philosopher of education, noted some years ago in The Child, the Parent, and the State:
Some teachers and administrators object at once to any line of argument which starts with such phrases as "the nation needs today." Their attention has been centered so long on the unfolding of the individuality of each child that they automatically resist any idea that a new national concern might be an important factor in planning a program (Parini, 2005, p. 144).
In sum, pulled-out enrichments, acceleration into higher levels, online resources, and summer gifted programs do not meet the needs of our most precocious students (Assouline & LupkowskiShoplik, 2003; Ediger, 1994; Gavin, 2003; Seeley, 2005). Our communities, educators, and policymakers need to support School 30's where mathematically gifted students, regardless of their sex, socioeconomic status, or race, can thrive.
References
Assouline, S., & Lupkowski-Shoplik, A. (2003). Developing Mathematical Talent: A Guide for Challenging and Educating Gifted Students. Waco, Texas: Prufrock Press.
The Casita Center. (2005).
www.csusm.edu/casita/admin/s_w_plan.htm.
COMAP. (2003). For All Practical Purposes: Introduction to Contemporary Mathematics (6th ed.). New York: W.H. Freeman.
Council of State Directors of Programs for the Gifted and the National Association for Gifted Children. (2003). The State of the States Gifted and Talented Education Report 2001 2002. CSDPG/ NAGC: Washington, D.C.
Donoghue, E. F., Karp, A. & Vogeli, B. R. (2000). Russian schools for the mathematically and scientifically talented: Can the vision survive unchanged? Roeper Review, 22(2) 121-123.
Dorfman, L. (2000). Research on gifted children and adolescents in Russia: A chronicle of theoretical and empirical development. Roeper Review, 22, 123-132.
Duval County Public Schools. (2005). Andrew A. Robinson Elementary School.
www.educationcentral.org/schools/sip/school.asp?school=262 Ediger, M. (1994). Gifted students in mathematics. Journal of Instructional Psychology, 21, 120-125.
Education Program for Gifted Youth. (2005). K-2
mathematics. Retrieved October 6, 2005 from www-epgy.stanford.edu/courses/math/M00A/index.html
Gavin, M. K. (2003). Meeting the needs of talented elementary math students. Understanding Our Gifted, 16(1), 1922.
Hoagie's Gifted Education Page. (2005). Schools for the gifted. Retrieved October 11, 2005 from: www.hoagiesgifted.org/schools.htm
Johns Hopkins University Center for Talented Youth. (2005). Distance education: accelerated grade 2 mathematics. Retrieved October 3, 2005 from:
www.cty.jhu.edu/math/scope/grade2.htm
Johnson, D. T. (1994). Mathematics curriculum for the gifted. Comprehensive Curriculum for Gifted Leaners (2 nd ed.). Boston: Allyn and Bacon.
Ma, L. (1999). Knowing and teaching elementary mathematics: Teachers' understanding of fundamental mathematics in China and the United States. New Jersey: Lawrence Erlbaum Associates.
Martin, M.O., Mullis, I.V.S. & Chrostowski, S.J. (eds.). (2003). TIMSS 2003 Technical Report. Chestnut Hill, MA: TIMSS & PIRLS International Study Center, Boston College.
Osceola Magnet School. (2004).
www.indianriver.k12.fl.us/osceola/Second%20Grade.htm
Parini, J. (2005). The Art of Teaching. New York:
Oxford University Press, Inc.
Seeley, C. (July/August 2005). "President's Message: Untapped Potential." NCTM News Bulletin 42(1) 3.
Silver, E. (1998). "Improving Mathematics in Middle School: Lessons from TIMSS and Related Research" (found at: www.ed.gov/inits/Math/silver.html).
Tondeur, P. (June/July 2005). "NSF—A Wake-up Call." Notices of the American Mathematical Society 52(6) 597.
Choosing a Domain, Looking for a Mentor: A Research and Painting Project
Eugene Avergon Diana Avergon Art by Choice Books Fletcher, North Carolina
Art in the high school curriculum is frequently thought of as an extra subject. It is not necessarily viewed as being as structured as those areas of study such as math and language. The art room often becomes attractive to students who excel in an area other than traditional academics. Consequently, art classes can often offer opportunities for building confidence in students who might not have achieved academic success.
As the gifted learner is most often motivated by the challenge of mastering a body of knowledge (domain), the visual arts classroom, in this context, needs addressing. Ellen Winner speaks about the gifted learner's experience with twodimensional work and also with composition. "The core ability of the visually artistic child is a visual-spatial-motor precocity that makes it possible to capture the contour of threedimensional objects on a two-dimensional surface...." and also "...exceptional non representational skill with design, form and color also occurs in children who draw precociously." 1
Essential in this research and painting project is the employment of a differentiated classroom. A flexible approach to both curricular differentiation and the use of school time needs to be set. Visual arts standards will be in place while the emphasis will be centered on individual learning modes. Giving students choices as to the outcome of an assignment has been spoken of as one of the differentiating strategies. 3 Choice, henceforth, will be used as a motivating factor. Standards, which encompass the elements of art and the principles of design, are inherent in the research time and in the creative painting process. These standards, worked through with one's instructor or in pairs or groups, are ideally discussed during the processing and critique portion of a lesson. Individually chosen domains and mastery can be looked at, mentors can be revealed and personal painting styles can be viewed as works of art.
The question might arise, "What are some of the best ways to introduce art disciplines in a gifted setting?" As a research and painting project, two areas will be put forth – the mastering of a domain and the use of mentors. In mastering a body of knowledge, we need to look at art curricula in which this is inherent. Drawing is governed by rules and therefore meets the "mastering of a domain" criteria. Painting becomes more complex because of its many and varied group styles (movements, isms). In a group painting style, a gifted learner can find a rich and compelling body of knowledge about the subject, including well known paintings to look at. For example, in Photorealism, the characteristics are those of photographic realism, commonplace subject matter and precise painting. The portraits of contemporary painter Chuck Close, just to name one artist, come to mind. In looking at Op Art, commonalities in style include abstract shapes and specific colors, arranged in variations to create many different types of optical illusions. Along with other significant artists, Briget Riley is well known for her black and white Op Art works.
Mentors are important to the artistically gifted student. Many artistically gifted children mention artists who have inspired them as mentors. 2 The study of a painting movement puts one in touch with its artists. An artist, even if many times removed, can serve as a mentor on the basis of intellectual parallelism. Intellectual parallelism can be described as one person working in a parallel way to another person, from recent or past history. Unlike copying, which is rote, it is the study of the form and content of another's work through emulation of the mentor's characteristic style, and finding one's own style in the encounter. Mentors can provide a powerful incentive for carrying forward one's own work.
The definition of "style" needs to be addressed. One's personal style can be described as what one favors, one's fashion, distinction, the outpouring of one's essential nature. This, of course, shows up in myriad ways in various aspects of life. In painting, style can be looked upon as one's characteristic features (form, content, arrangement) manifested in creative expression. When several or more artists share, or have in common, certain features (such as painting from a photograph in a realistic way), such works can be categorized as being a group style (Photorealism). As previously mentioned, group styles are also known as "movements" and "isms."
Flexibility, as being an aspect of curricular differentiation, shows up in art education as essential to the creative process. The importance of using choice as a creative element is that one does one's own research, initiates personal decisions and draws one's own conclusions.
Criteria for doing a research and painting project can be addressed in three phases – the preliminary research phase, the painting procedure and the wrap up processing portion of the lesson, which includes critique. Each phase can serve as an opportunity to explore the domain.
Research:
1. What are the group painting styles that I have found?
2. Which painting style appeals to me? Is there a mentor within this movement?
3. Can the characteristic components of this group style be identified?
4. Does this group style have historical context?
5. Will I need to work on skills?
6. Is specific media required?
Painting:
Prepare the art room for independent study. Individualize the discussion of standards when it might prove beneficial to do so. The length of time needed to complete individual paintings might vary greatly.
Processing:
1. What were my painting experiences?
2. Does my painting appear to relate to a group style?
3. Have I chosen a mentor. If so, who?
4. Can I critique this work in terms of how the elements of art and the principles of design were used?
Research
What are the group painting styles that I have found?
Research is the key in exploring and identifying the domains in painting. Two excellent sites for looking into painting styles and learning definitions can be found on the internet. Artcyclopedia.com gives a comprehensive listing of group painting styles (movements, isms) as well as definitions. Doing research on several styles can give broad insight into the characteristics of each movement. It will also denote artists involved in each ism. Museums and galleries are listed and visuals are extensive. For example, in looking at the movement that we call Photorealism, we can view paintings which are characterized by photographic likeness, precise work and everyday subject matter. Chuck Close epitomizes this movement with his portraits while Richard Estes paints scenes from the urban landscape. Artlex.com gives definitions to movements and is also an extensive lexicographic authority for art terms. Additionally it provides an ample source of visual examples.
Which painting style appeals to me? Is there a mentor for me within this movement?
Upon doing research on several movements and looking at various paintings from each, a gifted learner can readily get a feel for the characteristics of each group style. The painting techniques which comprise any movement will become more evident. Each artist who is involved in a group style will display his/her personal subject matter (content). One then might ask oneself which of the movements is most appealing. Is there a connection with one of the artists, a possible mentor? Would I like to get involved with this group style?
Can the characteristic components of this group style be identified?
Keep in mind the importance of becoming aware of the artists in any particular ism, while paying close attention to focusing on the characteristics of the style itself. For example, in Optical Illusionism, the characteristic features include design like work, optical excitation, vibrational color and the "moves" or pulses.
Does the group style have historical context?
Answers to questions might be a written assignment. What is the time frame of the chosen art movement? Where was the geographical center of the group style? What occurrences were happening in the world at that time? Did world events or discoveries affect the artistic movement? Does historical context impact my choice?
Will I need to work on skills?
In reviewing the characteristics of the group style and viewing paintings from the movement, one can begin to ascertain the skills needed. For example, in Photorealism, one needs to be competent in rendering objects realistically and paint them in a precise and representational manner. Questions might be asked. Have I worked in this way before? Am I embarking on familiar territory, or extending myself onto a new path? How comfortable am I with this style? What skills do I anticipate needing?
Is specific media required?
What are my media options? Will I be working with canvas or paper, oils or acrylics, watercolor or mixed media. Am I familiar with the materials?
Painting
Each painting can be done as an independent study project, based on each student's predilection towards a specific group style. Throughout the painting process, art direction can be available through regular meetings with one's instructor. Levels of mastery and technical challenges can be reviewed. Individual or group work stations can be set up. Pertinent standards can be discussed for an individual's benefit. Flexible time frames are needed.
Processing
What were my painting experiences?
Reflecting on the choices made and the painting experiences enables a student to view the entire creative continuum, from start to finish. Upon completion of a work, a critique session(s) with one's instructor and a small group, or the class becomes the creative wrap up. A discussion format works well. Questions can be raised. Why was this group style chosen? Was it a good choice for me? Did I connect up with a mentor on the basis of intellectual parallelism? Did the painting process hold my interest? What were the challenges? Will I choose to paint in this style again?
Does my painting appear to relate to a group style?
A conversational format works well in a relaxed, nonjudgmental way. What are the characteristics of the group style that I have
chosen to work in? How does my painting relate to this ism? How is my work different or original from the paintings found in this movement?
Can I critique this work in terms of how the elements of art and the principles of design were used?
Use the language of the elements of art to discuss the use of point, line, shape, color texture and value in the painting. In regard to design, talk about the painting's rhythm, balance, harmony, emphasis, subordination, contrast and unity.
Conclusion
Notes
1. Winner, Ellen (1996). Gifted Children: Myths and Realities. New York: Basic Books, 74, 82.
2. Winner, 251.
3. Toney, Lynn. (2005). Differentiation versus Standards-Based Instruction. Gifted Education Press Quart., 19 (3) (2005): 7-9.
References
Renzulli, Joseph S. (1999). What is this thing called giftedness and how do we develop it? A twenty-five year perspective. Journal for the Education of the Gifted, 23(1), 3-54.
Using choice as a motivating force in selecting a body of knowledge and making a connection with a mentor on the basis of intellectual parallelism might well give a gifted learner an experience in the discovery of a personal painting style.
http://www.sp.uconn.edu/~nrcgt/sem/semart14.html Downloaded from the WWW, 6 February 2006.
Five Points Concerning The Grapes of Wrath as Related to Gifted Education Michael E. Walters Center for the Study of the Humanities in the Schools
Teachers of the gifted can use great classics of literature to develop the sensibilities of their students. This essay presents five points derived from John Steinbeck's The Grapes of Wrath (1939) that will enable teachers to have a holistic approach to using this novel in the gifted classroom. Point Number 1 is about a current issue in the scientific community – global warming. The beginning of Steinbeck's novel describes the impact of a drought upon the landscape and inhabitants of the dust bowl during the early 1930s in such states as Oklahoma. When reading Steinbeck's book, students can examine different aspects of world climate change by asking: Is there a constant cycle of weather changes? Does today's world climate have unique aspects not found in previous meteorological history? Steinbeck describes the horrific conditions of the dust bowl with such artistry that students will comprehend the total impact of drought and wind. He also described agricultural conditions such as crop rotation, and the need for trees and water systems.
In points 2 through 5, Steinbeck's keen esthetic gifts are displayed. The second point is about his ability to blend scientific and artistic insights. Part of his training at Stanford University was in marine biology. Although he left college after a short while, he had a lifetime interest in the scientific study of sea creatures. After the publication of The Grapes of Wrath, he wrote a non-fiction book about a marine expedition in Baja California, Mexico, The Sea of Cortez (1941). In The Grapes of Wrath, he constantly blended artistic and naturalistic descriptions of landscapes and animals, and their impact on human beings.
Point 3 concerns Steinbeck's poetic style. The following sentence from The Grapes of Wrath is similar in style (imagism) to the poem by William Carlos Williams, The Red Wheelbarrow (1923) : "Two red chickens on the ground flamed with reflected light." (Chapter 8). Williams' poem is as follows: "so much depends / upon / a red wheel / barrow / glazed with rain / water / beside the white / chickens."
Point 4 is about the tension between the Individual and the collective group. When the book was originally published it was compared with Harriet Beecher Stowe's Uncle Tom's Cabin (1852) as being a part of the social protest tradition in literature. However, the enduring aspect of this novel is Steinbeck's ability to capture the individual humanity of each of his characters. John Ford's cinematic adaption of The Grapes of Wrath in 1940 also displayed this trait.
Point 5 concerns Steinbeck's achievement in making this novel both a specific political concern – the plight of the refugees (Okies) from the Dust Bowl and the conditions of migrant workers – combined with a universal religious motif. Steinbeck used religious symbols throughout the book. For example, grapes represent the Promised Land. The metaphor of the "grapes of wrath" illustrated the disillusionment the Okies experienced when they entered the Promised Land of California. The title, The Grapes of Wrath, was based upon a line from the Battle Hymn of the Republic (1862). At the end of the novel, one of the extended family members of the Joads is a young woman named Rose of Sharon, a name in the Song of Songs from the Old Testament. In the last paragraph of the book she helped to restore a stranger to health.
Steinbeck's The Grapes of Wrath can help teachers to stimulate some of the most important aspects of the sensibility of giftedness. These are the ability to express oneself in scientific, social and artistic modes, and to see the significance between the individual and the collective needs and aspirations of humanity.
Announcing New Online Learning Opportunities from the National Society for the Gifted & Talented
Membership Benefits are for Students, Parents and Teachers
Please see the Web Site for NSGT at:
http://www.nsgt.org/
"The National Society for the Gifted & Talented™ (NSGT) is a not-for-profit 501(c)(3) foundation created to honor and encourage gifted and talented (G&T) children and youth. It is committed to acknowledging and supporting the needs of G&T children and youth by providing recognition of their significant academic and artistic accomplishments and access to educational resources and advanced learning opportunities directly related to their interest and talent areas."
Examples of services offered through the NSGT Web Site are The Renzulli Learning System for grades K-12 and the AIFS Educational Planning Portal for high school and college students.
Contact Emilia Musella, Membership Director at (800) 572-6748 for Additional Information
___________________________________________________________________
Announcing Three New Books from Gifted Education Press www.GiftedEdPress.com
Not From My Lesson Plans: A Teacher's Impact on the Social-Emotional Relationships and Characteristics of Twenty-Six Gifted High School Students (ISBN 0-910609-52-7) by Ivan Frank, Ph.D. Teacher (Retired) Pittsburgh, Pennsylvania COST: $19.80 including P&H.
"The book demonstrates how a genuinely caring and understanding teacher, who appreciates the individuality of each student, can at times influence or even propel a student towards reaching his/her true potential." Ms. Helen Meigs Gifted Education Counselor Taylor Allderdice High School
Teachers and parents can use this book to help them to effectively work with different types of gifted secondary level students, and to better understand their academic and social-emotional problems.
USING THE INTERNET: AMERICAN HISTORY PROJECTS FOR THE GIFTED CLASSROOM, GRADES 4 - 8 From Exploration to Revolution (ISBN 0-910609-53-5 by Janis Purnell Gifted Education Instructor Littlestown, Pennsylvania COST: $19.80 including P&H.
"If I were a history teacher or teacher of the gifted, Purnell's book would be an invaluable resource for differentiated instruction." Eugenia M. Fisher, Ed.D. Reading Education Consultant
This book emphasizes the integration of traditional print media with Internet resources. It contains hundreds Web Links that teachers and students can use to study various aspects of American history.
SNIBBLES: REALLY Creative Problem Solving Lessons and Mind-Stimulating Exercises for Gifted Students and Their Teachers, Ages 5 through Really Old! (ISBN 0-910609-50-0) by Judy Micheletti Teacher of Gifted Students Berwick, Pennsylvania COST: $19.80 including P&H.
"Judy's creativity will delight and push you and your students to wonder or think outside of the box! " Franny McAleer Professor Indiana University of Pennsylvania
SEND YOUR CHECK OR PURCHASE ORDER TO: GIFTED EDUCATION PRESS; 10201 YUMA COURT; P.O. BOX 1586; MANASSAS, VA 20108. TELEPHONE – 703-369-5017.
Email: email@example.com ALL ORDERS UNDER $50.00 MUST BE PREPAID. THANKS! | <urn:uuid:ef910177-984a-4558-8cc1-14b6351b0d8a> | CC-MAIN-2018-22 | http://www.giftededpress.com/GEPQFALL2006.pdf | 2018-05-28T03:21:39Z | crawl-data/CC-MAIN-2018-22/segments/1526794870771.86/warc/CC-MAIN-20180528024807-20180528044807-00209.warc.gz | 377,372,100 | 14,722 | eng_Latn | eng_Latn | 0.993078 | eng_Latn | 0.998317 | [
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Do you own land that has a watercourse or drainage ditch on or adjacent to it?
Answer: Yes –You are therefore a 'riparian landowner' and you are responsible for maintaining those watercourses
What is a watercourse?
Watercourses are any natural or artificial channel above or below ground through which water flows. Watercourses are classified as either 'Ordinary Watercourse' or 'Main River'.
Property B
responsible
for adjacent
ditch next to
highway
Previous
piped ditch
Property A
Property B
Property A
responsible to
centre of piped
ditch
Property B
responsible
to centre of
piped ditch&
Ordinary Watercourses are watercourses that are not part of a main river and include streams, ditches, drains, cuts, culverts, dykes, sluices, sewers (other than public sewers) and passages, through which water flows.
Main Rivers are typically larger streams and rivers, but some are smaller watercourses of local significance.
What can land and properties owners do to reduce the risk of flooding?
Identify your ordinary watercourses/ditches/piped watercourses – check deeds if required
Check whether they are clear from debris and vegetation and if not clear them
As a landowner you have a right to protect your property from flooding – consider how you might do this and prepare a plan.
More information:
https://www.hants.gov.uk/landplanningandenvironment/environment/flooding National Flood Forum provides information on preparing for a flood: https://nationalfloodforum.org.uk/ | <urn:uuid:9464ea50-b1e3-4f15-91e6-ab3044c1392f> | CC-MAIN-2018-22 | http://www.fordingbridge.gov.uk/wp-content/uploads/2017/09/Ditch-maintenance-poster.pdf | 2018-05-28T03:15:49Z | crawl-data/CC-MAIN-2018-22/segments/1526794870771.86/warc/CC-MAIN-20180528024807-20180528044807-00211.warc.gz | 392,314,018 | 333 | eng_Latn | eng_Latn | 0.997115 | eng_Latn | 0.997115 | [
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EARL STERNDALE CE PRIMARY SCHOOL
EARL STERNDALE BUXTON DERBYSHIRE SK17 0BS
Headteacher: Mr D Holden
Email: email@example.com Website: www.earlsterndale.ik.org Tel: 01298 83263
COLLECTIVE WORSHIP POLICY
Autumn 2024
At Earl Sterndale CE Primary School, the daily act of collective worship is viewed as an integral and important part of school life and involves the whole school community. Through this and in the general ethos of the school we seek to promote our vision 'Making Good Decisions Together'. It is a time where the school community, from a range of backgrounds, beliefs and ages, meets together at the start of day.
Worship in the school is based on promoting Christian values – forgiveness, tolerance, kindness, honesty, respect – which permeate the ethos of the school as well as studying the teachings of Jesus and the Bible. However, children and adults from a range of beliefs and none welcome the opportunity to reflect, sing, listen and celebrate as a school community and all contributions are welcome.
We aim to blend Christian teaching and values in order to create opportunities for all children to develop physically, emotionally, personally, socially, mentally and intelligently so that their self-esteem and well-being is sound and supported by ever growing emotional intelligence; leading to an understanding of their rights and responsibilities as young citizens.
Purpose of Collective Worship
At Earl Sterndale CE Primary School the purpose of Collective Worship is manifold and includes the following aims:
* To reflect on the significant features of human life;
* To be invitational, inspirational and inclusive;
* To explore our responses to the world in which we live, developing a sense of awe and wonder;
* To learn about the Christian beliefs and traditions upon which our society is based;
* To enable us to better understand and appreciate the religious beliefs of others;
* To enable us to develop our own response to the spiritual side of life;
* To promote the development of wisdom;
* To have a pivotal place in the life of the school;
* To support pupils and adults in their spiritual growth;
* To provide a variety of different opportunities for reflection, understanding of diverse liturgical traditions, participation, challenge and enjoyment where all present can be actively involved and develop their own spirituality whilst contributing to the communal journey;
* To help children to become familiar with Christian language and symbolism and the cycle of the Church year so that they are offered a pattern of meanings and a framework into which they can begin to integrate experience;
* To offer opportunities to all children and staff to develop their skills in planning, leading and evaluating the impact of school worship with the support and shared engagement of the local church community. Pupils will be at the centre of this process taking on increasingly independent roles in planning and leading worship.
Religious Affiliation
The school is a Church of England Voluntary Controlled School. This means that we have Foundation Governors from the Parochial Church Council, one of whom should normally be the Vicar.
We aim to have several special School Services in the parish church each year, and that the Vicar would normally conduct the school assembly on a regular basis.
Withdrawal from Worship
It is hoped that the Worship at Earl Sterndale School is of a kind that includes everyone. However, the law allows parents to withdraw their children from Worship (and Religious Education lessons). Teachers are also allowed to withdraw from Worship, but are encouraged to play an active role in all acts of collective worship.
Part of the distinctively Christian nature of Church of England Schools is that they should be as hospitable and inclusive to all in the community they serve. As collective worship occupies such a central place in the life of the Church school, this is made clear on induction, and it is hoped that parents will be making a specific choice of the school knowing that the distinctive ethos will determine a Christian tradition within collective worship.
The 1944 and 1988 Education Acts state that parents have the right to withdraw children from collective worship and suitable arrangements should be made to accommodate these children.
On occasions, a parent may make a request for their child to be withdrawn from Collective Worship. There is an expectation that parents wishing to request a withdrawal will meet with the headteacher to discuss their concerns and requirements. It may be helpful to establish: The elements of worship in which the parent would object to the child taking part;
The other aspects of school life that are impacted by the Christian foundation of the school such as prayer and reflective areas; The practical implications o f withdrawal;
Whether the parent will require any advanced notice of such worship, and if so, how much.
Where parents have withdrawn their children from collective worship and request religious worship according to their particular faith or denomination, the governors and head teacher will seek to respond positively to such requests providing:
Such arrangements can be made at no additional cost to the school; That the alternative provision would be consistent with the overall purposes of the school curriculum as set out in the Education Acts.
If the Parent asks that a pupil should be wholly or partly excused from attending any religious worship at the school, then the school must comply.
Development of the policy and links to other policies and documentation
We ensure that the principles for collective worship are reflected and applied in our policies and practice including those that are concerned with:
Pupils' personal development and wellbeing;
* SMSC and PSHE;
* Staff recruitment, retention and professional development;
* Care, guidance and support;
* Behaviour, discipline and exclusions;
* Working in partnership with parents, carers and guardians;
* Working with the wider community.
* We also ensure that information about collective worship is included on the school website.
How Collective worship is organised
Leadership
The organisation of Collective Worship is the responsibility of the head teacher but all teachers lead worship once a week and the children lead worship also. We also welcome appropriately vetted visitors into school to lead worship from time to time.
Planning
Worship is planned termly and involves allocating staff to days and times and reflects the Christian nature of the school. Bible stories are an integral part of the planning. Children leading worship are given guidance on what to include.
During the school week there is a pattern of different formats, including 'Our News', current affairs, Bible stories and singing.
There are various key points during the school year when worship involves inviting a larger audience to join us in church – Harvest, Christmas, Easter and our Leavers' Service.
Staff use a range of resources to enhance the worship experience including websites, artefacts, stories, drama, music, songs, film clips and focal points like candles or pictures.
The children are encouraged to take an active part, eg with their own prayers, using the prayer box or by preparing and delivering an assembly themselves. They also wrote the school prayer which is displayed prominently in Class 2 and can be seen by all the children at Collective Worship time.
There are opportunities for spiritual growth through prayer, reflection and stillness.
Organisation
Collective worship normally happens in the morning and involves the whole school and takes place in one of the classrooms, though we occasionally go outside or into the church.
Roles and Responsibilities
This policy is reviewed every two years or to take into account national or regional changes. Governors review the policy and will come into school to observe worship and report back to the FGB.
All appropriate checks are taken for visitors.
Date of last review: 5.12.22
Headteacher signed: Daniel Holden Date: 23.09.24
Chair of Governors signed: Paul Swindell Date: 23.09.24 | <urn:uuid:c37cd59b-e11d-45a2-9fe9-05f8db22f467> | CC-MAIN-2024-51 | https://www.earlsterndaleschool.co.uk/attachments/download.asp?file=324&type=pdf | 2024-12-09T19:27:44+00:00 | crawl-data/CC-MAIN-2024-51/segments/1733066047540.11/warc/CC-MAIN-20241209183414-20241209213414-00889.warc.gz | 683,539,121 | 1,577 | eng_Latn | eng_Latn | 0.995691 | eng_Latn | 0.996406 | [
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The City of Omaha has a program called Clean Solutions for Omaha (CSO!) that helps improve water quality in the Missouri River and local streams.
Until the CSO! Program began around 15 years ago, even a small amount of rain could overwhelm our sewers and cause pollution to overflow into our river and streams.
These activities will help you learn what causes pollutants in our local waterways, what's being done to reduce those pollutants, and how you can help, too.
As the CSO! Program continues to reduce overflows, we can all help improve water quality by learning more and taking action, too!
Once you complete at least four of the six activities for your age level, have an adult confirm their completion and order the Clean Water Action sticker online to have it shipped directly to you.
The Activities
Ages 5-7:
Ages 11-14:
❏ Watch this video to learn more about stormwater with Freddy the Fish
❏ Draw a picture of one way you've learned to keep our river and streams clean
❏ Make sure only rain goes down the storm drain by helping an adult clean up grass clippings or leaves
❏ Pick up three pieces of litter near your home to keep it from going down a storm drain
❏ Next time you're taking a bottle of water somewhere, use a reusable water bottle instead of a single-use plastic bottle
❏ Fill out the Clean Solutions for Omaha coloring sheet
Ages 7-9:
❏ Watch this video to learn more about stormwater with Freddy the Frog
❏ Draw a picture of one way you're learned to keep our river and streams clean
❏ Find a storm drain near your home and pick up any litter around it
❏ If you have a dog, help an adult pick up dog poop in your yard so rain doesn't wash it down the storm drain
❏ Visit the pedestrian bridge on the Missouri River with an adult, then journal about why you think it's important to keep the river clean
❏ Track how much time you spend taking one shower, then take your next shower in half that time
Ages 9-12:
❏ Learn about Omaha's water quality improvement program by watching this animation
❏ Take a stormwater walk around your neighborhood and fill out this worksheet
❏ Visit a river or stream near your home and journal about why you think it's important to keep it clean
❏ Record how many times/how many minutes a day you and your family use water resources at home with this worksheet
❏ Type in your home address on the Clean Solutions for Omaha map to see which water quality improvement projects have happened or are happening near your home.
❏ Find out what's wrong with this picture and talk with an adult about what you learned
❏ Learn about Omaha's water quality improvement program by watching this animation
❏ Take a five minute shower to reduce your water waste
❏ Pick up trash near your home to stop it from getting washed into our sewer system
❏ Learn about green infrastructure and fill out the quiz
❏ Visit the Adams Park wetlands to see the detention pond, then draw three different kinds of plants that are helping soak up stormwater in the area
❏ Click around this picture to find out what's damaging its environment
Ages 14-16:
❏ Learn about Omaha's water quality improvement program by watching this animation
❏ Engineers are important for designing and implementing Clean Solutions for Omaha projects. Learn about what environmental engineers, civil engineers and earth resource engineers do, then write down which one you like the most and why.
❏ Learn about green infrastructure by watching this animation
❏ Complete this green vs. grey comparison relay activity with a few friends or family members
❏ Read about green infrastructure in this brochure and fill out the quiz
❏ Read this article about Omaha's Spring Lake Park restoration project and write down three things you learned
Ages 16-18:
❏ Learn about sewer separation projects by watching this animation
❏ Learn about green infrastructure by watching this animation and filling out this brochure quiz
❏ Visit Fontenelle Park and identify three types of native vegetation around the lagoon that help soak up stormwater in the area
❏ Type in your zipcode on this website to learn about the bodies of water near your home and find out what condition they're in. If any bodies of water are impaired, look them up on the Clean Solutions for Omaha project map and see if there are plans to help them.
❏ Learn more about rain barrels by watching this video and determine how much stormwater one could hold at your home
❏ Email an engineer at Clean Solutions for Omaha and ask a question about their job. Send your question to email@example.com with the subject line "Patch Career Question" | <urn:uuid:cc9279f7-02c0-47f1-9d54-344cc77bbc11> | CC-MAIN-2024-51 | https://omahacso.com/application/files/2816/4010/3387/CleanWaterAction-Flyer_20211221.pdf | 2024-12-09T19:17:24+00:00 | crawl-data/CC-MAIN-2024-51/segments/1733066047540.11/warc/CC-MAIN-20241209183414-20241209213414-00889.warc.gz | 396,198,054 | 989 | eng_Latn | eng_Latn | 0.992233 | eng_Latn | 0.991417 | [
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Grammar test – Past simple – endings – ANSWERS
Do the test then write down your score.
1. Choose the correct sentence!
Read the sentences and underline the correct one.
I wented to the park yesterday.
a. I went to the park yesterday.
I goed to the park yesterday.
Last night I did play with my little sister.
b. Last night I didn't played with my little sister.
Last night I played with my little sister.
We didn't ate all the cake yesterday.
c. We didn't eat all the cake yesterday.
We not eat all the cake yesterday.
My parents watched me play in a tennis match at the weekend.
d. My parents did watch me play in a tennis match at the weekend.
My parents didn't watched me play in a tennis match at the weekend.
Last Christmas I writed a long letter to Santa!
e. Last Christmas I did write a long letter to Santa!
Last Christmas I wrote a long l etter to S
anta!
2. Find the mistake!
Find the mistake, underline it and write the correct sentence.
a. We visit our grandparents last month. We visited our grandparents last month.
b. Last weekend I not did any sport. Last weekend I didn't do any sport.
c. I didn't wanted to get up this morning! I didn't want to get up this morning!
d. My dad drinked all the milk yesterday! My dad drank all the milk yesterday!
e. Yesterday my parents didn't went out. Yesterday my parents didn't go out. | <urn:uuid:e5b8e63c-b0ad-46b8-9294-19044429fdac> | CC-MAIN-2018-22 | https://learnenglishkids.britishcouncil.org/sites/kids/files/attachment/grammar-practice-past-simple-endings-answers.pdf | 2018-05-28T03:19:13Z | crawl-data/CC-MAIN-2018-22/segments/1526794870771.86/warc/CC-MAIN-20180528024807-20180528044807-00215.warc.gz | 605,074,486 | 315 | eng_Latn | eng_Latn | 0.999753 | eng_Latn | 0.999753 | [
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5TH GRADE, MODULE 3A, PERFORMANCE TASK
5TH GRADE, MODULE 3A, END OF UNIT 1 ASSESSMENT
5TH GRADE, MODULE 3A, END OF UNIT 2 ASSESSMENT
5TH GRADE, MODULE 3A, MID-UNIT 3 ASSESSMENT
5TH GRADE, MODULE 3A, END OF UNIT 3 ASSESSMENT
Letter to a Publisher
After reading biographical texts on a famous American athlete of a historical era, students will write a letter to a publishing company explaining the need for a biography (written at a level appropriate for fifth-graders) about that athlete. In the letter, students will discuss the athlete, evaluate the barriers that s/he broke during the era in which s/ he lived, and give an opinion about the importance of that athlete's legacy. Students will support their opinion with reasons and evidence from their research. This task centers on NYSP12 ELA Standards RI.5.9, W.5.1, W.5.4, W.5.5, W.5.7, W.5.8, W.5.9, L.5.1, L.5.2, and L.5.6.
On-Demand Opinion and Evidence Paragraph about the Importance of Sports in American Culture
This assessment centers on standards NYSP12 ELA CCLS W.5.1 and W.5.9. After reading and analyzing articles about the importance of sports in American culture, students will write a paragraph in which they share an opinion about the importance of sports in American culture, stating an opinion and evidence from the texts upon which that opinion is based.
Writing an Opinion Essay with Supporting Evidence about Jackie Robinson's Legacy
This assessment centers on standards NYSP12 ELA CCLS W.5.1 and W.5.9. Based on their prior reading (both for homework and then more in-depth during classwork) of pages 58–63 of Promises to Keep: How Jackie Robinson Changed America, students will write an on-demand essay in which they state an opinion about Jackie Robinson's legacy supported by reasons and evidence from the text. The assessment includes a graphic organizer students use to plan their writing: a strong introduction including a clear opinion, and two body paragraphs that state two reasons and supporting evidence. They must be sure to support their position with evidence from the text.
Notes and Graphic Organizer for a Letter to a Publisher
This assessment centers on standards NYSP12 ELA Standards RI.5.9, W.5.1, W.5.7, and L.5.6. This mid-unit assessment is a planning task leading up to students' final performance task. After reading informational biographical texts about Althea Gibson or Roberto Clement, students will organize their notes from these texts in a new graphic organizer. In their graphic organizer, students must state their opinion about why a biography should be published for 5th graders about this athlete, and provide at least three clear reasons and supporting evidence. Students' graphic organizers must be clearly organized in one of two organizational structures: either chronological order or order of importance. They also must incorporate key vocabulary they have learned through their reading.
Draft Letter to a Publisher
This assessment centers on standards NYSP12 ELA Standards RI.5.9, W.5.1, and W.5.4. Students will write a first draft of their final performance task of a letter to a publishing company stating their opinion that a biography should be published for fifth-graders about their researched athlete's legacy, and support their opinion with reasons and evidence from their research. | <urn:uuid:b4dbc5a5-0ece-4a76-9459-832721b296aa> | CC-MAIN-2018-22 | http://e2curriculummodules.weebly.com/uploads/8/4/6/7/8467476/5m3a.writing.assessments.pdf | 2018-05-28T02:54:59Z | crawl-data/CC-MAIN-2018-22/segments/1526794870771.86/warc/CC-MAIN-20180528024807-20180528044807-00216.warc.gz | 92,062,561 | 762 | eng_Latn | eng_Latn | 0.991106 | eng_Latn | 0.991106 | [
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Houghton on the Hill CE Primary School Anti-Bullying Policy 2024
This policy is to be understood within the framework of and in relation to the following school policies: Behaviour, Safeguarding, Equality Objectives, Acceptable Use of ICT, Dignity At Work.
Ali Woollerson (HT)& Declan Feeney (Committee lead)
Key Staff
Identifying, reporting and challenging bullying is the responsibility of all members of our school community. However, key staff have been identified as leading in this area:
Lead Teachers for Anti-Bullying
Lead Governor for Anti-BullyingPat Ford
Subject Leader for PSHCELisa Pausey
Aim: To ensure that pupils learn in a supportive, caring and safe environment without fear of being bullied.
Anti-Bullying Statement
* Bullying is unacceptable and will not be tolerated.
* Bullying is not in keeping with the Christian Values of our school.
* Bullying is anti-social behaviour and affects everyone, children and adults
* Bullying is defined as deliberately hurtful behaviour towards an individual or group, repeated over a period of time, where it is difficult for those being bullied to defend themselves.
* Bullying can be physical (e.g. hitting, kicking, theft, damage to property).
* Bullying can be verbal (e.g. name calling, racist remarks, threats, nasty teasing).
* Bullying can be psychological (e.g. spreading rumours, excluding someone from social groups).
* Bullying can be cyber-bullying (e.g. using mobile phones and social media to spread rumours, unkind images or insults).
* Bullying can take many forms, including: racial, religion, cultural, SEN or disability, appearance and health, home circumstances, homophobic, bi-phobic, transphobic, sexual). It can be classified as Peer on Peer Abuse.
* Bullying is not confined to children and young people; we recognise adults and children can be both bully and victim.
* Bullying is not confined to the school site, and we take of equal importance any reported bullying outside the school day that affects any member of our school community.
* Bullying is not playground squabble, disagreements and conflicts; it is a repetitive, intentional hurtful behaviour focused on one individual or group.
Reporting and Recording Bullying
Any child who feels bullied is encouraged to report to a trusted adult, or to one of the school's Pupil Anti-Bullying Ambassadors who will then report it to a member of staff.
Children are encouraged to 'tell, tell and tell again'.
Any parent who feels their child is being bullied is encouraged to report to the class teacher or a senior member of school staff.
Adults who feel they are bullied are encouraged to report this to the headteacher, or if this is not possible to the lead governor for anti-bullying.
All members of the school community are expected to report and must not ignore any bullying they have witnessed.
All reported allegations of bullying will be recorded within My Concern, together with any evidence of substantiation is available.
The school will record actions taken and the outcomes of these actions.
Allegations of bullying are reported termly to the Full Governing Body in anonymised form, through the headteacher's report.
Bullying incidents will be recorded in the school's risk management strategy.
Data related to bullying allegations will be reviewed termly by the headteacher, and annually by the Governor Safeguarding Committee.
Responding to Allegations
On receiving an allegation related to bullying, a senior member of staff will:
* Take accounts from all involved (victim, bully, bystander witnesses).
* Inform parents where there is substantiating evidence of bullying.
* Apply sanctions according to the severity of the bullying.
* Put in place risk assessment strategies to prevent further incidents.
In accordance with our Behaviour Policy, confirmed bullying is considered a more serious behaviour and therefore there are no warnings issued:
1. Loss of break times (in blocks of five minutes);
2. Removal of pupil from class/activity;
3. Formal letter home/meeting with parents;
4. Exclusions from areas (e.g. playground) or activities (e.g. clubs);
5. Lunchtime exclusion;
6. Fixed term exclusion;
7. Permanent exclusion.
In addition:
Bullies may be helped by:
* Opportunities to hear from the victim about how they felt;
* Close working with parents;
* Referral is appropriate to other agencies (e.g. school nurse, family steps).
* Daily report card to modify behaviour;
Victims may be helped by:
* Opportunities to tell the bully how they felt and why;
* Allocation of a named adult for them to confide in;
* The school pupils being informed of a bullying incident and explicitly told that bullying is unacceptable.
Preventing Bullying
The school is committed to actively preventing bullying. We therefore will:
☺ Review our Anti-Bullying Policy annually, in conjunction with governors, staff and parents;
☺ Create an Anti-Bullying Charter with pupils, displayed prominently in the school;
☺ Select Pupil Anti-Bullying Ambassadors to support the work of the policy;
☺ Provide posters around the school to remind children how to report bullying;
☺ Regular references to anti-bullying in school newsletters;
☺ An anti-bullying page on the school's website;
☺ Actively engaging in Anti-Bullying week annually;
☺ Using our PSHCE to challenge prejudice and social behaviours;
☺ Providing regular training opportunities for staff and governors;
☺ Specific training is provided for lunchtime staff, as this is a high risk area. | <urn:uuid:87447b99-3bb5-4259-aa95-8a950d9bd57a> | CC-MAIN-2024-51 | https://www.houghton.leics.sch.uk/attachments/download.asp?file=189&type=pdf | 2024-12-09T19:47:12+00:00 | crawl-data/CC-MAIN-2024-51/segments/1733066047540.11/warc/CC-MAIN-20241209183414-20241209213414-00890.warc.gz | 741,168,255 | 1,164 | eng_Latn | eng_Latn | 0.997392 | eng_Latn | 0.997984 | [
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