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I n 1856, Margarethe Schurz started what would become the nation's first kindergarten. Located in Watertown, the small, one room school building has been restored and now serves as a museum. Today, that spirit lives on as the state continues to be a leader in educating its youngest students. During the 2014-15 school year, 95 percent of school districts had four-year-oldkindergarten (4K), and more are expected to come on board.
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4K programs are preparing students for kindergarten and beyond
|
Shelby Anderson
Despite the growing 4K programs in Wisconsin, state-funded pre-K enrollment has dropped nationwide. As pre-K enrollment falls, gaps continue to widen between students from different socio-economic backgrounds.
services. Whether those services are provided through a communitybased approach, or a traditional model, a growing body of research supports our investments in 4K."
"Wisconsin has a long understood the positive value of early childhood education," said State Superintendent Tony Evers. "Our state's founders enshrined education for four-year-olds in the Wisconsin Constitution, paving the way for communities to offer preschool
Continuing Wisconsin's commitment to 4K and other early education efforts is crucial to preparing students for school and lowering the state's achievement gap. "Early intervention is where you close the achievement gap," says Culleen Witthuhn, director of early learning in the Racine Unified School District.
Tertiary
Few Families
Secondary
Some Families
Universal
All Families
Intensive
Intervention
Targeted Social
Emotional Supports
High-Quality Supportive Environments
Nurturing and Responsive Relationships
Effective Workforce
Assessment-based intervention that results in individualized behavior support plans
Systematic approaches to teaching social skills can have a preventative and remedial effect
High-Quality early childhood environments promote positive outcomes for all children
Supportive responsive relationships among adults and children is an essential component to promote healthy social emotional development
Systems and policies promote and sustain the use of evidence-based practices
The Pyramid Model
| Social and Emotional
School administrators recognize that starting students off on the right foot in 4K sets them up for success when they begin 5-year-old kindergarten.
sizes the importance of working with and reaching out to parents and it uses data to track student progress and guide decision making.
The Racine Unified School District has a comprehensive early education program. The district has 11 4K community partner sites, 14 elementary schools with 4K-fifthgrade students, and two early learning sites with only three- and four-year-olds. The district empha-
One of the main focuses of Racine's early education program is on social and emotional development of its 4K students.
from kindergarten to age 25. Researchers found that students who had good social skills in kindergarten, such as sharing and helping other children, were more likely to go on to higher education and hold full-time jobs.
New research links children's social skills in kindergarten to their well-being in adulthood. A 20-year study conducted by researchers at Pennsylvania State and Duke Universities followed nearly 800 people
The good news is that these social skills, like academic skills, can be taught.
In Racine, 4K students are taught social and emotional skills using the Pyramid Model (above). Developed by the Technical Assistance Center on Social Emotional Intervention for Young Children, the Pyramid Model was developed specifically for infants and young children. It emphasizes setting a solid base by developing nurturing and responsive relationships and high-quality supportive environments for all students. Upon this foundation, a secondary support is set up for students who need a more systematic approach to learning social skills. And, at the top level, individualized behavior support plans are developed for the few students who need intervention.
"Everybody needs a nurturing, high-quality environment to learn in," Witthuhn said.
In action, the Pyramid Model can look different from classroom to classroom but its focus is on
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providing students with a nurturing environment where teachers build relationships with students. In the Racine 4K program, this involves student check-ins each morning with teachers welcoming students. It also involves specialized group activities where students are asked to identify different emotions and talk about when certain emotions or responses are appropriate. The Racine 4K classrooms all have social/emotional centers for students to participate in activities related to building these skills. Activities and lessons also focus on helping students develop friendship skills.
"If a student doesn't have the ability to work collaboratively, sit next to others or problem solve, they're not going to grow academically," says Witthuhn.
| Community Approach
The old cliché, "It takes a village to raise a child" is especially relevant to the early education model.
In Wisconsin, more than 100 school districts, like the Hortonville School District, have undertaken formal working relationships with the preschool providers in their community to offer 4K programs. The
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goal of the collaborative approach, among other efforts, is to develop a similar curriculum and operate at a high-level of standard across the board at all early education sites.
In Hortonville, the school district operates a 4K site at its elementary school and works with four community sites: Fox West YMCA, Hillside Preschool, Play and Grow Learning Center, and St. Edward School.
working parents to attend (children who need care when they are not in the 4K program can remain onsite). Working collaboratively with community sites also allows the district to run a larger 4K program than it could have on its own.
Zuege and coordinators from each community 4K site meet on a monthly basis and stay in regular contact between meetings. "Constant communication and collaboration between sites is key," she said.
Teachers from all of the 4K sites came together and developed their own Power Standards (a term developed by Doug Reeves, a well-known educational leadership author and speaker). These standards, consistent across the 4K program, determine what students should be able to do once they complete the 4K program. The goal is to have the standards "mastered" by students. If they are not, teachers provide interventions to help support students.
In addition to using the same standards, all of the sites use consistent progress reporting tools and student data such as the pre-K literacy assessment PALS. There is also a focus on consistent professional development among all 4K teachers.
Janice Zuege, associate principal of the middle and elementary schools in Hortonville said there are many benefits of a collaborative community approach to 4K. It allows families to choose a site that works best for them, and it is easier for children of
The collaborative community approach has received good feedback in Hortonville. In a survey given to parents at the end of the school year, 93 percent said they believed their child gained early academic skills that will support success in kindergarten. One parent wrote, "I had real
Grandpa Goes to Kindergarten
by Joe Quick
Over 25 years ago Robert Fulghum wrote a collection of essays entitled "All I Really Needed to Know I Learned in Kindergarten." It was hardly a revelation; more a gentle admonition to think about how humans interact.
considered frivolous. The expectation is for students to be reading and writing by June. Like hopeful puppies, the kids generally want to please, but they can be easily distracted. Similar to adults going on Facebook during worktime.
After 55 years, I have finally completed the rigors of kindergarten. This past school year, having never attended kindergarten myself, I volunteered two mornings a week in my grandson Lucas's class in the Madison Metropolitan School District. Even lacking the experience personally, I believe few adults fully appreciate what is expected of today's five-year-olds.
While social growth goals are similar to years ago, the academic expectations have changed dramatically. It's not your father's kindergarten — it's not even yours. Here are some thoughts from my year of volunteering.
Education is complex if only for the fact that you have varied personalities (16 in this kindergarten class) with different agendas, all being gently guided in the same direction. Think of 16 people randomly chosen from your workplace and how different they are.
With the wee ones, you have criers, infectious exuberance, runny noses, varying abilities to dress for recess, bold and brassy, and sometimes sassy. They are bluntly honest. ("You smell nice; did you take a shower?" or "Ewww! You smell like coffee.") They have vivid imaginations (several inform me they have plucked hammerhead sharks out of Lake Mendota) with emerging abilities to describe personal adventures and experiences. They begin the process of socialization where egocentrism, hopefully, declines.
Writing is hard. Spelling might be even harder (phone, for example, and the hundreds of words ending in silent 'e'). Reading takes specific cognitive abilities and teachers work diligently to identify students missing the mark, getting them the help they need.
Ultimately, each student of the Class of 2027 is responsible for his or her success, but that oversimplifies today's classroom experience. As expectations rise, state support for public education dwindles. Do more with less, politicians offer. Maybe spend more time in the classroom this grandpa suggests. That would be educational.
The health of our community is inextricably linked to the success of our public schools and an educated populace. I marvel at the minor miracles performed daily by school staff. Firm but fair, they cajole, support, encourage and celebrate with our children. So much happens on so many levels working to ensure student success, but it doesn't come easy.
So when you fondly remember your kindergarten days, be mindful of how life changes. Our kindergarteners going off to first grade this fall aspire to be farmers, veterinarians, teachers, nurses, construction workers and a host of other occupations they talked about last fall. They are our future. We need to be nice to them. You learned all this stuff years ago. Maybe you forgot. N
While there are mid-morning snacks and brief resting in the afternoon, kindergarten is far from fun and games. Coloring is
Joe Quick spent almost 25 years advocating statewide for public education as a parent, lobbyist and public communications official, including 14 years for the Madison Metropolitan School District.
concerns at the beginning of the year. My son really seemed to struggle and not want to learn. Now he is excited to tell me and show me what he learned at school."
In addition, all 4K sites reported a majority of its students reaching literacy benchmarks on the PrePALS assessment. To meet the increasing demand, the district is adding another section of 4K at the elementary school.
Kindergarten teachers in Hortonville report that students who participate in 4K are less anxious about starting 5K and adapt more easily. They also have a solid foundation of letter/sound knowledge, which allows kindergarten teachers to focus on academics earlier.
"Prior to 4K, we were just trying to get kindergarten students to learn how to act in school," Zuege said. "Those social and emotional skills weren't advanced."
| Parent Engagement
These events have focused on a variety of topics, including early childhood pre-reading strategies, behavior strategies, and infusing creativity and play into learning.
"We have seen a genuine excitement about our new 4K program and the many activities and trainings that are offered outside the typical school day," Straka said.
Family open gyms provide another opportunity for parents to become involved in their child's learning. Held monthly on Saturdays, the gym sessions are open to all 4K families. At the open gyms, stations are set-up with activities that focus on developing gross motor skills (running, skipping, tossing, jumping) fine motor skills (hand-eye coordination) and academic skills like counting and identifying lower and upper case letters.
The Mount Horeb 4K program is expected to experience a slight increase in enrollment numbers at the start of this school year. The district also plans to add more trainings and workshops for 4K families. Participation numbers in the family outreach programs were positive, with almost 50 percent of families participating in an open gym. Additionally, more than 90 percent of parents "agreed" or "strongly agreed" that the parent/child activities were valuable.
For Straka and other staff at the Mount Horeb Area School District, the outreach efforts help introduce parents to the district and prepare students to succeed from a young age.
Like Hortonville, the Mount Horeb Area School District has also taken a community approach to 4K. To receive state funding for 4K community programs, school districts select from different funding options. Mount
Horeb has selected the funding option to provide at least 87.5 hours of outreach activities to families. The Mount Horeb School District has gone above and beyond the minimum requirement in an effort to engage 4K parents.
"Early childhood programs should provide families with education, support, and perspectives on child growth and development," said Sarah Straka, director of early learning.
One way the district engages parents is to invite them to participate in advisory council meetings where parents can weigh in on what is working and what could be improved in the district's 4K program. These meetings, which take place four times a school year, include a 4K coordinator and school board member. In addition, this group developed a survey for all 4K parents in the district in an attempt to hear from each parent and continue to drive improvement. The survey was especially helpful in determining which communication methods or outlets worked well with parents.
The district also partners with its local public library and offers programing for parents, childcare providers, and school personnel that focus on early childhood education.
"It is nice to know that we can support families who then will support their children during their time in our 4K program and beyond." n
Shelby Anderson is editor of Wisconsin School News.
"We have seen a genuine excitement about our new 4K program and the many activities and trainings that are offered outside the typical school day.”
—Sarah Straka, director of early learning,
Mount Horeb Area School District
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HISTORY
Paper 1
Additional Materials: Answer Booklet/Paper
READ THESE INSTRUCTIONS FIRST
If you have been given an Answer Booklet, follow the instructions on the front cover of the Booklet.
Write your Centre number, candidate number and name on all the work you hand in.
Write in dark blue or black pen.
You may use a soft pencil for any diagrams, graphs or rough working.
Do not use staples, paper clips, highlighters, glue or correction fluid.
DO NOT WRITE IN ANY BARCODES.
Answer three questions. Section A (Core Content) Answer any two questions. Section B (Depth Studies) Answer any one question.
At the end of the examination, fasten all your work securely together. The number of marks is given in brackets [ ] at the end of each question or part question.
UNIVERSITY OF CAMBRIDGE INTERNATIONAL EXAMINATIONS International General Certificate of Secondary Education
0470/12
October/November 2013
2 hours
2
SECTION A: CORE CONTENT
Answer any two questions from this Section.
1 Read the extract, and then answer the questions which follow.
It was 1848, the year of revolutions, which excited the nationalists of Europe. A revolution in France on 22 February overthrew the monarchy and sparked off revolts in Hungary, Austria and Prussia. In Italy the uprisings had already begun.
From a British school history book published in 1985.
(a) Describe events in Paris in February 1848 leading to the Second French Republic.
[5]
(b) Why did revolutions occur across Europe in 1848?
[7]
(c) How far were the revolutionaries of 1848 responsible for their own failures? Explain your answer. [8]
2 Look at the illustration, and then answer the questions which follow.
(a) Describe the dispute over Schleswig-Holstein in 1863–4.
[5]
(b) Why was the war between Austria and Prussia in 1866 an important step towards German unification? [7]
(c) 'The Franco-Prussian War was unnecessary.' How far do you agree with this statement? Explain your answer. [8]
3 Read the extract, and then answer the questions which follow.
The equal rights of the states will be lost. The slave-holding states will no longer have the power of self-government or self-protection, and the Federal Government will have become their enemy.
From a document published by the state of South Carolina in December 1860.
(a) Describe Northern attitudes to slavery before the American Civil War.
[5]
(b) Why were decisions taken by Congress and the Supreme Court between 1820 and 1857 important for slave states? [7]
(c) 'The American Civil War was a tragedy for the South.' How far do you agree with this statement? Explain your answer. [8]
4 Look at the illustration, and then answer the questions which follow.
(a) What constitutional changes were introduced in Japan during the last twenty years of the nineteenth century? [5]
(b) Why did war break out between China and Japan in 1894? [7]
(c) How important was western influence in increasing the power and status of Japan between 1868 and 1914? Explain your answer. [8]
6
5 Read the extract, and then answer the questions which follow.
The Treaty of Versailles represented an uneasy compromise between Wilson's idealism, French security requirements and British common sense.
A British historian, 1995.
(a) What did France gain from the Treaty of Versailles?
[5]
(b) Why did Germany sign the Treaty of Versailles?
[7]
(c) 'The peacemakers at Versailles were successful.' How far do you agree with this statement? Explain your answer. [8]
6 Read the extract, and then answer the questions which follow.
I give you my word of honour that Czechoslovakia has nothing to fear from the Reich.
Hitler speaking to Chamberlain after the Anschluss.
(a) How did Hitler make use of the Spanish Civil War? [5]
(b) Why did Britain and France allow Germany to re-militarise the Rhineland? [7]
(c) How far was the Nazi-Soviet Pact responsible for war breaking out in Europe in 1939? Explain your answer. [8]
7
7 Read the extract, and then answer the questions which follow.
What can be surprising about the fact that the Soviet Union, anxious for its future safety, is trying to see that governments loyal in their attitude to the Soviet Union should exist in the countries of Eastern Europe? How can anyone describe these peaceful aspirations of the Soviet Union as expansionist tendencies on the part of our state?
Stalin speaking about Eastern Europe in 1946.
(a) Describe how Czechoslovakia became communist-controlled in 1948. [5]
(b) Why did Stalin set up the Berlin Blockade in 1948?
[7]
(c) Was Soviet policy towards Eastern Europe from 1945 to 1948 aggressive or defensive in nature? Explain your answer. [8]
8 Look at the photograph, and then answer the questions which follow.
(a) What happened in the Congo in 1960 immediately following the granting of independence? [5]
(b) Why was it difficult for the United Nations Organisation to secure peace in the Congo? [7]
(c) 'The Korean War was a success for the United Nations.' How far do you agree with this statement? Explain your answer. [8]
9
SECTION B: DEPTH STUDIES
Answer any one question from this Section.
DEPTH STUDY A: GERMANY, 1918–45
9 Look at the bar graph, and then answer the questions which follow.
(a) How did the Nazi Party benefit from the Munich Putsch? [5]
(b) Why was the Nazi Party, in its rise to power, dependent on the SA? [7]
(c) 'Hitler's strong personality was the main reason he became Chancellor of Germany in 1933.' How far do you agree with this statement? Explain your answer. [8]
10 Read the extract, and then answer the questions which follow.
We shall recognise the importance of blood relations. We shall make sure that never again will the Jewish-Bolshevist revolution of sub-humanity be unleashed in Germany, the heart of Europe.
Himmler speaking in 1935.
(a) What actions did the Nazis take in 1933–4 to create a one-party state?
[5]
(b) Why did the Nazis persecute the Jews in German society?
[7]
(c) 'The most effective method of control by the Nazis was propaganda.' How far do you agree with this statement? Explain your answer. [8]
DEPTH STUDY B: RUSSIA, 1905–41
11 Look at the photograph, and then answer the questions which follow.
(a) What were Lenin's 'April Theses'? [5]
(b) Why was the Provisional Government ineffective in ruling Russia? [7]
(c) 'Red Terror was the main reason for the Bolshevik success in the Civil War.' How far do you agree with this statement? Explain your answer. [8]
12 Read the extract, and then answer the questions which follow.
Trotsky did not attack Stalin, because he felt secure. No one at the time saw in Stalin the menacing and towering figure he was to become. It seemed to Trotsky almost a bad joke that Stalin, the wilful and sly but shabby and inarticulate man in the background, should be his rival.
From a book about Trotsky published in 1959.
(a) What did Lenin say in his Testament as to who should succeed him? [5]
(b) Why did Trotsky lose the leadership contest? [7]
(c) 'The most effective method of control used by Stalin was the cult of personality.' How far do you agree with this statement? Explain your answer. [8]
13
DEPTH STUDY C: THE USA, 1919–41
Look at the photograph, and then answer the questions which follow.
(a) What developments were there in popular culture in 1920s America? [5]
(b) Why was the lifestyle of the modern young American woman controversial? [7]
(c) 'Prohibition had a greater impact on American society in the 1920s than racial intolerance.' How far do you agree with this statement? Explain your answer. [8]
14 Read the extract, and then answer the questions which follow.
Over a thousand men were standing in a breadline near the Bowery Hotel in Manhattan, New York, when two trucks arrived to deliver baked goods to the hotel. The men descended upon the trucks scattering cookies, rolls and bread onto the street.
From a book about the Depression, published in America.
(a) Describe the events of 'Black Thursday', 24 October 1929.
[5]
(b) Why did Roosevelt win the 1932 Presidential election?
[7]
(c) 'The greatest impact of the Wall Street Crash was on the American economy.' How far do you agree with this statement? Explain your answer. [8]
DEPTH STUDY D: CHINA, 1945–c.1990
15 Look at the map, and then answer the questions which follow.
A map showing China and its neighbours.
(a) Describe China's relations with the USSR in the 1950s and 1960s. [5]
(b) Why were relations between Mao's China and America strained before 1970? [7]
(c) 'Relations with Taiwan were a more important issue for Communist China than its relations with other neighbours.' How far do you agree with this statement? Explain your answer. [8]
16 Look at the photograph, and then answer the questions which follow.
A photograph of Red Guards during the Cultural Revolution.
(a) What was Mao's Little Red Book?
[5]
(b) Why was the Cultural Revolution important to Mao?
[7]
(c) 'The greatest impact of the Cultural Revolution was on education.' How far do you agree with this statement? Explain your answer. [8]
DEPTH STUDY E: SOUTHERN AFRICA IN THE TWENTIETH CENTURY
17 Look at the photograph, and then answer the questions which follow.
(a) What problems faced white South Africans in the years immediately after the Second World War? [5]
(b) Why did the National Party win the 1948 election?
[7]
(c) How effective was apartheid in the 1950s? Explain your answer.
[8]
18 Look at the photograph, and then answer the questions which follow.
(a) What was President Botha's 'Total Strategy' policy? [5]
(b) Why did De Klerk change his views about Mandela? [7]
(c) 'Nelson Mandela was the most important factor in ending white minority rule.' How far do you agree with this statement? Explain your answer. [8]
19 Read the extract, and then answer the questions which follow.
We have long experience of South Africa's policies and would not like hundreds and thousands more innocent victims to be brought under South Africa's race and colour dominated policies.
From a telegram sent by the ANC to the United Nations in 1946.
(a) Describe how South Africa came to govern Namibia. [5]
(b) Why were South Africa and the United Nations in dispute over Namibia from 1945 to 1966? [7]
(c) 'The importance of the United Nations in achieving independence for Namibia was overestimated.' How far do you agree with this statement? Explain your answer. [8]
DEPTH STUDY F: ISRAELIS AND PALESTINIANS, 1945–c.1994
20 Look at the photograph, and then answer the questions which follow.
(a) Describe the events that resulted in Britain handing Palestine over to the United Nations Organisation (UNO). [5]
(b) Why was the UNO partition plan unacceptable?
[7]
(c) 'The Arab-Israeli War of 1948–9 was unavoidable.' How far do you agree with this statement? Explain your answer. [8]
21 Look at the photograph, and then answer the questions which follow.
(a) What part did Britain and France play in the Suez crisis?
[5]
(b) Why was there tension between Arabs and Israelis in 1966–7? [7]
(c) 'Each war in the Middle East made Israel safer.' How far do you agree with this statement? Explain your answer. [8]
DEPTH STUDY G: THE CREATION OF MODERN INDUSTRIAL SOCIETY
22 Look at the illustration, and then answer the questions which follow.
(a) Describe housing conditions in towns in mid-nineteenth century Britain. [5]
(b) Why did living conditions not improve before 1850? [7]
(c) 'The actions of individuals were more successful than the actions of governments in improving living conditions after 1850.' How far do you agree with this statement? Explain your answer.
[8]
23 Look at the photograph, and then answer the questions which follow.
[5] [7]
DEPTH STUDY H: THE IMPACT OF WESTERN IMPERIALISM IN THE NINETEENTH CENTURY
24 Read the extract, and then answer the questions which follow.
By 1899 China seemed almost on the point of being divided up by imperialist powers. The Qing government seemed helpless and unable to defend Chinese sovereignty. Popular feeling in north-east China erupted into what became known as the Boxer Rebellion. Tension had been growing for some time over western missionaries and their Christian converts. This resulted in a mass frenzy of anti-western outrage. This was fuelled by a mixture of primitive magical beliefs and Chinese pride.
From a British history textbook published in 2006.
(a) Describe the events of the Opium Wars.
[5]
(b) Why were the Opium Wars important?
[7]
(c) How far did the Boxer Rebellion demonstrate that European attempts to influence the Chinese had failed? Explain your answer. [8]
25 Read the extract, and then answer the questions which follow.
In 1884 German Chancellor Bismarck called together the major western powers to end confusion over the control of Africa. Bismarck saw the opportunity to expand Germany's sphere of influence over Africa and to force Germany's rivals to struggle with one another for territory.
A historian writing in 2012.
(a) Describe the Berlin Conference of 1884–5.
[5]
(b) Why were European countries attracted to Africa?
[7]
(c) 'Europeans benefited more than Africans from nineteenth-century imperialism.' How far do you agree with this statement? Explain your answer. [8]
Copyright Acknowledgements:
```
Question 1 © P. Sauvain; European and World History 1815 – 1919 ; Hulton; 1985. Question 2 © P. Sauvain; European and World History 1815 – 1919 ; Hulton; 1985. Question 3 © P. Sauvain; European and World History 1815 – 1919 ; Hulton; 1985. Question 4 © P. Sauvain; European and World History 1815 – 1919 ; Hulton; 1985. Question 5 © A. Brodkin et al; Modern World History ; Heinemann; 2009. Question 6 © D. Ferriby & J. McCabe; Modern World History ; Heinemann; 2002. Question 7 © T. Rea and J. Wright; International Relations 1914 – 1945 ; Oxford University Press; 1997. Question 8 © T. Rea and J. Wright; International Relations 1914 – 1945 ; Oxford University Press / United Nations; 1997. Question 9 © A. Brodkin et al; Modern World History ; Heinemann; 2009. Question 10 © R. Rogers; Germany 1919 – 1945 ; Heinemann; 2009. Question 11 © P. Ingram; Russia and the USSR ; Cambridge University Press / David King; 1997. Question 12 © T. Fiehn; Russia & the USSR ; John Murray; 1996. Question 13 © T. Fiehn et al; The USA between the Wars 1919 – 1941; John Murray / Corbis Question 14 © A. Brodkin et al; Modern World History ; Heinemann; 2009. Question 15 © J. Brooman; China Since 1900; Longman; 1998. Question 16 © S. Waugh; Essential Modern World History ; Nelson Thornes / Camera Press; 2001. Question 17 © R. Mulholland; South Africa 1948 – 1994; Cambridge University Press / Jurgen Schadeburg; 1997. Question 18 © R. Mulholland; South Africa 1948 – 1994; Cambridge University Press / Corbis Bettman; 1997. Question 19 © N. Mbumba & N H Noisser; Namibia in History; Zed Books Ltd; 1988. Question 20 © M. Scott-Baumann; Conflict in the Middle East: Israel and the Arabs; Hodder Murray / Popperfoto; 2007. Question 21 © M. Scott-Baumann; Conflict in the Middle East: Israel and the Arabs; Hodder Murray / Bettmann / Corbis; 2007. Question 22 © C. Culpin; Making Modern Britain; Collins Educational / Hulton Getty; 1987. Question 23 © B. Walsh; British Social & Economic History ; John Murray / Rural History Centre; 1997. Question 24 © G. Stewart; China 1900 – 76; Heinemann; 2006. Question 25 © R. Ennion.
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Permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. Every reasonable effort has been made by the publisher (UCLES) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the publisher will be pleased to make amends at the earliest possible opportunity.
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Lecture 4
Muta rotation, optical activity and physical properties of sugars
A. Isomerism
In organic chemistry, isomerism is defined as the existence of more than one compound with the same molecular formula. A close observation of the structure of monosaccharides (hexoses) indicate that they possess same molecular formula (C6H12O6) but with different physical and chemical properties. There are different types of isomerism
* D-glucose and D-fructose differ in the position of carbonyl group (aldehyde and ketone group). These two compounds are functional isomers.
* Another type of isomerism exhibited by compounds possessing asymmetric carbon atom like monosaccharides, is stereoisomerism. These stereoisomers differ in the spatial arrangement of atoms or groups.There are two types of stereoisomerisms - geometrical and optical isomerism.
Geometrical isomers (cis-trans) differ in the spatial arrangement of atoms across a double bond. Geometrical isomerism is not noticed among carbohydrates.
Optical isomers differ in the arrangement of atoms around an asymmetric carbon atom. The number of possible optical isomers can be calculated using the formula 2 n where n=number of asymmetric carbon atoms. For example, glucose contains four asymmetric carbon atoms and the possible optical isomers of glucose are 2 4 = 16.
Epimers, enantiomers and diastereomers:
Epimers are monosaccharides differing in configuration around a single carbon atom other than the carbonyl carbon. e.g. Mannose and glucose are epimers with respect to carbon 2. Galactose and glucose are epimers with respect to carbon 4.
Enantiomers are non- superimposable mirror images of each other. They differ in the ability to rotate the plane polarized light. A solution of one enantiomer rotates the plane of such light to the right, and a solution of the other to the left. D-glucose and L-glucose are examples of enantiomers.
Diastereomers are stereoisomers that are not mirror images of each other. Dglucose, Dmannose, D-galactose and other members of aldohexose are diastereoisomers.
B. Optical activity
A ray of ordinary light vibrates in all directions at right angles to the direction in which the ray is travelling. When this light is passed through a Nicol prism, the emerged light vibrates in only one direction and such light is called as a 'plane polarized light '
When a beam of plane polarized light is passed through a sugar solution, that is optically active, the plane-polarized light will be rotated either to the right (clockwise) or to the left (anticlockwise).
* When the plane polarized light is rotated to the right, the compound is dextrorotatory and is written as (+).
* If the plane polarized light is rotated to the left, the compound is levorotatory (-)
Optical activity is measured using polarimeter. Optical activity varies with the concentration of the sugar solution and length of the polarimeter tube where sugar solution is placed.
Specific rotation (α) of a sugar molecule is calculated by the formula :
Observed rotation
(α) = -----------------------------------------------------------------
Length of tube (dm) x concentration
where T= temperature and D = D line of spectrum.
The specific rotation of some important sugars are given below:
D - glucose (dextrose) + 52.2 D - fructose (levulose) -92.0 D - galactose + 80.5
D – mannose + 14.6 L - arabinose + 104.5 Sucrose + 66.5
C. Mutarotation
Mutarotation refers to the change in optical rotation when an aqueous sugar solution is allowed to stand.
Sugars having potential free aldehyde or keto group exhibit mutarotation.
Many sugars exist in two crystalline forms. For example, when D-glucose is dissolved in water and allowed to crystallize out by evaporation of water, one form of D-glucose is obtained. If D-glucose is crystallized from acetic acid or pyridine, another form of D-glucose is obtained. These two forms exhibit different physical and chemical properties.
A freshly prepared aqueous solution of α-D glucose has a specific rotation of +113 o . If the solution of α- D-glucose is allowed to stand, the specific rotation changes to +52.2 o .
Similarly, a fresh solution of β- D-glucose has a specific rotation of +19 o which changes to +52.2 o on standing.
This change in optical rotation is called mutarotation. On standing in solution, the hemiacetal ring opens and reformed to give a mixture of - and -D-glucose having a specific rotation of +52.2 o . | <urn:uuid:8eded5d9-7394-481b-b81d-17a08dd7123c> | CC-MAIN-2024-51 | http://ecoursesonline.iasri.res.in/Courses/Fundamentals%20of%20Biochemistry/BIC101/Data%20Files/pdf/lec04.pdf | 2024-12-09T19:45:35+00:00 | crawl-data/CC-MAIN-2024-51/segments/1733066047540.11/warc/CC-MAIN-20241209183414-20241209213414-00897.warc.gz | 8,404,423 | 1,063 | eng_Latn | eng_Latn | 0.990578 | eng_Latn | 0.992127 | [
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NATIONAL INSTITUTE ON ARTIFICIAL INTELLIGENCE IN SOCIETY CALIFORNIA STATE UNIVERSITY SACRAMENTO
http://csus.edu/ai
UNDERSTANDING AI-ASSISTED WRITING ASSIGNMENTS
* Shift in Pedagogy: Incorporating AI into writing assignments is not just about using a new tool but represents a significant shift in instruction and assessment .
* Focus on 'Rich Prompts': These assignments require students to create detailed, specific prompts that generate high-quality AI responses, emphasizing creative and discerning thinking.
Designing the Assignment
1. Select a Relevant Topic: Students choose a topic related to their course for an in-depth examination.
2. Develop Initial Prompts: Guided by instructions on crafting rich prompts, students create initial queries for the AI model.
3. Iterative Process: Students refine their prompts in response to AI output, focusing on quality, relevance, and depth.
4. Finalize and Edit: Once satisfied, students edit the AI-generated text to ensure it reflects their understanding and originality. They submit all prompts and the final output.
Assessment Criteria
* Creative, Critical, Original and Discerning thinking (CCOD): Give much more weight to these skills over the mechanics of writing.
* Prompt Quality: Evaluate the complexity and effectiveness of the prompts used to generate AI responses.
Practical Tips for Educators
* Demonstrate Prompt Development: Educators should guide students through the process of creating, evaluating, and refining prompts.
* Understand AI Limitations: Educators and students should be aware of the limitations and capabilities of AI in the context of writing.
* Ethical Considerations: Emphasize the importance of authentic authorship and the ethical use of AI-generated content. Consider a specific discussion on why the "lazy prompts" are inappropriate.
Additional Considerations
* AI as a Cognitive Tool: Position AI not just as a tool for automation but as an interactive agent that can stimulate cognitive growth in learners.
* Reevaluate Traditional Assignments: Consider if traditional writing assignments are still effective in an age where AI can replicate average student output. It is time to raise expectations; students can do more with AI.
January 26, 2024. Please note: all NIAIS recommendations are living documents. We improve them as we receive feedback from users. Save the link, not the document. | <urn:uuid:7a8b73e4-afa1-46cd-beae-dcd831be4ad6> | CC-MAIN-2024-51 | https://www.csus.edu/center/ai-in-society/_internal/_documents/niais-resource-wawa.pdf?fbclid=IwY2xjawFfxUNleHRuA2FlbQIxMAABHeg_9aD7mbsWbYoEcWFGnSLIRhKhRrq44VpCIeOtok1JpYG4oyqa1W5niA_aem_xTR8GoidKBQbr4VULsSGGw | 2024-12-09T19:15:43+00:00 | crawl-data/CC-MAIN-2024-51/segments/1733066047540.11/warc/CC-MAIN-20241209183414-20241209213414-00896.warc.gz | 652,665,372 | 479 | eng_Latn | eng_Latn | 0.991199 | eng_Latn | 0.991199 | [
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Chapter 12 Blood Study Guide Answers Myselflutions
Revelation 12 - A Study Guide by Mark A. Copeland Anatomy & Physiology - Blood Study Guide: Blood - The Biology Corner Anatomy: Chapter 12 Blood Study guide Flashcards | Quizlet Chapter 12 Blood Study Guide Bio 112 - Chapter 12 Study Guide.doc - Chapter 12 Blood 1 ... STUDY GUIDE Chapter 12: Blood - Anatomy & Physiology 1 with Abby at A ... Anatomy and Physiology Chapter 12 Blood Study Guide ... anatomy and physiology chapter 12 blood ... - Quizlet Wise Blood Chapters 11-12 Summary and Analysis | GradeSaver Chapter 12 – Student Study Guide - Faculty Web Sites Chapter 12 - Blood Study Guide Flashcards | Quizlet Blood Study Guide (Exam1) - Anatomy & Physiology 2 with ... Chapter 12-Blood Study Guide (MIDTERM) Flashcards | Quizlet Anatomy and Physiology Chapter 12 Blood Study Guide ... Johnny Tremain Chapter 12 Summary and Analysis | GradeSaver Chapter 12 - Blood
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Revelation 12 - A Study Guide by Mark A. Copeland Chapter 12 Blood Study GuideStart studying Chapter 12-Blood Study Guide (MIDTERM). Learn vocabulary, terms, and more with flashcards, games, and other study tools.Chapter 12-Blood Study Guide (MIDTERM) Flashcards | QuizletStart studying Chapter 12 - Blood Study Guide. Learn vocabulary, terms, and more with flashcards, games, and other study tools.Chapter 12 - Blood Study Guide Flashcards | QuizletStart studying Anatomy: Chapter 12 Blood Study guide. Learn vocabulary, terms, and more with flashcards, games, and other study tools.Anatomy: Chapter 12 Blood Study guide Flashcards | Quizlet\ Anatomy and Physiology Chapter 12 Blood Study Guide. Anatomy and Physiology Chapter 12 Blood Study Guide. What is plasma? The liquid portion of the blood. what is the percentage of red blood cells to total volume of blood? 45%. What is a hematocrit?Anatomy and Physiology Chapter 12 Blood Study Guide ...Start studying Anatomy and Physiology Chapter 12 Blood Study Guide. Learn vocabulary, terms, and more with flashcards, games, and other study tools.Anatomy and Physiology Chapter 12 Blood Study Guide ...Study 61 Chapter 12: Blood flashcards from John T. on StudyBlue. The volume of RBCs in a blood sample is called the Hematocrit (Hct). The hematocrit test (also called the packed-cell-volume (PCV) test - gives an estimate of the proportion of RBCs to whole blood.Chapter 12: Blood Anatomy & Physiology 1 with Abby at A ...This site was designed for students of anatomy and physiology. It contains textbook resources, such as chapter review guides, homework sets, tutorials, and printable images. Each chapter has a practice quiz and study tips for learning the topic. ... Chapter 12 Study Guide. Quizlet: Blood CellsAnatomy & Physiology - BloodLearn anatomy and physiology chapter 12 blood with free interactive flashcards. Choose from 500 different sets of anatomy and physiology chapter 12 blood flashcards on Quizlet.anatomy and physiology chapter 12 blood ... - QuizletSTUDY GUIDE 11 1.General Characteristics of Blood Write the answers that match the statements in the spaces at the right. 1) pH range of the blood. _____ 2) Liquid portion of blood.STUDY GUIDEWise Blood study guide contains a biography of Flannery O. Summary. Chapter 11. On the same day as the events of Chapter 10, Enoch Emery sneaks into the museum and steals the mummified man that he showed to Hazel Motes. He takes it back to his room and puts it in the cabinet he prepared.Wise Blood Chapters 11-12 Summary and Analysis | GradeSaverChapter 12 – Student Study Guide 2 18) The coronary arteries supply blood to cardiac tissue. Which chamber of the heart requires the greatest amount of blood supply to keep it working? 19) There is a hole between the left and right ventricle that occurs in developing infants that typically close after birth.Chapter 12 – Student Study Guide - Faculty Web SitesView Bio 112 - Chapter 12 Study Guide.doc from BIO 112 at Midlands Technical College. Chapter 12 Blood 1. Blood Composition: Blood, a type of_connective_ tissue, is a complex mixture of whatBio 112 - Chapter 12 Study Guide.doc Chapter 12 Blood 1 ...The Human Body in Health & Disease, Thibodeau. Chapter 12 Vodcast MCO 150: Medical Specialties & Pathophysiology Central Maine Community College Taught by: Sarah Varney, RN, BSN, CCRN.Chapter 12 - BloodBecause the accuser (i.e., the devil) has been cast down, those in heaven who overcame by the blood of Jesus and their testimony, and who did not love their lives to the death, could rejoice. But woe is proclaimed to those on the earth, because now the devil has come down to them and he knows his time is short (7-12).Revelation 12 - A Study Guide by Mark A. CopelandStudy guide for the chapter on blood, which focuses on types of blood cells, blood groups, and disorders of the blood. Questions are intended to help high school students study for the test.Study Guide: Blood - The Biology CornerSTUDY GUIDE 12 1.Structure of the Heart a. Write the correct labels in the spaces at the right. 1) _____ 2) _____ ... If blood flow to the lungs is mostly blocked, oxygenation of blood is drastically reduced which may cause death. Title: Untitled-3STUDY GUIDEStudy 23 Blood Study Guide (Exam1) flashcards from Daniel F. on StudyBlue.Blood Study Guide (Exam1) Anatomy & Physiology 2 with ...Johnny realizes that Pumpkin's clean uniform will arouse suspicion, so he dirties it up and smears some blood on his face to look like he has been in battle at Lexington. He is able to pass himself off as a British private with great success. However, he notices that low- ranking foot soldiers in ...Johnny Tremain Chapter 12 Summary and Analysis | GradeSaverChapter 12 Blood. 2 Objectives ·Describe the primary functions of blood ·Describe the characteristics of blood plasma ·List the formed elements of blood and identify the most important function of each ·Discuss anemia in terms of red blood cell numbers and hemoglobin content. 3
Start studying Anatomy: Chapter 12 Blood Study guide. Learn vocabulary, terms, and more with flashcards, games, and other study tools.
Anatomy & Physiology - Blood
Chapter 12 Blood Study Guide
Study Guide: Blood - The Biology Corner
Learn anatomy and physiology chapter 12 blood with free interactive flashcards. Choose from 500 different sets of anatomy and physiology chapter
12 blood flashcards on Quizlet.
Anatomy: Chapter 12 Blood Study guide Flashcards | Quizlet
This site was designed for students of anatomy and physiology. It contains textbook resources, such as chapter review guides, homework sets, tutorials, and printable images. Each chapter has a practice quiz and study tips for learning the topic. ... Chapter 12 Study Guide. Quizlet: Blood Cells
Chapter 12 Blood Study Guide
Study 61 Chapter 12: Blood flashcards from John T. on StudyBlue. The volume of RBCs in a blood sample is called the Hematocrit (Hct). The hematocrit test (also called the packed-cell-volume (PCV) test - gives an estimate of the proportion of RBCs to whole blood. Bio 112 - Chapter 12 Study Guide.doc - Chapter 12 Blood 1 ...
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STUDY GUIDE
The Human Body in Health & Disease, Thibodeau. Chapter 12 Vodcast MCO 150: Medical Specialties & Pathophysiology Central Maine Community College Taught by: Sarah Varney, RN, BSN, CCRN.
STUDY GUIDE
Start studying Chapter 12-Blood Study Guide (MIDTERM). Learn vocabulary, terms, and more with flashcards, games, and other study tools. Chapter 12: Blood - Anatomy & Physiology 1 with Abby at A ...
STUDY GUIDE 11 1.General Characteristics of Blood Write the answers that match the statements in the spaces at the right. 1) pH range of the blood.
_____ 2) Liquid portion of blood.
Anatomy and Physiology Chapter 12 Blood Study Guide ...
Study 23 Blood Study Guide (Exam1) flashcards from Daniel F. on StudyBlue.
anatomy and physiology chapter 12 blood ... - Quizlet
Wise Blood study guide contains a biography of Flannery O. Summary. Chapter 11. On the same day as the events of Chapter 10, Enoch Emery sneaks into the museum and steals the mummified man that he showed to Hazel Motes. He takes it back to his room and puts it in the cabinet he prepared.
Wise Blood Chapters 11-12 Summary and Analysis | GradeSaver
Chapter 12 Blood. 2 Objectives •Describe the primary functions of blood •Describe the characteristics of blood plasma •List the formed elements of blood and identify the most important function of each •Discuss anemia in terms of red blood cell numbers and hemoglobin content. 3
1
Chapter 12 – Student Study Guide - Faculty Web Sites
Because the accuser (i.e., the devil) has been cast down, those in heaven who overcame by the blood of Jesus and their testimony, and who did not love their lives to the death, could rejoice. But woe is proclaimed to those on the earth, because now the devil has come down to them and he knows his time is short (7-12).
Study guide for the chapter on blood, which focuses on types of blood cells, blood groups, and disorders of the blood. Questions are intended to help high school students study for the test.
Chapter 12 - Blood Study Guide Flashcards | Quizlet
Chapter 12 – Student Study Guide 2 18) The coronary arteries supply blood to cardiac tissue. Which chamber of the heart requires the greatest amount of blood supply to keep it working? 19) There is a hole between the left and right ventricle that occurs in developing infants that typically close after birth.
Blood Study Guide (Exam1) - Anatomy & Physiology 2 with ...
Start studying Chapter 12 - Blood Study Guide. Learn vocabulary, terms, and more with flashcards, games, and other study tools.
Chapter 12-Blood Study Guide (MIDTERM) Flashcards | Quizlet
STUDY GUIDE 12 1.Structure of the Heart a. Write the correct labels in the spaces at the right. 1) _____ 2) _____ ... If blood flow to the lungs is mostly blocked, oxygenation of blood is drastically reduced which may cause death. Title: Untitled-3
Anatomy and Physiology Chapter 12 Blood Study Guide ...
\ Anatomy and Physiology Chapter 12 Blood Study Guide. Anatomy and Physiology Chapter 12 Blood Study Guide. What is plasma? The liquid portion of the blood. what is the percentage of red blood cells to total volume of blood? 45%. What is a hematocrit?
Johnny Tremain Chapter 12 Summary and Analysis | GradeSaver
Johnny realizes that Pumpkin's clean uniform will arouse suspicion, so he dirties it up and smears some blood on his face to look like he has been in battle at Lexington. He is able to pass himself off as a British private with great success. However, he notices that low-ranking foot soldiers in ...
Chapter 12 - Blood
View Bio 112 - Chapter 12 Study Guide.doc from BIO 112 at Midlands Technical College. Chapter 12 Blood 1. Blood Composition: Blood, a type of_connective_ tissue, is a complex mixture of what
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Chapter 12 Blood Study Guide Answers Myselflutions
2023-05-21 | <urn:uuid:a7a7d374-1c6d-4dd5-bf96-220c3e6292a1> | CC-MAIN-2024-51 | http://business.itu.edu/IDtrack?racknumber=O60g621&FilesData=Chapter_12_Blood_Study_Guide_Answers_Myselflutions.pdf | 2024-12-09T21:20:51+00:00 | crawl-data/CC-MAIN-2024-51/segments/1733066047540.11/warc/CC-MAIN-20241209183414-20241209213414-00893.warc.gz | 6,004,274 | 2,780 | eng_Latn | eng_Latn | 0.978414 | eng_Latn | 0.975706 | [
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Table 2: Experiments and Activities to Investigate Rockets
Scientific Issue: How should a rocket be designed or engineered in order to most efficiently deliver a payload (supplies) to the International Space Station (ISS)?
Research Question: What key features of a rocket are necessary to create an efficient delivery system to resupply the ISS?
| | Hypothesis—Response to |
|---|---|
| Data Summary | |
| | Question/Design Ideas |
How could engineers address rocket design and launch? | <urn:uuid:2c3598b9-3b0d-4d87-b59a-c5c5748d6cd0> | CC-MAIN-2024-51 | http://www.teachercollaborate.org/uploads/2/1/8/1/21813164/table_2_for_rocket_pbl.pdf | 2024-12-09T20:46:16+00:00 | crawl-data/CC-MAIN-2024-51/segments/1733066047540.11/warc/CC-MAIN-20241209183414-20241209213414-00896.warc.gz | 52,567,766 | 115 | eng_Latn | eng_Latn | 0.995618 | eng_Latn | 0.995618 | [
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A Sustainable Environment: Our Obligation to Protect God's Gift
by George P. Nassos
A Few More Recommendations to Reduce Carbon Emissions
Last month, I provided a summary of COP26, where we are at and where we are heading with climate change, and some recommendations of what governments, companies and individuals can do to mitigate this environmental issue. Here are some other recommendations to help reduce carbon emissions and provide the future generations with a livable planet.
The transformation to electric vehicles will really help reduce carbon emissions but a complete changeover will not happen anytime soon. One negative with EVs is the range of the automobile and the time necessary for recharging. ElectReon, an Israeli firm, is developing an in-road inductive charging system that powers EVs via electrical fields generated by coils under the asphalt. This would allow cars to carry smaller batteries, thus reducing the weight and making them more efficient. This concept is being tested in Germany, Italy and Sweden, and it is planning to charge electric buses in Tel Aviv. Researchers at Purdue University are also developing a similar technology.
You may recall a company about ten years ago called Better Place that was trying to make EVs more efficient by offering a quick battery change-out. EV owners had a map showing where battery stations were located so they could drive by and change out the used batteries for fully charged ones in a matter of minutes. This system was operated in Israel and Denmark but failed after a few years because Renault-Nissan was the only auto company producing cars for this system and also because of some financial difficulties. To resolve the one negative issue with the Better Place technology, a San Francisco based company, Ample, has developed a patented design that allows its batteries to work with cars from any manufacturer in terms of both physical and chemical compatibility. This will provide for changing out batteries rapidly without wasting time recharging them.
Companies that want to cut their carbon footprints can get help from a company called Watershed. It collects data from every corner of a client's business that generates carbon emissions. This includes collecting data from supply chains, electrical usage, and even commuting patterns of the company's employees. The data are plugged into software that gives clients an idea where emissions are greatest so it can focus on making some reductions.
We don't have to depend on new technologies to identify ways to reduce emissions. There are many ways this can be done with old technology if they are just put into use. A simple example is something I first experienced almost 45 years ago. I had to ride an escalator in
Cologne, Germany to use the subway, but since the escalator wasn't moving, I decided to walk down on it. However, as soon as I stepped on it, the escalator started to move. When I got off at the bottom and no one else was on it, the escalator stopped. Why should it run continuously when no one was using it? The continuous starting and stopping of the motor may be a real negative but it just needs to be included in the evaluation of the two systems.
While living in Cologne, I had to drive on a four-lane boulevard that ran along the Rhein River, appropriately named "Rheinuferstrasse" (street along the Rhein). This boulevard had intersections about every kilometer for cars to enter and exit the road, and of course there had to be traffic signals at these intersections. What was unusual, however, was the placement of digital signals about halfway between the traffic signals. These digital signals would tell the driver how fast to drive in order to get a green light at the next intersection. This methodology reduced fuel consumption, emissions, congestion and stress. I don't know how many years this system was in operation before I saw it.
Another old technology that was prevalent in Germany 45 years ago and needs to be more prevalent here in the U.S. is pavement sensors to activate traffic signals. At an intersection of a main street with a side street, the main street should always have a green light unless there is a car on the side street that wants to enter the intersection. The sensor can then change the traffic light to green for the side street. While this technology has been utilized in the U.S. for many years, there are still too many situations where it needs to be installed.
How about improving the timing of traffic signals along a road? Do you get upset when you have a green light and after traveling two or three blocks you get a red light at the next intersection? We need to put more effort in setting the timing of the traffic lights so that there is much less idling. This is old technology that can be implemented without a problem, and it can even be installed to provide smooth traffic in both directions of a two-way street.
And here's another old system that is not employed often enough – that of traffic roundabouts. At an intersection of lightly traveled two-lane roads, there is no need to have stop signs for both roads. A circular round-about will allow the cars to enter the round-about in order to make a right or left turn or even to go straight on. The only rule that is important is that the vehicle in the round-about has the right of way – that is, except for France and Belgium. When I lived there 45 years ago, one had to be careful to adjust to the rules of the various countries. For some reason, in France and Belgium, the cars entering the round-about had the right of way. However, I am not aware if that rule has changed.
The common thread of most of these suggestions is efficiency. If we can be more efficient in everything we do, we'll be on our way to reducing carbon emissions. | <urn:uuid:025a55ca-74d1-425b-b69a-f408fc5927c2> | CC-MAIN-2024-51 | https://orth-transfiguration.org/wp-content/uploads/2021/12/A-Few-More-Recommendations-to-Reduce-Carbon-Emissions.pdf | 2024-12-09T20:25:17+00:00 | crawl-data/CC-MAIN-2024-51/segments/1733066047540.11/warc/CC-MAIN-20241209183414-20241209213414-00891.warc.gz | 402,350,178 | 1,190 | eng_Latn | eng_Latn | 0.999434 | eng_Latn | 0.999537 | [
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Practical Tips for Parents and Caregivers
What Can a Cookie Buy? The Experience of a Lifetime.
Girl Scouts of the USA is the premier leadership organization for girls. The Girl Scout Cookie Program is the largest girl-led business in the country and generates immeasurable benefits for girls, their councils and communities nationwide.
Through the Girl Scout Cookie Program girls develop five essential skills:
All proceeds generated from the cookie program stay in your local Girl Scout council to support Girl Scouting in your area, including the portion that goes directly to the group selling the cookies. Council proceeds are to benefit all girls involved in Girl Scouting through program activities, use of council resources, and financial assistance for program participation, community projects, and travel.
* Goal setting
* People skills
* Decision making
* Business ethics
* Money management
You Can Make This Year's Cookie Program a Success!
Support your Girl Scout
Coach Your Girl Scout
* Go to your troop's Cookie Program Family Meeting.
* Assist with the setup and approval of her Digital Cookie storefront.
* Help with order taking and cookie delivery.
* Sign receipts for product in your possession.
* Help your Girl Scout network with family and friends, but let her do the "ask" so she can learn important business skills.
* Help her create a plan for when and how she wants to reach new customers.
* Help her arrange for a time to order at your place of work, place of worship or other places where people might purchase Girl Scout Cookies.
* Attend your council training to become the troop cookie manager (or help the troop cookie manager when another adult is needed).
* Offer to be a supervising adult — there are lots of opportunities to lend a hand, particularly at troop cookie booths.
* Share your business expertise and help link the Girl Scout Cookie Program with the wider business world.
* Follow your Girl Scout Council and group guidelines on how to help keep money safe.
* Listen to her practice her sales pitch.
* Review troop cookie materials, and visit girlscoutcookies.org to learn more about the cookies.
* Ask questions — maybe even pretend to be a potential customer and do a little role-play!
* Guide her to set practical and useful goals about what she wants to learn and earn.
* Be a role model for business ethics and safety rules!
* Have fun together!
Remember that the Girl Scout Cookie Program is a part of the Girl Scout Leadership Experience, which is girl driven. Let your Girl Scout take the lead in selling cookies and reaching goals. Your encouragement, coaching and guidance will be key ingredients to a successful Cookie Program experience.
For more information on the Girl Scout Leadership Experience, check out girlscouts.org/gsle. | <urn:uuid:b73e8669-4489-451f-9e84-605cfa104e79> | CC-MAIN-2024-51 | https://www.girlscouts.org/content/dam/gsusa/forms-and-documents/cookies/volunteer-cookie-resources/Cookie_PracticalTipsParentsCaregivers.pdf | 2024-12-09T20:30:25+00:00 | crawl-data/CC-MAIN-2024-51/segments/1733066047540.11/warc/CC-MAIN-20241209183414-20241209213414-00895.warc.gz | 719,691,173 | 544 | eng_Latn | eng_Latn | 0.996862 | eng_Latn | 0.996862 | [
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HYDRATION
STAY HYDRATED, STAY COMPETITIVE!
HYDRATION 101
Here's how to ensure your body is performing at its best—before, during and after a workout or game.
BEFORE
AFTER
* Enjoy water or milk with all your meals and snacks
* Always carry a water bottle
DURING
* Sip water or a sports drink
* One swallow = 1 fluid ounce
* Choose milk (flavored or plain), smoothies or highwater foods
* Drink 8-12 ounces 15 minutes prior to exercise or a game
* Aim for 8+ ounces per hour during regular play
* Aim for 16+ fluid ounces per hour during long, hot workouts or games
* Eat a nutritious meal, along with at least 8 ounces of water or milk
* Keep drinking fluids steadily for the rest of the day
Having enough fluids in your body is key to almost everything you do during exercise or sport. The fact is, just a small dip in supply can mean a BIG dip in your performance. Keeping your body topped up with fluids can help promote:
Improved
Utilization
Nutrient
Focus
Maintains Body Temperature
Better Digestion
Clearer
Thinking
WHAT ABOUT SPORTS DRINKS?
Wondering if you could benefit from having a sports drink? If at least two of the following apply, the answer is yes.
* If the workout or game is longer than one hour
* If the activity makes it hard to eat or drink normally
* If you're exercising or playing in hot weather
* If the exercise is especially intense
* If you're sweating heavily
HIGH-WATER FOODS TO ENHANCE YOUR EVERYDAY GREATNESS
* Watermelon
* Milk
* Oranges
* Grapefruit
* Yogurt
* Pickles
* Soup/broth
* Lettuce
* Tomatoes
DEHYDRATION: WHY RISK IT?
* Intense physical activity
* Excessive sweating
* Low fluid intake
* Headache
* Berries
* Grapes
* Loss of energy
* Carrots
* Cramps
* Thirst
* Bad mood
* Heat or humidity
* Dizziness
* Nausea
* Poor appetite
BE SURE YOU'RE FULLY HYDRATED
Simply check the color of your urine to be sure you're drinking enough.
Hydrated
Severely Dehydrated
For more information on how to fuel your everyday greatness, scan the QR code or visit: winnersdrinkmilk.com
Created in Partnership with Unbottled
Born, K. A., Dooley, E. E., Cheshire, P. A., McGill, L. E., Cosgrove, J. M., Ivy, J. L., & Bartholomew, J. B. (2019). Chocolate milk versus carbohydrate supplements in adolescent athletes: A field based study. Journal of the International Society of Sports Nutrition, 16(1). https://doi.org/10.1186/s12970-019-0272-0 | <urn:uuid:c0495225-133c-4ca1-9b17-c3217c20d8b7> | CC-MAIN-2024-51 | https://winnersdrinkmilk.com/wp-content/uploads/2024/06/2024_06_ADAI-Stay-Hydrated-Stay-Competative.pdf | 2024-12-09T19:28:37+00:00 | crawl-data/CC-MAIN-2024-51/segments/1733066047540.11/warc/CC-MAIN-20241209183414-20241209213414-00891.warc.gz | 578,207,629 | 712 | eng_Latn | eng_Latn | 0.984895 | eng_Latn | 0.988024 | [
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Tsunami Basics for
Businesses
A tsunami is a series of powerful, fast-moving waves. Even a tsunami with just a peak wave height of 2-3 feet can flood coastal communities, impact harbor traffic and infrastructure, and cause other damage and casualties. Most are generated by large, offshore earthquakes, but landslides, volcanic eruptions, and even meteorite crashes in or near the ocean can cause tsunamis too. If the source is distant, you may have hours before waves arrive; if nearby, just a matter of mere minutes. As tsunamis can spark awe, confusion, and fear among your community, a little planning and outreach now can help everyone best prepare to survive and recover!
Know Your Zone:
Get tsunami maps for your area at TsunamiZone.org/knowyourzone.
Draw potential evacuation routes, starting in a tsunami danger zone and ending in a tsunami safe zone. Where is high ground and low ground? Or, how far inland might you need to go to be out of danger? Consider existing tsunami signage if present. Think about your immediate and greater community when further detailing your tsunami evacuation route maps:
* Who travels in and out of tsunami zones to get to your facility, and how?
* What needs might those with disabilities or who speak other languages have?
* How might your neighboring families and businesses depend on you?
* What ways can you distribute your tsunami evacuation route maps to those who need them? Post them around key public areas, send via an email newsletter, make them downloadable on your website, and share on social media.
Contact your local emergency management office, either at the city or county level, for further coordination and assistance in planning how you will respond and recover.
Take Action and Register:
* Consider holding a tsunami evacuation walk with your employees and/or neighboring businesses, local government, and other partners.
* Plan for your business' role and continuity in a disaster think about insurance, employee pay, keeping customers informed, how you can help your community, and your building's structural safety.
* Visit TsunamiZone.org/register to register your activities so your business is counted and listed.
Prepare to survive and recover!
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Upper Key Stage 2
Curriculum Information
Years 5 & 6
The principal focus of science teaching in upper key stage 2 is to enable pupils to develop a deeper understanding of a wide range of scientific ideas. They should do this through exploring and talking about their ideas; asking their own questions about scientific phenomena; and analysing functions, relationships and interactions more systematically. At upper key stage 2, they should encounter more abstract ideas and begin to recognise how these ideas help them to understand and predict how the world operates. They should also begin to recognise that scientific ideas change and develop over time. They should select the most appropriate ways to answer science questions using different types of scientific enquiry, including observing changes over different periods of time, noticing patterns, grouping and classifying things, carrying out comparative and fair tests and finding things out using a wide range of secondary sources of information. Pupils should draw conclusions based on their data and observations, use evidence to justify their ideas, and use their scientific knowledge and understanding to explain their findings.
'Working and thinking scientifically' is described separately at the beginning of the programme of study, but must always be taught through and clearly related to substantive science content in the programme of study. Throughout the notes and guidance, examples show how scientific methods and skills might be linked to specific elements of the content.
Working Scientifically
During years 5 and 6, pupils should be taught to use the following practical scientific methods, processes and skills through the teaching of the programme of study content:
- planning different types of scientific enquiries to answer questions, including recognising and controlling variables where necessary
- taking measurements, using a range of scientific equipment, with increasing accuracy and precision, taking repeat readings when appropriate
- recording data and results of increasing complexity using scientific diagrams and labels, classification keys, tables, scatter graphs, bar and line graphs
- using test results to make predictions to set up further comparative and fair tests
- reporting and presenting findings from enquiries, including conclusions, causal relationships and explanations of and degree of trust in results, in oral and written forms such as displays and other presentations
- identifying scientific evidence that has been used to support or refute ideas or arguments.
Living Things and Their Habitats
Pupils should be taught to:
- describe the differences in the life cycles of a mammal, an amphibian, an insect and a bird
- describe the life process of reproduction in some plants and animals.
Animals, including humans
Pupils should be taught to:
describe the changes as humans develop to old age.
Properties of Materials
Pupils should be taught to:
- compare and group together everyday materials on the basis of their properties, including their hardness, solubility, transparency, conductivity (electrical and thermal), and response to magnets
- know that some materials will dissolve in liquid to form a solution, and describe how to recover a substance from a solution
- use knowledge of solids, liquids and gases to decide how mixtures might be separated, including through filtering, sieving and evaporating
- give reasons, based on evidence from comparative and fair tests, for the particular uses of everyday materials, including metals, wood and plastic
- demonstrate that dissolving, mixing and changes of state are reversible changes
- explain that some changes result in the formation of new materials, and that this kind of change is not usually reversible, including changes associated with burning and the action of acid on bicarbonate of soda.
Earth and Space
Pupils should be taught to:
- describe the movement of the Earth, and other planets, relative to the Sun in the solar system
- describe the movement of the Moon relative to the Earth
- describe the Sun, Earth and Moon as approximately spherical bodies
- use the idea of the Earth's rotation to explain day and night and the apparent movement of the sun across the sky.
Forces
Pupils should be taught to:
- explain that unsupported objects fall towards the Earth because of the force of gravity acting between the Earth and the falling object
- identify the effects of air resistance, water resistance and friction, that act between moving surfaces
- recognise that some mechanisms, including levers, pulleys and gears, allow a smaller force to have a greater effect.
Year 6 Programme of Study
Living things and their habitats
Pupils should be taught to:
- describe how living things are classified into broad groups according to common observable characteristics and based on similarities and differences, including micro-organisms, plants and animals
- give reasons for classifying plants and animals based on specific characteristics.
Animal Including Humans
- Pupils should be taught to:
- identify and name the main parts of the human circulatory system, and describe the functions of the heart, blood vessels and blood
- recognise the impact of diet, exercise, drugs and lifestyle on the way their bodies function
- describe the ways in which nutrients and water are transported within animals, including humans.
Evolution and inheritance
- Pupils should be taught to:
- recognise that living things have changed over time and that fossils provide information about living things that inhabited the
Earth millions of years ago
- recognise that living things produce offspring of the same kind, but normally offspring vary and are not identical to their parents
- identify how animals and plants are adapted to suit their environment in different ways and that adaptation may lead to
evolution.
Light
- Pupils should be taught to:
- recognise that light appears to travel in straight lines
- use the idea that light travels in straight lines to explain that objects are seen because they give out or reflect light into the eye
- explain that we see things because light travels from light sources to our eyes or from light sources to objects and
then to our eyes
- use the idea that light travels in straight lines to explain why shadows have the same shape as the objects that cast them.
Electricity
- Pupils should be taught to:
- associate the brightness of a lamp or the volume of a buzzer with the number and voltage of cells used in the circuit
- compare and give reasons for variations in how components function, including the brightness of bulbs, the loudness of buzzers and the on/off position of switches
- use recognised symbols when representing a simple circuit in a diagram. | <urn:uuid:a8692c77-140a-48a5-a962-37d46d5bb486> | CC-MAIN-2024-51 | https://www.lmpsdorset.org/attachments/download.asp?file=263&type=pdf | 2024-12-09T19:30:49+00:00 | crawl-data/CC-MAIN-2024-51/segments/1733066047540.11/warc/CC-MAIN-20241209183414-20241209213414-00898.warc.gz | 782,977,187 | 1,283 | eng_Latn | eng_Latn | 0.996239 | eng_Latn | 0.99682 | [
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Curriculum Intent – Business
Curriculum Priorities
The business curriculum at Nottingham Girls' Academy is designed to develop subject specific knowledge as well as play its part in developing cross-curricular skills and personal qualities. Business activity affects the daily lives of all people, as it influences jobs, incomes, and opportunities for personal enterprise and development, having a significant effect not only on the standard of living and quality of life, but also on the environment in which people live. All pupils will encounter the world of business. They, therefore, should understand how businesses function and the role it plays in our society.
Our curriculum is designed to enable our diverse community of young women to access a multitude of skills and activities which do not limit them to traditional gender stereotypes, which are also tailored to our local context, and will foster a life-long love of business and entrepreneurship.
Pupils should familiarise themselves with the skills that are required in the business environment and the impact these skills can have on their own lives and on society. Studying business involves not only involves studying individuals, communities, and organizations, it involves assessing their needs and problems, as well as generating solutions. It will provide practical skills for those who wish to move directly into the workplace. Business studies also provides pupils with a new, practical context for many of the subjects they have studied, including mathematics, science and technology, language, and social studies. Finally, as the business environment is dynamic and ever-changing, it can be an important tool to develop skills to cope with change.
Knowledge
By the end of Key Stage 4 we want pupils to have developed knowledge across the main strands of business; enterprise and marketing concepts, designing a business proposal, and marketing and pitching a business proposal. This includes, but is not exhaustive, of the following end points for year 11. For further details please see the curriculum plan.
Enterprise and marketing concepts
* Characteristics and skills needed for entrepreneurs
* Risks and rewards for entrepreneurs
* Market research to target a specific customer
* What makes a product financially viable
* Creating a marketing mix to support a product
* Factors to consider when starting up and running an enterprise
Design a business proposal
* Market research
* How to identify a customer profile
* Develop a product proposal for a business brief
* Review whether a business proposal is financially viable
* Review the likely success of the business proposal
Market and pitch a business proposal
* Develop a brand identity to target a specific customer profile
* Create a promotional campaign for a brand and product
* Plan and pitch a proposal
* Review a brand proposal, promotional campaign, and professional pitch
By the end of Key Stage 5 we want pupils to have developed knowledge across the main strands of business; the business environment, customer and communication, working in business, principles of project management, and business events. This includes, but is not exhaustive, the following end points for year 13. For further details please see the curriculum plan.
The Business Environment
* Understand different types of businesses and their objectives as well as legal business ownership
* Understand the external influences and constraints on businesses and why businesses need to plan
* Be able to assess the performance of businesses to inform future business activities
Customer & Communication
* Understand who customers are and their importance
* Understand how to communicate with customers
* Be able to establish a rapport with customers and be able to convey messages for business purposes
* Know the constraints and issues which affect the sharing, storing and use of information for business communications
Working in Business
* Understand business protocols
* Understand factors influencing the arrangement of business meeting
* To be able to use business documents
* To understand prioritising business tasks and communicate effectively with stakeholders
Principles of Project Management
* Understand the stages of project management and the skills project managers need to have
* Understand how and why projects are monitored and factors that influence a project
* Be able to prepare project plans
Business Events
* Be able to prepare for a business event
* Be able to support the running of a business event
* Be able to review and evaluate if the business event met its objectives
Skills
The skills we aim to develop are:
Communication Problem Solving Metacognition
Leadership
Collaboration
Physical, Practical & Technical
Digital Literacy
Numeracy: Calculation of financial ratios, profit & loss, including percentages, adding, and subtracting large figures.
Literacy: Writing well-structured reports, use of correct tenses and financial keywords.
Communication: Presentation of reports and delivering business-related speech, debate on issues faced in the world of business.
Problem Solving: Brainstorming business ideas, developing decision making skills, analysing financial data, syntheses of information, deciding the best and alternative course of actions for a business problem.
Leadership: Experience of the project manager role, business manager role, and business prefect.
Collaboration: Using project management skills and working as part of group on business projects.
Metacognition: Use of visual materials such as charts, mind-maps, and product design ideas in presentation.
Physical, Practical and Technical: Conducting market research through survey and interviews, conducting mock recruitment interviews, delivering presentations, designing products, and creating promotional materials for a business using technology.
Digital Literacy: Use of ICT to produce marketing materials, design of products by use of Microsoft software packages, use of computerised accounting systems in solving complex financial problems.
Qualities
The qualities we aim to develop are:
Respect: Through verbal communication to an audience, demonstration of British Values, environmental friendliness, and being ethical in business practices.
Kindness: Serving as a business prefect and helping in the department as a helper during open evening. To be prepared to help peers who struggle or need assistance with running their enterprises e.g. sales and marketing session.
Tolerance: Respect for each other's opinion when carrying out a business project, understand diversity in culture, religion, race, and ethnicity.
Resilience: Participate in enterprise activities in school, in the local community, and nationally, e.g. the 10X Challenge.
Creativity: To be innovative in coming up with business enterprise ideas through enterprise activities.
Positivity: To understand that there is a risk factor in any business venture and to adapt a proactive approach to minimise risk.
Integrity: To show accountability in day-to-day handling of money and demonstrate a good sense of social/corporate responsibility.
Aspiration: To believe in the power of entrepreneurship by emulating characteristics of successful entrepreneurs.
Empathy: To use positive language and good gestures in re-assuring one another when business ventures/plans fail.
Curriculum Principles
Sequencing, Learning and Assessment
Our curriculum has been structured to take into account the cognitive science of how we learn. Key knowledge is covered sequentially and deliberately revisited and built upon. Spaced practice and retrieval are a feature of the curriculum structure.
This is further reinforced by:
* Learning Challenge: a purely formative assessment to help evaluate, and then reshape learning and address misconceptions at the end of each unit.
* Learning Consolidation: a summative assessment, taken at a planned interval from the end of the unit, to help evaluate retention of learning in the long-term memory.
Cultural Capital
Cultural capital is developed throughout the curriculum with deliberate opportunities for all pupils (but especially disadvantaged pupils) to experience aspects of the taught curriculum through trips, events and activities and broaden their horizons.
For example:
10X Challenge (KS3) and subject coursework (KS4 and KS5)
* Pupils get into groups and create their own business from the ground up, including planning, marketing, and presenting their ideas to access funds. They then buy or produce stock or services and proceed to sell them to the rest of the school. Finally, they review and evaluate the success of their enterprise.
Educational Talk from Capital One, University of Nottingham resource personnel.
* Help pupil experience how financial or money matters work in the real world, e.g, how to apply for an account, manage a bank account, and borrow and spend money responsibly.
Visit to businesses e.g. The Treat Kitchen, Harvey Hadden Sports Centre.
* They meet entrepreneurs, where they get to know what the work environment looks like and to understand why some businesses are successful and others fail.
Nottingham University Business School
* A visitor from the school talks to pupils about the power of innovation and sets pupils tasks to come up with solutions to problems in the world of Business.
Equality
We want our curriculum to reflect what it means to be a young, British woman today; for our pupils to know about the struggle and sacrifice that has led to the freedom and opportunity they have. We want them to know about their heritage and culture, and that of others in our community, enabling them to celebrate it and contribute to the progress of democracy as global citizens. We therefore regularly review and consult on the equality of our curriculum.
For example:
* Coursework assignment briefs are adapted to the unique circumstances of Nottingham Girls' Academy such that it will be appropriate and accessible to all pupils regardless of background.
* Because of the freedom within some coursework assignments, pupils are able to express their culture through the work that they do.
* Visits to businesses, or visitors from businesses, allow pupils to have experiences outside of their normal lives.
* All pupils are allowed to take business as an option.
Careers and Employability
To support our pupils growing understanding of how our subject might support them with employment, we plan in explicit links between their subject area and possible career pathways. Examples of the careers and sectors we highlight are:
This subject will build a strong foundation for those pupils who wish to move on to further study and training in specialised areas such as
Management
International business
Marketing
Accounting
Information and communication technology
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December 2022
PROGRAMME UPDATE
Keeping stakeholders, parents and carers informed about Dudley's Special Educational Needs and Disabilities (SEND) Improvement Programme.
SEN Support – The Graduated Support Pathway for Children/Young People with Special Educational Needs and Disabilities.
'All children and young people are entitled to an appropriate education, one that is appropriate to their needs, promotes high standards and the fulfilment of potential.' (Code of Practice 6.1)
Every school is required to identify and address the SEN of the pupils and use their best endeavours to make sure that the pupils with SEN gets the support they require. SEN support is where a pupil has a learning difficulty or disability that requires special educational provision that is different from or additional to that normally available to pupils of the same age. Schools must take action to remove barriers to learning and put effective special educational provision in place.
A schools first response will be to assess the needs and barriers of the pupil and target the SEN identified using high quality first teaching and interventions. The school will consistently deliver the planned interventions over a period of one term and then review the impact/progress made by the pupil. This Assess, Plan, Do, Review process is known as the graduated approach and draws on more detailed approaches, more frequent review and more specialist expertise in successive cycles. Parents and pupils should be fully included in the graduated approach and participate in the termly reviews that monitor impact and progress.
For some children, SEN can be identified at an early age. However, for other children and young people, difficulties become evident only as they develop. Slow progress and low attainment do not necessarily mean that a child has SEN and should not automatically lead to a pupil being recorded as having SEN. It is also important to recognise that disruptive or withdrawn behaviours do not necessarily mean that a child or young person has SEN. Where there are concerns, there should be an assessment to determine whether there are factors such as undiagnosed learning difficulties, difficulties with communication or mental health issues. If housing, family or other domestic circumstances may be contributing to the presenting behaviour a multi-agency approach, supported by the use of approaches such as the Early Help Assessment will be required.
Further information can be found on Dudley SEND Local Offer https://dudleyci.co.uk/sen-support
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South Asia Book Award
346 Eggers Hall, Syracuse University Syracuse NY 13244 – (315) 443-2553 www.southasiabookaward.org
2018 South Asia Book Award for Children's and Young Adult Literature 2018 Award Winners
Manjhi Moves a Mountain by Nancy Churnin; illustrated by Danny Popovici (Creston Books, 2017) In 1960, Dashrath Manjhi quietly decided to dedicate his days to making life better and easier for his Indian community. Using only a hammer and a chisel, he made a significant impact that allowed his neighbors to more easily access water, medical care and better schools. (Grades K-3)
Outside In by Jennifer Bradbury (Atheneum Books, 2017) Twelve-year old Ram survives on the streets of Chandigarh, India, winning games of gilli for money. After a game goes wrong, Ram darts deep into the forest, where he encounters a mysterious man, Nek, who creates art with scraps of metal and junk. Can Ram discover a way to keep Nek's sculptures safe? (Grades 4-8)
You Bring the Distant Near by Mitali Perkins (Farrar Straus Giroux Books, 2017) Perkins scoops up readers, traveling across oceans and through time to meet Ranee, Tara, Sonia, Anna, and Chantal as they create new lives in London, New York City, and Ridgeford, New Jersey. Learn what all three generations gain from each other, all in their own voices! (Grades 9-12)
2018 Honor Books
Maharani the Cow by Christy Shoba Sudhir; illustrated by Nancy Raj (Tulika Publishers, 2017). "Maaaaaaaa" "Peen!" "Pawmp!" "Move, move…" Can you hear and see Maharani as she lumbers along her Indian city's streets? Sudhir and Raj want to be sure that you do as you learn about Maharani's day. This cow eats, sits, stops, or walks anywhere she pleases! Do you wonder why? (Grades Pre-K-2)
Pashmina by Nidhi Chanani (First Second, 2017). Priyanka Das is perpetually curious about her mother's homeland of India, why she left, and most importantly, who her father is, but Pri's mom is close-lipped on these topics. One day, Pri discovers a mysterious pashmina in a suitcase which, when wrapped around herself, transports her to an idealized version of India, but shadows lurking in the background may hold the answers she seeks. (Grades 3-6)
Ahimsa by Supriya Kelkar (Tu Books, 2017) When ten-year old Anjali's mother is jailed for protesting British rule using non-violent techniques (ahimsa), Anjali must confront her own prejudices and fears to take over her mother's work. Though she is young, Anjali's actions become significant in India's struggle for Independence. (Grades 5-9)
2018 Highly Commended Books
When the Rain Comes by Alma Fullerton; illustrated by Kim LaFave (Pajama Press, 2017) A Sri Lankan girl is excited because today she will learn to plant rice seedlings that are essential to her family and community. When the wind blows, the sky darkens and the rain pours down, it is up to her to save the seedlings, the ox and the cart that delivered them. (Grades PreK-3)
Amina's Voice by Hena Khan (Salaam Reads, 2017) When shy Amina enters sixth grade, she faces many challenges: her best friend is thinking of changing her name to be more "American", her strict uncle is visiting from Pakistan, and her teacher and friends are urging her to sing a solo in the school concert. When her hometown mosque is vandalized, Amina sees the community come together and finally finds her voice as she accepts who she is. (Grades 3-5)
Step Up to the Plate, Maria Singh by Uma Krishnaswamii (Tu Books, 2017) Softball, World War II and prejudice come together in an historical fiction title that takes place in Yuba City, CA, in 1945. Fifth-grader Maria, whose father is from India and mother is from Mexico, fights to save her baseball field while helping to fight injustice against her intercultural family. (Grades 4-8)
When Dimple Met Rishi by Sandhya Menon (Simon Pulse, 2017) Dimple is surprised when her parents allow her to attend a special summer coding camp before she heads off to Stanford. Then she finds out the real reason they agreed – her parents want her to meet Rishi, another attendee and son of friends, with the hopes that they will fall in love and marry one day. How both Dimple and Rishi learn to follow their hearts makes for a delightful romantic comedy. (Grades 9-12)
The 2018 South Asia Book Award Recognition Ceremony and Author Roundtable will be held in Houston, TX on November 16-17, 2018
South Asia Book Award
346 Eggers Hall, Syracuse University Syracuse NY 13244 – (315) 443-2553
www.southasiabookaward.org
Submissions Now Being Accepted for the 2019 South Asia Book Award
Award Rationale
Each year an increasing number of high-quality children's and young adult books are published that portray South Asia or South Asians living abroad. To encourage and commend authors and publishers who produce such books, and to provide librarians and teachers with recommendations for educational use, the South Asia National Outreach Consortium (SANOC) offers a yearly book award to call attention to outstanding works on South Asia.
Criteria
The committee will review works published in English, from early childhood to secondary reading levels. The culture, people or heritage of South Asia should be the primary focus of the text and accurately and skillfully portray South Asia, the experience of individuals living in South Asia, or of South Asians living in other parts of the world. The countries and islands that make up South Asia are: Andaman and Nicobar Islands, Afghanistan, Bangladesh, Bhutan, India, Nepal, Maldives, Pakistan, Sri Lanka, and the region of Tibet. In determining the award, books will be judged for: 1) literary quality 2) cultural authenticity and 3) potential for classroom use.
Eligibility
The 2019 committee will consider books that fit the SABA criteria (see above) and have been published during the preceding year (between January 1 – December 31, 2018). Each title should have a publication date of 2018, is available for purchase in 2018 and has a copyright date no later than 2018. If a book is published prior to its year of copyright as listed in the book, it shall be considered in its year of copyright as indicated in the book. Consideration will be given to the ease with which teachers and librarians in the United States would be able to order multiple copies.
Submission Process
To nominate a title, publishers are invited to submit review copies to the award committee. Submission deadline is January 31, 2019. Please send one copy of the nominated book to each member of the South Asia Book Award Committee:
| Jennifer Burke 6548 Elmer Hill Road Rome, NY 13440 | Sarah Sharp 8035 Winston Road Philadelphia, PA 19118 |
|---|---|
| Jess Meyer 1418 Cap Stone Ridge New Braunfels, TX 78130 | Maryann Owen 4821 Wildlife Drive Mt. Pleasant, WI 53403 |
| Nidhi Vij Mali 3397 Snow Park Lane West, Apt 202 Memphis, TN 38119 | Mary Hennessey 4548 Manitou Dr. Okemos, MI 48864-2111 | | <urn:uuid:f08c8b28-5148-4b81-9aa4-90aef1eec129> | CC-MAIN-2024-51 | https://jsis.washington.edu/southasia/wp-content/uploads/sites/12/2018/05/2018-SABA-Award-and-2019-call-for-submissions-.pdf?1731580670 | 2024-12-09T23:57:55+00:00 | crawl-data/CC-MAIN-2024-51/segments/1733066053598.26/warc/CC-MAIN-20241209214559-20241210004559-00001.warc.gz | 312,886,473 | 1,687 | eng_Latn | eng_Latn | 0.995799 | eng_Latn | 0.996034 | [
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Programme of Study
What do pupils gain from RE at this key stage?
Pupils should extend their knowledge and understanding of religions and worldviews, recognising their local, national and global contexts. They should be introduced to an extended range of sources and subject-specific vocabulary. They should be encouraged to be curious and to ask increasingly challenging questions about religion, belief, values and human life. Pupils should learn to express their own ideas in response to the material they engage with, identifying relevant information, selecting examples and giving reasons to support their ideas and views.
Aims:
The principal aim of religious education is to explore what people believe and what difference this makes to how they live, so that pupils can gain the knowledge, understanding and skills needed to handle questions raised by religion and belief, reflecting on their own ideas and ways of living.
RE teaching and learning should enable pupils to …
A. make sense of a range of religious and nonreligious beliefs
B. understand the impact and significance of religious and nonreligious beliefs
C. make connections between religious and non-religious beliefs, concepts, practices and ideas studied
End of lower Key Stage 2 outcomes
RE should enable pupils to:
| • identify and describe the core beliefs and concepts studied | • make simple links between stories, teachings and concepts studied and how people live, individually and in communities | • make links between some of the beliefs and practices studied and life in the world today, expressing some ideas of their own clearly |
|---|---|---|
| • make clear links between texts/sources of authority and the key concepts studied | • describe how people show their beliefs in how they worship and in the way they live | • raise important questions and suggest answers about how far the beliefs and practices studied might make a difference to how pupils think and live |
| • offer suggestions about what texts/sources of authority can mean and give examples of what these sources mean to believers | • identify some differences in how people put their beliefs into action | • give good reasons for the views they have and the connections they make |
These general outcomes are related to specific content within the unit outlines on pp.61-72.
Stockton Agreed Syllabus for RE 2024–2029
End of upper Key Stage 2 outcomes
RE should enable pupils to:
| • identify and explain the core beliefs and concepts studied, using examples from sources of authority in religions | • make clear connections between what people believe and how they live, individually and in communities | • make connections between the beliefs and practices studied, evaluating and explaining their importance to different people (e.g. believers and atheists) |
|---|---|---|
| • describe examples of ways in which people use texts/sources of authority to make sense of core beliefs and concepts | • using evidence and examples, show how and why people put their beliefs into action in different ways, e.g. in different communities, denominations or cultures | • reflect on and articulate lessons people might gain from the beliefs/practices studied, including their own responses, recognising that others may think differently |
| • give meanings for texts/ sources of authority studied, comparing these ideas with ways in which believers interpret texts/ sources of authority | | • consider and weigh up how ideas studied in this unit relate to their own experiences and experiences of the world today, developing insights of their own and giving good reasons for the views they have and the connections they make |
These general outcomes are related to specific content within the unit outlines on pp. 75–86. | <urn:uuid:03986525-76c2-4d93-996e-b362827e3bf2> | CC-MAIN-2024-51 | https://www.tileryprimary.org.uk/wp-content/uploads/2024/10/Programme-of-Study-KS2.pdf | 2024-12-10T00:11:24+00:00 | crawl-data/CC-MAIN-2024-51/segments/1733066053598.26/warc/CC-MAIN-20241209214559-20241210004559-00002.warc.gz | 947,082,084 | 735 | eng_Latn | eng_Latn | 0.992491 | eng_Latn | 0.994014 | [
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Module 3: Retail banking 2 | Unit 3: Loan agreement
1) Complete the conversation between the lender and the borrower with words from the box:
- terms
- repayment
- over
- interest
- account
- early
- loan
- base rate
- increase
- debit
- rate
- capital
- repay
- arrears
- payments
- instalment
-
debited
- decrease
-
penalty
- conditions
Lender:
Mr Brown:
Lender:
Mr Brown:
Lender:
Mr Brown:
Lender:
Mr Brown:
Lender:
Mr Brown:
Lender:
Mr Brown:
Lender:
Mr Brown:
Lender:
Mr Brown:
Lender:
Mr Brown:
Lender:
So, Mr Brown, we are happy to offer you 10,000 EUR on the following
1
__________.
Which are?
Well, if we go through the agreement together, I can explain the
2
__________.
OK.
The 3 __________ of the loan includes a 4 __________ repayment of 10,000 EUR plus annual 5 __________ at the appropriate 6 __________.
I see.
And the l__________ can be repaid o__________ 24 or 36 months.
Right.
At present, interest on the loan will be calculated at 2% above the bank 9 _______ __________.
OK.
And we will collect the
10
__________ monthly in
11
__________.
And how will you collect it?
We will 12 __________ it directly from your account.
I see.
If you agree to the terms, we can arrange to have the money in your 13 __________ tomorrow.
The first 14 __________ will then be 15 __________ exactly one month from tomorrow.
Will the repayment amount be the same each month?
I'm afraid we can't guarantee that. The exact amount will depend on the base rate. If there is
an
16
__________, your monthly repayment will go up; if there is a
17
__________, it'll go down.
And what if I want to repay
18
__________?
You can
19
__________ the loan early but there will be a small
20
__________, equal to one
month's interest.
SLOVAK CORNER
STUDY TIP
in arrears
– spätne, opposite
in advance –vopred
Terms and
conditions are synonyms and are translated
the same in Slovak – podmienky.
In Legal English and in contracts we often use them together in one phrase: terms and conditions – zmluvné podmienky
Contract and agreement are also synonyms and are translated the same in Slovak – zmluva.
It's only a matter of tradition which one we use for what kind of contract, e.g.
loan agreement(contract) ,
mortgage agreement(contract) BUT
agreement employment
- pracovná zmluva and nájomná zmluva.
lease agreement
Gap fill excercises like this one can be rather difficult, especially if you have so many gaps. The best strategy is to fill in the gaps you are sure about first and cross out the words in the box. Then go through the exercise again and do the same. In Slovak, we call this strategy "vylučovacia metóda".
It's very effective especially for vocabulary practice as you are learning new vocabulary as you go along.
Good luck and patience!
–
2) Now try again without help.
Lender:
Mr Brown:
Lender:
Mr Brown:
Lender:
Mr Brown:
Lender:
Mr Brown:
Lender:
Mr Brown:
Lender:
Mr Brown:
Lender:
Mr Brown:
Lender:
Mr Brown:
Lender:
Mr Brown:
Lender:
So, Mr Brown, we are happy to offer you 10,000 EUR on the following
1
__________.
Which are?
Well, if we go through the agreement together, I can explain the
2
__________.
OK.
The 3 __________ of the loan includes a 4 __________ repayment of 10,000 EUR plus annual 5 __________ at the appropriate 6 __________.
I see.
And the l__________ can be repaid o__________ 24 or 36 months.
Right.
At present, interest on the loan will be calculated at 2% above the bank
9
_______ __________.
OK.
And we will collect the
10
__________ monthly in
11
__________.
And how will you collect it?
We will
12
__________ it directly from your account.
I see.
If you agree to the terms, we can arrange to have the money in your
13
__________ tomorrow.
The first
14
__________ will then be
15
__________ exactly one month from tomorrow.
Will the repayment amount be the same each month?
I'm afraid we can't guarantee that. The exact amount will depend on the base rate. If there is
an
16
__________, your monthly repayment will go up; if there is a
17
__________, it'll go down.
And what if I want to repay
18
__________?
You can 19 __________ the loan early but there will be a small 20 __________, equal to one month’s interest.
STUDY TIP
This exercise will help you use the vocabulary in context. If you don't remember the correct word, feel free to go back to exercise 1 and check the answer. This way, you will be practising your memory and learning the vocabulary in phrases.
KEY:
1) terms 2) conditions 3) repayment 4) capital 5) interest 6) rate 7) loan 8) over 9) base rate 10) payments 11) arrears 12) debit 13) account 14) instalment 15) debited 16) increase 17) decrease 18) early 19) repay 20) penalty | <urn:uuid:bffba259-0a4a-404a-914d-34bede1c694d> | CC-MAIN-2024-51 | https://edifiers.sk/wp-content/uploads/2020/06/VUB_English_platform_M3_U3.pdf | 2024-12-09T23:35:51+00:00 | crawl-data/CC-MAIN-2024-51/segments/1733066053598.26/warc/CC-MAIN-20241209214559-20241210004559-00001.warc.gz | 208,487,962 | 1,263 | eng_Latn | eng_Latn | 0.998267 | eng_Latn | 0.998494 | [
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COURSE OUTLINE Developed by Stephen Sparks CEC,CCE October 1, 2003
DEPARTMENT:
Culinary Arts
CURRICULUM:
Wine Technology
COURSE TITLE:
Enology Laboratory Analysis
COURSE NUMBER:
WIN 102
TYPE OF COURSE:
Lecture
COURSE LENGTH:
Quarter
CREDIT HOURS:
3
LECTURE HOURS:
22
LAB HOURS:
22
CLASS SIZE:
20
PREREQUISITES:
Introduction to Chemistry, Introduction to Enology (WIN 101) or permission from instructor
COURSE DESCRIPTION:
An introduction to vineyard and winery laboratory practices to include basic chemistry principles, laboratory techniques and commonly used analysis methods for musts and wines. Lab fee will be assessed.
STUDENT LEARNING OUTCOMES ADDRESSED:
1. Communication – Speak and write effectively for personal, academic and career purposes.
2. Computation – Identify, interpret, and utilize higher level mathematical and cognitive skills
3. Critical thinking and problem solving – Think critically in evaluating information, solving problems and making decisions.
4. Personal responsibility – Be aware of civic and environmental issues.
Enology Laboratory Analysis – WIN 102
Page 2
STUDENT LEARNING OUTCOMES ADDRESSED: (cont.)
5. Information literacy – Access and evaluate information from a variety of sources and contexts, including technology.
GENERAL COURSE OBJECTIVES:
At the end of the course the student will:
-Utilize basic chemistry principles.
-Utilize basic microbiology principles.
-Operate basic laboratory equipment.
-Perform the common laboratory tests used in the wine industry.
-Perform the common microbial assays used in the wine industry.
DEVELOPED BY: Stephen Sparks CEC, CCE | <urn:uuid:5ed187ac-e5b7-44eb-83a3-e797f02e249f> | CC-MAIN-2024-51 | https://southseattle.edu/sites/default/files/resources.southseattle.edu/southnet/course-outlines/documents/wine_tech/win_102.pdf | 2024-12-09T20:24:14+00:00 | crawl-data/CC-MAIN-2024-51/segments/1733066047540.11/warc/CC-MAIN-20241209183414-20241209213414-00897.warc.gz | 515,879,884 | 353 | eng_Latn | eng_Latn | 0.942606 | eng_Latn | 0.942257 | [
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Stockport Academy Half Term 1 Co-curricular Timetable
| | Monday | Tuesday | Wednesday | Thursday |
|---|---|---|---|---|
| Before school / Form time | Year 7 FWC Mr Bramley | Year 8 FWC Mr Bramley | Year 9 FWC Mr Bramley | Year 10 FWC Mr Bramley |
| Monday | Tuesday | Wednesday | Thursday |
|---|---|---|---|
| Guitar Club 205- Music Mr Routledge & Mr Farnworth | Model Gaming Room G10 Mr Farquhar & Mr Allan | Model Gaming Room G10 Mr Parsonage & Mr Mazza | Model Gaming Room G10 Mr Farquhar & Mr Allan |
| National Connections (Drama) Year 9 only Drama Studio Miss Sullivan | Fashion G08 Miss Harrison & Mrs Shahlavi | School Production Dance Studio EPA department | School Production Dance Studio EPA department |
| Y7 and Y8 Science Club 118 Mrs King | Darts Sports Hall Mr Bramley | DT Innovate G08 Mrs Shahlavi | Make up club 223K Miss Stirling |
| Manga The Hub Mr Clarke | Yu-Gi-Oh 212 Mr Thornley & Ms. Taylor | Cooking G05 Miss Goulden | Y10 Young Enterprise 217 Mr Lewis |
| Year 8 Football Astro Mr Bramley | Bookadoodledo The Hub Ms. Smalley | Girls’ Football Astro Miss Foster | Girls’ Netball Astro Miss Jackson |
| Aspiring Artists 223C Miss Higgins | EPQ Club - A week only! 105 Ms. Thornberry-French & Miss Land | Dodgeball Sports Hall Miss Jackson | Year 7 Football Astro Mr Bramley |
| Creative Writing 108 Miss Chadwick | Hairdressing Club 223C Mrs Bickerton & Miss James | Year 9 & 10 Football Astro Mr Bramley | Trampolining Sports Hall Mr Hargreaves |
| SENergy - Invite only 220 SEN Department | Y11 Prom Committee TBC Miss Porter | Tech Club G09 Mr Fusco | Table Tennis Sports Hall Mr McGahey |
| Rockband 205 - Music External Staff | SENergy - Invite only 220 SEN Department | Chess club The Hub Mr Clarke | Trashion 223C Miss Higgins |
| Orchestra Balcony Mr Bocock | Year 9 Activism Invite only LO5 Miss Speers | Geography Society LO4 Geography Department | SENergy - Invite only 220 SEN Department |
| Sparx (Homework help) 206 Mrs McDonald | | Steel Pans Balcony External Agency | Stewardship Lunchtime LO2 Mrs. Harvey |
| | | Colouring & Hot Chocolate 223K Mrs Shaw & Miss Porter | Knit & Natter Lunchtime 215 Mrs. Llewellyn |
| | | SENergy - Invite only 220 SEN Department | |
Creating opportunity to succeed
Aspiration – Respect - Community
Stockport Academy Half Term 1 Co-curricular Timetable
Creating opportunity to succeed
Aspiration – Respect - Community | <urn:uuid:066e5b9e-e19d-4e89-a002-fd5aad3ab59e> | CC-MAIN-2024-51 | http://www.stockport-academy.org/Portals/0/adam/Content/PejA0oBwRECTLjhKz3bimQ/Link/HT1%20Whole%20School%20TT%2024.25.pdf | 2024-12-09T22:24:32+00:00 | crawl-data/CC-MAIN-2024-51/segments/1733066053598.26/warc/CC-MAIN-20241209214559-20241210004559-00006.warc.gz | 53,663,935 | 655 | eng_Latn | eng_Latn | 0.841091 | eng_Latn | 0.748034 | [
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UNIT 54 – UPSC - Major crops cropping patterns in various parts of the country
Variation in cropping systems has been one of the main characteristics of Indian agriculture and it is credited to rain fed agriculture and existing socio-economic condition of crop growing community. Fundamentally, cropping pattern entails the proportion of area under various crops at a point of time. The crop statistics published by the governments are used to signify the cropping patterns. Cropping pattern is, however, a dynamic notion as it changes over space and time. The cropping patterns of a region are directly influenced by the geo-climatic, socio-cultural, economic, historical and political factors. The physical environment (physiographic, climate, soils and water) imposes limits on the growth and dis¬tribution of plants and animals (Singh and Sharma, 1985).
In the period of Green Revolution, there are signs of inequity in cropping pattern. During sixties, there were technological advancements that caused considerable shifts, in land utilisation, in favour of crops such as wheat and rice at the cost of area under coarse cereals, pulses and oil seeds. This move was the collective effect of differential rates of technological change among crops,
GAUTAM SINGH UPSC STUDY MATERIAL – GENERAL STUDIES -III 0 7830294949
irrigation bias of new technology causing shift, of land away from dry crops in favour of irrigated crops and the related policy of price support system as well as market intervention by the Government for certain crops. Changes in cropping pattern are determined by many factors such as agro-climatic conditions, technological, infrastructural and institutional environment and profitability signals. Major element in crop production scheme in the post-green revolution period is enhanced agricultural technology. This technology is in the form of high yielding plant varieties, intensive cultivation, and greater use of fertilizers, increased irrigation and better method for cultivating, harvesting and plant protection (Velayuthum and Planniappan, 2003).
Cropping systems of an area are decided by several soil and climatic parameters which determine overall agro-ecological setting for nourishment and appropriateness of a crop or set of crops for cultivation. However, at farmers' level, potential productivity and financial benefits act as guiding principles while opting for a particular crop/cropping system. These decisions with respect to choice of crops and cropping systems are further narrowed down under influence of several other forces related to infrastructure facilities, socio-economic factors and technological developments, all operating interactively at micro-level.
These factors are:
1. Infrastructure facilities: Irrigation, transport, storage, trade and marketing, post-harvest handling and processing etc.
2. Socio-economic factors: Financial resource base, land ownership, size and type of land holding, household needs of food, fodder, fuel, fibre and finance, and labour availability etc.
3. Technological factors: Enhanced varieties, cultural requirements, mechanization, plant protection, access to information, etc.
It can be established that the cropping pattern and the level of crop production of a region is influenced by capital, marketing, labour, transport, economic condition of the farmer, institutional facilities etc. Agriculture is an economic activity from which farmers earn their livelihood. Therefore, they first look for the economic viability of a crop within their socio-physical and political environment.
There are different ways of growing crops. Growing of two or more crops concurrently and blend together on the same piece of land without row arrangements is called Mixed Cropping. This lessens risk and gives some insurance against failure of one of the crops. Another way is intercropping. It is growing two or more crops simultaneously on the same field in a definite pattern. A few rows of one crop alternate with a few rows. The growing of different crops on a piece of land in a pre-planned succession is called crop rotation.
The role of man in the farming of certain crops in a region is also significant. Person by his techno¬logical advancement can improve the physical limits. In the regions of Punjab, Haryana and Rajasthan (Ganganagar), the farming of rice, confirm this fact. Nonetheless, around the globe, the physical environment reduces the choice of crops, either by barring the growth of certain plants or by reducing their yield per unit area.
The cropping patterns differ from region to region. It depends on the land, topography, slope, temperature, amount and reliability of rainfall, soils and availability of water for irrigation. The perception and evaluation of environment is also important for guiding which crop should grow in
GAUTAM SINGH UPSC STUDY MATERIAL – GENERAL STUDIES -III 0 7830294949
certain region. Those areas of the world where physical diversities are less, the cropping patterns are less diversified. For instance, in the rainfall scarce areas of Rajasthan (India), the farmers grow bajra (bulrush millet), while in the Brahmaputra valley of Assam rice is the dominant crop. Likewise, cotton is grown in the regur (black earth) soil of Maharashtra and Gujarat, while the loamy soils of western Uttar Pradesh, Haryana and Punjab are ideally suited for wheat, rice and sugarcane crops.
Furthermore, the land occupancy, ownership of land, size of holdings and size of fields also enforce restrictions on the cropping patterns of a province. In the areas of small holdings, the farmers tend to be subsistent despite innovation diffusion. Dissimilar to this, the farmers with large holdings have more risk bearing capacity and they have relatively high degree of commercialisation.
The cropping patterns of a region unit may be determined on the basis of aerial strength of individual crops. The first, second and third ranking crops of an aerial unit may be called as the dominant crops of that unit. These crops, if occupying more or less the same percentage of the total cropped area, shall be competing for area with each other and the farmer will decide which crop may fetch him more profit in a given year under the prevailing rainfall and demand, supply and commodity price situation. Generally, for the determination of cropping patterns of an area, the minor crops (crops occupying insignificant proportion of the total cropped area) are eliminated. Apart from the proportion of area under a particular crop, its relative yield also guides the suitability of that crop in a given geo-climatic and cultural setting. The relative yield index and the relative spread index for the determination of suitability of crop may be calculated by applying the following formulas: Relative Yield Index = Mean yield of the crop in a component areal unit/Mean yield of the total area x 100
The area under each crop in a given region may be classified under four groups:
1. High yield, high spread
2. High yield, low spread
3. Low yield, high spread
4. Low yield, low spread
It is apparent that there are countless micro dissimilarity in the cropping patterns. The most important element of farming in India is the production of grains and the dominant food-chain is grainman. On this basis, the country may be divided broadly into five agricultural regions.
i. The rice region extending from the eastern part to include a very large part of the northeastern and the south-eastern India, with another strip along the western coast.
ii. The wheat region, occupying most of the northern, western and central India.
iii. The millet-sorghum region, comprising Rajasthan, Madhya Pradesh and the Deccan Plateau in the centre of the Indian Peninsula.
iv. The temperate Himalayan region of Kashmir, Himachal Pradesh and Uttar Pradesh and some adjoining areas. Here potatoes are as important as cereal crops (which are mainly maize and rice), and the tree-fruits form a large part of agricultural production.
v. The plantation crops region of Assam and the hills of southern India where good quality tea is produced. There is an important production of high-quality coffee in the hills of the western peninsular India. Rubber is mostly grown in Kerala and parts of Karnataka and Tamil Nadu. There are some large estates, but most of the growers would come under the
GAUTAM SINGH UPSC STUDY MATERIAL – GENERAL STUDIES -III 0 7830294949
category of small holders. Sugarcane, which in many countries is a plantation crop, is almost entirely grown by small holders in India.
On the accessibility of an alternative more efficient crop than the existing ones, new cropping patterns may come out in a region. The cropping patterns may be strengthening with the help of high yielding short duration varieties. Any cropping sequence to be espoused by the cultivators should be flexible.
The aptness of a crop and cropping pattern may be judged on the basis of the following:
1. The crop should not accentuate certain diseases as a result of a fixed continuous rotation.
2. The crop should not exhaust on some specific plant nutrients from a particular depth of the soil.
3. The crop should be fertility building and soil improving.
4. The crop should obtain good return to the cultivator and should provide the cultivator employment and income all the year round. Moreover, the crop should make certain the optimum utilization of his resources, particularly inputs like irrigation water, chemical fertilizers, insecticides, pesticides, equipment's, power and family labour.
In most parts of India, agriculture is still mainly subsistent in character. As a result, the food grain crops occupy over 71 per cent of the gross cropped area. India grows almost each and every crop. There are varieties of crop grown from Kashmir to Kanyakumari and western coast of Gujarat to extreme north eastern states of Arunachal Pradesh. Among the cereals rice and wheat rank first and second correspondingly. Cotton, sugarcane and oilseeds are the major cash crops.
Among the pulses, gram, lentil, black gram, green gram, pigeon peas are important. The subsistent cropping patterns of India are based on consumption of the natural fertility of the soil without the much use of contemporary inputs and technology. The areas in which HYV have been diffused successfully under the Green Revolution are, however, exceptions.
crops grown
in
India
GAUTAM SINGH UPSC STUDY MATERIAL – GENERAL STUDIES -III 0 7830294949
The significance of acceptance of proper cropping patterns in a developing country such as India cannot be exaggerated. The horizontal development of agriculture is not possible without heavy capital investment. Only sensible utilization of land by adopting more remunerative cropping patterns, scientific alternation of crops and multiple cropping may help in overcoming the food and raw material issues of the country. The change in the cropping pattern and introduction of crops which improve the soil fertility are crucial to make agriculture more profitable and sustainable.
To summarize, Crop is intended to give a wider choice in the production of a variety of crops in a given area so as to expand production related activities on various crops and also to lessen risk. The cropping pattern in India has undergone significant changes over time. As the cultivated area remains more or less constant, the increased demand for food because of increase in population and urbanisation puts agricultural land under stress resulting in crop intensification and substitution of food crops with commercial crops. Crop diversification in India is generally viewed as a shift from traditionally grown less remunerative crops to more remunerative crops. The crop shift (diversification) also takes place due to governmental policies and thrust on some crops over a given time | <urn:uuid:b43f9a1a-f62e-48b4-9824-50a41dcd1aac> | CC-MAIN-2021-49 | http://educatererindia.com/wp-content/uploads/2018/05/UNIT-54-%E2%80%93-UPSC-Major-crops-cropping-patterns-in-various-parts-of-the-country.pdf | 2021-11-30T05:37:37+00:00 | crawl-data/CC-MAIN-2021-49/segments/1637964358953.29/warc/CC-MAIN-20211130050047-20211130080047-00181.warc.gz | 24,263,257 | 2,325 | eng_Latn | eng_Latn | 0.997 | eng_Latn | 0.996972 | [
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August Fun Calendar 2024
Monday
Tuesday
| | | | 1 Shadow drawing! | 2 Water Day! |
|---|---|---|---|---|
| 5 Ice cream day! | 6 Make a butterfly day! | 7 Mismatch day! | 8 Nature walk day! | 9 Funtime Funktions Kid Power! In-house field trip (Rescheduled) |
| 12 Experiment day! | 13 Scavenger hunt day! | 14 Backwards day! | 15 Make a boat day! | 16 Super Science With Professor Z In-house field trip |
| 19 Chalk game day! | 20 Dance Party | 21 | 22 Build your own snack day! | 23 Teacher’s Workshop School Closed! |
| 26 Obstacle course day! | 27 Make fish puppets day! | 28 Watercolor paint day! | 29 Bouncy house day! | 30 Water Day! |
Wednesday Thursday
Friday
Saturday | <urn:uuid:c316b3cd-38db-423c-a399-a9c271e977a2> | CC-MAIN-2024-51 | https://www.montessorikidscare.com/wp-content/uploads/2024/08/News-2024-08-EMAS.pdf | 2024-12-09T23:04:16+00:00 | crawl-data/CC-MAIN-2024-51/segments/1733066053598.26/warc/CC-MAIN-20241209214559-20241210004559-00003.warc.gz | 818,540,860 | 223 | eng_Latn | eng_Latn | 0.998396 | eng_Latn | 0.998396 | [
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Developing Reading Comprehension Skills Years 5–6: Classic Children's Literature (9780857478375)
Errata:
Page 11:
Author's Use of Language
Section A) Mind Map method
The diagram of the mind map was omitted from previous versions.
The following page is the corrected page 11.
On some copies, page 78 printed with the text misplaced. The corrected page is attached to this pdf.
Author's Use of Language
Identify/explain how meaning is enhanced through choice of words and phrases.
The Author's Use of Language content domain is about children recognising figurative language and descriptive phrases that contribute to the overall meaning of the text. Once children spot these features, they need to both understand what the features mean and identify the impact on the reader. There are various strategies children may use to answer these types of questions.
A) Mind Map method – Children identify the keyword in the question and place it at the centre of a mind map (spider diagram). They then write down everything they know about the word. Once they have thought through all of the possible meanings or associations of the word, they choose the most logical or best fit ideas to create their answer. If there is more than one word identified in the question, children should make sure they include an explanation or reference to each word in their answer.
For example: The Secret Garden
"Thick as the ivy hung, it nearly all was a loose and swinging curtain…" What does "a loose and swinging curtain" suggest about the ivy?
hanging
long
covers window
vertical
curtain
This tells us that the ivy is hanging down the wall and is probably covering it similarly to a curtain covering a window. Loose means the ends are not attached to the wall and it is moving in the wind.
B) Replacement method as described in the Vocabulary content domain.
C) Identify figurative language techniques (simile, metaphor, imagery, personification etc) and write about how the author is using that technique.
For example: Little House in the Big Woods
In the question below, the personification of the wind helps the reader to identify that Laura is frightened and worried that Pa may be lost in the night. The wind is crying just like Laura feels like crying.
"…the wind went crying as though it were lost in the dark and the cold." How does this description of the wind help the reader understand Laura's feelings?
Anne of Green Gables
1. Below are some summaries of different paragraphs from this text. Number them 1–6 to show the order in which they appear in the text. The fi rst one has been done for you.
2. Which of the following would be the best summary of the whole text?
3. Using information from the text, tick one box in each row to show whether each statement is true or false.
| | Tick one |
|---|---|
| New Friends | |
| Matthew’s Mistake | |
| Unexpected Arrival | |
| The Train is Early | |
| | True | False |
|---|---|---|
| Matthew is happy to see Anne. | | |
| Matthew is a confi dent man. | | |
| Anne is a chatterbox. | | |
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Inspection of Crossdale Primary School
Crossdale Drive, Keyworth, Nottingham, Nottinghamshire NG12 5HP
Inspection dates:
26–27 November 2019
What is it like to attend this school?
At Crossdale Primary School, pupils learn through many rich and varied experiences. They enjoy learning outside in the school's nature area. Older pupils work together during 'enterprise week' to design, create and sell a product at the school fair. There is a very wide range of trips and visits that help pupils to learn more.
Teachers expect pupils to do their best. Pupils want to improve their work and are proud of what they produce. For example, they are keen to read aloud the stories that they have written. Pupils are well supported, including those with special educational needs and/or disabilities (SEND). Most pupils feel that the work is 'just right'. However, a few think that their work in mathematics could be more demanding.
Pupils that we spoke with could not recall any bullying taking place. They can explain what they would do if it did happen. They are confident that staff would deal with it quickly. They feel that the school's behaviour code, known as 'The Crossdale Way', helps them to live together well. 'Coming to Crossdale school makes me happy' was a typical comment from several pupils.
What does the school do well and what does it need to do better?
Leaders have developed an ambitious curriculum for pupils. Leaders and teachers know the steps that pupils need to make to be well prepared for the next stage of their learning. Pupils achieve well.
Children in the Reception class enjoy listening to stories. Teachers read with expression and encourage children to predict what will happen next. They explain the meaning of words that they might not know, such as 'blisters' and 'ruined'. Older pupils enjoy choosing books about topics that interest them.
Children get off to a swift start in learning how to read. Teachers check which sounds they know. They help pupils to learn irregular words through 'tricky trackers'. Most pupils become fluent readers. However, the books that some pupils at the early stages of reading have to read do not match the sounds that they know. Teachers do not consistently check that all pupils use the sounds that they know to help them to read fluently.
Teachers help pupils to become confident mathematicians. They ensure that pupils practise what they are learning until they become fluent. Children in Reception count forwards and backwards in 'magic maths'. Pupils learn different ways to record how they have worked out a problem. Teachers identify when pupils have not understood something and pupils get the chance to try again. However, sometimes, teachers do not give pupils the opportunity to deepen their understanding and build on what they know.
Pupils enjoy the topics that they learn. They remember what they have learned in previous years and make connections with what they are learning now. For example, older pupils can remember what they learned about the Norman invasion of Britain. They use the ideas that they learned previously, such as 'conquest', when discussing the colonisation of the New World.
Teachers are ambitious for pupils with SEND and make sure that they are well prepared for the next stage of their learning. Staff identify where pupils with SEND need support. They work with parents and carers and other agencies to make sure that pupils get the help that they need. Teachers check that this is making a positive difference.
Leaders organise activity weeks where pupils can try a range of new sports. They build on their knowledge of how to lead a healthy lifestyle. Pupils also try out new activities, such as breathing techniques and yoga. Pupils learn how to manage their feelings and use these 'ways to well-being' regularly.
Teachers and pupils tell us that behaviour is good and disagreements are rare. Leaders make sure that rewards and sanctions are fair and that pupils understand them. Pupils learn to value teamwork and creativity during special arts weeks. Teachers recognise when pupils have persevered at a task or begun to work with greater independence.
Leaders ensure that pupils are prepared for life in modern Britain. Pupils meet visitors from a range of faiths and visit different places of worship. Pupils learn about the different lifestyles, both at home and in other countries, such as Tanzania. They understand how the values that they are learning about, such as democracy and fairness, underpin what they do at school. Parents comment positively about these wider opportunities.
Governors fulfil their responsibilities well. They challenge leaders to maintain their high ambitions for all pupils.
Safeguarding
The arrangements for safeguarding are effective.
Leaders make sure that all staff receive regular safeguarding training and check that they have understood their responsibilities. Staff know what to do if they are worried about a child. Leaders act promptly to deal with any concerns. They seek additional services when needed. They check that this is making a difference.
Governors make sure that the right checks are carried out before adults start to work at the school.
Teachers make sure that pupils learn how to stay safe online. Pupils know that they have to be careful about the information that they share with others.
What does the school need to do to improve?
(Information for the school and appropriate authority)
◼ Leaders have not made sure that phonics is consistently taught systematically. Some of the books that pupils read do not match the sounds that they know. Leaders should make sure that the school's approach to teaching early reading is consistent so that all pupils can fluently decode text in their books using their phonics knowledge.
◼ Leaders have not ensured that learning in mathematics is sufficiently demanding for all pupils. Some pupils do not have opportunities to deepen their understanding. Leaders need to ensure that teachers adapt the curriculum to make sure that the work they provide is challenging and enables pupils to build on what they already know.
How can I feed back my views?
You can use Ofsted Parent View to give Ofsted your opinion on your child's school, or to find out what other parents and carers think. We use Ofsted Parent View information when deciding which schools to inspect, when to inspect them and as part of their inspection.
The Department for Education has further guidance on how to complain about a school.
If you're not happy with the inspection or the report, you can complain to Ofsted.
Further information
You can search for published performance information about the school.
In the report, 'disadvantaged pupils' refers to those pupils who attract government pupil premium funding: pupils claiming free school meals at any point in the last six years and pupils in care or who left care through adoption or another formal route.
School details
Unique reference number
143300
Local authority
Nottinghamshire County Council
Inspection number
10130946
Type of school
Primary
School category
Academy converter
Age range of pupils
5 to 11
Gender of pupils
Mixed
Number of pupils on the school roll 189
Appropriate authority
Board of trustees
Chair of trust
Peter Foale
Headteacher
Peter Cresswell
Website
www.crossdaleschool.com/
Date of previous inspection
Not previously inspected
Information about this school
◼ Since the previous inspection, the school has become part of a formal collaboration with another local primary school. There is a new governing body in place across both schools. The executive headteacher is the headteacher of both schools.
◼ The school became an academy as part of the Equals Trust on 1 November 2016.
◼ Most staff, including leaders, have taken up their posts since the previous inspection of the predecessor school.
Information about this inspection
We carried out this inspection under section 8 of the Education Act 2005. We deemed the inspection a section 5 inspection under the same Act.
◼ We met with the executive headteacher and the acting deputy headteacher. We met governors from the local governing board. We met with the chief executive officer of the Equals Trust and the school improvement partner.
◼ We conducted deep dives in reading, mathematics, writing and history. We spoke with subject leaders, visited lessons, spoke with teachers and pupils, and looked at the work in pupils' books. We also heard pupils read.
◼ We met with parents on the playground at the beginning of the day. We considered the 64 responses and views expressed on Parent View, Ofsted's online survey.
◼ We considered a range of documents relating to safeguarding. We spoke with staff, parents and pupils.
Inspection team
Hazel Henson, lead inspector
Her Majesty's Inspector
Liz Moore
Ofsted Inspector
The Office for Standards in Education, Children's Services and Skills (Ofsted) regulates and inspects to achieve excellence in the care of children and young people, and in education and skills for learners of all ages. It regulates and inspects childcare and children's social care, and inspects the Children and Family Court Advisory and Support Service (Cafcass), schools, colleges, initial teacher training, further education and skills, adult and community learning, and education and training in prisons and other secure establishments. It assesses council children's services, and inspects services for children looked after, safeguarding and child protection.
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Hygiene promotion
Author: Valerie Curtis, reviewed and updated by Lucy Smith, July 2005
Quality assurance: Sandy Cairncross
Edited and produced as a PDF document: May 2020
What is hygiene?
For health experts, hygiene is behaviour that serves to prevent infection. Hygienic behaviour also helps to keep people and their environments clean, ordered and attractive (Curtis, 2001). Efforts to promote hygiene currently focus around three practices, for which there is strong evidence of a health benefit. These are: handwashing with soap (HWWS), the removal of stools from the household environment and the home treatment of drinking water (see box). The neglect of other practices such as the unsafe disposal of children's stools and the unsafe handling of weaning food can cause health problems in some settings, but has had less attention.
Box 1. Hygiene practices help prevent diarrhoea
Handwashing with soap and water after contact with faecal material can reduce diarrhoeal diseases by 35% or more. Curtis & Cairncross, 2003
Using a pit latrine, including for the disposal of children's faeces can reduce diarrhoea incidence by 36% or more. Esrey et al, 1991; Fewtrell et al, 2005
Improving the quality of water at the household level can reduce risk of diarrhoea by 35% Fewtrell et al, 2005
Hygiene promotion: the scale of the problem
Hygiene promotion is an essential component of water and sanitation programmes. Reductions in diarrhoeal diseases mostly accrue from the improved hygiene practices that improvements in sanitation and water facilities permit (Cairncross & Feachem, 1993). Hygiene promotion can also improve health in the absence of improved facilities (Luby et al, 2004).
Whilst progress in reaching the Millennium Development Goal (MDG) on water is on track (between 1990 and 2002 around 1.1 billion people gained access to improved water sources), sanitation lags behind; 2.6 billion people still do not have a means of disposing of stools safely and the MDG is not likely to be achieved at current rates of progress (WHO/UNICEF, 2004). Whilst the promotion of "safe hygiene practices" was included as an action required to achieve the water and sanitation goal at the 2002 World Summit on Sustainable Development, it lags even further behind. For example:
* The prevalence of HWWS after defecation is 1% in urban Burkina Faso, 18% in rural Kyrgyzstan, and 34% in Kerala, India; 12% were observed to wash hands after defecation in a Lima shanty town, with the use of soap rare.
* HWWS after cleaning up a child who had defecated has been found to occur on less than 1% of occasions in rural Kyrgyzstan, 9.9% in rural Nigeria, 16% in childcare centres in Brazil and 47% in households in Northern England. (Scott et al, 2003).
Improving handwashing practices could save over a million lives globally. Hence the rest of this note concerns the promotion of HWWS. However, similar principles apply to the changing of other practices such as the use of potties to dispose of children's stools, or safe handling of weaning food.
Five fallacies about hygiene promotion
Fallacy No. 1. Behaviour change is easy. Getting people to change the habits of a lifetime is difficult, takes time and requires resources and skill.
Fallacy No. 2. Knowledge change=behaviour change. It used to be thought that education about hygiene would be enough to get people to change their behaviour. However, many people already know about germs, but still don't wash their hands ( Loevinsohn, 1990, Scott et al, 2005). Change may be too expensive or time-consuming, or there may be discouragement from other members of society.
Fallacy No. 3. Experts know how to change behaviour. Hygiene promotion programmes can't be designed by experts in an office. They have to de designed around the real needs, wants and contexts of the actors themselves, i.e. by taking a consumer-centred approach. On the other hand, hygiene promotion programmes can't be designed by communities themselves; outside expertise is needed.
Fallacy No. 4. A whole variety of hygiene practices should be encouraged. Only a limited number of unhygienic practices are likely to be responsible for most diarrhoeal episodes. Since behaviour change is difficult, efforts should not be diluted by targeting too many practises.
Fallacy No. 5. Hygiene promotion is a cheap add-on to water programmes. Serious efforts to change behaviour require serious investment and professional skill. Hygiene promotion needs careful planning and the best solutions may, or may not, dovetail well with water and sanitation activities.
This fact sheet concerns some new approaches to hygiene promotion that have been developed and applied in programmes around the world. The references and further reading at the end provide more detail.
Building on field experience in Africa and Asia, researchers associated with WELL have developed a new approach, called hygiene promotion. Instead of beginning in an office, programme design begins in the community, finding out what people know, do and want. The approach works well in a participatory, village-by-village manner. However, it is most useful and cost-effective on a large scale, where the intervention is first developed locally, by participatory research, and then applied across regions or urban centres.
Lessons from marketing and private industry
Private Industry is very successful at changing behaviour, its very existence may depend on it. Soap companies have got soap into almost every household in the world. They can thus be useful partners in promoting HWWS. Knowledge sharing between public and private sectors has been the basis of the Global Public-Private Partnership for Handwashing. Several country programmes are underway and the successful experiences have now been collated into the Handwashing Handbook (Scott et al, 2005), a practical guide to handwashing promotion at the national level.
A principle of the approach is to base handwash promotion programmes on understanding of consumer behaviour. The first stage in the process is to conduct comprehensive formative or 'consumer' research (see Fig 1) to answer four essential questions: What are the risk practices? Who carries out the risk practices? What drivers, habits and/or environment can change behaviour? How do people communicate? The answers can then be used to design an appropriately targeted promotion campaign.
Figure 1. Consumer research to programme design
Who carries
them out?
What are risk
practices?
How do people
communicate?
What can motivate
safer practices?
Target
audience
Target
practice
Media
mix
Message
positioning
Research
Programme
Consumer
view
Expert
view
Summary of the key principles in hygiene promotion
1. Target a small number of risk practices.
From the viewpoint of controlling diarrhoeal disease, the priorities for hygiene behaviour change are likely to include hand washing with soap (or a local substitute) after contact with stools, and the safe disposal of adults' and children's stools. (Curtis et al, 2000).
2. Target specific audiences.
These may include mothers, children, older siblings, fathers, opinion leaders or other groups. One needs to identify who is involved in child care, and who influences them or takes decisions for them.
3. Identify the motives for changed behaviour.
Motives often have nothing to do with health; behaviour may be driven by disgust, nurture or status. For example, people may be persuaded to wash their hands so that their neighbours will respect them, so that their hands smell nice or as an act of caring for a child. People often do not know their own motives, so consumer research requires patience and skill.
4. Hygiene messages need to be positive.
People learn best when they laugh and will listen for a long time if they are entertained.
Programmes which attempt to frighten their audiences will alienate them. There should therefore be no mention of doctors, death or diarrhoea in hygiene promotion programmes.
5. Identify appropriate channels of communication.
We need to understand how the target audiences communicate. For example, what proportion of each listens to the radio, attends social or religious functions or goes to the cinema? To us traditional and existing channels are easier than setting up new ones, but they can only be used effectively if their nature and capacity to reach people are understood.
6. Decide on a cost-effective mix of channels.
Several channels giving the same messages can reinforce one another. There is always a trade-off between reach, effectiveness and cost. Mass media reach many people cheaply, but their messages are soon forgotten. Face-to-face communication can be highly effective in encouraging behaviour change, but tends to be very expensive per capita.
7. Allocate enough resources
Marketing professionals have a rule of thumb that at least six contacts with the message (home visits, sightings of a poster, etc.) are needed to introduce a new product or practice – and still more to ensure it is sustained.
8. Hygiene promotion needs to be carefully planned, executed, monitored and evaluated
At a minimum, information is required at regular intervals on the outputs (e.g. how many broadcasts, house visits, etc.), and the population coverage achieved (e.g. what proportion of target audiences heard a broadcast?). Finally, indicators of the impact on the target behaviours must be collected.
Links with other activities
Hygiene promotion can be a stand-alone activity or it can figure as a planned part of water, sanitation and diarrhoeal disease programmes. The principal danger of subsuming it into a wider programme is that it usually becomes the poor relation, with a low priority for resource allocation and management time. This is almost inevitable when the main priority is seen as the number of wells or latrines constructed. It may be advisable to create separate but linked programmes, each with its own targets and management arrangements.
References
Cairncross, S., Feachem, R.G. (1993) Environmental health engineering in the tropics: an introductory text. 2nd Edition. John Wiley & Sons. Chichester, New York.
Curtis, V., Cousens, S., Mertens, T., Traore, E., Kanki, B., Diallo, I. (1993) Structural observations of hygiene behaviours in Burkina Faso: validity, variability, and utility. Bulletin of the World Health Organisation, 71: 23-32.
Curtis, V., Cairncross, S., Yonli, R. (2000) Domestic hygiene and diarrhoea – pinpointing the problem. Tropical Medicine & International Health, 5: 22-32.
Curtis, V. (2001) Hygiene: how myths, monsters and mothers-in-law can promote behaviour change. Journal of Infection, 43: 75-79.
Curtis, V., Cairncross, S. (2003) Effect of washing hands with soap on diarrhoea risk in the community: a systematic review. Lancet Infectious Diseases, 3: 275-281.
Esrey, S.A., Potash, J.B., Roberts, L., Shiff, C. (1991) Effects of improved water supply and sanitation on ascariasis, diarrhoea, dracunculiasis, hookworm infection, Schistosomiasis, and trachoma. Bulletin of the World Health Organisation, 69: 609-621.
Fewtrell, L., Kaufmann, R.B., Kay, D., Enanoria, W., Haller, L., Colford, J.M. (2005) Water, sanitation and hygiene interventions to reduce diarrhoea in less developed countries: a systematic review and meta-analysis. Lancet Infectious Diseases, 5: 42-52.
Global Public-Private Partnership for Handwashing website: http://www.globalhandwashing.org
Hygiene Central – the website of the Hygiene Centre at the London School of Hygiene & Tropical Medicine: www.lshtm.ac.uk/dcvbu/hygienecentre
Loevinsohn, B.P. (1990) Health education interventions in developing countries: a methodological review of published articles. International Journal of Epidemiology, 19: 788-794.
Luby, S.P., Agboatwalla, M., Painter, J., Altaf, A., Billhimer, W.L., Hoekstra, R.M. (2004) effect of intensive handwashing promotion on childhood diarrhoea in high-risk communities in Pakistan: a randomised-controlled trial. Journal of the American Medical Association, 291: 2547-2554.
Scott, B., Curtis, V., Rabie, T. (2003) Protecting children from diarrhoea and acute respiratory infections: the role of handwashing promotion in water and sanitation programmes. SEARO Regional Health Forum, 7: 42-47.
Scott, B., Curtis, V., Cardosi, J. (2005) The handwashing handbook: a guide to developing a hygiene promotion programme to increase handwashing with soap. World Bank, Washington (http://www. globalhandwashing.org/Publications/Handwashing_Handbook.pdf).
WHO/UNICEF (2004). Meeting the MDG drinking water and sanitation target: a mid-term assessment of progress. WHO/UNICEF Joint Monitoring Programme for Water Supply and Sanitation (www. unicef.org/publications/index_23223.html).
A DFID Resource Centre for Water, Sanitation and Health
Managed by WEDC and LSHTM
Prepared by WEDC Water Engineering and Development Centre School of Architecture, Building and Civil Engineering Loughborough University Leicestershire LE11 3TU UK
T: + 44 (0) 1509 222885
E: firstname.lastname@example.org
WELL
WATER AND
ENVIRONMENTAL HEALTH AT
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32. Drainage for improved health
The objectives of drainage
The principal function of drainage is to remove unwanted water from an area as rapidly as possible. Good drainage is critical to the general well-being of a site. Lack of adequate drainage causes rapid deterioration of road and path surfaces, restricts pedestrian and vehicular movement, results in damage to buildings and their contents, and creates generally insanitary conditions including potential sites for insect breeding.
The requirements are for:
* Drainage of sullage, that is, household wastewater which has been used for washing, cooking or cleaning purposes, but which does not contain excreta;
* Drainage of stormwater, that is, water which runs off the buildings and land as a result of rainfall.
Separate sullage drainage is not required if sewerage is used as the system of sanitation; all sullage can be discharged into the sewers.
Sullage drainage
It is important to ensure adequate sullage drainage both from houses and communal water supply points such as standposts and handpumps; between 50-80 per cent of the water supplied may end up as sullage. Water from personal use and clothes washing may be contaminated with pathogens, but to nothing like the same extent as toilet wastes. There is likely to be a significant amount of organic matter in water which has been used for food preparation and cleaning cooking utensils.
The quantity of sullage produced varies with the quantity of water supplied and local bathing practices. The provision of individual household water connections significantly increases the volume of sullage to be disposed of. The use of large quantities of water for bathing at communal standposts or wells can create highly insanitary conditions if the drainage is inadequate.
The problems resulting from inadequate disposal of sullage tend to be indirect, rather than due to the actual quality of the wastewater itself. Pools of sullage become breeding grounds for flies; the decay of organic matter may result in unpleasant smells; a generally insanitary environment results, in which certain pathogens, such as worm eggs, can survive.
Figure 1. Water drained from water points can be used for production of fruit and vegetables. This can lead to improved nutrition and income generation.
1
Drainage for improved health
On-plot disposal
Sullage can be disposed of within the housing plot, either by using the sullage for garden watering, (Figure 1) or by allowing it to percolate through the soil by means of a soakage pit as shown in Figure 2.The suitability of this method of disposal depends upon the quantity of sullage, the plot size, and the permeability the ground. If the ground is very sandy and highly permeable, it may be feasible to dispose of sullage into a latrine pit. Garden watering is only appropriate if plots are large; certain plants and trees, for example the banana tree, take up large quantities of water. On-plot disposal may be feasible where water is being fetched from a public water supply point. However, it is unlikely to be appropriate when the houses have individual water connections unless the ground is very sandy.
Use of Stormwater drains
Sullage can be discharged into the stormwater drains; problems may arise due to suspended matter settling out in the drain invert and careful hydraulic design is required to avoid this. Lined open channels having a compound section should be used wherever possible.
Stormwater drainage
Rain which falls on firm impervious surfaces such as roads and the roofs of buildings will run off that surface without being absorbed and the stormwater drainage system must have the ability to remove that water. There should normally be a drain running alongside roads and pathways which collects the rainwater from the road surface and surrounding buildings (Figure 4).
2
Drainage for improved health
Water in the drains should flow by gravity; it is therefore important that drains slope downhill in the direction of flow. The drain will normally slope at a similar gradient to the ground; if the ground is very flat, the recommended minimum gradients are 1:300 if the drain carries only stormwater and 1:150 if the drain carries sullage.
The drainage of large built-up areas in towns and cities is complex and needs to be designed by a qualified engineer.
Open channel drainage networks
These are relatively simple to construct and maintain, but take up space and pose a hazard to road users, especially if the drain is very wide or deep, or passes along a busy thoroughfare. In such cases the drains can be covered with removable slabs. The simplest open channel drain is a hand dug, unlined ditch (Figure 5). Although there are limitations on its use, they are usually much cheaper than open channels lined with masonry or concrete. However lined drains (Figure 6) require less maintenance as they do not suffer from erosion; regular cleaning to remove blockages and debris is vitally important.
Figure 6. A lined drain
If streams or ditches which carry the drainage water from other areas pass through the site, improvement of the channel section may be necessary to prevent the bed and banks from eroding during high flows (Figures 7 and 8).
3
Figure 8. A gabion is a pack of stones or rocks held together by a wire mesh
Drainage for improved health
Road-as-drain
In some densely populated settlements, paved roadways and alleys are used to carry stormwater short distances to drainage channels; that is, water is deliberately allowed to flow along the paved surface and there are no channels alongside. This works where the surfaces are fully paved and well maintained; it is only applicable if adequate sullage disposal facilities exist and in general is not recommended other than for small, fully paved areas (Figure 9).
For further reading:
UNCHS, Community participation and low-cost drainage. Training Module, 1986, Nairobi, Kenya.
WEDC, Services for urban low-income housing. Fifth edition, 1988, Loughborough, UK.
Indian Standards Institution, Code of practice for design and construction of septic tanks. IS 2470, 1968 New Delhi, India
4 | <urn:uuid:19699ef3-1847-4168-923a-882bae71a937> | CC-MAIN-2021-49 | https://www.lboro.ac.uk/media/wwwlboroacuk/external/content/research/wedc/pdfs/technicalbriefs/32.%20Drainage%20for%20improved%20health.pdf | 2021-11-30T05:51:40+00:00 | crawl-data/CC-MAIN-2021-49/segments/1637964358953.29/warc/CC-MAIN-20211130050047-20211130080047-00181.warc.gz | 969,744,983 | 1,258 | eng_Latn | eng_Latn | 0.997909 | eng_Latn | 0.998567 | [
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Dear Parents,
Chag Samach! This week Year 2 have worked hard on listening to new instructions and have been completing continuous provision jobs.
As it is Chol Hamoed this week the children have been focusing on Sukkot themed activities. We have been completing the scooter and basketball challenge. We loved baking honey cakes in the technology room. We have also visited the Sukkah. We have had a fun Art Assembly where we have drawn our own self-portraits. We have also done some Israeli Dancing. As a continuous provision task the children have been creating their own Sukkahs.
Next week:
It is Chol Hamoed on Monday and we will be completing some other Succot themed learning. We will also be counting forwards and backwards to 50.We will also be drawing inferences from illustrations, events, characters' actions and speech. In Science we will be understanding the impact of exercise and we understand how our bodies use food as a fuel and to keep us healthy.
Ideas to do at home:
Practise counting in 2s,5s and 10s.
Practise writing out sentences using a capital letter and full stop.
Practise the letters c,a and d.
Please read with your child.
Notes:
Reading books will be changed on Thursday this week.
Please ensure your child practises their Hebrew reading too!
There is no homework this week due to Chaggim. Please ensure that your children have completed and sent back any homework that has been set. | <urn:uuid:9be0d5a7-2aeb-44f5-9737-46a377470746> | CC-MAIN-2021-49 | https://s3.eu-west-1.amazonaws.com/jotter2.files/14938661?response-content-type=application%2Fpdf&response-content-disposition=inline%3Bfilename%3Dyear-2-20.9.21.pdf&X-Amz-Content-Sha256=UNSIGNED-PAYLOAD&X-Amz-Algorithm=AWS4-HMAC-SHA256&X-Amz-Credential=AKIAIH4MJHC24RK4EHAA%2F20211130%2Feu-west-1%2Fs3%2Faws4_request&X-Amz-Date=20211130T064352Z&X-Amz-SignedHeaders=host&X-Amz-Expires=3000&X-Amz-Signature=833d934a81459a0235f4370ab8b390e50da3a370de969e438a0545778370a456 | 2021-11-30T06:43:53+00:00 | crawl-data/CC-MAIN-2021-49/segments/1637964358953.29/warc/CC-MAIN-20211130050047-20211130080047-00182.warc.gz | 577,285,128 | 306 | eng_Latn | eng_Latn | 0.999334 | eng_Latn | 0.999334 | [
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Wednesday 3rd June 2020
I am learning to interpret timetables.
1. William wants to travel to Paris by train. He needs to arrive in Paris by 5:30 pm.
Circle the latest time that William can leave London.
| Leaves London | Arrives Paris |
|---|---|
| 12:01 | 15:22 |
| 12:25 | 15:56 |
| 13:31 | 16:53 |
| 14:01 | 17:26 |
| 14:31 | 17:53 |
| 15:31 | 18:53 |
| 16:01 | 19:20 |
2. Here is the morning timetable for Charlie's class this week.
| Time | Mon | Tue | Wed | Thu |
|---|---|---|---|---|
| 9:00 am – 10:30 am | Maths | English | Maths | English |
| 10:30 am – 11:00 am | Break | Break | Break | Break |
What is the total number of hours for English on this timetable?
3. Here are the sunrise and sunset times for some days in July.
a) Which date had the latest sunset?
b) How many minutes earlier is the sunset on 28th July than on 7th July?
c) How many hours and minutes of sunshine were there on the21st July?
| | Date | | Sunrise | Sunset |
|---|---|---|---|---|
| 7th 14th 21st 28th | | 04:53 05:00 05:09 05:18 | | |
4.
a) How long is the journey from Clifton to Nuthall Road on the 53B bus?
b) James wants to get to school in Nuthall by 7:30, from the bus stop he has a 15 minute walk. What bus should he get?
5.
a) Which show is the longest duration?
b) How long does 'Who Dares' last?
c) If I watch Crazy Cats but want to turn over to watch Who Dares
– how many minutes of Who Dares will I miss?
Challenge
Can you find a timetable either online, in a magazine or newspaper and write your own questions – post them on the Padlet for others to answer. | <urn:uuid:260b9d43-36b1-4878-813f-d7a8ad1b71a5> | CC-MAIN-2021-49 | https://www.chiltonprimary.co.uk/attachments/download.asp?file=4431&type=pdf | 2021-11-30T05:49:37+00:00 | crawl-data/CC-MAIN-2021-49/segments/1637964358953.29/warc/CC-MAIN-20211130050047-20211130080047-00183.warc.gz | 780,880,756 | 526 | eng_Latn | eng_Latn | 0.999674 | eng_Latn | 0.999733 | [
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A tension headache is the most common form of a primary headache. It happens intermittently in up to 80% of the population. As the symptoms are not as severe as a migraine, tension headache is only considered a problem if it becomes frequent or long-term. The symptoms include pain behind the eyes, in the neck and head, particularly the forehead, and is often described as feeling like a tight band wrapping around the head.
It is believed that muscle tension, the central nervous system (nerves and chemicals in the brain), and changes in the blood vessels, may all play a role.
WHAT ARE THE SYMPTOMS OF A TENSION HEADACHE?
Frequent tension headache is recognised when you experience at least 10 headaches in a one month period. There are varying degrees of frequency and chronicity. Chronic tension headache sufferers report headaches on more than 180 days in a year.
The symptoms include:
l pain on both sides of the head, across the temples, over the eyes and forehead and wrapping around the head
l pressing or tightening in nature
l mild to moderate intensity (and will not tend to interrupt or inhibit your ability to work or continue daily activities).
Tension headache sufferers can experience symptoms associated with migraine such as nausea and a hypersensitivity to light and noise, but usually only one of these symptoms.
WHAT TRIGGERS A TENSION HEADACHE?
l Poor posture - including desk, computer work, work space environment, and sleeping position
l Long periods looking at screens
l Eye stress, related to poor vison not being corrected with lenses or eye stress from blue light rays from screens
l Fatigue
l Drop in blood sugar, not eating at regular intervals.
suggests, are frequently triggered or aggravated by stress, they can also stem from poor nutrition, fatigue, insufficient sleep, alcohol use, hormonal fluctuations, and weather changes.
Tension Headache
HOW IS A TENSION HEADACHE DIAGNOSED?
There is no one specific test that identifies tension-type headache. Your diagnosis will be made based on your symptoms and how you respond to different treatments. If you keep a headache diary this will help your healthcare practitioner determine any patterns or identify any triggers which can help in diagnosing the type of headache you have and advise you on how to prevent them.
HOW CAN PHYSICAL THERAPY AND MASSAGE HELP YOU?
Physical therapy including massage to the neck, can be very quick and effective at relieving your tension headache through relaxation of muscles which are under excessive tension or in spasm. It is important to remember that excessive muscle tension will compress, distort or irritate joint structures, including nerves, that can cause cervicogenic headaches (headaches originating from a dysfunction in your neck) which will further complicate your symptoms.
Your tension headache treatment may include all or some of the following techniques:
l Stiff neck joints may need to be loosened or unlocked via joint mobilisation (gentle gliding techniques), joint traction or in specific cases a gentle and localised joint manipulation technique.
l Hypermobile (or dynamically unstable) joints may require specific deep neck muscle strengthening exercises to stabilise, control and limit the joint movement available.
l Weak muscles may require specific strengthening exercises. This may include your postural shoulder blade and neck muscles.
l Nerve dysfunction may be addressed by your physical therapist depending upon your specific examination findings. Nerve sensitivity is a common finding associated with neck conditions, tension and muscle spasm as well as poor posture. Specific treatment and home stretches can improve nerve mobility or reduce nerve irritation.
l Posture correction may be recommended via specific exercises, posture awareness techniques, taping or a posture brace.
HOW CAN YOU AVOID TRIGGERING A TENSION HEADACHE?
l Take regular breaks from sustained postures and screen time.
l Correct your posture at work with advice from your physical therapist about correct seat, desk and computer height.
l Change your sleeping position and pillows to ensure good alignment in bed, your physical therapist can help with this.
l Learn relaxation techniques, meditation, mindfulness, deep breathing techniques which you can do throughout the day to relieve tension.
l Regular massage will relief from stress and tension and maintain good mobility and muscle length avoiding the build-up of muscle spasm in your upper back and neck. Massage promotes the release of endorphins – happy hormones – which are proven to reduce stress.
l Regular physical activity or exercise is excellent in relieving stress and mobilising or strengthening muscles and joints. Exercise has also been proven to release endorphins which can relieve stress and trigger a positive feeling in your body.
Although tension headaches, as the name
l Tight or overactive muscles may require stretching, massage, acupuncture, dry needling, or other relaxation techniques.
l Attend yoga or Tai Chi classes to relieve stress.
The information contained in this article is intended as general guidance and information only and should not be relied upon as a basis for planning individual medical care or as a substitute for specialist medical advice in each individual case. ©Co-Kinetic 2018
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How does living near a volcano impact on people's lives?
Living near a volcano can have many impacts on people's lives – and, of all of these impacts, there are positive, as well as negative, factors. When the topic of volcanoes is brought up, many are quick to think of deadly and destructive events. However, not as many people consider the positives. Are you one of these people?
Some of the positive impacts people are faced with include being able to obtain free hot water (to heat their homes); being able to create their own electricity (from the water coming from glaciers); and being provided with shelter and the most divine views. Hot water can be found after volcanic activity happens deep underground – and boreholes can be used to obtain this water (after being cooled and heated again) within the ground. Many Icelandic people do this, and it's a practical way of using geothermal energy. In addition, ash ejected by the volcano acts as a good fertiliser for soils.
In contrast, living near a volcano can impact people's lives in negative ways. The negative impacts include people facing fear and anxiety due to living near active volcanoes. I can imagine children, in particular, would sometimes feel scared to know there's possibilities of an eruption. Another negative is that, if a volcano did erupt, homes could be destroyed, causing thousands to be left homeless. Some people could lose their lives – and families could be left in the most detrimental state. Economic activity could also suffer as it's extremely hard for businesses to operate (and recover) after an eruption.
In conclusion, it can be seen that living near a volcano can greatly impact on people's lives. There are numerous positive impacts, as well as negative impacts, in which affect people in different ways. | <urn:uuid:a08a50e4-c9f3-48be-98af-50bc5f95ceeb> | CC-MAIN-2021-49 | https://sjcinspire.com/wp-content/uploads/2020/10/kayleigh.pdf | 2021-11-30T06:36:41+00:00 | crawl-data/CC-MAIN-2021-49/segments/1637964358953.29/warc/CC-MAIN-20211130050047-20211130080047-00184.warc.gz | 603,315,024 | 357 | eng_Latn | eng_Latn | 0.999227 | eng_Latn | 0.999227 | [
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UNIT 86 – UPSC - Contributions of Moral Thinkers and Philosophers from India and World
Abundant of ancient Greek moral theories are concerned with the good life for human beings, or, in a word, happiness. Ethical thinking is vital part of human history. It can be religious or theoretical or geared toward practical application. Ethical thinkers can be grouped into ancient thinker, moral thinkers from modern world and moral thinkers of India from ancient to present day (Santosh Ajmera, Nanda Kishore Reddy, 2015).
In developing moral standards in their moral theories, the ancient philosophers were depended on several important concepts. These include the virtues, happiness (eudaimonia), and the soul. Philosophers claimed that virtue is a good of the soul. In some ways, this claim is found in many traditions. Many thinkers debated that being moral does not necessarily provide physical beauty, health, or prosperity. Rather, as something good, virtue must be understood as belonging to the soul, it is a psychological good. However, in order to explain virtue as a good of the soul, one does not have to hold that the soul is immortal. On the contrary, ancient moral theory enlightens morality in terms that focus on the moral agent. These thinkers are interested in what constitutes, e.g., a just person. They emphasized factors such as the state of mind and character, the set of values, the attitudes to oneself and to others, and the conception of one's own place in the common life of a community that belong to just persons simply insofar as they are just. A modern might object that this way of proceeding is backwards. Just actions are logically prior to just persons and must be specifiable in advance of any account of what it is to be a just person.
The development of a moral character is a scholarly matter that has been argued for many years. Many philosophers have argued the point of their existence with the puzzlement of this subject. This has allowed the philosophers to approach this topic in several ways. These philosophers are Aristotle (in the Nicomachean Ethics), Confucius (in Analects) and Plato (in Apology, Phaedo). To analyse these philosophers judgementally, it is important to appraise their moral arguments and principles. A moral character is elucidated as an idea in which one is unique and can be distinguished from others. Perhaps it can amass qualities and traits that are different from various individuals. It suggests to the way individuals act, or how they express themselves. It can be said that it is "human excellence," or unique thoughts of a character. When the concept of virtue is spoken, this would emphasize the distinctiveness or specialty, but it all involves the combination of qualities that make an individual the way he or she is. Although these philosophers deviate with their arguments, they have some similar views on moral thinking.
Aristotle
Aristotle is one of influential philosophers whom stressed a virtuous character. He states, "Excellence [of character], then, is a state concerned with choice, lying in a mean relative to us, this being determined by reason and in the way in which the man of practical wisdom would determine it. Now it is a mean between two evils, which depends on excess and that which depend on defect." A character is a state, whereas, the actions determine the way the person acts. A virtuous character is not a feeling or mere tendency to behave in a certain way. Aristotle argued about different virtues. Virtues relate to the feelings and actions from each individual. For example, the virtue of a relaxed person may be clarified with bad temper. Additionally, Aristotle argued that people get angry at certain things and redundantly stepping up to what he or she thinks is right. Conversely, as Aristotle affirmed that the deficient of this character is punitive and intolerable. Regardless of any situation, it is unsuitable to become angry when it is not worth it. If doing so, again indicates a deficient non-virtuous moral character. Aristotle also referred to any nonvirtuous person by inner doubt and predicaments. Even though the person may be single-minded or inconsiderate, he or she must be able to look out for companions to pardon their actions. Aristotle argued that these spiteful people are not able to believe in themselves. On the other hand, virtuous individuals, gain pleasure in their actions (Santosh Ajmera, Nanda Kishore Reddy, 2015).
Aristotle's principles about moral concept had contrasted with Plato's attitude. Plato argued that incontinence occurs when a person's desires move him to progress or act in the way that he or she wants to perform. Numerous studies have indicated that Aristotle differed from Plato in his technique of inquiry and his conception of the role of ethical principles in human affairs. While Plato was the fountainhead of religious and idealistic ethics, Aristotle created the naturalistic tradition. Aristotle's ethical writings (i.e. Eudemian Ethics, the Nicomachean Ethics, and the Politics) constitute the first systematic investigation into the foundations of ethics. Aristotle's account of the virtues could be seen as one of the first sustained inquiries in normative ethics. It
can be well recognized that Aristotle was a towering philosopher of his time in the arena of ancient Greek philosophy that made contribution to Meta physics, mathematics, logic, physics, biology, botany, ethics, politics, agricultural, medicine, dance and theatre. He was more empirical minded than Plato or Socrates and was famous for disapproving Plato's moral theory. His ethnical thoughts are still relevant and has influence of virtue ethics. He expanded the notion of happiness through analysis of soul which structures and animates living human organism (Santosh Ajmera, Nanda Kishore Reddy, 2015).
The part of soul are divided as under:
| | Calculative – Intellectual Virtue |
|---|---|
| Rational | |
| | Appetite – Moral Virtue |
| Irrational | |
| | Vegetative – Nutritional Virtue |
The human soul has an irrational element which is shared with the animals a rational coherent element which is distinctly human. The most primitive irrational element is the vegetative faculty who is responsible for nutrition and growth. The second tier of soul is the appetite faculty which is responsible for our emotion and desires. This faculty is most rational and irrational. It is irrational since even animals experience desires. However, it is also rational since humans have the distinct ability to control these desires with the help of reason. The human ability to properly control these desires is called moral virtues and is focus of morality. Aristotle observed that there is purely rational part of soul, the calculative, which is responsible for the human ability to contemplate reason logically and formulate scientific principles. These mastery of abilities is called intellectual virtues.
Major part of Aristotle's moral virtue is the principle of mean. This principle states that moral virtues are desire regulating character traits which are at a mean between more extreme character
two vices:
Plato
Similar to ancient philosophers, Plato upholds the principle of virtue-based eudemonistic conception of ethics. It can be said that human well-being (eudaimonia) is the highest aim of moral thought and conduct, and the virtues are the requisite skills and dispositions needed to attain it (Santosh Ajmera, Nanda Kishore Reddy, 2015). Plato is one of the eminent personalities in the world. Plato's writings such as Apology demonstrate dramatic accounts of the events leading to his death, depict matters of concerns, ethical living, and simplicity of thought and expression.
Plato conversed about philosophy as a way of life. A soul is part of a life, whereas, the soul determines the things we do every day. Phaedo illustrates important arguments for personal immortality. In Phaedo, Plato contended that the soul is "something", rather than a sense of "harmony." Dissimilar to harmony, the soul exists, which is more active than others. Souls are more righteous, which harmony does not pertain to. Soul pre-exists where harmony does not. Alternatively, if soul is in a group of harmony, all souls would be too, which is not possible. Therefore, soul is a sort of material, which is much enhanced than harmony. Plato also argued that the soul is divided in three parts, and each part is a kind of desire. Correspondingly, these desires are rational, appetitive, or spirited. To be virtuous one must understand what is the beneficial. He or she must have the spirited desires to be educated properly, which will eventually lead to the protection from the soul. Plato exemplified the education of the soul in Books II and III. Importantly, a virtuous individual learns to live by a better environment when he is young, and moves on to create virtuous behaviours. His actions are developed while he is growing and learns
why the thing he is doing is good. Once he has learned the good, then he would understand why his actions were virtuous. Plato argued that virtue simply indicates one to act in different ways.
If Plato's conception of happiness is elusive and his support for a morality of happiness seems somewhat subdued, there are several reasons (Santosh Ajmera, Nanda Kishore Reddy, 2015).
First, his conception of happiness differs in noteworthy ways from ordinary views. In his early works his approach is largely negative. Socratic questioning seems designed to undermine the traditional values rather than to develop a positive account of his own.
Second, the positive accounts contained in his later works, especially that of the Republic, treat happiness as a state of perfection that is hard to comprehend because it is based on metaphysical presuppositions that seem both hazy and out of the realm of ordinary understanding. In other dialogues he confines himself to intimations of different aspects of what is good in and for the soul, intimations that are hard to fit together in a coherent picture. There is not, as there is in Aristotle, much talk about happiness as a self-sufficient state of the active individual.
Third, in crucial texts Plato's moral ideals appear both austere and self-abnegating. The soul is to remain aloof from the pleasures of the body. Communal life demands the subordination of individual wishes and aims.
Major problem to appraise Plato's ethical thought are that it was subject to various modifications during his long life. In Plato's early works, the so-called Socratic dialogues, there are no indications that the search for virtue and the human good goes beyond the human realm. This changes with a growing interest in an all-encompassing metaphysical grounding of knowledge in Plato's middle dialogues, a development that leads to the positing of the 'Forms', as the true nature of all things, culminating in the Form of the Good as the transcendent principle of all goodness. Additionally, moral values presume an appropriate political order that can be maintained only by leaders with a rigorous philosophical training. Though the theory of the Forms is not confined to human values, but incorporates the whole of nature. Plato at this point seems to assume no more than an analogy between human affairs and cosmic harmony. The late dialogues, by contrast, display a growing tendency to see a unity between the microcosm of human life and the macrocosmic order of the entire universe. Such holistic tendencies would seem to put the attainment of the requisite knowledge beyond the boundaries of human understanding. But although Plato's later works do not demonstrate any readiness to lower the standards of knowledge as such, he acknowledges that his design of a rational cosmic order is based on conjecture and speculation, an acknowledgement that finds its counterpart in his more pragmatic treatment of ethical standards and political institutions in his late work, the Laws.
Lastly, Plato's philosophy is not a systematic treatment of and commitment to basic principles of ethics that would justify the derivation of rules and norms of human interaction in the way that is expected in modern discussions. Nor is there a fully fleshed-out depiction of the good life. Instead, Plato mainly confines himself to the portrayal of the good soul and the good for the soul, evidently on the assumption that the state of the soul is the condition of the good life, both necessary and sufficient to guarantee it.
Abundant of literature have documented that Plato's theory defended moral realism and offering an objective ground for moral truths. From the Republic on through the later dialogues and epistles, Plato constructed a systematic view of nature, God, and human from which one derived
one's moral principles. His main goal in his ethical philosophy was to lead the way toward a vision of the Good (Santosh Ajmera, Nanda Kishore Reddy, 2015).
Moral Thinkers from Modern World
Confucius
Confucius is another renowned personality that has been relative to the modern development of a moral character. Confucius was deeply involved in thinking about the concepts of human compassion and the development of a character. His lessons were basically full of ethnics on human behaviours. He discussed more on the kindness of human rather than spiritual concepts. To explain his ethics, Confucius was famous for insisting things with a name. In another words, Confucius maintained that things must be clear to one's mind in order to function properly in an environment. The Analects written by Confucius notes the philosophies of virtue and the righteous of human kindness and the way to successful humanity. In XV.8 of the Analects, Confucius stated that "The determined scholar and the man of virtue will not seek to live at the expense of humanity. They will even sacrifice their lives to preserve their humanity. "Confucius argues that the life of an individual is to protect one's virtue. The acts of that individual must be preserved to act to the good. Another saying that substantiate Confucius argument is IV.25 (Eastern), it states, "Virtue is not left to stand alone. He who practices it will have neighbours." However, in the western philosophical view, Aristotle maintained that the view of virtuous activity exposes how the person contributes to a great life. Actions are important when one live peaceably with another. Confucius continues to seek for knowledge. He seemed to be very petty, unfriendly, and small-minded. Additionally, he can be mature, studious and caring. This can be consistent with Plato's views. Most societies and culture strives for goodness, and leaders have his or her basic commonalities for personal behaviour. Confucius, wanted to spread the wisdom to everyone. He wanted everyone to be well, not just himself. The beliefs of Confucius is still predominant in contemporary period. He believed that the educated aristocracy and the rulers had an obligation to set a good example and that morals and good control were essential for wellbeing of society. He assumed that society should be ruled by compassion and persuasion instead of threats of penance. According to the lessons of Confucius, a "good official" had to have five virtues which were good etiquette and manners, kindness and compassion, honesty and sincerity, righteousness and strong family values.
Confucius's major contribution to the culture of China was in the arena of education. In ancient times, only the noble society were permitted to education. Confucius believed in education for all irrespective of social status. A student had to find a good teacher and follow his actions and words. The student had to have a keenness to learn and attain good values.
As an educator, Confucius anticipated his students to learn with understanding and not through insight. He taught them about good governance, proper speech and sophisticated arts and good values and stressed the need for ethics. He wanted to equip his students for public service. Confucius aimed at educating idyllic individuals to bring about an ideal social order. Through his beliefs on education, he aimed to bring about a social reform. He wanted society to live in a state of harmony through moral standards. His procedures of teaching were distinctive and his ideas are still followed after all these centuries, in China's modern system of education. Confucius had a well-organized social viewpoint. In the area of politics and administration, he thought that compassion, light taxes would lead to perfect society. His philosophies created to a new social
system in China. The political values that Confucius spoke about and his theories are still valued in Chinese civilisation.
Confucius supposed that strong family values, with mutual respect and family loyalty were vital for a stable society. He stressed the significance of seniority and the need to pay respects to ancestors.
John Locke
John Locke was prominent British philosopher of the 17th century, who had given contribution in numerous fields of thought such as politics, economics, medicine and education. He devoted 30 years of his life to explore the facts on epistemology (or the theory of knowledge). Through his work, it can be perceived that he always used reason to find the evidence for any proposed idea, and distinguish between legal and illegal practices of both individuals and institutions.
John Locke composed important texts that ranged from political to educational and from religious to matters concerning the natural human rights. In his Thesis Concerning Human Understanding, he attempted to determine the limits of human understanding by developing the empirical theory of knowledge, and disproved Descartes theory that ideas are innate in the human intellect. He assumed that all knowledge comes through experience, from external and internal sources of sensation and reflection, and that the human mind on birth is a blank slate, on which all experience in life, moral principles, and whatever perceived through the senses are written. Major philosophical work of John Lock, An Essay Concerning Human Understanding, is generally seen as a crucial work of seventeenth-century empiricist epistemology and metaphysics. The moral attitude developed in this work is rarely taken up for critical analysis. Many scholars of Locke's thought his principles were too vague and confusing to be taken too seriously. The view is not only seen by many critics as incomplete, but it carries a degree of rationalism that cannot be made reliable with the arch-empiricist of his period.
He contended that if inherent ideas existed, they would be present in children, those who have never had any education, or the savage. He also held the faith that humans acquire knowledge during their lifetime, but it is not possible to know something that they are not conscious of. This theory of empiricism has been a prevailing part of British philosophy and a principle on which experimental science has based its discoveries ever since. As for human nature, Locke divided it in three groups.
1. The idealists, who consider that reality can be found only in thought.
2. The materialists, who held that reality exists only in matter.
3. The dualists who agree that reality can be found both in thought and in matter.
Concerning his own acceptance of God, Locke who considered himself a dualist and stated that he recognized God as the vital source of thought, which was at the same time the proof for his existence.
Besides philosophies on human nature, Locke also articulated robust views on government and affected the economic thought through his notion of property rights. In his writings, two Treatises of Government, which a century later was the motivation behind the American Declaration of Independence. Locke, who was not a supporter of disorder, tried to prove wrong the authoritarian
and totalitarian philosophy, as it was expressed in Patriarcha by Sir Robert Filmer, and in Leviathan by Thomas Hobbes. Locke observed man as naturally moral, and the only reason man would keenly accept to enter an organized civilisation and surrender their personal power to the government, would be to secure themselves against foreign force, and to be protected by the bravest members of the community in case of attack or war. He overruled the theory of "myth, mysticism, and mystery" in government, and developed his principle on natural law and natural right, the public welfare, and the justice of the laws and regulations that concerned the obligations of the peoples. He was also against the "divine right" of kings and emperors to exert subjective power on their subjects, and tried to set the restrictions of governments, with the consent of the people and the maintaining the basic human rights to life, peace, quiet, and property.
Though it is a fact that John Locke's dialog of morality in the Essay is not as well-developed as many of his other views, there is reason to think that morality was the driving concern of this great work. Locke defined morality is the one area apart from mathematics where human reasoning can accomplish a level of rational certitude. For Locke, human reason may be weak with regards to our understanding of the natural world and the workings of the human mind, but it is exactly suited for the job of figuring out human moral responsibility. Appraising Locke's moral philosophy, as it is developed in the Essay and some of his earlier writings, it can be established that Locke's moral philosophy offers us an important paradigm of seventeenth-century natural law theory, perhaps the leading moral view of the period.
It can be perceived that John Locke had a deep influence not only on English, but also on European and American political, economic, and philosophical thought. His thoughts helped to shape the course of the Age of Enlightenment and became a source of motivation for the inventers of the French revolution and the founding personalities of the new Independent American nation.
Hobbes
Thomas Hobbes, was recognized for his visions on how humans could prosper in harmony while avoiding the dangers and fear of societal conflict. His experience during a time of disturbance in England influenced his feelings, which he wrote in The Elements of Law (1640); De Cive (On the Citizen) (1642) and his most famous writing, Leviathan (1651). Hobbes died in 1679 (Santosh Ajmera, Nanda Kishore Reddy, 2015). The understanding of many of Hobbes' philosophical ideas mainly depends on the attention one pays to a group of different factors such as his education, his travels around the countries of continental Europe, the protection that the aristocratic Cavendish family offered him.
Hobbes's moral philosophy has been less persuasive than his political philosophy, in part because that theory is quite unclear to have garnered any general consensus as to its content. Most researchers have taken Hobbes to have affirmed some sort of personal relativism or subjectivism, but views that Hobbes espoused divine command theory, virtue ethics, rule egoism, or a form of projectivism also find support in Hobbes's texts and among scholars. Because Hobbes held that "the true doctrine of the Laws of Nature is the true Moral philosophy", differences in interpretation of Hobbes's moral philosophy can be traced to differing understandings of the status and operation of Hobbes's "laws of nature", which will be discussed below. The previously prevailing view that Hobbes adopted psychological egoism as the foundation of his moral theory is currently widely rejected, and there has been to date no fully systematic study of Hobbes's moral psychology.
Adam Smith
Adam Smith was also an influential thinker of his time. He stated that moral distinctions depend wholly on sympathy. We approve in others what corresponds to our own tastes and habits and we disapprove whatever is opposed to them (Santosh Ajmera, Nanda Kishore Reddy, 2015). Smith is popular for his two classic works: The Theory of Moral Sentiments (1759), and An Inquiry into the Nature and Causes of the Wealth of Nations (1776).
Smith differentiated two kinds of normative guides to action: rules and virtues. Moral rules shaped on the basis of our reactions to specific instances, barring certain especially egregious kinds of behaviour murder, rape, theft and provide a framework of shared expectations for society. They are essential to justice, especially, without which societies could not survive. They also allow people who are not fully virtuous to behave with a minimum of decorum and decency, and help all of us cut through the "veil of self-delusion" by which we misrepresent our situations to ourselves. Virtue needs more than simply following moral rules, however. Emotional dispositions of people need to be re-configured so that we do not merely "affect" the sentiments of the impartial spectator but "adopt" those sentiments: identify ourselves with, become, the impartial spectator, in so far as that is possible. Smith gave more a virtue ethics than the rule-based moral systems that was identified with Kant and the utilitarian. Nevertheless, he also incorporated some of the intuitions that generated these other systems.
But Smith's moral philosophy has been blamed of three major shortcomings. First, it provides vague procedure for deciding which actions people should take in specific circumstances, no guidelines for how they can tell, in specific cases, what the impartial spectator has to say. Second, the impartial spectator seems too enmeshed in the attitudes and interests of the society in which it develops for it to be free of that society's biases, or to help us care impartially for all human beings. Third, even if Smith's analysis of moral assertions is correct, even if it is true that moral judgments in ordinary life consist in attempts to express how an impartial spectator would feel about our conduct, it remains uncertain what justifies these judgments.
Ralph Cutworth
Ralph Cutworth was an English philosopher and theologian and representative of a 17th century movement known as Cambridge Platonist Three types of work of Ralph Cutworth, The true intellectual system of the universe, A treatise concerning Eternal Immutable Morality and A Treatise on Freewill together constitute the most complete available exposition of the Platonist world view. The Platonists constructed a natural theology supporting the concept of free will and the opposing the materialism of Thomas Hobbes. To its member, there was no natural divide between philosophy and theology. To support this agenda, Cutworth devoted himself in developing a model of the universe based on the vast body of both ancient and contemporary sources. His ontology was based on Neoplatonism and involved a world soul he called plastic nature. His epistemology was amended Platonism where the essences were served as the standard of rationality, ordering both mind and the universe were innate to God (Santosh Ajmera, Nanda Kishore Reddy, 2015).
Rousseau
Jean-Jacques Rousseau was a French philosopher and author of the Age of Enlightenment. His Political Viewpoint, particularly his creation of social contract theory (or Contractarianism), greatly impacted the French Revolution and the development of Liberal, Conservative and Socialist theory. He was a wonderful, undisciplined and unconventional philosopher throughout his bright life. His views on Philosophy of Education and on religion were equally contentious but nevertheless powerful. He is considered to have conceived modern autobiography and his novel "Julie, ou la nouvelle Heloise" was one of the best-selling imaginary works of the 18th Century. He also made major contributions to music, both as a theorist and as a composer. Rousseau saw a essential divide between society and human nature and believed that man was good when in the state of nature (the state of all other animals, and the condition humankind was in before the creation of civilization), but has been besmirched by the artificiality of society and the growth of social interdependence. This knowledge of the natural goodness of humanity has often led to the ascription the idea of the "noble savage" to Rousseau, although he never used the expression himself and it does not adequately render his idea.
In the Discourse on the Sciences and the Arts and in the Discourse on the Origins and Foundation of Inequality, Rousseau acclaimed ignorance (both that of the savage and that of Socrates) and censures learning (i.e., the sciences and the arts) for the moral corruption that it has imposed upon his age, yet he confessed that the arts and the sciences are good in themselves. Rousseau proposed a less sensational account of these negative effects of learning and a deeper account of the benefits of ignorance in the Emile. Rousseau recognized inequality is major problem of modern social life. In contemporary society, individuals are forced to compete with each other for scarce resources. The result is a growing inequality as victory goes to the strong, and the reduction of the weak to a condition of dependence. The physical inequality related with the 'harsh yoke of necessity' comes to be overlain and exacerbated by a 'conventional' or artificial inequality which issues from the antagonistic, exploitative relations in which human beings are entangled. Where once human beings in general were subjected to a single form of physical necessity and dependence, now they come to be split into two groups, strong and weak, masters and slaves. Rousseau differentiated between two kinds of inequality, the one natural or physical, the other moral or political.
Rousseau talked about human beings in a state of nature. Here, human beings live in an animal state at the level of pure sensation, seeking to satiate the basic needs of food and rest in the immediate environment. Human beings in a state of nature, therefore, lack the supernatural, social, artificial characteristics of the cultured human being. In this immediate, primitive existence the problem of evil does not arise. The state of nature is an unprincipled existence in which consciousness is limited. Rousseau's Natural Man portrays a non-alienated condition of being in which the individual 'lives with himself', 'always has all his powers at his disposal', 'and carries himself whole and entire about him'. Thus, the modern world, in which individuals were alienated from each other from their selves, 'is by no means the original state of man, but just the state of society, and the disparity which society produces, that alter and transform man's natural feelings' and destroy the original unity and wholeness of being. The condition of self-estrangement could only be understood through the social functions it has served throughout history. Thus Rousseau validates the extent to which both the ascriptive statuses of traditional society and the achieved identities of modern society operated to prevent individuals from being themselves. Rousseau also demonstrated how both forms of self-estrangement served to support and legitimise the inequalities particular to these societies. Rousseau denied that discontent had its origins in
human nature and was therefore a constant force in human history. Dissatisfaction played no role at the start of history. Discontent developed to become the most powerful human motivation only in time.
In short, Rousseau is mainly concerned to assert this immorality. He squabbled that any human being created by a good God must also be good. This goodness is a state of natural and passive innocence. Rousseau disclaimed Hobbes' argument that human beings are innately wicked and violent. Hobbes' poor view of human nature forms the basis of an absolutist political system.
Immanuel Kant
Immanuel Kant was also influential philosopher of 18th century. He was one of the earliest philosophers belonging to the enlightenment tradition, and often considered the father of German Idealism. Kant is popular in modern time for his contribution of his moral philosophy instead of developing dogmas of metaphysics and epistemology (Rohlf 2010). His contributions to the field of life-extension, however, remain almost completely unexplored, despite the fact that certain claims made in his Theory of Ethics debatably qualify him as a historical precursor of the modern social movement and academic discipline of life-extension.
Kant's theory is based on a deontological moral theory. This theoretical model stated that the rightness or wrongness of actions does not depend on their consequences but on whether they fulfil our duty. Kant believed that there was a supreme belief of morality, and he referred to it as The Categorical Imperative. Kant argued that a person is good or bad depending on the motivation of their actions and not on the goodness of the consequences of those actions. Kant debated that one can have moral worth (i.e., be a good person) only if one is inspired by morality. It can be said that if a person's emotions or desires cause them to do something, then that action cannot give them moral worth. This may be strange but there is good reason to agree with Kant's philosophy. Kant employs his justification of the subsistence of metaphysics as a discipline in his ethical philosophy.
In abundant of theoretical studies, it is revealed that Immanuel Kant utilized practical reasoning in his moral theory and proposed that there exists only one moral obligation; categorical imperative. This obligation is resultant from the concept of duty, and described the categorical imperatives as the demands of moral decree, and further accentuated that an individual's behaviour ought to live up to the moral laws. These categorical imperatives should be the constitution governing all men, they should be the principles of human life. Kant argued that all moral duties inherently expected of humans stem from these categorical imperatives, and it methodically follows that human obligations are put to the test. He stated that employing these imperatives, an individual regarded as coherent could be able to achieve specific ends using certain means. Kant's categorical imperative forms the basis of the deontological ethics. The vital principle of the metaphysics of morals hypothesizes that moral law is a base or foundation of reason in itself and it does not have to be influenced by other contingent factors. Main flaw of Kant's moral theory is that it fails to mention the role of human desire in the choices individuals make. Kant' theory prospers only in emphasizing moral versus immoral human actions, and specially makes it easier in making choices that absolutely involves evil versus good. It does not offer insight into what an individual should do in case he or she is faced by two evils, and he or she has to make a choice between the two.
Basically, Kant wanted to explore the rational principle that would stand as a categorical imperative grounding all other moral judgments. The imperative would have to be categorical rather than hypothetical, or conditional, since true morality should not depend on our individual likes and dislikes or on our abilities and opportunities.
John Mill
John Stuart Mill was eminent British philosophers of the 19th century whose literatures on political and social theory, and political economy still have significance. He was initially a supporter of Jeremy Bentham's utilitarianism, but later rejected all thoughts that avert the pursuit of spiritual growth and warned on the dangers of democracy as "tyranny of the majority". Mill's Utilitarianism is a more sophisticated ethical theory compared to Kant's analysis of the metaphysics and its use in proving what is right and what is wrong. Mill's utilitarian ethical theory offers a rule that illumines this dilemma. Utilitarian theory supports Machiavelli's 'the end justifies the means'. According to the utilitarian view, the end of human action, is necessarily also the standard of morality. The greatest happiness principle suggests that humans should intrinsically choose the option that gives them the most happiness. Mill developed a world where the happiness of humans is judged. Mill believed that the best happiness is realised when everyone is happy; the absence of suffering and pain. He also considered that true happiness must be moral or knowledgeable in nature. Physical happiness does not qualify as true happiness. Happiness is greater than feeling of contentment.
Mill described the moral sciences as those areas of study that has relation with human dispositions, character, and action, extending from psychology to social science. The notion of social science knowledge that he presents has had profound impact on consequent thinking about "scientific" social analysis and is worth examining again. Mill developed a general idea of science that was derived from the best current examples of progress in the natural sciences, and he applied this vision to comprehend human and social phenomena logically. According to his revelation, science consists of the discovery of general causal laws based on systematic empirical observation. It sets the framework for a positivist conception of social science, and it prepares a charge of "Not scientific" to social scientists who deviate from these central positivist doctrines.
Mill discussed different forms of happiness, high and low happiness. When an individual experiences both forms of happiness, he or she develops a liking of one over the other. Mill pronounced that simple pleasures are preferred by individuals who have not experienced greater ones. Nonetheless, he still holds that higher pleasures are really valued. Because happiness predetermines human desires, it is only logical that our actions are determined by will and will to be happy. Mill however postulated that the realization of human desire can at times be subjective to the will of an individual or an individual's habit. Mill's utilitarian covers more on human motives as compared to mere tolerance. Every intrinsic human desire is a derivative of elementary human desires to be happy or achieve gratification. Sometimes the chase of basic human pleasures may result in pain as a result of sacrifices humans consciously or subliminally make. Such sacrifices for the sake of happiness in the end are fully vindicated.
Hegel
Georg Wilhelm Friedrich Hegel was popular systematic philosopher in the history of Western philosophy. In addition to epitomizing German idealist philosophy, Hegel bravely appealed that
his own system of philosophy signified an historical culmination of all previous philosophical thought. Hegel is best known for his attempt to elaborate a systematic account of reality. Hegel called this reality the Absolute Spirit. Hegel used the dialectic for a different purpose than arriving at first principles. Supporting the dogmas of Kant, Hegel believed that people do not perceive the world or anything in it directly and that all their minds have access to ideas of the world that is images, perceptions, concepts.
Hegel's overall encyclopaedic system is categorized into the science of Logic, the philosophy of Nature, and the philosophy of Spirit. Main interest are his opinions on history, society, and the state, which fall within the realm of Objective Spirit. Some intellectuals have considered Hegel to be a nationalistic apologist for the Prussian State of the early 19th century, but his importance has been much broader. Hegel himself considered his work to be a manifestation of the selfconsciousness of the World Spirit of his time. At the core of Hegel's social and political thought are the concepts of freedom, reason, self-consciousness, and recognition. There are important influences between the metaphysical or speculative articulation of these ideas and their application to social and political reality, and it can be established that the full meaning of these ideas can be grasped only with an understanding of their social and historical quintessence.
When comparing philosophies of Kant and Hegel, it is found that Hegel assumed that the ideas we have of the world are social, which is to say that the ideas that we possess individually are utterly shaped by the ideas that other people possess. Our minds have been shaped by the judgements of other people through the language we speak, the traditions and mores of our society, and the cultural and religious institutions of which we are a part. Spirit is Hegel's name for the collective consciousness of a given society, which shapes the ideas and consciousness of each individual. Hegel visualized that spirit evolve according to the same kind of pattern in which ideas might evolve in an argument, namely, the dialectic. It can be established that Hegel perceived human societies evolving in the same way that an argument might evolve. An entire society or culture begins with one idea about the world, which naturally and irresistibly evolves into a succession of different ideas through a dialectical pattern. Since Hegel thought that this succession is logical, meaning that it could only happen one way, he thinks that we can figure out the entire course of human history without recourse to archaeology or other empirical data, but only through logic.
Basically, Hegel's philosophy of history highlighted the development of freedom and the consciousness of freedom over the course of world history. For Hegel, this development is marked by conflict and struggle, rather than smooth uninterrupted progress, and is manifested for the most part in political developments construed broadly, including world-historical events such as the French Revolution.
Karl Marx:
In the 19th century, Karl Marx emerged as great philosopher, social scientist, historian and revolutionary visionary. Although he was disregarded by researchers in his own lifetime, his social, economic and political ideas gained rapid recognition in the socialist movement after his death in 1883. Karl Marx is one of the most contentious philosopher of the twentieth century. As one of the original minds behind communism and a fundamental revolutionary, he is popular as a radical and somewhat dangerous political thinker.
In modern period, almost half the population of the world lived under commands that claim to be Marxist. This very success, however, has meant that the original ideas of Marx have often been altered and his meanings improved to a great variety of political situations. Additionally, the fact
that Marx deferred publication of many of his writings meant that is been only recently that academics had the opportunity to appreciate Marx's intellectual stature.
Karl Marx's concept rests on the fact that the production portion of Capitalism signalled great trouble. He believed production in Capitalist society worked in a way that the rich factory owner promoted and the poor factory workers lost. In his description of reasoning, the Capitalist system was innately meant to benefit the rich and exploit the poor. "All the middleclass economists are aware of that production can be carried on better under the modern police than on the principle might make right. They overlook only that this principle is also a legal relation, and that the right of the stronger succeeds in their 'constitutional republics' as well, only in another form." Marx held that in a cultured society production would occur among individuals. This production would be aimed to fulfil the needs of the individuals in the society. Marx opined that in production, men not only act on nature but also on one another. They produce only by co-operating in a certain way and mutually exchanging their activities. In order to produce, they enter into definite connections and relations with one another and only within these social connections and relations their action on nature take place."
Marx adopted a historical materialist outlook of society and the world. He believed that humans create change in their lives and in their environment through practical activity in the practical world. In this philosophy, it follows that Marx supposed that practical activity in the practical world leads to the desire to meet the needs of people in civilisation. The need to meet society's individuals' desires leads to production. Marx recognized the four-part economic process, production, distribution, exchange, and consumption. In this way "Production creates the objects which correspond to the given needs; distribution divides them up according to social laws; exchange further parcels out the already divided shares in accord with individual requirements and lastly, in consumption, the product steps outside this social movement and becomes a direct object and servant of individual need, and satisfies it in being consumed."
Marx's labour theory of value included labours itself and he gave the name labour power. This is the employee's capacity to produce goods and services. In order to produce, a worker must be fit to do so; this means that he or she must be clothed, sheltered, fed, and rested before he or she will be able to correctly complete the job. Marx specified that the hours it would take society to feed, clothe, shelter, (etc.) the workers that he or she is fit to produce, should dictate the worker's wage. Marx was drawn towards politics by Romantic literature and his earliest writings exemplify an idea of reality as subject to tempestuous change and of human beings as realizing themselves in the struggle for freedom. His identification with these elements in Hegel's thought brought Marx to associate himself with the Young Hegelians. Marx's principles on morality and ethics has been a matter of substantial dispute. One prevalent view is that Marx had no ethics, he disproved morality, and envisioned a communism beyond both. Marx believed in a science which sought in an objective, morally neutral manner to understand the origin, growth, and collapse of capitalism as well as the ultimate succession of communism. Marx's revolution in philosophy explicitly renounced the normative tradition of philosophical ethics while sustaining the heritage of positive science (Hodges, 1962).
It is established that Marx used his dialectical philosophical principles to comprehend modern society in order to observe the nature of social change. The principal idea of Marx's dialectical technique is the objectively existed contradictions to historical changes (Ritzer and Goodman, 2004). Derived from Hegel's dialectic philosophy, Marx thought that there are inconsistencies as
dynamical forces existed in the whole process of social development. He was able to link this idea to the analysis of contemporary society, which considerably helped him to perceive a certain incongruity between human nature and the capitalist labour. Alienation. Marx (1967, Pp: 56) described it, the object confronts as something alien, as a power independent of the producer. This realization of labour appears as loss of reality for the workers." He assumed that under capitalist market, the labour could be no longer creative but separated from human nature. Workforces no longer work for their own needs but for the capitalists and they have to pay for the products produced by them in order to maintain routine life.
Marx offered a critical analysis of the structure of the modern society with a restructuring of economic base as the deterministic cause to philosophy. From his observations of the social, economic, and political environments into consideration, Marx visualized the society as a certain system composing two distinctive components, the base and the superstructure. The base refers to material base taken form of the economic and class relations which always involves the mode of production, while the superstructure means other social organizations and prevalent ideas such as state policies (Fulcher and Scott, 2007. One of Marx's best summary of the internal meaning of this structure is that, "The totality of these relations of production constitutes the economic structure of society, which is the real foundation on top of which arises a legal and political superstructure to which correspond definite forms of social consciousness"(Ritzer and Goodman 2004, p. 150). It is observed that Marx whispered that the superstructure is established upon the economic foundation and human culture and ideas are transformed according to the economic changes. Nevertheless, although the political ideas seem a systematic reflection through Marx's analysis of social structure, when comes in but in the context of capitalism, he also indicated that the society is not just simply an economic system but also a political system as a "mode of exercising power" and a "process for exploiting the workers" (Ritzer and Goodman, 2004). This idea can be assumed as that the economic base is the centrality determining the other forms of social existences, which, however, highly varies from the opinion of Max Weber.
Marx was able to forecast the future of capitalism through his view of historical materialism. David Caute (1967, p12) debated that Marx's thinking provide a general analysis of the past, present, and future. Politely, Marx visualized the present modern society through its historical past and tried to predict its future through the current social trends. It was well described that in theoretical literature, Marx believed that human history is a process of class conflicts and social change takes form of class struggles. Facing the modern society, Marx designated that the society has been polarized into two classes such as bourgeois and proletarians. He (Marx and Engels, 1848) contended that capitalism had played a revolutionary role in the social development from the feudal relations to the modern relations, improving production and consumption, and bringing progress to the world. Nevertheless, he considered the supremacy by bourgeois towards the working class as an irrational and "inhuman" process, which would only be changed through the proletarian revolution to reach a new mode of production called communism. Positively, Marx supposed that this communist society would establish a more advanced production and there would be no exploitation, no alienation any more (Fulcher and Scott, 2007).
Socrates
Socrates was a philosopher of Athens, generally considered as one of the intelligent people of his time. His style of teaching immortalized as the Socratic Method involved not conveying knowledge
but rather asking question after clarifying question until his students arrived at their own understanding. Socrates had deep interest in understanding the limits of human knowledge. Socrates differ significantly between two extremes. At one side, Socrates claimed to know nothing about virtue and confines himself to asking other characters questions; this is found in the Apology and in certain dialogues most of which end inconclusively. These dialogues, e.g., Charmides, Laches, Crito, Euthydemus, and Euthyphro, are called aporetic. Another side of his views, Socrates explained positive teachings about virtue. In this respect, Socrates generally asks questions only to elicit agreement. These dialogues are didactic, and conclusive in tone, such as Republic, Phaedo, Phaedrus, and Philebus. However, these dissimilarities between kinds of discussions and kinds of Socratic characters are not elite. There are dialogues that mix the aporetic and conclusive styles, e.g., Protagoras, Meno, and Gorgias. In observing these dissimilarities, it can be established that there are only to the characteristic style of the dialogue and leave aside controversies about the relative dates of composition of the dialogues. The connotation of this distinction among dialogues is that one can isolate a strain of moral teaching in the aporetic and mixed dialogues. In spite of their indecisive nature, in the aporetic dialogues the character, Socrates, upholded the principles about morality that he seems to take to be fundamental. In the mixed dialogues, scholars observed similar teaching. This strain is distinct enough from the accounts of morality in the more didactic dialogues that it has been called Socratic, as opposed to Platonic, and associated with the historical personage's own views.
The first aspect of Socratic teaching is its heroic quality. In the Apology, Socrates stated that a man worth anything at all does not reckon whether his course of action jeopardises his life or threatens death. He looked only at one thing whether what he does is just or not, the work of a good or of a bad man. This statement is both about himself and a fundamental claim of his moral teaching. Socrates puts moral thoughts above all others. If people think of justice as, roughly, the way they treat others, the just actions to which he refers cover a wide range. It is unfair to rob temples, deceive friends, steal, break oaths, commit adultery, and mistreat parents (Rep 443a-b). A similarly strong statement about wrong-doing is found in the Crito, where the question is whether Socrates should save his life by escaping from the jail in Athens and aborting the sentence of death. Socrates stated that whether he should escape or not must be governed only by whether it is just or unjust to do so (48d). Clearly, by posing wrong-doing against losing one's life, Socrates emphasized that nothing outweighs in positive value the disvalue of doing unjust actions. In such writings, then, Socrates seemed to be a moral hero, willing to sacrifice his very life rather than to commit an injustice, and to recommend such heroism to others.
However, this heroism also includes an important component of self-regard. In the passage from the Apology just quoted, Socrates explained his approach to the citizens of Athens. He reproached them for being absorbed in the acquisition of wealth, reputation, and honour while they do not take care for nor think about wisdom, truth, and how to make their souls better (Ap. 29d-e). As he developed this idea it becomes clear that the perfection of the soul, making it better, means acquiring and having moral virtue. Rather than heaping up riches and honour, Athenians should seek to perfect their souls in virtue. From this catchphrase, it can be concluded that for Socrates psychological good outweighs material good and that virtue is a psychological good of the first importance. The Crito gives another viewpoint on psychological good. Socrates stated that life is not worth living if that which is harmed by disease and benefited by health i.e., the body is ruined. But likewise, he added, life is not worth living if that which is harmed by wrong-doing and benefited by the right. The soul is ruined (47e-48a). This claim can be understood in positive manner. Virtue
is the chief psychological good; wrong-doing destroys virtue. So Socrates' strong assurance to virtue reflects his conviction in its value for the soul, as well as the importance of the soul's condition for the quality of our lives.
A second feature of Socratic teaching is its intellectualism. In the Meno (78a-b), Socrates argued that no one knowingly desires what is bad (to kakon). His argument showed that by 'bad' he meant things that are harmful to the subject, i.e., the one who would desire these things. In the Protagoras (358c-d) he made a similar point when he stated that it is not in human nature for someone to wish to go after what he thinks is bad in place of the good. Even if we understand good and bad here (as Socrates seems to intend) to be what is good for the subject and what is bad and harmful for the subject, the claim is still paradoxical. It is apparent that humans sometimes desire to have what they know will be damaging. Socrates, thought that we wish for or desire only what we take to be good for us. This position is called intellectualism because it implies that what ultimately motivates any action is some cognitive state.
Socratic intellectualism has two major consequences. One is that virtue (which guarantees good action) is knowledge and the other is that virtue is sufficient for happiness. Both are elaborated in the Euthydemus. While most of this discourse is given over to Euthydemus' and Dionysiodorus' eristic display, there are two Socratic interludes. In the first of these in a passage that has a parallel in Meno. Socrates helped the young Cleinias to see that wisdom is a kind of knowledge that infallibly brings happiness. He used an analogy with craft (technê); a carpenter must not only have but know how to use his tools and materials to be successful (Euthyd. 280b-d). In turn, someone may have such goods as health, wealth, good birth, and beauty, as well as the virtues of justice, moderation, courage, and wisdom (279a-c). Wisdom is the most important, however, because it is a kind of knowledge, like carpentry, about how to use the other assets so that they are beneficial (281b-c). Furthermore, all of these goods are useless, in fact, even harmful without wisdom, because without it one will misuse any of the other assets one may possess, so as to act not well but badly. Wisdom is the only unconditional good. Socrates' dialog leaves it vague whether wisdom (taken together with its exercise) is alike with happiness or whether it is the dominant and essential constituent of happiness.
In this explanation, main focus is on a kind of knowledge as the active element in happiness. The other parts of the account are certain assets that seem as passive in relation to wisdom as wood and tools are to the carpenter. Further, since there seems to be no opposition to the work of reason in the soul, Socrates' interpretation seems a bit simple. In fact, the neglect of the complexities of moral psychology goes hand in hand with Socratic intellectualism.
It is established from bulk of literature that in the Western Philosophy, the history of ethics can be traced back to the fifth century B.C with the advent of viewpoint of Socrates. As a thinker among the Greeks, his task was to stimulate his fellow humans to the need for rational criticism of their beliefs and practices. In that time, the philosophers began to search for reasons for established modes of conduct. Socrates, in demanding rational grounds for ethical judgements, brought attention to the problem of tracing the logical relationship between values and facts and thereby created moral viewpoint.
Machiavelli
Niccolo di Bernardo dei Machiavelli was an Italian historian, politician, diplomat, philosopher, humanist, and writer, who is renowned as the originator of modern political science and political ethics. Machiavelli had played vital role in developing huge number of important discourses in Western thought political theory most remarkably, but also history and historiography, Italian literature, the principles of warfare, and diplomacy. Many professionals observed that Niccolo Machiavelli was one of the most noticeable writers and theorists of the Renaissance. His greatest works include The Prince, The Art of War, and Discourses of Livy. His theories are marked with strong expressive statements that have stood since centuries. 'The ends justify the means and 'it is better to be feared than be loved' are two such quote that have never lost their dynamism.
According to the views of Machiavelli, good laws follow naturally from a good military. His famous statement that "the presence of sound military forces indicates the presence of sound laws" designates the relationship between developing states and war in The Prince. Machiavelli conversed the conventional understanding of war as a necessary, but not definitive, element of the development of states, and instead asserts that successful war is the very foundation upon which all states are built. Much of The Prince is devoted to defining exactly what it means to conduct a good war: how to effectively strengthen a city, how to treat subjects in newly acquired terrains, and how to avert domestic insurgence that would divert from a successful war. The Prince is based on one main subject that Machiavelli believed to be major factor to success in politics. He believed that a man had to control his own destiny and may resort to any means in order to establish total control. Machiavelli then cautioned leaders to always pay attention to their army if they want to remain in power. He then went on to converse the four types of armies. The most dangerous, according to Machiavelli, were the mercenary armies. Auxiliaries that are loaned to you by other rulers, as well as mixed troops, are also untrustworthy. The most appropriate army is one that is composed of native troops. In The Prince, Machiavelli affirmed that 'a prince should have no other object, nor any other thought, nor take anything as his art but that of war and its orders and discipline; for that is the only art which is of concern to one who commands' (the military).
But Machiavelli's explanation of war includes more than just the direct use of military force. It comprises international diplomacy, domestic politics, tactical strategy, geographic mastery, and historical analysis. The Art of War clarified effectual ways to use military force, acquire land, and control that land. Machiavelli stated that war is an extension of politics. It should be limited fighting with an emphasis on a state militia and armed citizens. The security of society rests with the military. Machiavelli suggested training, discipline, and classifications in the military. His insistence on drilling, dividing an army in sections, planning, and organizing campaigns are still somewhat feasible. He thought that Romans were the example that should be followed in almost all aspects of their military. Within the framework of Machiavelli's explanation of Italy situation, when cities were continually threatened by neighbouring principalities and the area had suffered through power skirmishes for many years, his method of viewing almost all affairs of state through a military lens was a timely innovation in political thinking to remain in power, a prince must avoid the hatred of his people. It is not compulsory for him to be loved; in fact, it is often better for him to be scared. Being hated, however, can cause a prince's collapse. This proclamation might seem incompatible with Machiavelli's statements on the utility of unkindness, but Machiavelli supported the use of cruelty only insofar as it does not compromise the long term goodwill of the people. The people's kindness is always the best defence against both domestic insurgence and foreign belligerence. Machiavelli advised princes against doing things that might result in hatred, such as the confiscation of property or the dissolution of traditional institutions. Even installations
that are normally valued for military use, such as fortresses, should be judged primarily on their potential to garner support for the prince. Definitely, only when he is absolutely sure that the people who hate him will never be able to rise against him can a prince cease to worry about incurring the hatred of any of his subjects.
Free Will: Machiavelli often adopted the phrases "prowess" and "fortune" to define two dissimilar ways in which a prince can come to power. "Prowess" is explained as an individual's talents, while "fortune" suggests chance or luck. Part of Machiavelli's aim in writing, The Prince is to scrutinise how much of a prince's success or failure is caused by his own free will and how much is determined by nature or the environment in which he lives. Machiavelli applies this question specifically to the failure of past Italian princes. In his writings, Machiavelli deliberates the role of fortune to determine human affairs. He tried to compromise between free will and determinism by arguing that fortune controls half of human actions and leaves the other half to free will. Nonetheless, Machiavelli also maintained that through foresight, a quality that people can protect themselves against fortune's vicissitudes. Consequently, Machiavelli can be described as confident in the power of human beings to develop their destinies to a degree, but equally confident that human control over events is never absolute.
Virtue: Machiavelli explained virtues as qualities that are acclaimed by others, such as generosity, compassion, and piety. He debated that a prince should always try to appear virtuous, but that acting honestly for virtue's sake can prove detrimental to the principality. A prince should not essentially avoid vices such as cruelty or dishonesty if employing them will benefit the state. Cruelty and other vices should not be followed for their own sake, just as virtue should not be pursued for its own sake. Virtues and vices should be considered as means to an end. Every action the prince takes must be considered in light of its effect on the state, not in terms of its intrinsic moral value. Machiavelli proclaimed that a number of traits are intrinsic in human nature. People are normally self-interested, although their affection for others can be won and lost. They are happy so long they are not victims of something dreadful. They may be dependable in prosperous times, but they will swiftly turn selfish, dishonest, and profit-driven in times of adversity. People appreciate honour, generosity, courage, and piety in others, but most of them do not display these virtues themselves. Ambition is usually found among those who have accomplished some power, but most common people are gratified with the status quo and therefore do not desire for increased status. People will naturally feel a sense of obligation after receiving a favour or service, and this bond is usually not easily broken. However, loyalties are won and lost, and kindness is never absolute. While Machiavelli supported his political arguments with concrete historical evidence, his statements about society and human nature sometimes have the character of assumptions rather than observations.
In consort with human nature, Machiavelli thought that government should be a depiction of the humanistic philosophy of his time. He had a proper and theoretically precise way of defining how the government should be run, and a lot of it comes through knowledge. The knowledge to be effective in the future comes from those who have been successful in the past and it is recognised as examples of success and failure of Princes throughout history in "The Prince". Success is directly associated to being able to keep and control the Princedom, regardless of how it was gained, and this is done by using practises people succeeded with in history.
In brief, Niccolo Machiavelli was the political leader of the Resurgence time. He understood and explained thoroughly how to be thrived in politics.
Annie Besant
Annie Besant was distinguished British socialist, theosophist, women's rights activist, writer and orator and enthusiast of Irish and Indian self-rule. She also became involved in politics in India and joined the Indian National Congress. When World War I erupted in 1914, she helped launch the Home Rule League to campaign for egalitarianism in India and dominion status within the Empire. This led to her election as president of the Indian National Congress in late 1917. In the late 1920s, Besant toured to the United States with her dependant and adopted son Jiddu Krishnamurti, whom she claimed was the new Liberator and incarnation of Buddha. Krishnamurti overruled these claims in 1929. After the war, she continued to crusade for Indian independence and for the causes of theosophy, until her death in 1933. Fundamentally, she fought for the causes she thought were right such as freedom of thought, women's rights, secularism, birth control, Fabian socialism and workers' rights. She was a leading member of the National Secular Society alongside Charles Bradlaugh and the South Place Ethical Society. Pursuing her feminist schema, Besant led in the publication of Charles Knowlton's The Fruits of Philosophy, an early text that supported birth control.
Annie Besant had two main approaches to the reawakening of India and the achievement of independence. Which include the religious and education. She gave lectures and supported the independence movement she condemned the British policies openly. Annie Besant began numerous reforms that have given women the equality of status and rights which they enjoy today. Annie Besant's educational philosophy is based on theosophical ideals of education according to which each child should receive an education suited to develop his particular and individual faculty. He should be imparted education which makes him useful citizen of nation (Chandra, 2005).
Malala Yousufzai
Malala Yousafzai was an 11-year-old schoolgirl in Pakistan when she spoke against the Taliban's efforts to ban girls from attending school. At that time, she was just 12 year old. Through her noble thought, she had gained worldwide recognition. On October 9, 2012, when she was still 15, Taliban murderers boarded her school bus and demanded Malala identify herself or they would shoot the entire bus. She disclosed her identity and said that "I am Malala". The assassins shot her in the head. Malala healthier and underwent intense therapy. Less than a year later, she spoke at the United Nations and issued a call for worldwide access to education for girls. On October 10 of 2014, at the age of 17, she was honoured with the Nobel Peace Prize. The awarding of the Nobel Peace Prize jointly to Malala Yousafzai and Kailash Satyarthi were celebrated. The award was initially named the national youth peace prize and awarded to her on 19th December, 2011 by prime ministerYousafzai Raza Gillani for her superb contribution in promoting girls education in her home town where the Taliban had banned girls for attending school. She has received award for moral bravery. Malala mainly campaigned for girl's access to education.
News reports revealed that the 17-year-old Pakistani rose to fame as a vocal advocate for girls' right to education. The Taliban, which passionately disagrees with Yousafzai's position, was dreadful that her activism would motivate others to act.
Malala considers that all women in Pakistan must be educated. Malala decided to show moral courage because she wanted an education. She was tired of seeing all the women not having any education. So she spoke out. Her moral thoughts greatly impacted on world society. She indicated people that she is not frightened to stand up for what she believed in. It is stated that Malala is recognised mainly for human rights support for education and for women in her native Swat Valley in the Khyber Pakhtunkhwa province of northwest Pakistan.
Moral thinkers of India
Buddha: Buddhism is a set of moral guidelines and practices which, if followed, can bring people to the ultimate state of reality and peace. The Buddha described these morals after he reached enlightenment, or nirvana: the true understanding of the universe.
Basic Buddhist principles of moral thought and action is karma. Fundamental conviction in Buddhism is that life is a cycle of birth, death and rebirth and that people's actions in not only the present but also in the past affect into what realm they are reborn and how their life is lived. This idea of the continued effects of all actions is the definition of karma (John Daido Loori, et, al., 1996). Until such time, as one becomes open-minded, one's actions in this life will determine the nature of future rebirths. A related thought fundamental to Buddhism is merit. Acts of generosity toward and support of Buddhist monks are channelled by the monks toward progression for the giver in future rebirths or toward improving the lot of deceased relatives.
The Buddha's Four Noble Truths are another guiding norm of moral thought and action, particularly as expressed in the fourth truth, the Eightfold Path. The truths are as follows:
1. The Truth of Dukkha is that all conditional phenomena and experiences are not ultimately satisfying.
2. The Truth of the Origin of Dukkha is that craving for and clinging to what is pleasurable and aversion to what is not pleasurable result in becoming, rebirth, dissatisfaction, and redeath.
3. The Truth of the Cessation of Dukkha is that putting an end to this craving and clinging also means that rebirth, dissatisfaction, and redeath can no longer arise.
4. The Truth of the Path of Liberation from Dukkha is that by following the Noble Eightfold Path; namely, behaving decently, cultivating discipline, and practicing mindfulness and meditation ; an end can be put to craving, to clinging, to becoming, to rebirth, to dissatisfaction, and to redeath.
The motivation for following the Four Noble Truths is not to "be good", but to facilitate the recognition the Buddhists call enlightenment. The English translation of the terms within the path does nothing to dissipate the impression that the Eightfold Path is a series of moral injunctions "right effort," "right livelihood," etc. as the term "right" in English implies "correct." A more accurate translation for "right" in this case might be "skillful." Practically speaking, since the earliest days of Buddhism, many have regarded the Eightfold Path as a set of guidelines for correct behaviour, and it is not difficult to see why. Even in the early texts, the Buddha often mentioned "do nots" when discussing the Eightfold Path.
Buddhism agreed that there is evil in man, but it teaches that this evil can be eliminated by understanding and determination. Because people, especially government leaders and educationists, fail to understand the true nature of life, they do not attempt to teach their young the right values. Buddhism teaches man to live in peace and harmony. The Buddha exhorted his followers not to take His Teachings on blind faith but to accept them only after close investigation and inquiry as to whether the Teachings are really acceptable according to one's own intelligence and experience. Even though Buddha wanted his followers to absorb the Dhamma. He did not want them to accept it without clarity of mind and complete understanding.
The Buddha wanted all human beings to lead perfect lives to be kind, compassionate and considerate to one another and to exercise patience, tolerance and understanding in all activities and relationships. The Buddha, with his supreme wisdom, realised that there were weaknesses and pit-falls in human society. He introduced the Buddha Dhamma in order to enlighten, liberate and reform mankind to lead a meaningful life. His Teachings were clear and comprehensive. They covered the existence of a human being, from birth to the grave. Those who were unable to comprehend his teachings or were not prepared to accept his Teachings, would rate his Teachings as too idealistic and incapable of accomplishment. In spite of such assertions, his Teachings, if reduced to the simplest of terms, could be contained in just a few words: "DO GOOD, SHUN EVIL AND PURIFY THE MIND". These words were true during the Buddha's period. These words are just as true and applicable for the present and the future. If everyone does what is good for oneself and for others as well and completely shuns evil, that would affect others as well as oneself and the world would definitely be a better place to live in. Buddhist Teachings are designed to empower men and women to achieve fulfilment and satisfaction in this life through their own continued efforts and to boost them to create a social order conducive to the benefit and welfare of all mankind. It develops selfless moral codes, generosity, concern and a spirit of real discipline for the good and wellbeing of relations, friends and acquaintances.
Buddhists morality is based on freedom i.e. on individual development. It is therefore relative. In fact, there cannot be any goodness nor any ethical principle if there is compulsion or determination from an agent outside ourselves.
Swami Vivekananda
Swami Vivekananda is one of the well-known philosopher as well as educationist in the history of Indian teaching. His educational views and ideas have been influenced by his philosophy of life. Swami Vivekananda believed in the Vedanta philosophy which considers that the ultimate goal of human life is to attain 'Unity with the Creator'. He believed that God resides in every human heart'. So that, the best worship of God is service to mankind. According to Swami Vivekananda 'Education means that process by which character is formed, strength of mind is increased, and intellect is sharpened, as a result of which one can stand on one's own feet'. According to Swami Vivekananda, one idea stands out as the centre of all ethical system expressed in various forms, namely doing good to others. The guiding motive of mankind should be charity toward men charity toward all animals. Lessons and beliefs of Swami Vivekananda stressed on different facets of religion, youth, education, faith, character building as well as social issues relating to India. Swami Vivekananda emphasized to provide the public only positive education, because negative thoughts deteriorate men. Swami Vivekananda told, if young boys and girls are encouraged and are not unnecessarily criticized all the time, they are bound to improve in time.
Swami Vivekananda always thought that the development of a nation is not possible without real education. He opined that development of good personality in every human being is very essential in case of nation building. That's why, Swami Vivekananda emphasised on Man making education by which we can make a good citizen for our national development. According to Swami Vivekananda 'Man making means a harmonious development of the body, mind and soul'. According to him, Moral values are the standards of good and evil, right or wrong which govern an individual's behaviour and choices. Moral values are the rules and guidelines, the mores, which an individual or a group has about what is right or wrong, good or evil. Morality communicates of a system of behaviour in regards to standards of right or wrong behaviour. Moral values include some important characteristics:
1. Moral standards, with regard to behaviour.
2. Moral responsibility, referring to our conscience.
3. Moral identity or one who is capable of right or wrong action.
Vivekananda comprehended that mankind is passing through a disaster. The tremendous importance on the scientific and mechanical ways of life is fast reducing man to the status of a machine. Moral and religious values are being damaged. The fundamental ideologies of civilization are being overlooked. Conflicts of ideas, manners and habits are pervading the atmosphere. Disrespect for everything old is the fashion of the day. In this situation, Vivekananda explored the solutions of all these social and global troubles through education. Vivekananda stressed on such education through which moral values can be developed among the students so that they can conduct their life ethically. They can decide what is right or wrong; what is good or evil; what is justice or injustice. Vivekananda believed that if we can make a student as a good human being, the development of moral values within him is the prior task of education. According to him, ethics is the important aspect of personality. To accomplish such objectives, Vivekananda laid stress on religious education. Swami Vivekananda believed in the generous concept of religion. Essential elements of all religions are the same. No religion is inferior to other religion. Man should follow an attitude of respect for all religion. According to Vivekananda, love is the highest goal of religion. Man should imbibe love for all and hatred for none. Swami Vivekananda realized three things are necessary to make every man great and every nation great.
1. Conviction of the powers of goodness.
2. Absence of jealousy and suspicion.
3. Helping all who are trying to be and do well.
Swami Vivekananda advocated that it is significant to give up jealousy and self-importance and learn to work unitedly for others. He told, purity, patience and perseverance overcome all obstacles. He suggested to take courage and work on. Patience and steady work, according to Swami Vivekananda, this is the only way to get success.
In brief, Swami Vivekananda offered new direction to meaning and content in the thought of Political philosophy and, who stood firmly rooted in tradition in declaring that service of humans was service to God, that one should see Janardana, God, in Janata, the people. Swami Vivekananda reinforced the cause of egalitarianism and socialism and declared that it was the working class that would be the ruling class in the future.
Mahatma Gandhi
Mahatma Gandhi was eminent personality and known for his great ideologies all over the world. Mahatma Gandhi had immense sense of morality. Gandhi developed his life's work around two moral values. He realized that it was important to recognize the humanity of all people. He also felt that there is necessity to fight against injustice but to always do so in a way (non-violence) that protected everyone's human self-respect.
He wanted to empower the Indian nation by empowering its people. In his famous book Hind Swaraj, he interrogated Western civilization, which he felt was unspiritual. He disapproved British democracy. In his opinion, it was thoroughly commercial. Its elected leaders looked after their own self-interest. He called the British parliament a chattering shop. He wanted that Swaraj for India in which everyone would enjoy the glow of freedom. He did not want India to imitate the Western model of state and democracy. He did not want 'white men' to be substituted by 'dark men' while the British mechanisms of repression remained intact. He quoted the example of Italy: after independence, Mazzini was not happy because the independent Italy for which he had fought was not a democratic state; it had been captured by domestic vested interests. Gandhi had a desire that the state to be freed of its forced elements and sought to instil courage in the minds of people. In his concept of Swaraj, there was decentralization of power and India was to be a confederation of thousands of self-reliant and self-governing villages: innumerable circles of village republics. But these village republics were not to be hierarchically organized; instead they would be 'oceanically' organized. In the ocean, all waves maintain similar levels and none dominates over others; similarly, to prevent oppression, no system should be hierarchically organized. In the Gandhian idea of Swaraj, Ramrajya or the kingdom of God ought to be established first in our own souls, only then can it be established in our villages. Swadeshi, use of home produced materials in industry and the boycott of foreign goods was a means to attain Swaraj.
Primarily, Gandhi ji was concerned about the attitude of man through his conduct. He emphasized that each man should aspire for living together which is called a social living and should strive also to live for mutual benefit. The entire life of Gandhi ji was based on two principles that include truth and nonviolence. These were considered by several saints as greatest moral values (Ratana Dasa, 2005).
Kautilya
Kautilya was genius and prominent figure in the history. He was the minister in the kingdom of Chandragupta Muarya. He was considered as shrewdest minister of his time and had explained his view on state, war, social structure, diplomacy, ethics, politics and state craft in his book Arthashastra. He had strong opinion on each of the four dimension framework: war and peace, human right, international economic justice, and world order (Santosh Ajmera, Nanda Kishore Reddy, 2015). It is visualized that he was an epoch making personality. He nurtured the sense of nationalism and inculcated in the minds of people that they owed their basic allegiance to the Rajya and not to dharma (Chaturvedi, 2004). He highlighted the necessity of moral values in social and political life and administration (Sen, 2006).
Raja Ram Mohan Roy
Raja Ram Mohan Roy was an Indian religious, social, educational reformer and humanitarian, who challenged traditional Hindu culture and indicated the lines of progress for Indian societies under British rule. In modern times, Raja Rammohan Roy who has been called the 'father of modern India', injected fresh life into political thinking in the nineteenth century by attempting to bring together the democratic ideas of the modern West and the philosophy of Vedanta as preached in the Upanishads. The Raja had notions of establishing a modern democratic state in India and fought against many superstitious and evil practices that were prevalent in the nineteenth century. He had a very broad vision in sympathy with the known major religions of the world. He is regarded as one of the pioneers who ushered in the age of enlightenment in modern India. He supported the introduction of Western learning into Indian education system. So he promoted study of English, Science, Western Medicine and Technology in India.
Sarojini Naidu
Saroji Naidu also recognized by the sobriquet The Nightingale of India, was a child genius, Indian independence activist and poet. She was the first Indian woman to become the President of the Indian National Congress and the first woman to become the Governor of Uttar Pradesh state. She was a great patriot, politician, speaker and administrator of all the famous women of India. Her birthday is celebrated as WOMEN'S DAY. She got recognition as "BulBule Hind" for collection of her poems under the title 'Golden Threshold'.
During 1915-1918, she travelled across India, preaching on social welfare, women empowerment, liberation and nationalism. She was motivated by Jawaharlal Nehru and embarked on providing help and support for the indigo workers in Champaran who were being subjected to violence and tyranny. She played a vital role in awakening the women of India. She re-established their selfesteem and often said, "When there is oppression, the only self-respecting thing is to rise and say this shall cease today, because justice is my right".
With the institution of the Rowlatt Act in 1919, Sarojini joined the Non-Cooperation Movement organized and led by Mahatma Gandhi. In the same year, she was chosen the Home Rule League's ambassador to England. In 1924, she became a delegate to the East African Indian Congress. In 1925, Naidu was appointed as the President of the National Congress thus making her the first Indian woman to hold the post. With the Indian Independence in 1947, Sarojini Naidu was made the Governor of the Uttar Pradesh in the wake of her contribution to the movement.
To summarize, several moral thinkers and philosophers of ancient times to modern period provided intellectual arguments against the various ways of developing a virtuous character. Aristotle took his stand to debate that the actions contribute greatly to the way a character is. Earlier to that, he elucidated how individuals act the way they speak or behave. Confucius in Analects demonstrated the notion of how the environment acts upon the way the person interacts. Another prominent figure, Plato exemplified the soul as a lead to the characters desires and wants. Several modern thinkers of India such as Mahatma Gandhi has great contribution in developing ethical ideologies. | <urn:uuid:526f0eeb-107f-46cd-9d89-cbe0b5b182b5> | CC-MAIN-2021-49 | http://educatererindia.com/wp-content/uploads/2018/05/UNIT-86-%E2%80%93-UPSC-Contributions-of-Moral-Thinkers-and-Philosophers-from-India-and-World.pdf | 2021-11-30T06:38:22+00:00 | crawl-data/CC-MAIN-2021-49/segments/1637964358953.29/warc/CC-MAIN-20211130050047-20211130080047-00185.warc.gz | 19,856,289 | 17,508 | eng_Latn | eng_Latn | 0.998361 | eng_Latn | 0.998273 | [
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Year 9/10 Outdoor Education 2
Semester 2 Course Outline
In this unit, students will develop basic knowledge and skills and will experience a range of practical learning opportunities. Activities include – backcountry skiing, overnight camping, bushwalking, rope skills, and tree planting. Theoretical tasks will be paired with the practical so students can develop a holistic understanding and appreciation of the safety and environmental considerations which encompass activities in the outdoors.
Learning Outcomes
Students will be assessed on the following Learning Outcomes:
- 9/10.1086 - Applies and transfers movement concepts and strategies to new and challenging movement situations.
- 9/10.1088 - Works collaboratively to design and apply solutions to movement challenges.
Assessment Tasks
Students will be assessed on their participation and completion of classwork and assessment tasks.
*Due dates are an estimate only
Teacher: Angelica Pahina
Executive Teacher: Kay Paten | <urn:uuid:08038123-88fa-42b7-8d84-ad567af4f616> | CC-MAIN-2021-49 | https://www.mountstromlohs.act.edu.au/__data/assets/pdf_file/0007/521791/Year_9_10_Outdoor_Education_2_S2_2021.pdf | 2021-11-30T05:16:08+00:00 | crawl-data/CC-MAIN-2021-49/segments/1637964358953.29/warc/CC-MAIN-20211130050047-20211130080047-00187.warc.gz | 1,025,520,343 | 191 | eng_Latn | eng_Latn | 0.996313 | eng_Latn | 0.996313 | [
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19 th August 2019
Heart Awareness Month 2019: My Heart, Your Heart and the hearts of all South Africans
The Heart and Stroke Foundation South Africa (HSFSA) is embracing the World Heart Federation Theme My Heart Your Heart and going a mile further by extending the theme for South Africa to: My Heart Your Heart and Hearts of all South Africans.
Our theme and sub-themes for Heart Awareness Month is also aligned to the NCDs Alliance #Enough NCDs campaign which focuses on cardiovascular and other non-communicable disease prevention, health promotion, advocacy and related public health policies.
Shocking facts about cardiovascular disease [CVD] (heart disease and stroke)
CVD is the world's number one killer, claiming nearly 17, 7 million lives every year. Although the incidence of heart disease has steadily declined in highincome countries, the burden on middle and low-income countries has never been greater. In South Africa, the death rate for heart disease and stroke follows HIV and AIDS. In fact, of the 43% of all deaths in South Africa which is as a result of non-communicable diseases (NCDs), 18% is due to CVD.
In South Africa 1 in every 5 deaths are caused by CVD, totaling nearly 82 000 lives lost annually. Selected health behaviors are known to increase the risk for CVD. It is important to mitigate this risk by having better nutrition, increasing physical activity, reducing tobacco smoking and vaping and reducing excessive alcohol consumption. If one has a genetic predisposition for heart disease or stroke one's risk profile increases exponentially if you also engage in risky health behaviors and you have co-morbid conditions such as hypertension (high blood pressure), high levels of "bad" cholesterol, diabetes, obesity and so on.
What does the Heart and Stroke Foundation SA have planned for Heart Awareness Month leading up to World Heart Day?
During Heart Awareness Month (HAM) the HSFSA will be focusing on four core messages, dedicating a week to each message and reinforcing these messages during the fourth week. This year, the weekly messages are based on reducing poor health habits which increase our risk for heart disease such as tobacco smoking, lack of exercise and the use of excessive salt in our diets. There will also be a focus on hypertension, cholesterol, and sudden cardiac arrest.
Finally, we look forward to the culmination of Heart Awareness Month on World Heart Day, on 29 th September, when we will invite all media to cover various WHD activities around the country, including the lighting up in red of major landmarks.
Hypertension, a risk factor for heart disease
Hypertension, also described as the "silent killer" is related to 13% of all deaths globally and is prevalent in 1 in 3 adults in South Africa. Although this is a major risk factor for heart disease and stroke, 50% of individuals do not know that they are hypertensive. Excess salt intake is directly associated with raised blood pressure which may eventually lead to hypertension. Salt reduction is the simplest and most cost-effective way to help prevent circulatory health conditions. We will be highlighting 5 simple changes that help to achieve the global recommended limit of 5 grams of salt per person per day.
No tobacco smoking and no electronic smoking
We support the proposed ban on public use of electronic smoking devices, smoking tobacco or any other form of smoking increases your risk for having a heart attack #MyHeart #YourHeart
Cholesterol, a risk factor for heart disease
Cholesterol is a waxy substance found in your blood. Your body needscholesterol to build healthy cells, but high levels of cholesterol can develop fatty deposits and increase your risk of heart disease. It is important to know the difference between LDL (bad cholesterol) and HDL (good cholesterol) #MyHeart #YourHeart
Acute Coronary Syndrome (ACS)
Sudden cardiac arrest is the abrupt loss of heart function, breathing and consciousness, the condition usually results from an electrical disturbance in your heart that disrupts its pumping action, stopping blood flow to your body. Having automatic External Defibrillator (AED) and knowing how to use it can save your life.) #MyHeart #YourHeart
School's Health Promotion Initiative (SHPI)
The Schools Health Promotions Initiative focuses on educating primary school children on the importance of taking care of their hearts and brains from a young age by eating smart, breathing fresh air by avoiding tobacco smoke and being physically active. One of the main drivers will be to get children active. This will be highlighted by handing out free skipping ropes to the children and getting the HSFSA mascot, Hearty, to encourage them to use the skipping ropes daily.
The presentation delivered to the school children focuses on easy and effective ways to take care of your heart. Finally, the HSFSA will showcase a performance from a professional rope-skipper to captivate the learners with extraordinary tricks and skills using a mere skipping rope, thus making moving cooler and a more aspirational thing to do.
In addition to this, the staff at these selected schools in South Africa will have health risk assessments conducted by our health promotion officers and nursing practitioners to ensure that we have healthy school environments in all aspects.
Caring for adult hearts
Less than 50% of South Africa adults living with high blood pressure (hypertension) are unaware of their condition. The prevalence of hypertension is said to be around 45% among adults. Similarly, many people who are prediabetic and have raised cholesterol are unaware, and as a result do not improve their lifestyles nor gain access to medication. Blood pressure should be checked at least once annually for all adults, and blood glucose annually when overweight. Many people are unaware of the dangers of hypertension, prefer to postpone getting a medical check or, simply cannot afford to get tested.
Professor Pamela Naidoo, CEO of the HSFSA, urges all South Africans to have a Health Risk Assessment (which includes checking their blood pressure, blood glucose, cholesterol levels, iron levels and weight) done for free during heart awareness month at all Dis-chem Pharmacies. Prof Naidoo expresses her gratitude to Dis-chem Pharmacies for partnering with the HSFSA to raise awareness of CVD and to mobilize communities to know their diagnosis and get treatment when necessary.
Heart Awareness Campaigns with key stakeholders
Look out for exciting campaigns with some of our key stakeholders during Heart Awareness Month. Please visit our website, social pages and other media to learn more about our initiatives to prevent heart disease.
Making our way to My Heart, Your Heart
During Heart Awareness Month, the HSFSA will focus on lifestyle factors which have a major impact on one's risk for developing heart disease. The HSFSA, together with key staff at UCT's Faculty of Medicine and Health Sciences will be involved in activities aligned with the World Heart Federation mission and vision to bring to South Africa's attention that we can work together to reduce the burden of heart disease. We will light up iconic landmarks on World Heart Day (WHD) as we drive the global goal of reducing premature deaths from CVD by 25% by the year 2025.
Keep an eye out for our World Heart Day activities in Cape Town, Johannesburg, Durban, and Port Elizabeth! You are welcome to inquire about broadcasting from any one of the events we have lined up on World Heart Day!
For updates on our World Heart Day activities please on our website for regular updates www.heartfoundation.co.za or call 021-422 1586.
Ends
Interviews will be conducted with our CEO, Prof Pamela Naidoo, our dietitians, nutritionist, health promoters, and relevant experts. To co-ordinate and confirm interview dates you are welcome to contact the Public Relations and Communications Department on 021-422 1586 or email:
Naathirah Hendricks:
email@example.com
About the Heart and Stroke Foundation SA
The Heart and Stroke Foundation South Africa (HSFSA) plays a leading role in the fight against preventable heart disease and stroke, with the aim of seeing fewer people in South Africa suffer premature deaths and disabilities. The HSFSA, established in 1980 is a non-governmental, nonprofit organization which relies on external funding to sustain the work it carries out.
The HSFSA aims to reduce the cardiovascular disease (CVD) burden in South Africa and ultimately on the health care system of South Africa. Our mission is to empower people in South Africa to adopt healthy lifestyles, make healthy choices easier, seek appropriate care and encourage prevention.
For more information visit www.heartfoundation.co.za. You can also find us onwww.facebook.com/HeartStrokeSA and www.twitter.com/SAHeartStroke | <urn:uuid:0d9db989-fc6c-4e6d-977f-1469a770783b> | CC-MAIN-2021-49 | https://www.heartfoundation.co.za/wp-content/uploads/2019/08/HAm2019.pdf | 2021-11-30T05:29:35+00:00 | crawl-data/CC-MAIN-2021-49/segments/1637964358953.29/warc/CC-MAIN-20211130050047-20211130080047-00187.warc.gz | 916,661,239 | 1,790 | eng_Latn | eng_Latn | 0.993129 | eng_Latn | 0.995201 | [
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Birding at Glendalough State Park
The park's diverse habitat includes prairie, oak savannas, hardwood forest, lakes and wetlands that make it a popular birding destination. A staff favorite is to walk the Sunset Lake Trail, a prime destination for waterfowl and soaring hawks.
During migration, large numbers of warblers, vireos, flycatcher, thrushes and sparrows move through the park's woodland and prairie areas. Look for waterfowl, water birds and marsh birds along marshes and the chain of lakes.
Key
Occurrence
Sp- Spring (Mar—May)
- Fall (Aug—Nov)
F
S- Summer (Jun—Jul)
W- Winter (Dec—Feb)
Abundance
- Uncommon (Present, not certain to be seen)
C- Common (Present, relatively easy to find)
O- Occasional (Infrequent, may not return each year)
U
- Rare (Observed at least once, may not return)
R
Date: Enter the date you saw the bird.
Bird Identification Tips
When you observe a bird, make note of at least three characteristics.
Location: Where did you see the bird? (water, forest, feeder, lower branch, tree trunk, etc.)
Body size and shape: Compare to a known bird. (smaller than a...bigger than a...plump like a...slender like a...) Look at tail, legs and bill. (long, short, thick, thin, curved, straight)
Colors and markings: Look on wings, tail, back, belly, rump and head. (stripe above eye, white spot on tail, etc.)
Sounds and movements: How do they act and sound? (travel alone or in groups, in-flight wing position - soaring, flapping, flap and glide, etc.)
STATE PARK BIRDS
Sp S F W DATE
GEESE, SWANS, DUCKS
| Snow Goose Cackling Goose Canada Goose Trumpeter Swan Tundra Swan Wood Duck Blue-winged Teal Northern Shoveler Gadwall American Wigeon Mallard Northern Pintail Green-winged Teal Canvasback Redhead Ring-necked Duck Greater Scaup Lesser Scaup Bufflehead Common Goldeneye Hooded Merganser Common Merganser Red-breasted Merganser | U | C U C C U U C U U C O C U U | U | O C O O |
|---|---|---|---|---|
| | U | | U | |
| | C | | C | |
| | U | | C | |
| | U | | U | |
| | C | | C | |
| | C | | C | |
| | C | | C | |
| | U | | U | |
| | U | | U | |
| | C | | C | |
| | U | | U | |
| | U | | U | |
| | C | | C | |
| | C | | C | |
| | C | | C | |
| | U | | U | |
| | C | | C | |
| | C | | C | |
| | C | | C | |
| | U | | U | |
| | C | | C | |
| | U | | U | |
| PARTRIDGE, PHEASANTS, GROUSE, TURKEYS Ring-necked Pheasant C C C C Rufef d Grouse U U U U Wild Turkey U U U U | | | | |
| GREBES Pied-billed Grebe C C C R Horned Grebe O O Red-necked Grebe U U U Western Grebe U U | | | | |
| PIGEONS AND DOVES Rock Pigeon C C C C Mourning Dove C C C O | | | | |
STATE PARK BIRDS
Sp S F W DATE
CUCKOOS
| Yellow-billed Cuckoo Black-billed Cuckoo | U | U U | U |
|---|---|---|---|
| | U | | U |
| NIGHTJARS Common Nighthawk C C C | | | |
| SWIFTS Chimney Swift C C C | | | |
| HUMMINGBIRDS Ruby-throated Hummingbird C C C | | | |
| RAILS, GALLINULES, COOTS Virginia Rail U U U Sora C C C American Coot C C C | | | |
| | | | U |
| | | | C |
| | | | C |
| CRANES Sandhill Crane C U | | | |
| | | | U |
| PLOVERS Killdeer C C | | | |
| | | | C |
| SANDPIPERS AND ALLIES American Woodcock C C C Wilson's Snipe C C C Spotet d Sandpiper C C C Solitary Sandpiper U U | | | |
| GULLS, TERNS Bonaparte's Gull C O C Franklin's Gull C C Ring-billed Gull C C C Herring Gull U U U Caspian Tern U U Black Tern U U U Common Tern U U Forster's Tern C C U | | | |
| LOONS Common Loon C C C | | | |
| CORMORANTS Double-crested Cormorant C C C | | | |
STATE PARK BIRDS
PELICANS
American White Pelican
C U C
BITTERNS, HERONS, EGRETS, NIGHT-HERONS
American Bittern
O O
Least Bittern
Great Blue Heron
Great Egret
Green Heron
Black-crowned Night-heron
NEW WORLD VULTURES
Turkey Vulture
OSPREY
Osprey
KITES, HAWKS, EAGLES
Northern Harrier
Sharp-shinned Hawk
Cooper's Hawk
Bald Eagle
Red-shouldered Hawk
Broad-winged Hawk
Swainson's Hawk
Red-tailed Hawk
Rough-legged Hawk
TYPICAL OWLS
Great Horned Owl
Barred Owl
Short-eared Owl
Northern Saw-whet Owl
KINGFISHERS
Belted Kingfisher
WOODPECKERS
Red-headed Woodpecker
Red-bellied Woodpecker
Yellow-bellied Sapsucker
Downy Woodpecker
Hairy Woodpecker
Northern Flicker
Pileated Woodpecker
O
C
U
C
O
C
U
C
U
U
U
U
C
O
C
O
U
U
O
R
C
U
C
C
C
C
C
C
O
C
O
C
O
C
U
C
U
U
U
O
C
O
C
O
U
U
O
C
U
C
C
C
C
C
C
Sp S
C
U
C
C
U
C
U
U
U
C
O
C
U
U
C
U
C
C
C
C
C
C
F W
O
U
U
O
U
U
C
C
C
O
C
DATE
| American Kestrel Merlin Peregrine Falcon | C | C O | C | O |
|---|---|---|---|---|
| | U | | U | |
| | O | | O | |
STATE PARK BIRDS
CREEPERS
Brown Creeper
WRENS
House Wren
Winter Wren
Sedge Wren
Marsh Wren
GNATCATCHERS
Blue-gray Gnatcatcher
KINGLETS
Golden-crowned Kinglet
Ruby-crowned Kinglet
THRUSHES
Eastern Bluebird
Veery
Gray-cheeked Thrush
Swainson's Thrush
Hermit Thrush
American Robin
THRASHERS, MOCKINGBIRDS
Gray Catbird
Brown Thrasher
STARLINGS
European Starling
WAXWINGS
Bohemian Waxwing
Cedar Waxwing
OLD WORLD SPARROWS
House Sparrow
PIPITS
American Pipit
FINCHES
House Finch
Purple Finch
Common Redpoll
Hoary Redpoll
Red Crossbill
White-winged Crossbill
Sp
U
C
O
C
C
U
C
U
U
U
C
C
C
S
C
C
C
O
C
U
U
C
C
C
C
C
C
U
U
U
O
O
O
O
U
F
U
C
O
C
C
O
C
C
C
U
U
U
C
C
C
C
C
O
C
C
U
U
U
O
O
O
O
W
O
O
C
O
O
C
O
U
O
O
O
O
DATE
| STATE PARK BIRDS | Sp | S | F | W | DATE |
|---|---|---|---|---|---|
| Pine Siskin American Goldfinch | U | U C | U | U U | |
| | C | | C | | |
LONGSPURS, SNOW BUNTINGS
Laplund Longspur
U U U
Snow Bunting
TOWHEES, SPARROWS
Grasshopper Sparrow
Chipping Sparrow
Clay-colored Sparrow
Field Sparrow
Fox Sparrow
American Tree Sparrow
Dark-eyed Junco
White-crowned Sparrow
Harris's Sparrow
White-throated Sparrow
Vesper Sparrow
LeConte's Sparrow
Henslow's Sparrow
Savannah Sparrow
Song Sparrow
Lincoln's Sparrow
Swamp Sparrow
Eastern Towhee
BLACKBIRDS, ORIOLES
Yellow-headed Blackbird
Bobolink
Western Meadowlark
Orchard Oriole
Baltimore Oriole
Red-winged Blackbird
Brown-headed Cowbird
Rusty Blackbird
Brewer's Blackbird
Common Grackle
U
U
C
C
U
U
C
C
U
U
C
C
O
O
C
C
U
C
O
U
U
C
U
C
C
C
C
U
C
U
O
C
C
O
U
C
C
U
U
C
C
U
C
C
U
C
O
U
U
C
U
C
U
C
U
C
U
O
U
C
C
U
U
C
O
C
C
C
O
U
U
C
O
C
C
C
U
C
STATE PARK BIRDS
WARBLERS
Ovenbird
Northern Waterthrush
Golden-winged Warbler
Black-and-white Warbler
Tennessee Warbler
Orange-crowned Warbler
Nashville Warbler
Mourning Warbler
Common Yellowthroat
American Redstart
Cape May Warbler
Cerulean Warbler
Northern Parula
Magnolia Warbler
Bay-breasted Warbler
Blackburnian Warbler
Yellow Warbler
Chestnut-sided Warbler
Blackpoll Warbler
Palm Warbler
Yellow-rumped Warbler
Black-throated Green Warbler
Canada Warbler
Sp
C
U
U
C
C
U
C
O
C
C
U
O
O
U
O
U
C
C
U
C
C
U
U
Wilson's Warbler
U
F
C
U
U
C
C
U
C
O
C
C
U
O
U
O
U
C
C
U
C
C
U
U
U
TANAGERS, CARDINALS, GROSBEAKS
S
C
C
U
C
C
O
C
C
W DATE
Checklist created by Robert B. Janssen, Jerry Bonkoski and MNDNR. Data was gathered from MNDNR staff observations, public observations and Minnesota Ornithologist's Union records. Nomenclature and organization of checklist based off of the Check-list of North American Birds (7th edition) as currently supplemented.
Minnesota Department of Natural Resources, Parks and Trails, 500 Lafayette Road, St. Paul, MN 55155-4039.
Phone: 651-259-5600.
The Minnesota DNR prohibits discrimination in its programs and services based on race, color, creed, religion, national origin, sex, public assistance status, age, sexual orientation or disability. Persons with disabilities may request reasonable modifications to access or participate in DNR programs and services by contacting the DNR ADA Title II Coordinator at firstname.lastname@example.org or 651-259-5488. Discrimination inquiries should be sent to Minnesota DNR, 500 Lafayette Road, St. Paul, MN 55155-4049; or Office of Civil Rights, U.S. Department of the Interior, 1849 C. Street NW, Washington, D.C. 20240.
© 2019, State of Minnesota, DNRMinnesota State PArks and Trails logo
BIRD CHECKLIST
GLENDALOUGH STATE PARK | <urn:uuid:bb63bb34-45af-459f-adff-f704a200d6fd> | CC-MAIN-2021-49 | http://files.dnr.state.mn.us/destinations/state_parks/glendalough/bird_checklist.pdf | 2021-11-30T07:27:31+00:00 | crawl-data/CC-MAIN-2021-49/segments/1637964358953.29/warc/CC-MAIN-20211130050047-20211130080047-00186.warc.gz | 28,716,136 | 3,085 | eng_Latn | eng_Latn | 0.6187 | eng_Latn | 0.649773 | [
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LEARNING UNIT YEARS 1-4 OVERVIEW:
This unit explores the very early parts of our history as a nation. Stories of important ancestors, events and the journey they made from the Pacific to Aotearoa (New Zealand), to discover new homelands.
LEARNING OUTCOMES:
Students will:
* learn about the creation story of Ranginui and Papatūānuku, their children and how these elements connect to the story of Kupe
* learn about the significance of Kupe and his important place in New Zealand's history
* experience and engage in the richness of Māori culture through mihi whakatau (welcome ceremony)
* engage and follow tikanga (protocols), such as karakia (prayer), waiata (song), whaikorero (oratory customs) and pakiwaitara (storytelling)
* experience a live 4D theatre performance that brings alive our histories and demonstrates modern forms of music, dance, drama, and visual arts
* learn about the significance of certain places and events in Hokianga history through digital learning stations
CURRICULUM LINKS:
LEARNING ACTIVITIES:
Activate prior knowledge:
1) Complete a brainstorm of what is already known about the topic -Partner/group talk
2) Share pre-visit power-point with students
3) Watch learning clip Kupe – Voyaging by the Stars https://www.youtube.com/watch?v=cOuDbCklj7E&t=59s
4) Prepare questions to ask at Manea
Engage in experience:
Main features:
* Guided tour through series of carved pou (carvings) and waka which connect to the story of Kupe.
* Mihi whakatau, waiata, kōrero and other rituals and customs experienced through interaction with the descendants of Kupe
* Immersive 20-minute theatrical extravaganza presenting the great voyage of Kupe through live performance and powerfully crafted 4D technology (sight, sound, smell, touch)
* History learning through interactive digital storytelling
* Connections with the stunning Hokianga land and seascape and its people
Reflect:
Speaking and listening
Recall information about the trip to Manea Partner/Group talk
Workbook activities: (Templates in folder: Manea Workbook Year 1-4)
Te Reo Māori
- Learn about Ngā Tapuwae o Kupe – The Footprints of Kupe Pg 2
- Learn the Māori names for parts of a waka Pg 5
Social Sciences
- Recall the creation story told at the tomokanga (entrance way) Pg3
- Recall information from 4D Theatre Production - What do we know about Kupe? Pg 4
- Name the parts of the waka Pg 5
- What rākau are used to make waka? Pg 5
Science
- The Kuaka (Godwit)– identify key facts about this manu (bird) Pg 6
The Arts/Literacy
- Draw a picture about your trip to Manea Pg 7
- Write a story about it Pg 7
- Complete wordfind Pg 8
- Colour in the Hokianga picture Pg 9 | <urn:uuid:ebd67556-8117-4ab4-8eec-f688094b3fac> | CC-MAIN-2021-49 | https://explorehokianga.co.nz/wp-content/uploads/2021/09/Website-Unit-Overview-Manea-Year-1-4.pdf | 2021-11-30T05:15:32+00:00 | crawl-data/CC-MAIN-2021-49/segments/1637964358953.29/warc/CC-MAIN-20211130050047-20211130080047-00187.warc.gz | 329,468,546 | 677 | eng_Latn | eng_Latn | 0.954261 | eng_Latn | 0.960044 | [
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Achievements of 2018-19, 2019-20, 2020-21 (Till December, 2020)
Science Communication & Science Popularization
Year 2018-19
1. Sci-Connect Programme
A. Launch Programme
"Sci-Connect" is a program devised by the Vigyan Prasar especially for the children of North-Eastern States i.e. Assam, Mizoram, Nagaland, Tripura, Manipur, Sikkim, Meghalaya and Arunachal Pradesh. The main objective of the program is to sensitize the young children of upper primary and secondary level towards the science in day to day life. The children should practice method of science from childhood. Vigyan Prasar decided to devise the program with all Science and Technology Councils of North-Eastern States of India.
Sci-Connect 2018 project for all the NE states was launched at Agartala on April 10-11, 2018 by the Hon‟ble Minister for S,T & E of Tripura where Senior Scientists of Govt. of India and Resource Persons from all over the country participated along with officials of S&T Councils of NE states.
B. Final Programme
Final of Sci-Connect 2018 was organized on October 3-5, 2018 at Agartala. Top 3(three) students of 8(eight) NE States (in total 24 students) participated in the final of Sci-Connect 2018. Hon‟ble Minister for S, T & E of Tripura was present as Chief Guest during Valedictory & Prize Distribution programme. Principal Secretary & Director of S, T & E, Sr. Scientists of DST, Govt. of India, along with officials of TSCST were also present during the programme. Students of Assam, Mizoram and Tripura got the 1 ST , 2 ND & 3 RD positions during the Final among the other NE states.
2. Inter School Science Drama Competition
This event was organized at District (8 districts) and State level (1) among the School students of the State. More than 100 school science dramas have been performed during JulySeptember, 2018 throughout the State. The state level competition with 8 best teams of 8 districts organized by Council on September 18-19, 2018 at Muktadhar and Sukanta Academy, Auditorium of Agartala and it was inaugurated by Hon‟ble Minister for S, T & E of Tripura. Paharmura Class XII School participated in the NE Zonal Competition on October 26, 2018 at Guwahati and got the 2 nd position there and after that they participated in National Competition at New Delhi.
3. Children Science Congress
Tripura Science Forum in association with TSCST& School Education Deptt. organized this event in our state at Sub-division, District and State level. The best team of state level got chance to participate in National Level Children Science Congress.In 2018, Sub-division levels organized during May-July at all the subdivisions, District level during August-September and
Final organized on October 9-10, 2018. The best team of Tripura participated at National level on December 27-30, 2018 at Bhubaneswar, Orissa.
4. Junior Mathematical Olympiad (JMO)
Tripura State Council for Science & Technology (TSCST) is organizing Junior Mathematical Olympiad (JMO) for the students of class VIII jointly with Tripura Mathematical Society (TMS) every year since 2007. This year JMO organized on November 11, 2018 throughout the state. More than 4,000 students participated in this event this year.
5. National Mathematics Day
The National Mathematics Day-2018was observed on December 22, 2018 at Netaji Subhash Vidyaniketan, Agartala jointly with Tripura Mathematical Society to commemorate the life & works of Mathematics genius SrinivasaIyengar Ramanujan. National Mathematics Day also observed at all the Subdivisions also.
6. Memorial Lecture Programme on Prof. S. N. Bose
Memorial Lecture Programmes on "Life & Works of Prof. S.N. Bose" organized at Rabindra Satabarshiki Bhawan, Agartala on January 16, 2019 and at Bhagini Nibedita Girls‟ H. S. School, Udaipur on January 17, 2019 for the benefits of the students of our state. Dr. Abhijit Chakraborty of Burdwan University was present as keynote speaker. More than 1000 students participated in these two programmes.
7. Seminar on the occasion of "National Mathematics Day" at MBB College
"Mathematics for Life", a seminar on the occasion National Mathematics Day organised by Council in collaboration with MBB College on January 18, 2019 at Science Building of MBB College, Agartala. The seminar was inaugurated by the Hon‟ble Minister for S, T & E.
Prof. Gautam Basu, Vice Chancellor of MBB University was present as Key Note Speaker. Shri S. Singh, Special Secretary & Shri A. Das, Director of DST&E, Dr. S Rakshit, Principal of MBB College were present during the seminar. Large number of students and faculty members of MBB College attended the said seminar.
8. Solving Mass Hysteria case at Thalibari, Kathalia Block, Sonamura
On 30 th January, 2019 a whole tribal family at Thalibari village of Kathalia block in Sonamura started behaving abnormally. This created panic in the area. A team of science activists and officials led by Shri Ayan Kr Saha, Demonstrator visited the spot on 30 th January itself. After hours of successful counselling the abnormal behaviour of the 10-12 family members were normalized.
9. Workshop on Innovative Experiments on Physics for Classroom Teaching
Workshop on Innovative Experiments on Physics for Classroom Teaching organized on February 19-22, 2019 at Pragna Bhabhan (Hall-II), Agartala. The programme jointly organised by Tripura State Council for Science & Technology and Vigyan Prasar, DST, Govt. of India. More than 60 Physics teachers of different districts of Tripura participated in the event. The seminar was inaugurated by the Hon‟ble Minister for S, T & E of Tripura in presence of Secretary, DSTE and Director, DSTE. Scientists from Vigyan Prasar were present as Resource Persons.
10. Brainstorming Workshop on Kokborok Radio Serial on „Traditional Knowledge of Tripura‟:
Vigyan Prasar, Department of Science & Technology, Govt of India sanctioned a project on „Kokborok Radio Serial on „Traditional Knowledge of Tripura‟. The main aim of the project is to produce and broadcast 26 episodes of Kokborok Radio serial on „Traditional Knowledge of Tripura‟. As a part of the project activity, one Brainstorming Workshop was organised on February 20, 2019 at Pragna Bhawan, Hall No. 3, Gorkhabasti, Agartala to finalize the topics/sub-topics of the Kokborok Radio serial.
11. National Science Day (NSD)
Central programme of NSD-2019 held on Feb 28, 2019 at Auditorium of Sukanta Academy, Agartala, Tripura which is inaugurated by the Hon‟ble Minister of S, T & E of Tripura. Dr. Bidyut K Bhattacharyya was present as Key Note Speaker. As a part of the said programme an Exhibition was also organized where large number of students of Higher & Technical Education participated with their Exhibits. The theme for NSD-2019 was "Science for the People and People for Science".
12. Innovation Hub
Setting up of Innovation Hub completed at Sukanta Academy, Agartala. It pprovides facilities to nurture new ideas and help to develop inquisitive perspective in youths of today.
Facilities at the Innovation hubs
Discovery Hall
Innovation Resource Centre and Hall of Fame
Idea Lab
* Thod Phod Jod (Break & Remake) Corner
* Kabad Se Jugad (Build from scraps)
* Idea Box
Design Studio
Year 2019-20
13. Inter School Science Drama Competition
This event organized at District & State Level during the July-September jointly with Department of School Education, Govt. of Tripura. More than 150nos. of Science Drama performed during the competition. State level organized on September 16, 2019 at Sukanta Academy. Dharmanagar Govt. Girls‟ H.S. School got the first position and participated in the NE Zonal Science Drama Competition. They got the joint first position in the NE Zonal and also participated in the National Level Science Drama Competition.
14. Solving serial unknown fire incident case in Debipur, Belonia
During3 rd week of August, 2019 serial cases of fire incidents occurred in the house of Sri BiswajitBaidya of Debipur village, Belonia. The cause of the fire incidents was unknown to the family members. A team of science activists led by Shri Ayan Kr Saha, Demonstrator visited the place to inspect the matter. It was found that one family member was responsible for the fire incidents and there was nothing miraculous. No fire incident occurred after the visit.
15. Children Science Congress (CSC)
CSC organized jointly by Tripura Science Forum with TSCST and School Education Deptt. At Subdivision, District and State level. Sub-division & District level organized during JulySeptember, 2019. State level organized on October 19-21, 2019 on the theme "Science, Technology and Innovation for a Clean, Green and Healthy Nation".
16. Junior Mathematical Olympiad (JMO)
JMO organized on February 2, 2020 at all the Sub-divisions of Tripura for the Students of Class-VIII jointly by TSCST and Tripura Mathematical Society. More than 5000 nos. of Students participated in this event.
17. Special Science Communication Campaign against Superstition:
A project on „Special Science Communication Campaign at selected KGBV/Girl‟s Hostel, Ganganagar under Dhalai District in Tripura to eradicate superstition/misbelief‟ was untaken by Tripura State Council for Science & Technology under the funding support of Samagra Siksha Abhiyaan (SmSA), Department of School Education, Government of Tripura. As a part of the project activity one Brainstorming workshop was organised on August 27, 2019 at Ganganagar Community Hall to eradicate superstition/misbeilief.
18. College Science Forum: Till date, TSCST have formed 33 (thirty three) College Science Forums in the Institutes of Higher & Technical Education of Tripura.
19. „Meet the Scientist‟ programme on the theme „Evolution of Chemistry‟
Tripura State Council for Science & Technology in collaboration with Gomati District Science Forum organized Meet the Scientist Programme for scientific awareness of the students on February 7, 2020 at 12.30 PM at Town Hall, Udaipur, Gomati District. Prof. Gautam Basu, Eminent Scientist and popular science writer from Bose Institute, Kolkata delivered a lecture on the topic „Changing Face of Chemistry: From Alchemy to Modern Multidisciplinary
Science‟. Hon‟ble Deputy Chief Minister Shri Jishnu Dev Varma was present as Chief Guest in that programme. More than 500 students attended the programme.
20. Nature Activity Camp for Children to Understand the Dynamics of Nature
This event was organized on February 11-14, 2020 at SBS Youth Hostel, Agartala targeting School Students and Teachers of the State. This event was jointly organized by TSCST and VigyanPrasar, DST, GOI. The event was inaugurated by Shri Jishnu Dev Varma, Hon‟ble Deputy Chief Minister of Tripura. More than 60 school students and teachers participated in this camp.
As a follow-up this event a Hydroponics Garden is being developed at Sukanta Academy, Agartala.
21. National Science Day (NSD)
The theme selected by DST, Govt. of India for NSD-2020 is "Women in Science". Central programme on NSD 2020 was organized at Sukanata Academy, Agartala on February 28, 2020 jointly with Institution of Engineers. Dr.Shaon Raychaudhury, Associate Professor of Department of Microbiology, Tripura University was remain present as keynote speaker on the theme.
22. Student Project Programme
The 3 rd Student Project Programme was organized on March 4-5, 2020 at SBS Youth Hostel, Agartala, Tripura with the theme „Science & Technology for Sustainable Rural Development'. The main competitions were organized in 2(two) separate groups viz., Group: A - for Undergraduate/Diploma Students & other categories of students of Technical Institutes and Group: B for Post Graduate Students. In the technical sessions projects were presented followed by question answer sessions. Great enthusiasm was seen among the students during the whole programme. In total 19 Institutes of Higher & Technical Educations of Tripura participated in the said programme. Out of all the projects 9 (nine) best projects were awarded during the valedictory session of the programme.
23. Awareness Generation about communicable diseases through Puppet Show in rural areas of Gomati District in collaboration with Gomati District Science Forum:
Puppet Show in Kokborok language on superstition & misbelief and awareness on Malaria & Diarrhoea was organized at 12 places of Gomati district in the month of March 2020. The decorated mobile van was flagged off by Shri Swapan Adhikari, Sabhadhipati Gomati Zilla Parishad on 4 th March, 2020. The programme got massive response from rural people.
Year 2020-21 (till December, 2020)
24. 10 TH National Science Film Festival of India (NSFFI)
This event was organized jointly by Vigyan Prasar, DST, GOI and TSCST on November 24-27, 2020 through online platform. The event was inaugurated by Shri Jishnu Dev Varma, Hon‟ble Deputy Chief Minister of Tripura. More than 300 Science films have been submitted for this event out of which 116 nos. films have been nominated for the event. Earlier the event was scheduled to be held on March 18-22, 2020 at Agartala, but it was postponed due to COVID-19 worldwide pandemic.
25. National Webinar on National Mathematics Day-2020
National webinar on "National Mathematics Day" organized on December 22, 2020 on the occasion of 133 rd birth anniversary of great mathematician Srinivas Ramanujan. The said webinar was organized jointly by Tripura Mathematical Society and TSCST through Google meet online platform.
26. Innovation Hub
Recruitment of manpower of Chief Mentor and Mentors has been completed for Innovation Hub. This will be inaugurated and made open to students & common masses shortly.
27. Udaipur Science Centre
The Udaipur Science Centre has been set up by the National Council of Science Museums, Ministry of Culture, Govt. of India with a total cost of Rs.6 crore. Udaipur Science Centre having a built-up area of approx. 1840 sq.mt. including following facilities –
Fun science gallery
Thematic gallery on Traditional Knowledge of Tripura
Activity corner for Science demonstration lecture
Inflatable dome planetarium
Science park with 30 exhibits
Auditorium
All works including setting up of exhibits at Udaipur Science Centre has been completed. It will be inaugurated soon. | <urn:uuid:bcaf4722-53fa-43b4-b5c1-fe766c494139> | CC-MAIN-2021-49 | https://tscst.nic.in/sites/default/files/recent/Science%20Communication.pdf | 2021-11-30T06:47:10+00:00 | crawl-data/CC-MAIN-2021-49/segments/1637964358953.29/warc/CC-MAIN-20211130050047-20211130080047-00187.warc.gz | 673,754,836 | 3,391 | eng_Latn | eng_Latn | 0.974376 | eng_Latn | 0.977689 | [
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Moderate to Vigorous Physical Activity
FACT SHEET
Moderate to Vigorous Physical Activity (MVPA) is a term found throughout the Manitoba K–12 Physical Education curriculum outcomes. The term represents an intensity level of physical activity required to meet health and fitness outcomes. Moving or exercising at an MVPA intensity level can help someone achieve significant health and fitness benefits. More specifically, moving or exercising at the moderate level contributes to greater health benefits with some fitness improvements, while moving or exercising at a vigorous level improves health components with greater improvements to physical fitness. This document, and accompanying poster with methodology sheet, will help physical education teachers and students understand MVPA, and learn simple methods to measure MVPA for the purposes of the Manitoba K–12 Physical Education/Health Education curriculum.
What Is Moderate to Vigorous Physical Activity (MVPA)?
The Importance of MVPA
Physical activity intensity corresponds to how hard a person works to complete a task and is generally separated in categories of light, moderate, and vigorous. It is individualized in that each person will respond differently to exercise depending on factors such as current fitness level, age, ability, and experience. To reach a specific intensity level, a person would have to perform the activity at an intensity level where heart rate and breathing levels increase for a minimum duration of 10 minutes allowing for a 1- to 2-minute interruption iv .
Student benefits of MVPA include, but are not limited to, the following v :
■ Increases physical fitness outcomes such as cardiovascular fitness, muscular development, and obesity prevention
■ Improves health with lower risk of chronic cardiovascular, pulmonary, and musculoskeletal diseases; cancers; and diabetes
The Canadian 24-Hour Movement Guidelines for Children and Youth (ages 5–17)—June 2016 outlines the amount and intensity of physical activity and sleep, as well as the limits to sedentary time for children and youth aged 5 to 17 within a 24-hour period. According to these guidelines, a healthy 24hour day should include the accumulation of at least 60 minutes of moderate physical activity (MPA) and vigorous physical activity (VPA). Vigorous physical activities and muscle and bone strengthening activities should each be incorporated at least three days per week. Several hours of a variety of structured and unstructured light physical activities should be included daily. i
■ Enhances mental health by reducing anxiety and stress, while improving self-esteem and mood
■ Improves academic performance, cognitive function, school attendance, and positive classroom behaviour
■ Provides more opportunities to meet other physical education goals such as motor development, increased fitness, skill enhancement, and positive social interactions
For more information about the importance of MVPA, please refer to the Mike Evans video titled The Importance of Intensity in Physical Activity (video, 4 Oct, 2016), available in English and French.
The Canadian Society of Exercise Physiologists (CSEP) defines MPA and VPA as follows:
■ Moderate Physical Activity (MPA) is intense enough to cause breathing and heart rate to increase. During MPA a person can hear themselves breathe and talk but won't be able to sing. ii
■ Vigorous Physical Activity (VPA) causes breathing and heart rate to increase to a higher level where it would be difficult to talk. During VPA a person's heart rate increases substantially and they cannot say more than a few words without pausing for a breath. iii
Determining MVPA for the Purpose of the K–12 Manitoba Physical Education Curriculum
The Manitoba Physical Education and Health curriculum has identified specific learning outcomes (SLOs) where students are required to demonstrate an understanding of MVPA and calculate physical activity intensity levels.
There are several simple methods of determining exercise intensity levels. Selecting the appropriate method will depend on the age, experience, and fitness level of the individual student.
For an outline of measurements corresponding to each of these methods, refer to the Assessing Intensity of Physical Activities poster.
1. Talk Test
This is a subjective method that uses a general understanding of a person's breathing pattern.
2. The Borg Scale for Rating Perceived Exertion
There is a high correlation between perceived exertion and breathing rate. The Borg scale for rating perceived exertion (RPE) is an evidence-based tool which uses a scale (between 6 and 20) to determine a subjective rating of exertion experienced during physical activity. The scaled values of 6 and 20 are used because they represent the resting heart rate (about 60 beats per minute) and maximal heart rate (about 200 beats per minute) of a healthy young adult. The value of 6 would imply sitting at rest, while 20 would equate to the ability to perform all out maximal exercise for a few seconds.
3. Measured Heart Rate/Percentage of Heart Rate Reserve (% of HRR or Karvonen Method)
Heart rate reserve is the difference between maximum heart rate and resting heart rate. The % of HRR or Karvonen Method is used to assess physical activity intensity by calculating the heart rate at a given percentage of training intensity. In other words, the Karvonen formula is used to determine an individual's target heart rate training zone.
i https://csepguidelines.ca/children-and-youth-5-17/
iii https://www.csep.ca/en/guidelines/glossary-2017
ii https://www.csep.ca/en/guidelines/glossary-2017
iv
v https://www.csba.org/GovernanceAndPolicyResources/DistrictPolicyServices/~/ media/CSBA/Files/GovernanceResources/PolicyNews_Briefs/StudentHealth/ PhysEd_Actviity/2009_11_FactSheet_ModerateToVigorous.ashx
https://www.ahajournals.org/doi/pdf/10.1161/JAHA.117.007678 https://www.ncbi.nlm.nih.gov/pubmed/29567764 https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4455886/
MVPA Considerations for Teachers and Students
■ It is not the type of activity that determines MVPA but how the activity is performed. Many types of physical activity can be categorized as MVPA depending on how hard an individual works, including daily chores, sports, and related activities.
■ A physical activity plan should focus on activities that are enjoyable. People stay active mostly for fun and friendship.
■ Intensity is the primary factor that differentiates a light, moderate, or vigorous activity level. To obtain fitness and health benefits, individuals will need to perform activities that increase heart rate and breathing for a prescribed amount of time.
■ A physical activity plan should be tailored to a student's fitness level and ability. Consider selecting an assessment reporting method that fits the student's fitness level and current ability. A person with low fitness levels might see more benefit from using the talk test as opposed to measured heart rate.
Additional Resources
■ Canadian Society for Exercise Physiology (CSEP). Canadian 24-Hour Movement Guidelines: An Integration of Physical Activity, Sedentary Behaviour, and Sleep. http://csepguidelines.ca/
■ Canadian Society for Exercise Physiology (CSEP). Canadian 24-Hour Movement Guidelines for Children and Youth (Ages 5–17 Years): An Integration of Physical Activity, Sedentary Behaviour, and Sleep.
https://csepguidelines.ca/children-and-youth-5-17/
■ Dr. Mike Evans. Increasing Your Productivity with Exercise
(video, 4 Oct. 2016) https://www.youtube.com/watch?v=SG7n2QiaMB8 (English) https://www.youtube.com/watch?v=nJhOutMElWY (French)
■ Physiotutors, The Karvonen Formula for Target Heart Rate Calculation (20 Dec. 2016)
https://www.youtube.com/watch?v=UzRZDDMoD_M
■ Calculating Target HR Via the Karvonen Method (23 Apr. 2017)
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Healthy eating - put SPRING back in your step
We're jumping for joy! It's spring – and time to shed those winter grams that have been piling on. Out with the warm comfort foods and in with the fresh, crisp flavours our taste buds have been crying out for. Today we look at recipes that celebrate spring.
It's time to talk healthy eating – which can be a bit of a sore topic for some. To us, healthy eating is far from depriving yourself of delicious food, but rather, it's about feeling great – inside and out! Healthy and nutritious foods can stabilise your mood, increase your energy levels, and of course – improve your health. So instead of focusing on counting calories, think of your food intake in terms of colour, variety and freshness and avoid processed foods. How do you start your day off without a big carbo-load fry-up? With this double yum berry smoothie, of course!
Double yum berry smoothie
* 1/2 cup blackberries and raspberries
* 5 medium strawberries
* 1 cup crushed ice
* 175 ml non-fat greek yogurt
Combine, blitz and serve with a straw! What makes this smoothie one of our go-to spring favourites, is that it's not only low in calories, rich in vitamin C and loaded with cancer preventing flavourants and phytochemicals, it also keeps well in the freezer for a tasty frozen berry treat! Even the kids will love this one.
Meal planning
When planning your next meal, try not to think of certain foods as being 'off-limits' but focus on reducing your portion size instead. As a rule of thumb, when you're serving meat, fish, or chicken, the portion size should be about the size of a deck of cards. For mashed potato, rice or pasta, make sure that the portion size is about the size of a traditional light bulb and that half of your plate is filled with colourful veggies. If you still feel a bit peckish after your meal, rather nibble on some juicy fruit to combat your sweet tooth.
To make life a little easier, plan your next meal ahead of time and make sure you have a well-stocked supply of clean foods to avoid unhealthy snacking. Did you know that saturated fats, especially found in red and processed meat boosts bad cholesterol? Try limit your intake of these bad fats by opting for lean meats, skinless poultry and non-fat or low-fat dairy products.
From healthy eating to healthy living, here's our top recipe for creating a nourishing avocado face mask. Avo is an amazing source of iron, potassium, calcium, magnesium and vitamins, and when applied to the skin, a source of deep hydration and elasticity. So let's get mashing! Mash 1 avo to a pulp and mixed with1 tbsp honey, apply to the skin and let the natural goodness seep in for 10-15 minutes. Rinse with lukewarm water, pat dry with a soft towel. The result: beautifully, glowing skin.
Visit our Dieticians at KPMG on Tuesdays and Wednesdays for your own health and diet assessment. Let us help you put the spring back in your step!
Healthy eating is centred around clean and sound nutrition. It's all about making healthier choices without depriving yourself from essential nutrients, while keeping portion size in mind. Think, eat, live healthy!
@Health Dieticians
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Science
What things would you need to survive if you ended up on a desert island? Make a list of what you would take in your rucksack for survival.
Art
Pick one of your favourite animals and sketch it. You can use paint, pencils, shading etc..
History
Find out about a famous person from the past e.g. Christopher Columbus, Rosa Parks, Florence Nightingale.
Create a poster or a fact file about them which includes all of your interesting facts!
Geography
Make a travel brochure for a place you would like to visit. Try and persuade someone to visit by saying what it is like e.g. weather, landscape and places to visit.
PSHE
Think of different feelings. How do our bodies show each of these feelings? When have you felt these ways? Can you create a feelings poster to show what you know?
PSHE
Write an advert/design a poster for a friend. What would you like your friend to be like? What qualities do you want them to have? What do you have to offer?
Design Technology
Use junk modelling materials (e.g. shoeboxes, cereal boxes) to design and make a method of transport e.g.
aeroplane, boat
Geography
Choose a country to research e.g. Egypt. Use the internet or books to research and create a fact file with key information on it. Draw and colour their flag.
History
Find out about holidays in the past. What are the similarities and differences between your holidays now? Make a list of what is the same and what is different.
Citizenship
Find out about 'Fair Trade'. What is it? Why do we have it?
Science
Go on a minibeast hunt in your garden. Research the bug that you find and design a poster about its habitat, what it eats and other key facts!
Art
Create a seaside picture. Think carefully about what would be at the beach. Research existing art work relating to the seaside before you create your own! | <urn:uuid:ac46f77f-0a85-441f-a87f-cb6869acb205> | CC-MAIN-2021-49 | https://www.st-annes-pri.durham.sch.uk/wp-content/uploads/sites/200/2020/06/Homework-Grid.pdf | 2021-11-30T06:23:06+00:00 | crawl-data/CC-MAIN-2021-49/segments/1637964358953.29/warc/CC-MAIN-20211130050047-20211130080047-00188.warc.gz | 1,100,421,834 | 418 | eng_Latn | eng_Latn | 0.998728 | eng_Latn | 0.998728 | [
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…information for practitioners on stress in children and how to measure it.
Publication #2010-22
October 2010
ASSESSING STRESS IN CHILDREN AND YOUTH: A GUIDE FOR OUTOF-SCHOOL TIME PROGRAM PRACTITIONERS
Mary Terzian, Ph.D., M.S.W., Kristin A. Moore, Ph.D., and Hoan N. Nguyen
OVERVIEW
Stress is unavoidable and can occur in all facets of life. At some level, stress can be seen as a natural part of development and of adaptation to a changing environment. Yet the implications of stress for children and youth can be far-reaching, depending on its level and persistence. Stress that is prolonged and managed poorly can result in negative physical, mental, and cognitive outcomes for children and youth. 1 Experiencing high levels of stress or chronic stress can undermine physical health, for example, by increasing the likelihood of a weakened immune system, heart disease, obesity, and diabetes. 2 Other negative outcomes include anxiety, depression, poor memory and language skills, and lower academic achievement. 3,4 Biological or genetic factors can increase one's vulnerability to stress, as can social and environmental factors. For example, although stress can be problematic for children and youth of all socioeconomic backgrounds, children and youth from high-conflict families and those who live in high-crime, low-resource neighborhoods may be even more likely to experience chronic and/or high levels of stress. 5 To minimize the risk for negative health and behavioral development, it is important for families, schools, and program providers to be able to recognize and help children cope with stress. Child Trends produced this brief to assist program providers in these efforts. For programs seeking to reduce stress in children and youth, we also provide information about two wellvalidated measures of stress.
WHAT IS STRESS?
Stress results from the tension between an individual's reaction to difficulties or challenges and his or her ability to handle and resolve the stressful situation. How people cope with stress depends on the resources that are available to them and whether they have the skills to utilize these resources. The term stressor relates to a challenging occurrence that may produce stress.
Acute stress reflects short-lived stress or ―eventful‖ experiences that occur once or multiple times. For example, acute stress can result from relocating to a new town or having a serious disagreement with a parent. 6 Whether these experiences result in negative or positive impacts on health and development depends on how one perceives and copes with the stressful experience. Acute stress that results from an unforeseen external event or significant life changes (such as a death of a parent, changing homes or schools, or being in a car accident) can be particularly upsetting because the individual experiencing this stress does not have control over the event, and many such events are very serious.
Chronic stress is an ongoing form of stress that occurs as a part of one's daily life and that continually taxes one's physical and mental resources. Types of chronic stressors that children and youth experience include frequent parental arguments, chronic illness, neighborhood crime, caregiving for a parent or sibling, and trying to adapt to another culture.
SIGNS OF STRESS
When a child or adolescent is experiencing difficulties coping with stress, he or she is likely to show changes in mood, behavior, and/or physical appearance. Physical changes include muscle tension, headache, stomachache, trouble sleeping, trouble eating, and lack of energy. Emotional changes include nervousness, anxiety, loss of enthusiasm about things he or she used to enjoy, anger or hostility towards peers, shyness or withdrawal, and feelings of helplessness and hopelessness. Behavioral changes include poor eating habits and excessive weight gain/loss over a short period of time. 7 Being able to recognize the signs of stress is an important skill for practitioners working with children and youth.
WHO IS MOST VULNERABLE TO STRESS?
Children and youth who have one or more of the following characteristics may be particularly vulnerable to stress. 8, 9
[x] Lack of economic resources;
[x] A tendency to blame negative events on themselves;
[x] Lack sufficient amounts of sleep, food, nutrition, or exercise;
[x] Prior history of psychological or behavioral disorder (such as attachment-related problems or anxiety), or a low tolerance for stress;
[x] Lack of social support (from peers or parents);
[x] Multiple co-occurring stressors; for example, living in a family environment with high conflict and in a neighborhood with high crime; or
[x] Residence in a socially isolated neighborhood.
Identifying individuals who have an increased vulnerability to stress is a useful first step when targeting services seeking to prevent physical and mental health problems among disadvantaged populations. While some risk factors may be known, others—such as sleeping and eating habits—may require screening or assessment.
WHAT SHOULD YOU DO IF YOU THINK A CHILD OR TEEN IN YOUR PROGRAM IS EXPERIENCING DIFFICULTY WITH STRESS?
[x] Provide or increase access to social support. Social support (in the form of emotional support, advice, assistance, and guidance) can reduce stress and improve coping skills. 10 Program providers can offer this support, as well as involve parents, peers, teachers, or other caring adults in the community in providing needed support. Mentoring relationships (characterized by sustained support, guidance, concern, and encouragement) have been found to promote positive social development 11 and have been associated with improved attitudes toward school and more positive relationships with parents and friends. 12
[x] Teach breathing and relaxation techniques. Breathing and relaxation techniques, such as deep breathing, yoga, and physical exercises, produce physiological changes (a slower heart rate and more relaxed muscles) that can help people to cope more easily with stress. 13 They can also help to increase energy and focus, fight illness, and relieve aches and pains. 14
[x] Encourage involvement in sports and other extra-curricular activities. Involving youth in positive pastimes, such as music and drama, arts and crafts, and religious activities, can help buffer stress or negative situations experienced in daily life, and aid in positive youth development. 15
[x] Consult clinical resources for additional guidance. One useful resource for clinicians is the Behavioral Health Toolkit (http://ahwg.net/resources/FINAL%20BH%20Toolkit.pdf), which includes activities and handouts for teens.
ASSESSING STRESS AMONG ADOLESCENTS
Numerous measures of stress have been developed; some focus on daily hassles and life events, while others, more recently, focus on chronic stress and exposure to community violence. Below, we highlight two well-validated scales used to measure stress among adolescents. The first is the Perceived Stress Scale (PSS), 16,17 a self-report scale designed to measure the perception of stress. The second is the Coddington's Life Events Scale for Adolescents (CLES-A), 18 which assesses positive and negative life events that are relevant to adolescents. These scales are intended to be used in screening for risk or for research purposes; they are not for clinical or diagnostic use.
Perceived Stress Scale – 10 item version (PSS-10) i
Available in at least five languages, this self-report scale measures the degree to which one experiences psychological stress. Items were designed to assess feelings of being overwhelmed and being unable to control or predict events in one's life. This scale may be administered to high school students and adults who have at least a junior high school education.
Instructions: The questions in this scale ask you about your feelings and thoughts during the last month. In each case, you will be asked to indicate by circling how often you felt or thought a certain way. (Response values: 0=never, 1=almost never, 2=sometimes, 3=fairly often; 4=very often).
In the last month, how often have you:
1) Been upset because of something that happened unexpectedly?
2) Felt that you were unable to control the important things in your life?
3) Felt nervous and ―stressed‖?
4) Felt confident about your ability to handle your personal problems?
5) Felt that things were going your way?
6) Found that you could not cope with all the things that you had to do?
7) Been able to control irritations in your life?
8) Felt that you were on top of things?
9) Been angered because of things that were outside of your control?
10) Felt difficulties were piling up so high that you could not overcome them?
To score this measure, reverse the scores for the positively stated items (items 4, 5, 7, and 8), such that a score of 4 will become a score of 0, a score of 3 will become a score of 1, and so on.
i A four-item version of this scale (PSS-4), which includes questions 2, 4, 5, and 10, has been tested as well. Questions 2 and 10 have also been used to assess stress as part of a baseline questionnaire that Child Trends helped to develop for a large-scale evaluation.
Next, sum the reverse-scored items with the remaining 6 items. Scores range from 0 to 40. This scale has no diagnostic cut-offs. Higher scores correspond to a higher level of perceived stress.
Coddington's Life Events Scale for Adolescents (CLES-A)
Recently adapted into Spanish, 19 the Coddington Life Events Scale (CLES) measures the experience of certain life stressors in the past year. Developed for adolescents aged 13 to 19, the CLES-A asks respondents to rate the number of times a stressor occurred in the past year and how long ago (in the last 3 months, in the last 4 to 6 months, in the last 7 to 9 months, or in the last 9 to12 months). The full scale consists of 50 items. Two other versions of this scale – one for parents (30 items) and one for children aged six to 12 (36 items) – are also available. The instrument is typically administered by a professional with advanced training in psychological assessment, but it can also be administered by a trained paraprofessional. Below are some examples of the negative life events included in the scale.
To administer and score this scale properly, a package of questionnaire materials with scoring instructions (available for purchase online) must be consulted. ii Scoring methods weight more recent events and more frequent events more heavily than less recent and less stressful events.
ADDITIONAL MEASURES
Child Stress Disorders Checklist, a free checklist for parents of children aged two to 18. Reference: Saxe, G., Chawla, N., Stoddard, F., Kassam-Adams, N., Courtney, D., Cunningham, K., Lopez, C., Sheridan, R., King, D., & Kind, L. (2003). Child stress disorders checklist: A measure of ASD and PTSD in children. Journal of the American Academy of Child & Adolescent Psychiatry, 42(8), 972-978. For online access, go to http://www.nctsnet.org/nctsn_assets/acp/hospital/CSDC.pdf.
HELPFUL RESOURCES
The Measures Review Database, a database of assessment tools developed by The National Center for Traumatic Stress Network. This database allows users to search a list of measures related to traumatic stress and many other domains. It notes the cost of the
ii This questionnaire can be ordered online at Multi-Health Systems (MHS) Psychological Assessments and Services, by going to http://www.mhs.com.
measure and where to obtain it, and provides other useful information. For online access, go to http://www.nctsnet.org/nccts/SearchMeasures.do.
Medline Plus, published online by The National Institutes of Health. For online access, go to http://www.nlm.nih.gov/medlineplus/stress.html.
Building Resilience in Children and Teens: Giving Your Child Roots and Wings, published by the American Academy of Pediatrics. This resource offers a 10-point guide for managing stress. It includes an online form that teens can use to help them manage their own stress. For online access, go to http://www.aap.org/stress/buildres1-A.cfm.
[x] A meta-analysis: Kraag, G., Zeegers, M. P., Kok, G., Hosman, C., & Abu-Saad, H. H. (2006). School programs targeting stress management in children and adolescents: A meta-analysis. Journal of School Psychology, 44, 449-472. For online access, go to http://www.realtutoring.com/phd/metaanalisysSchools.pdf.
ACKNOWLEDGEMENTS
The authors would like to thank Dr. Susan Gore, Ph.D., of the University of MassachusettsBoston for her careful review and helpful comments on this research brief.
Editor: Harriet J. Scarupa
REFERENCES
1 Steinberg, L. (2005). Adolescence (7th ed.). New York, NY: McGraw-Hill.
Rosmond, R. (2005). Role of the pathogenesis of the metabolic syndrome.
2
3 Farah, M., Nobel, K., & Hurt, H. (2007). The developing adolescent brain in socioeconomic context. In D. Romer (Ed.), Adolescent psychology and the developing brain: Integrating brain and prevention science (pp. 373-387). New York, NY: Oxford University Press.
Psychoneuroendocrinology, 30(1), 1-10.
4 Evans, G.W., & Schamberg, M.A. (2009). Childhood poverty, chronic stress, and adult working memory. Proceedings of the National Academy of Sciences, 106, 6545-6549.
6 Newcomb, M. D., Huba, G. J., & Bentler, P. M. (1981). A multidimensional assessment of stressful life events among adolescents: Derivation and correlates. Journal of Health and Social Behavior, 22, 400-415.
5 Gershoff, E.T., Aber, J.L. & Raver, D.C. (2003). Child poverty in the U.S.: An evidence-based conceptual framework for programs and policies. In R.M. Lerner, F. Jacobs, & D. Wertlieb (Eds.), Handbook of Applied Developmental Science, Vol. 2 (pp. 81-136). Thousand Oaks, CA: Sage Publications.
7 Romer, G. (1993). Assessing stress in children: A literature review. Presentation at the 1993 Mid-South Educational Research Association Conference, (pp1-17). New Orleans, LA.
9 Gershoff, E., Aber, J., & Raver, C. (2003).
8 Thoresen, C.E., & Eagleston, J.R. (1983). Chronic stress in children and adolescents. Theory Into Practice, 22, 4856.
10 Hair, E., Jager, J., & Garrett, S. (2002, July). Helping teens develop healthy social skills and relationships: What the research shows abut navigating adolescence (Research Brief). Washington, DC: Child Trends.
12 Jekielek, S., Moore, K., Hair, E., & Scarupa, H. (2002, February). Mentoring: A promising strategy for youth development (Research Brief). Washington, DC: Child Trends.
11 Rhodes, J., Grossman, J., & Roffman, J. (2002).The rhetoric and reality of youth mentoring. New Directions for Youth Development, 93, 9-20.
13 HelpGuide: A trusted non-profit resource. (2009). Stress relief: Relaxation practices that reduce stress.
15 Zarrett, N., & Lerner, R. (2008, February). Ways to promote the positive development of children and youth (Research-to-Results Brief). Washington, DC: Child Trends.
14 Christensen, J., Fatchett, D. (2002). Promoting parental use of distraction and relaxation in pediatric oncology patients during invasive procedures. Journal of Pediatric Oncology Nursing: Official Journal of the Association of Pediatric Oncology Nurses, 19(4), 127-132.
16 Cohen, S., & Williamson, G. (1988). Perceived stress in a probability sample of the United States. In S. Spacapan & S. Oskamp (Eds.), The social psychology of health: Claremont Symposium on applied social psychology. Newbury Park, CA: Sage.
18 Coddington, R. D. (1972). The significance of life events as etiologic factors in the diseases of children: I – A survey of professional workers. Journal of Psychosomatic Research, 16, 7-13.
17 Cohen, S., Kamarck, T., & Mermelstein, R. (1983). A global measure of perceived stress. Journal of Health and Social Behavior, 24, 385-396.
19 Villalonga-Olives, E., Valderas, J. M., Palacio-Vieira, J., Herdman, M., Rajmil, L., & Alonso, J. (2008). The adaptation into Spanish of the Coddington Life Events Scale (CLES). Quality of Life Research, 17, 447-452.
SPONSORED BY: The Atlantic Philanthropies © 2010 Child Trends. May be reprinted with citation. 4301 Connecticut Ave, NW, Suite 350, Washington, DC 20008, www.childtrends.org
Child Trends is a nonprofit, nonpartisan research center that studies children at all stages of development. Our mission is to improve outcomes for children by providing research, data, and analysis to the people and institutions whose decisions and actions affect children. For additional information on Child Trends, including publications available to download, visit our Web site at www.childtrends.org. For the latest information on more than 100 key indicators of child and youth well-being, visit the Child Trends DataBank at www.childtrendsdatabank.org. For summaries of more than 440 experimental evaluations of social interventions for children, visit www.childtrends.org/LINKS. | <urn:uuid:364a930b-2d86-4d61-bcfc-a949e00b47d7> | CC-MAIN-2018-34 | https://www.childtrends.org/wp-content/uploads/2010/10/Child_Trends-2010_10_05_RB_AssessingStress.pdf | 2018-08-16T18:27:57Z | crawl-data/CC-MAIN-2018-34/segments/1534221211146.17/warc/CC-MAIN-20180816171947-20180816191947-00198.warc.gz | 853,049,589 | 3,800 | eng_Latn | eng_Latn | 0.946309 | eng_Latn | 0.991114 | [
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Name:______________________________ Class: __________________ Date: __________________
Refraction
Problem A
SNELL'S LAW PROBLEM
A ray of light traveling in air strikes the surface of a polished agate slab ( n = 1.544) on display in your friend's home. If the ray in the agate makes an angle of 29.0° with the normal, what is the angle of incidence?
SOLUTION
Given:
n
r
=
1.544
θ
r
=
29.0°
n
i
=
1.00
θ i = ?
Unknown:
Choose the equation(s) or situation:
Use the equation for Snell's law.
ADDITIONAL PRACTICE
1. An old Greek superstition was that amethyst would protect those who wore it from drunkenness—which is why they called it améthystos, meaning "not drunken." Until the discovery of the large Brazilian and Uruguayan deposits at the end of the nineteenth century, deep-colored amethyst was highly prized. Suppose a ray of light traveling in air strikes the surface of an amethyst crystal ( n = 1.553). If the ray in the amethyst makes an angle of 35° with the normal, what is the angle of incidence?
2. If you were to set a calcite crystal on top of this sentence, you would see a double image of each word. This phenomenon is called "double refraction." Suppose a ray of light traveling in air strikes the surface of a calcite crystal ( n = 1.486) used to demonstrate this phenomenon. If the ray in the calcite makes an angle of 41° with the normal, what is the angle of incidence?
3. The Chinese have skillfully carved figurines made of a translucent greenish material called serpentine. A ray of light traveling in air strikes the flat surface of a serpentine figurine ( n = 1.555). If the ray in the serpentine makes an angle of 33° with the normal, what is the angle of incidence?
4. When light in air enters an opal mounted on a ring, it travels at a speed of 2.07 × 10 8 m/s. What is opal's index of refraction?
5. When light enters a pearl in a necklace, it travels at a speed of 1.97 × 10 8 m/s. What is the pearl's index of refraction?
Name:______________________________ Class: __________________ Date: __________________
6. When light enters albite, also called "moonstone", it has a luminous albedo—like a full moon. When light in air enters albite, it travels at a velocity of 1.95 × 10 8 m/s. What is albite's index of refraction?
7. Nephrite jade was once used virtually everywhere by Neolithic man for polished stone weapons. Nephrite jade was also important in ancient oriental art. Suppose light passes from air at an angle of incidence of 59.2° into a thin ornate handle of a nephrite jade vase ( n = 1.61) on display at a museum. Determine the angle of refraction in the jade.
8. Malachite is characterized by wavy light- and dark-green bands and has double refraction ( n = 1.91 and n = 1.66). Suppose a ray of light traveling in air strikes a malachite carving of an Aztec calendar at an angle of 35.2° with the normal. What are the two angles of refraction?
9. Amber is a fossil resin of trees that lived tens of millions of years ago. Sometimes insects were trapped by the resin and fossilized inside. Suppose a ray of light traveling in air strikes a 2 mm thick clear amber pendant ( n = 1.54) at an angle of 17° with the normal. Find the angles of refraction at each surface.
10. The Museo degli Argenti, in Florence, displays a plate that was carved out of rock crystal in the sixteenth century. Suppose a ray of light traveling in air strikes this plate ( n = 1.544) at an angle of 22° with the normal. Trace the light ray through the plate, and find the angles of refraction at each surface. | <urn:uuid:bff27f76-5877-4709-9271-810b25828bf9> | CC-MAIN-2018-34 | http://mrloyacano.net/sites/default/files/problem_A_Set_II_snells_law_0.pdf | 2018-08-16T17:48:06Z | crawl-data/CC-MAIN-2018-34/segments/1534221211146.17/warc/CC-MAIN-20180816171947-20180816191947-00204.warc.gz | 292,436,364 | 896 | eng_Latn | eng_Latn | 0.997291 | eng_Latn | 0.997278 | [
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The Legend of the First Human Being.
I would like to share the story of the legend of the first human being that was dropped in the Cowichan Valley. It is a place known as Mt. Prevost. Mt. Prevost Mountain.
Syalutsa' was dropped and he made his way down the mountain. And on his way down he heard something in his cave, and he went to go look. Inside was a little white dog, and he named this dog Wuqus, who was a companion for, Syalutsa', the first man. Syalutsa' made his way down through the valley and he saw what is known today as the Quamichan Village. He made his home there by the river and he noticed a lot of the things that were around him, the river and the trees, and the plants. This was a gift from the creator. He went to the water to use the water to cleanse, and bathe himself, and he realized what it can do for you - the water. Teach to go to the creek and bathe in the water. You practice this to receive his gift, his power, his purpose in life.
After Syalutsa', there were eleven more human beings that came after Syalutsa'.
The second human being coming down was his younger brother. Many of the things that Syalutsa' had learned, he shared with his younger brother. He told his younger brother to go to all the creeks, the lakes to purify himself, his spirit. His younger brother did this. He went to the lake Xaatsa' which is known as Lake Cowichan. He went to this water to bathe at daybreak, and his older brother Syalutsa' told him that he'd see many things. In this lake, he had seen a double headed snake, and this is something that Syalutsa' had told his younger brother not to be afraid if he ever seen things. This is what his younger brother saw in the lake, Lake Cowichan. He remembered the words not to be afraid. He faced the double headed sea serpent. It got so close and disappeared. This is all about facing your fears and part of life.
When Syalutsa's younger brother came back to where he lived, he shared this. That is a gift that many of our people still practice today. It is to go up to the mountains, to go and purify yourself in the water or in the creek. Especially going to places where no one has gone before, where there are no houses, or any development. You have to find a place where the water is pure and clean. Still practiced yet today by many of our people.
Syalutsa' went to a place known as Khowhemun today, by a river where he first built a weir, a salmon weir out of the iron wood. This practice was to allow the females to go by and some males to go by so that they are able to spawn. That was a practice to keep the fish generation going rather than no fish. This practice was til the mid 1950's in Cowichan until it was outlawed.
So this is a story of Syalutsa'. This lady from Sooke, a chief's daughter, knew of this man named Syalutsa' that lived in Cowichan. The chief sent her daughter to Cowichan. So she packed her bags and she left with her two other girls and they came to Cowichan. They saw the smoke in the valley. When they got to the valley to where Syalutsa' was living, they snuck up to see where he was living. They just stayed and observed what Syalutsa's routine was through the day, his life. Every day, he would go out early in the morning for his bath. He would leave with his dog, Wuqus, that he found at Mt. Prevost.
They went to go look inside his house where this man lived. They noticed this woman that was by the fire. This woman, carved bigger, made out of arbutus wood, sewed in a spindle wheel. They went back into the bush and Syalutsa' came back, and they slept there overnight. This woman had this idea. When Syalutsa' went out the next day hunting and for his bath in the morning, this woman took the carved figure and threw it in the fire that was inside the house. She took the place of the carved figure. Then Syalutsa' came back and noticed that this woman had come to life. Syalutsa' and this woman from Sooke made it and started a family of the Cowichan people. And that's the story of Syalutsa'.
Thank you very much | <urn:uuid:ca81a593-e37c-4232-b5e2-4583b360b5b3> | CC-MAIN-2018-34 | http://acip.sd79.bc.ca/transcripts/cowichan_creation_story.pdf | 2018-08-16T18:22:39Z | crawl-data/CC-MAIN-2018-34/segments/1534221211146.17/warc/CC-MAIN-20180816171947-20180816191947-00203.warc.gz | 10,048,256 | 1,030 | eng_Latn | eng_Latn | 0.999707 | eng_Latn | 0.999707 | [
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Things to Avoid:
Dirty Drug Tests
Not use drugs
Jail
Overdose
Drug-free
Setting Goals
Short-term
Long-term decide on major study for SAT apply to college
Of course, the ultimate goal is for a person to lead a life without using drugs however this may seem overwhelming. Small steps might be easier to attain and allow a sense of accomplishment while continuing to work on the long-term goals. Of course, the ultimate goal is for a person to lead a life without using drugs however this may seem overwhelming. Small steps might be easier to attain and allow a sense of accomplishment while continuing to work on the long-term goals.
Desired Goals:
Pass random drug tests
Improve grades
Try-out for soccer team
Study more
Get in shape
Graduate from High School
Attend college
Every decision moves a person closer or further away from the desired goal(s)
Utilize the "Pro-Con" list may be a useful tool if you are finding it difficult to determine whether a specific decision is goal oriented or something to avoid.
Hanging out with friends who use drugs…
Pro
Con
They know me.
I like them. They are the only friends I have.
I may be tempted to use again. We may get arrested. I may go jail. I may not finish school. Disappoint my parents.
Keep in mind this is from the person in recovery's perspective. Utilizing the "Pro-Con" strategy when the family is developing the Desired Goal list may be useful to help the person in recovery to understand the reason behind a decision. For example the people he/she has been hanging out with may not be the best influences or give the person confidence to make new friends. Often being told he/she needs to make new friends causes rebellion. However, helping the person to make their own guided conclusion that hanging out with drug using friends may not be healthy. This may result in a better outcome and better attitude. | <urn:uuid:e0289a61-dd89-4c59-98c8-97c7b8d629ee> | CC-MAIN-2018-34 | http://stoprxdrugabuse.org/dr/sites/default/files/u2/goals2.pdf | 2018-08-16T17:22:49Z | crawl-data/CC-MAIN-2018-34/segments/1534221211146.17/warc/CC-MAIN-20180816171947-20180816191947-00202.warc.gz | 401,404,063 | 406 | eng_Latn | eng_Latn | 0.996916 | eng_Latn | 0.997702 | [
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Sheep Shearing Facts
By Reid Redden, NDSU Extension Sheep Specialist
D omesticated sheep have been shorn since the dawn of civilization. Early on, wool was a vital resource to support human life. To protect this resource, shepherds tend flocks of sheep with care and respect for the animals. Sheep are provided fresh food and water, and protected from disease and predation.
Most sheep grow wool continuously and they should be shorn annually. The shearing process is not painful to the sheep.
Wool removed from a single sheep is called a fleece. Fleeces are washed and the wool grease (lanolin) is extracted and used in lotions. Clean wool fibers most often are made into clothing or blankets. The lanolin is used in hand lotions.
Most sheep are shorn annually to:
n Harvest the fiber at the appropriate length for spinning into yarn
n Prevent buildup of manure and urine that can lead to parasitic infection
n Allow adequate wool regrowth to improve the sheep's ability to control its body temperature during extreme heat and cold conditions
n Create a clean environment for newborn lambs
Professional sheep shearers are trained to:
n Shear sheep with care and respect
n Shear sheep in a precise pattern that protects themselves and the sheep
n Harvest the wool without double-cutting the wool (cutting single fibers twice) or nicking the animal
n Gently handle sheep before, during and after the shearing process
n Use the appropriate tools of the trade
Wool fibers are:
n Natural and renewable
n Long-lasting and durable
n A great insulator
n Flame-resistant
n Lightweight and breathable
For more information on this and other topics, see www.ag.ndsu.edu
County commissions, North Dakota State University and U.S. Department of Agriculture cooperating. North Dakota State University does not discriminate on the basis of age, color, disability, gender expression/identity, genetic information, publication will be made available in alternative formats for people with disabilities upon request, (701) 231-7881.
marital status, national origin, public assistance status, race, religion, sex, sexual orientation, or status as a U.S. veteran. Direct inquiries to the Vice President for Equity, Diversity and Global Outreach, 205 Old Main, (701) 231-7708. This | <urn:uuid:af6f8787-44f7-4678-8d5e-8b8217e93be7> | CC-MAIN-2018-34 | https://www.ag.ndsu.edu/publications/livestock/sheep-shearing-facts/as1744.pdf | 2018-08-16T18:05:42Z | crawl-data/CC-MAIN-2018-34/segments/1534221211146.17/warc/CC-MAIN-20180816171947-20180816191947-00207.warc.gz | 799,110,032 | 482 | eng_Latn | eng_Latn | 0.991817 | eng_Latn | 0.991817 | [
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Sugar Facts/"I Quit Sugar" Synopsis
The Stats
The average American consumes 3 pounds of sugar a week and 130 pounds a year, reports Forbes.com. This is equal to about 3,550 pounds of sugar in a lifetime. The consumption of added sugar accounts for an intake of 500 calories per day, which can cause a weight gain of 1 pound per week.
American Heart Association Recommendations
The recommendations for added sugar are provided by the American Heart Association as an upper limit. This means that there is no minimum amount you need to take in each day, but there is a maximum. These recommendations are based on gender. Women should limit sugar intake to no more than 6 teaspoons per day, which provides about 100 calories. Men should limit sugar intake to no more than 9 teaspoons, or about 150 calories. In contrast, the average adult consumes 22 teaspoons per day.
Other Recommendations
The Institute of Medicine, a charter of the National Academy of Sciences, provides sugar recommendations different from those of the American Heart Association. The IOM states that added sugars should account for no more than 25 percent of the calories you eat. If you are on a standard 2,000-calorie diet, this means that you should be eating no more than 500 calories from sugar, or 125 grams. Like all carbohydrates, sugar contains 4 calories per gram.
The USDA recommendations are lower than the IOM's. They state that the combination of added sugars and solid fats -which include butter, lard and margarine -- should provide no more than 5 to 15 percent of daily calories.
Your body doesn't need to get any carbohydrate from added sugar. That's why the Healthy Eating Pyramid says sugary drinks and sweets should be used sparingly, if at all, and the Healthy Eating Plate does not include foods with added sugars.
4 grams of sugar = 1 teaspoon – an important fact to keep in mind when reading nutrition labels
The average American consumes 22 teaspoons of added sugar a day, which amounts to an extra 350 calories. While we sometimes add sugar to food ourselves, most added sugar comes from processed and prepared foods. Sugar-
sweetened beverages and breakfast cereals are two of the most serious offenders.
The American Heart Association (AHA) has recommended that Americans drastically cut back on added sugar to help slow the obesity and heart disease epidemics.
- The AHA suggests an added-sugar limit of no more than 100 calories per day (about 6 teaspoons or 24 grams of sugar) for most women and no more than 150 calories per day (about 9 teaspoons or 36 grams of sugar) for most men.
- There's no nutritional need or benefit that comes from eating added sugar. A good rule of thumb is to avoid products that have a lot of added sugar, including skipping foods that list "sugar" as the first or second ingredient. However, the growing use of alternative sweeteners can make it difficult to determine which ingredients count as sugar, because there are multiple sources of sugar with different names.
By law, The Nutrition Facts Label must list the grams of sugar in each product. But some foods naturally contain sugar, while others get theirs from added sweeteners, and food labeling laws don't require companies to differentiate how much sugar is added sugar.
Sugar-sweetened beverages
Soft drinks are a prime source of extra calories that can contribute to weight gain and provide no nutritional benefits. Studies indicate that liquid carbohydrates such as sugar-sweetened beverages are less filling than the solid forms – causing people to continue to feel hungry after drinking them despite their high caloric value. They are coming under scrutiny for their contributions to the development of type 2 diabetes, heart disease, and other chronic conditions.
- The average can of sugar-sweetened soda or fruit punch provides about 150 calories, almost all of them from sugar – usually high-fructose corn syrup. That's the equivalent of 10 teaspoons of table sugar.
- If you were to drink just one can of a sugar-sweetened soft drink every day, and not cut back on calories elsewhere, you could gain 10-15 pounds in a year.
Cereals and other foods
Choosing whole, unprocessed breakfast foods – such as an apple, or a bowl of steel-cut or old fashioned oatmeal – that don't have lengthy ingredient lists is a great way to avoid eating added sugars. Unfortunately, many common breakfast foods such as ready-to-eat breakfast cereals, cereal bars, instant oatmeal with added flavoring, and pastries can contain high amounts of added sugars.
Some ingredient lists mask the amount of sugar in a product. To avoid having "sugar" as the first ingredient, food manufacturers may use multiple forms of sugar– each with a different name – and list each one individually on the nutrient label. By using this tactic, sugars are represented separately in smaller amounts, which makes it more difficult for consumers to determine how much overall sugar is in a product.
- So don't be fooled – your body metabolizes all added sugars the same way; it doesn't distinguish between "brown sugar" and "honey." When reading a label, make sure you spot all sources of added sugars even if they're not listed as the first few ingredients.
Sweet treats can be enjoyed in moderation, but make sure you're aware of added sugars elsewhere in your diet, such as breads, drinks and cereals.
Industry-sponsored labeling programs can also be confusing. One such program, called Smart Choices, drew scrutiny from the U.S. Food and Drug Administration in 2009 for calling one popular cereal —which is 41 percent sugar—a "Smart Choice." (The Smart Choices program has since been suspended.)
How to spot added sugar on food labels
Spotting added sugar on food labels can requires some detective work. Though food and beverage manufacturers list a product's total amount of sugar per serving on the Nutrition Facts Panel, they are not required to list how much of that sugar is added sugar versus naturally occurring sugar. That's why you'll need to scan the ingredients list of a food or drink to find the added sugar. However, the body doesn't distinguish between natural or added sugars, so paying attention to total sugar is the key.
- Ingredients are listed in descending order by weight, so where sugar is listed in relation to other ingredients can indicate how much sugar a particular food contains.
- Added sugars go by many different names, yet they are all a source of extra calories. Food makers can also use sweeteners that aren't technically sugar—a term which is applied only to table sugar, or sucrose—but these other sweeteners are in fact forms of added sugar. Below are some other names for sugar that you may see on food labels:
Agave nectar
Evaporated cane juice
Malt syrup
Brown sugar
Fructose
Maple syrup
Cane crystals
Fruit juice concentrates Molasses
Cane sugar
Glucose
Raw sugar
Corn sweetener
High-fructose corn syrup Sucrose
Corn syrup
Honey
Syrup
Crystalline fructose Invert sugar
Dextrose
Maltose
Artificial sweeteners: sugar-free, but at what cost?
As with everything, there's more to the artificial sweetener story than their effect on weight. Dr. David Ludwig, an obesity and weight-loss specialist at Harvard-affiliated Boston Children's Hospital, has a keen interest in products designed to help people lose weight at keep it off. And what he has learned about artificial sweeteners worries him:
All sweeteners are not created equal
The FDA has approved five artificial sweeteners: saccharin, acesulfame, aspartame, neotame, and sucralose. It has also approved one natural low-calorie sweetener, stevia. How the human body and brain respond to these sweeteners is very complex.
One concern is that people who use artificial sweeteners may replace the lost calories through other sources, possibly offsetting weight loss or health benefits, says Dr. Ludwig. This can happen because we like to fool ourselves: "I'm drinking diet soda, so it's okay to have cake." The AHA and ADA also added this caveat to their recommendation. It's also possible that these products change the way we taste food. "Non-nutritive sweeteners are far more potent than table sugar and high-fructose corn syrup. A miniscule amount produces a sweet taste comparable to that of sugar, without comparable calories. Overstimulation of sugar receptors from frequent use of these hyper-intense sweeteners may limit tolerance for more complex tastes," explains Dr. Ludwig. That means people who routinely use artificial sweeteners may start to find less intensely sweet foods, such as fruit, less appealing and unsweet foods, such as vegetables, downright unpalatable.
In other words, use of artificial sweeteners can make you shun healthy, filling, and highly nutritious foods while consuming more artificially flavored foods with less nutritional value.
Artificial sweeteners may play another trick, too. Research suggests that they may prevent us from associating sweetness with caloric intake. As a result, we may crave more sweets, tend to choose sweet food over nutritious food, and gain weight. Participants in the San Antonio Heart Study who drank more than 21 diet drinks per week were twice as likely to become overweight or obese as people who didn't drink diet soda.
But you say you can give up diet drinks whenever you want? Don't be so sure. Animal studies suggest that artificial sweeteners may be addictive. In studies of rats who were exposed to cocaine, then given a choice between intravenous cocaine or oral saccharine, most chose saccharin.
257 Names of Sugar
This is the list of the ingredient names for sugars that you find on packages in the USA and Canada. Some of the sugars are really artificial sweeteners, but have a high calorific value, high enough to be considered an artificial sugar.
Date sugar
Glucose-fructose syrup
Jaggery
Decorating sugar
Dehydrated sugar cane juice
Demerara Sugar
Dextrin
Dextran
Dextrose
D-fructose
D-fructofuranose
Diastatic malt
Diatase
Disaccharide
Dixie crystals
D-mannose
Dried evaporated organic
cane juice
D-xylose
ECJ
Evaporated organic cane
juice
Evaporated corn sweetener
(HFCS)
Ethyl maltol
First molasses
Florida Crystals
Free Flowing
Free flowing brown sugar
Fructamyl
Fructose (HFCS)
Fructose crystals (HFCS)
Fructose sweetener (HFCS)
Fruit fructose (HFCS)
Fruit juice (Often with HFCS)
Fruit juice concentrate (Often with HFCS)
Fruit sugar (Often with HFCS)
Fruit syrup (Often with HFCS)
Galactose
Glucodry
Glucomalt
Glucoplus
Glucose
(HFCS)
Glucose solids
Glucosweet
Gluctose fructose (HFCS)
Golden molasses
Golden sugar
Golden syrup
Gomme syrup
Granulated fructose
Granulated sugar
Granulated sugar cane juice
Grape sugar
Grape juice concentrate
Gur
HFCS
HFCS 42
HFCS 55
High dextrose glucose syrup
High-fructose corn syrup
High fructose maize syrup
(HFCS)
High maltose corn syrup
(Often with HFCS)
Hydrogenated starch
Hydrogenated starch
hydrosylate
Hydrolyzed corn starch
Honey
Honey comb
Honey powder
HSH
Icing sugar
Inulin (HFCS)
Invert sugar
Inverted sugar syrup
Invert syrup
Icing sugar
Isoglucose (HFCS)
Isomalt
Isomaltotriose
Isosweet
Jaggery powder
Lactitol
Lactose
Levulose
Lesys
Light brown sugar
Light molasses
Liquid dextrose
Liquid fructose (Often with
HFCS)
Liquid fructose syrup (Often
with HFCS)
Liquid honey
Liquid maltodextrin
Liquid sucrose
Liquid sugar
Maize syrup (HFCS)
Maldex
Maldexel
Malt
Malted barley syrup
Malted corn syrup
Malted corn and barley syrup
Malted barley
Maltitol
Maltitol syrup
Malitsorb
Maltisweet
Maltodextrin
Maltose
Maltotriitol
Maltotriose
Maltotriulose
Malt syrup
Mannitol
Maple Sugar
Maple syrup
Meritose
Meritab 700
Misri
Mizuame
Molasses
Monosaccharide
Muscovado sugar
Mycose
Mylose
Nigerotriose
Oligosaccharride
Organic agave syrup
Organic brown rice syrup
Organic cane juice crystals
Organic coconut palm sugar
Organic palm sugar
Organic sucanat
Organic sugar
Organic raw sugar
Orgeat syrup
Palm sugar
Palm syrup
Panela
Pancake syrup
Panocha
Pearl sugar
Piloncillo
Potato maltodextrine
Powdered sugar
Promitor
Pure cane syrup
Pure sugar spun
Raisin syrup
Rapadura
Raw agave syrup
Raw sugar
Raffinose
Refiner's syrup
Rice maltodextrine
Rice Syrup
Rice syrup solids
Raw honey
Rock sugar
Saccharose
Sanding sugar
Second molasses
Shakar
Simple syrup
Sirodex
Soluble corn fiber
Sorbitol
Sorbitol syrup
Sorghum
Sorghum molasses
Sorghum syrup
Sucanat
Sucre de canne naturel
Sucrose
Sucrosweet
Sugar
Sugar beet syrup
Sugar beet crystals
Sugar cane juice
Sugar cane natural
Sugar hat
Sulfured molasses
Sweetened condensed milk
Sweet sorghum syrup
Syrup Syrup
Table sugar
Tagatose
Treacle
Trehalose
Tremalose
Trimoline
Triose
Trisaccharides
Turbinado sugar
Unrefined sugar
Unsulphured molasses
White crystal sugar
White grape juice concentrate
White refined sugar
White sugar
Wood sugar
Xylose
Yellow sugar
Sources:
- http://www.hsph.harvard.edu/nutritionsource/carbohydrates/added-sugar-in-the-diet/
- http://www.health.harvard.edu/blog/artificial-sweeteners-sugar-free-but-at-what-cost-201207165030
- https://www.facebook.com/notes/single-mans-kitchen/all-the-249-names-of-sugar-so-far- project/10150839799498198
"I Quit Sugar" Synopsis e
by FIT members Danielle Ludwick and April Cronc
Since July 1, 2014, my best friend and I embarked on a journey that has changed our lives. We both have our own stories and results and reflections regarding our journeys, but I will let Danielle tell her story. Here is mine…
I grew up in a family that ate "relatively healthy." Although my mom has ALWAYS struggled with her weight and yo-yo dieting, I was always thin until I started having babies. (Sound familiar?) We have 3 children, and with each child I gained 60 pounds. I would lose at least half of that by breastfeeding, working out, and cutting calories – whether they were good-for-you calories or not.
When I was introduced to FIT, my youngest was 2½ years old. I had lost the weight from the pregnancy his first year, but then gained half of it back by his second birthday. My goal was to lose 20 pounds in my first challenge, but in reality I was scared as to what would happen after the 8 weeks. Would it come back….like always? I participated in three FIT challenges: Sept-Nov, 2013; Holiday Mini-challenge; and Jan-March, 2014. I lost 22 pounds in that first one. I gained 8 back over the Holidays (old habits die hard). I lost that 8 and 2 more in the New Year challenge. I started running consistently. I started eating veggies for breakfast with my eggs. I removed bread (except the occasional Ezekiel bread) from my life. I made countless changes that have become habits.
Why am I telling you all this? Because I still had an addiction…..I love food. But I REALLY love SWEET TREATS. On the 2 challenges that were a full 8 weeks, I didn't just have "A" sweet treat on Sunday. I binged. I ate 2 or 3 servings of homemade Almond Joy Brownie Bites. I would eat 4 BIG homemade blondies. I would eat 7 or 8 homemade chocolate chip cookies. On the non-treat days, I would make homemade Lara bars and would eat 1/3 of the pan. You get the picture. I obviously had a problem. I just didn't know how to fix it. I read Made to Crave. I begged God to show me why I couldn't just eat a serving or a half of serving of something sweet. I didn't understand how my friend could eat oatmeal with absolutely NO maple syrup or honey or fruit mixed in.
I don't remember who the FIT sister was who shared the article, but back in May or June of this year, someone shared an article by Sarah Wilson promoting an 8 week sugar detox and her book called I Quit Sugar. My curiosity was piqued. I read the article, checked out her book from the library, and was incredibly enlightened. WHY didn't I see that before????? In short, the detox gradually eliminates EVERYTHING that contains glucose or fructose. No honey. No pure maple syrup. No fruit. Did you know that sugar is in Lowry's Seasoned Salt? Did you know it is in Mayonnaise? Did you know it was in Worcestershire sauce? That's just the everyday processed items that contain sugar. By week 2, all of that is gone from your diet. For the first 2 weeks, we were allowed LOW fructose fruits (blueberries, raspberries, grapefruit, honeydew). By week 3, NO FRUIT is allowed. Did you know that ONE serving of freshly juiced apple contains 10 grams of sugar? That is the same amount of sugar is in a serving of soda. Did you know that watermelon and bananas and grapes contain as much sugar as a candy bar? Did you know that dates (mmmm, homemade Lara bars) are 70% sugar???
Now I know what you're thinking…."But THOSE are GOOD sugars!!!!" And you are right. HOWEVER, as women, our bodies were created to consume 4-6 grams of sugar a day, no matter what form it is. A medium apple contains 4 grams of fructose. So when we "drown our greens" in salad dressing, pile on the ketchup and mustard and pickles on our soaked-in-Worcestershire- burger wrapped in romaine, and pour jarred spaghetti sauce (4 grams in ¼ cup) over our spaghetti squash, how much sugar are we REALLY consuming each day????
That question haunted me. As Sarah points out in her book, sugar (anything ending in –ose) doesn't tell your brain when you are full. It says, "Mmmm….more please!" So when you eat that romaine-wrapped grass-fed burger with all the
"healthy" toppings, the sugar that was mixed in says, "Now you need some Coconut Oil and Honey CHOCOLATE!" Or, "Now you need some WATERMELON!!!" And those healthy desserts, say, "Mmmmm, I think you can have one more piece. Maybe a little sliver of homemade Larabar before bed."
THIS was my answer. I love sweets. I love fruit. I love pure honey. (I've had 20 pounds of local honey in my pantry for 3 months) I love pure maple syrup – I live in New England after all!!! I love coconut oil chocolate. I'm not a picky eater….especially with something that is remotely sweet. My junk food loving husband who never eats a vegetable will sometimes push a dessert away after 2 bites and say, "That's too rich for me." NOTHING...Did you read that?...NOTHING is too rich for this girl.
In I Quit Sugar, she encourages to try the detox as an experiment. "Be kind to yourself," she reminds the reader. I was determined to try. I had to find SOMETHING to help me on this slippery slope of an addiction. I was tired of Running to Eat (yes, I'm one of those runners). I was tired of losing and gaining the same 20+ pounds. I called my best friend and told her my thoughts. We had just started training for a Half Marathon for November 1, 2014. It was the beginning of summer…peak season for fruit (it HAD to be THIS summer that my family found raspberries and black raspberries in our backyard). But I had to try. I had to experiment. I had to take 8 weeks out of my life and cleanse my palate. I had to. I was tired of being a slave to my salivating tongue.
The last 8 weeks were hard. Did I slip up? Yes, once or twice. Intentionally? No. Was I grumpy as my body "detoxed?" Definitely. Did I feel deprived? You bet your white boots I did. Did I feel left out at baby showers and the BBQ Bash? CHYEAH! Did I feel left out of my own immediate family's "celebration" times? Of course. Am I glad I did it? Oh yes. A million, tearful yeses. My palate is cleansed. I know that sweet treats TASTE good. But I don't CRAVE them. I know that first bite of a Sugar High is only there for the first bite. I can stuff my face all I want to….that "high" will not happen again. However, I do crave fruit. I crave blueberries. I crave honeydew and grapefruit. I crave God's sugar.
On a side note, I wasn't planning to lose any weight or inches during this detox. I had reached my goal size. My big goal since "taking the FIT training wheels off" has been to maintain. I am Queen of "Twenty pounds on, Twenty pounds off." Since my last FIT challenge ended in March, my measurements and weight have stayed within a couple pounds/one inch of that challenge. To some, that may be a small accomplishment. For me, THAT IS HUGE!!!!!!!!! I usually have several different sizes of clothes so that I can dress my ever-changing body size. Not anymore. The purpose of this IQS Detox was solely to cleanse my palate. I wanted to teach my body what to crave and when. Please know that I ate FULL FAT milk and cheese. I found the highest fat content of Greek yogurt that our stores carry. I ate and cooked with coconut oil every day. I ate almonds and pecans and homemade peanut butter ALL the time. I ate a LOT of vegetables (raw, roasted, sautéed) and eggs. I ate a lot of beans and lentils. "Fat doesn't make you fat. Sugar does."
Am I going to be an IQS Sarah Wilson "disciple" for life? No. I care for a family of five on a small town Policeman's wages. However, I am MUCH more aware and in charge of what is going into their bodies. My 9 year old took one full day and asked to Quit Sugar with me. She did so well. She thought she couldn't have butter that day! "But you said sugar is in EVERYTHING, Mom!!!" I am educating my children on what is good to eat for lunch and snacks. They know now to eat cucumbers and carrots before they think of eating fruit or (Heaven forbid) a cookie for a snack now.
The I Quit Sugar Detox is not for everyone. It is a hardcore mental and physical challenge. Some of you are very new to FIT and you can't fathom going without chocolate every day much less not being "allowed" to eat fruit. That's fine. I'm not here to convince anyone to try what I did. I wanted to share my story because there may be a Veteran FIT Sister out there that is searching for something. Maybe you know you're addicted to sugar by the way you handle the "one sweet treat a week" rule. Maybe you have that last 5-10 pounds you want to lose and you can't figure out why it won't come off. Maybe you HAVE to have something sweet (even "FIT approved") after a supper full of green veggies and meat. Maybe when you "crave something sweet," you eat a whole spoonful of honey. Maybe you add 3 handfuls of fruit versus one handful of greens to your smoothie. Maybe you sat out of a challenge to try to "make this a lifestyle" and that scale moved in the wrong direction. Maybe it didn't move at all. Maybe…just maybe, you should research sugar and experiment as I did. You might be glad that you did. - April Cronce
I Quit Sugar too! April gave you all the facts. Let me tell you what happened to me.
"You want me to quit sugar with you? Ummmmmmm…"
I had my reservations about this weird agent program that was about to rob me of not only brownies and ice cream, but the fruit from my smoothies and oatmeal. Don't talk to me about my beloved doughnuts. I'm still grieving. This " I Quit Sugar" testimonial is from the girl who didn't want to do it, the girl who was convinced it was impossible. This one is for you who are saying, "That's ridiculous!" Yeah, we'd get along famously.
So, my best friend got all excited about this new book she was reading and she kept texting me and calling me and bugging me about how great it was and how much sense it made. She kept preaching these little sermonettes to me about how much fructose I was consuming and what it was doing to my body and my brain and why. And, at first, I listened and I nodded in agreement and I affirmed her and supported her because I love her and that's what best friends do. Eight weeks without sugar? Mid-summer? Sigh…I had just eaten four doughnuts in a lonely parking lot because of something stressful happening in my life. She didn't know about those secret binges. How could I tell her? I KNEW I needed help. I KNEW that getting off of sugar would be a good idea for me. But to tell you the truth, I didn't really want to give it up. Even though I knew it was the source of A LOT of my problems.
I have recently received fantastic news that my blood work no longer indicates the presence of cancer in my body. I have spent the past year fighting metastatic thyroid cancer. I have no doubt that sugar played a role in my cancer diagnosis. For the past five years, I have been plagued with chronic (almost monthly) vaginal yeast infections. Again, I am convinced that sugar is the culprit. I have been tested for diabetes because I cannot get control of this yeast problem. Quite honestly, I deserve to have diabetes. I love sugar and I eat A LOT of it. There you go. That's where I'm coming from. Maybe someone can relate. More than likely you're thinking, "Well, I'm not THAT bad." But I am. And the doughnut story has played out more times than I care to admit to you gals.
So, I jumped in with both feet and on July 1, 2014 I did not eat sugar. I wanted to. And I was a little bitter about my family's upcoming 4th of July BBQ and all of the things that I couldn't have. I made a berry and cheese tray to snack on that day and tried to stay busy caring for the children so that I wouldn't have to think about all that I was missing. I sulked around for a couple of weeks actually. April and her kids were coming to visit during week four of this stupid endeavor and I was so mad that I couldn't take her to Toni's – my favorite family owned ice cream shop that serves the most delicious soft serve raspberry ice cream you've ever had. I wanted to go to Starbucks and chat over candied coffees. What were we going to do for fun…for a whole week…without sugar???
I resigned myself to the program and quickly adapted a list of go to foods that I knew were safe and yummy. I've pretty much been eating some combination of veggie omelets, sweet potatoes fried in butter, boiled eggs, Ezekiel toast with Greek cream cheese and cucumbers, and oatmeal with pecans for breakfast for the past eight weeks. I eat a lot of raw veggies and snack on nuts and cheese. I learned to eat my salad without dressing and a bit of lemon or lime juice squeezed over top. I have not gone hungry. I have had cravings, but I have not been deprived to the point of hunger. Somewhere during week three the cravings got better. I had suffered with a headache for most of the first week and a half. I was still irritated about not getting to eat ice cream after Vacation Bible School with the rest of the workers who were being "rewarded" for a job well done. But somehow I felt much more in control. I felt good about myself for making a good decision for my health and sticking with it. April came to visit on week four and I inadvertently fed her Worcestershire sauce and Lowry's Seasoned Salt. Don't worry, we're still friends. We ate good food that week. We ate LOTS of food. We packed lunches and snacks for our daily outings and we took our kids out for ice cream and laughed and talked while they enjoyed their treat. I can honestly say that I did not feel one bit deprived that week. We ate healthy. We ran a 5K together. We stayed up late and got up early to run and I had the energy to do those things because sugar wasn't bogging me down.
Now listen. I know that this story has a lot of personal details that you don't give a hoot about. But my personal experience is all I have to pull from and I need to tell you that quitting sugar has changed me for the better. I have a great deal more energy than I have had in years. I'm a better wife and mother when I can keep up with the demands of my family of five without the effects of sugar making me sluggish and unproductive. After eight weeks, I just came through my first monthly cycle in a VERY LONG TIME that was not preceded by a week of misery due to my yeast problem. I'm not done quitting sugar. I have to see if I can get control of this once and for all.
Oh, and one more thing. I'm not tough like my friend is. I DID slip up a time or two or five during the past eight weeks. Most of that was unintentional, (like the seasoned salt and the burger that got switched) but I did cave on purpose a couple of times and was immediately plagued with regret and sickness and MEANNESS!! Yes, sugar makes me mean. If only I could remember that. So, I'm gonna shoot for another eight weeks. I need to see what can happen to my body if I truly make it all the way this time with no cheating. I need to see if I can solve this yeast problem for good. I need to continue to train myself to run to Jesus when I'm stressed instead of looking for comfort in box of doughnuts.
I'm happy to report that during the past eight weeks I lost two and a half inches off of my belly and three inches off of my hips. WOO HOO!!!! I broke through a MAJOR wall with my weight loss and am within ten pounds of my goal weight. I had been STUCK at the same weight for several, SEVERAL weeks. Quitting sugar is not for the faint of heart. It's not for everyone. I think you'll know if it's for you. I think you'll know when it's a good time for you to shake up your system and try something a little more intense. If you want to give it a shot, I know two FIT sisters who will be your biggest supporters and would love to share in your journey. - Danielle Ludwick
*The book that we referenced for this experiment is Sarah Wilson's "I Quit Sugar."
Pointers: Eat healthy fats when you crave something sweet. Eat tons of veggies. Then eat some more. Don't quit. Be kind to yourself. Remember....it's an experiment. Oh and eat lots of soluble fiber....beans, oats, green leafy veggies. | <urn:uuid:4819602d-3bb7-419d-ae18-b447dc09609b> | CC-MAIN-2018-34 | http://8weekfit.com/assets/sugar.pdf | 2018-08-16T17:36:06Z | crawl-data/CC-MAIN-2018-34/segments/1534221211146.17/warc/CC-MAIN-20180816171947-20180816191947-00212.warc.gz | 5,715,468 | 6,931 | eng_Latn | eng_Latn | 0.891574 | eng_Latn | 0.999249 | [
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The Swallow
Volume 30, # 2
Spring/Summer 2013
Board of Directors:
Christian Renault
Membership in the Pembroke Area Field Naturalists is available by writing to: The PAFN, Box 1242, Pembroke, ON K8A 6Y6 Dues for 2013/2014 are: Student $10, Senior $10, Individual $15, Family $20, Individual Life $150, Family Life $200.
The SwallowInterim Editor: Jean Brereton, 1311 Burchat Road, Golden Lake, ON, K0J 1X0
Submissions welcomed: (613) 625-2263 - email: firstname.lastname@example.org
PAFN web site: www.pafn.on.ca Webmaster, Mike MacDonald
It's time to renew your membership for 2013!
Please print form below and mail it along with your cheque to:
The Pembroke Area Field Naturalists Box 1242 Pembroke, ON K8A 6Y6
Pembroke Area Field Naturalists Membership Renewal Form April 1, 2013 to March 31, 2014
The membership fees are:
Seniors:
$10.00
Students:
$10.00
Individual:
$15.00
Family:
$20.00
Individual Life:
$150.00
Family Life:
$200.00
Names and ages of children:
Please make comments or share suggestions (such as preferred activities, etc.)
______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________
Check out our web page at: http://www.pafn.on.ca
Note: Please be sure to check the PAFN web site for updates, notices, and details of all club events so you don't miss anything. www.pafn.on.ca The general public is always welcome to attend PAFN events!
2013
Owl Prowl (Owling Night)
Date:
Saturday, April 6, 2013
Time:
8:00 PM
Trip Leader:
Christian Renault (613-735-8395)
Place:
Wilberforce Township Park. Go south on Hwy 41 past intersection of Hwy 41 and Lake Dore Rd., cross the bridge, turn right after the bridge and go a short distance to the park.
This trip will involve a driving loop through varied habitat. We'll use a CD of owl calls to encourage a response. The expected species is Barred Owl, but other species are possible. We could hear American Woodcock and other night calling birds.
PAFN Annual Meeting
Date:
Wednesday, April 10, 2013
Place:
Algonquin College, New Pembroke Campus, Room 339
Agenda:
Doors open at 6:30 pm;
7:00-7:30 PM - annual general meeting;
7:30-8:00 PM - social with refreshments;
8:00 PM - Guest speaker: Michael Runtz
Our speaker this year is Michael Runtz, one of Canada's most highly respected naturalists, nature photographers, and natural history authors. A birdwatcher since the age of five, he has lived, breathed, and worked with nature all his life. Professionally, Michael has worked as a naturalist in Canadian national and provincial parks, and has performed numerous biological surveys. A dynamic communicator, Michael Runtz is equally at home in a lecture hall or a wetland.
11 th Annual Natural History Day - Free Admission
Date:
Saturday, April 20, 2013
Where:
Calabogie Community Center 574 Mill Street, Calabogie
Start Time:
8:30 AM
Those planning to attend are requested to pre-register by calling: 613-732-5511 anytime after 28th March 2013.
Agenda:
8:30 Check-in - Get comfortable and view displays
9:00 Welcome - Introductory remarks by Master of Ceremonies, Mark Stabb
9:05 The Bear Facts – What you need to know to live in Bear Country – Rick Stronks
9:45 Break for Refreshments. At this time a children's program will move outside, and allow children a chance to explore nature with expert adult leadership.
10:00 Alvars – Dan Brunton
10:40 Dragonflies – Harry Adams
11:20 Salamanders – Matt Ellerbeck
12:05 Lunch and Networking (Don't forget to bring your bag lunch!)
1:00 Field Trips (weather permitting) - To experience and discover the marvels of local flora and fauna on a guided walk. Please bring appropriate outdoor attire.
Renfrew County Natural History Day 2013 is organized in partnership by Pembroke Area Field Naturalists, Macnamara Field Naturalists' Club, Renfrew County Stewardship Council, and Ontario Ministry of Natural Resources-Pembroke District; with support from Four Seasons Conservancy, Upper Ottawa Valley Nature Club, Friends of Bonnechere Provincial Park, Ontario Parks, Ontario Nature and Nature Conservancy of Canada.
Bellowes Bay Waterfowl Trip
Date:
Saturday, April 27, 2013
Time:
9:00 AM
Trip Leader:
Manson Fleguel (613-732-7703)
Place:
Meet at the Pembroke Marina (at the mouth of the Muskrat River).
Car pooling will be offered. Bring rubber boots as mud and water will be encountered on the 1.5 km (total distance) walk. Migrant songbirds, ducks and friendly people are highlights. Spotting scopes are useful, binoculars essential.
Shaw Woods: Mothers' Day Wildflower and Nature Walk
Date:
Sunday, May 12, 2013
Time:
2:00 PM
Place:
Due to limited parking at Shaw Woods, we will meet at Wilberforce Township Beach & Picnic Park. From here, we’ll proceed to the Shaw Woods.
Trip Leaders:
Grant Bickel (613-687-4765), orchid and sedge aficionado and Robin Cunningham, forester and naturalist.
The focus of this outing will be to enjoy early spring in the beautiful Shaw Woods. We expect to see Blue Cohosh, Trout Lily, Trilliums, and several other species of woodland wildflowers. This walk is for all ages and is an introduction to the Shaw Woods, an old-growth forest. The walk is easy to moderate on wellmaintained trails. The pace will be determined by the participants and will last about 2.5 hours.
A Walk in the Petawawa Terrace (Old Fish Hatchery)
Date:
Sunday, May 25, 2013
Time:
5:00 PM
Trip Leader:
Robin Cunningham and Ken Hooles
Place:
Meet in the upper parking lot of the Terrace, on Laurentian Drive.
(To get here, travel west out of Pembroke on Pembroke St. towards Petawawa, turn north on Laurentian Drive, watch for sign and parking area.) Some migrant songbirds and waterfowl can be expected. Good outing for children as Canada Geese will likely be present and, quite possibly, with young. This is an enjoyable, relaxed outing. Please bring rubber boots for there are some wet/muddy areas.
Garage Sale - Fundraiser
Date:
Saturday, June 8, 2013
Time:
7:00 AM - 12 Noon
Place:
The Children's Garden Nursery School,
375 Doran Street, Pembroke
This is a combined garage sale at The Children's Garden Nursery. Benita and other volunteers from the PAFN Club will be staffing the sale of all manner of goods with the proceeds going to both The Children's Garden Nursery School and the Pembroke Area Field Naturalists Club. Donations of goods are welcome during the week leading up to the sale.
For more information, please call Benita Richardson at 613-735-2259.
25 th Annual Lake Dore Butterfly Count
Date:
Saturday, June 29, 2013
[Rain/Wind date is Sunday, June 30]
Time:
9 AM
Organizers:
Jean Brereton (613-625-2263) and Ethan Anderman Wilberforce Township Park (Beach & Picnic Area). Go south on Hwy 41 past intersection of Hwy 41 and Lake Dore Road, cross the bridge, turn right after bridge and go a short distance to park.
Place:
Bring: lunch, water, butterfly field guide, binoculars, rubber boots as we'll go to the bog after lunch, net (for catch & release). A map of the Lake Dore count circle will be made available. A participants fee of $3 (under 13, free) is asked to cover publishing costs of the North American Butterfly Count Report. (North American Butterfly Association - NABA)
22nd Annual Hog Island Butterfly Count
Date:
Saturday, July 13, 2013
[Rain/Wind date is Sunday, July 14 ]
Time:
9 AM
Organizers:
Jean Brereton (613-625-2263) and Ethan Anderman
Place:
Meet at Mullen’s Esso, Pembroke St. E., near the turn off to Quebec.
The count circle is half in Ontario and half in Quebec. In the past, some groups have gone to the Westmeath Park area; others have butterflied on Allumette Island. You can choose the area you prefer. Maps of the circle and checklists will be made available. Bring lunch, water, butterfly field guide, binoculars, and net (for catch & release). A participants fee of $3 (under 13, free) is asked to cover publishing costs of the North American Butterfly Count Report. (North American Butterfly Association - NABA)
The 16 th Annual Lake Dore Odonate [Dragonfly] Count
Date:
Saturday, August 3, 2013
[bad weather day Sunday, August 4, 2013]
Time:
9 AM (!"#$%&"'%(%)(*&%+(,%-./012%"'%(%&3**%+(,%-./42
Organizers:
Harry Adams (613-602-3141) and Christian Renault
Place:
Meet at the Wilberforce Township Park To reach the park go south on Highway 41 past intersection of Hwy 41 and Lake Dore Road, cross the bridge, turn right after bridge and go a short distance to park.
An excellent opportunity to appreciate this group of insects! We have fun with nets and encounter a good variety of damselflies and dragonflies. The idea is to search for "odes" within a 7.5 mile radius of Biederman Park, Lake Dore. Experienced observers will be available as well as picture guides. A large insect net, optional rubber boots, close focus binoculars, and lunch/drinks are suggested.
Pembroke Marina/Waterfront Bird Walk
Date:
Saturday, August 24, 2013
Time:
8 AM
Trip Leader:
Ken Hooles (613-735-4430)
Place:
Meet at the Pembroke Marina, by the mouth of the
Muskrat River in Pembroke.
Ken will introduce us to migrant birdlife along the Pembroke waterfront. There are usually gulls, terns, ducks, geese, cormorants and songbirds such as vireos, warblers, sparrows and finches. Surprises usually occur and it's a good social outing… a chance to meet some very nice people!
18th Annual Renfrew County Outdoor Woodlot Conference
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Details will be posted on the PAFN web page closer to the date.
http://www.pafn.on.ca
The Pembroke Christmas Bird Count, December 15, 2012
by Manson Fleguel, Count Organizer and Compiler
It couldn't have been a better day for the Pembroke Count! The temperatures ranged from -17C (early morning hours for owling) to -6C (mid afternoon). Winds were light and the sun shone brightly all day. There was only 2 inches of snow, but it was covered with an icy crust, making walking noisy. No sneaking up on the birds! The Ottawa River was almost completely open, but smaller streams and ponds were frozen.
Count day was Saturday, December 15. Twenty five field birders drove the circle roads and walked back trails and 37 feeders were watched by 57 persons. For our efforts, 42 species were noted and 5713 individual birds were counted. No new count species were found. This was the lowest species count since 2002.
The six sectors were again in a friendly competition to be the sector with the highest species count. This year Sector 1E, piloted by Bruce and Ben DiLabio, and Susan Ellis had 33 species. Highlights included the only Common Mergansers, Rough-legged Hawk, Herring Gull, Belted Kingfisher, Hoary Redpoll and Red-bellied Woodpecker. The Red-bellied Woodpecker was only the third spotted on our count in 35 years of counting. Thanks to Glenda and Terry Duff's feeder.
Sector 3E had 28 species. They had the only Pine Siskin found (1 bird) and had 2 of the 4 Common Loons. Ken and Pat Hooles, Merv Fediuk, Ron Bertrand, Vic Harmer and Caley Jackson were this zone's field birders.
Sector 3W, had Myron and Evan Loback, Teresa Frechette, Benita Richardson and Leo Boland who found 27 species. They located the only Northern Shrike and Brown Creepers in this sector.
Sector 1W with Manson Fleguel and Martin Roncetti also had 27 species, finding the only Red-tailed Hawk, and Mallard.
Sector 2S, led by Jean Brereton had 24 species. On her team were Ole Hendrickson, and Dustin Ryckman. Also Christian and Andre Renault covered part of this sector. They found 3 of the record high count of Bald Eagles.
Sector 2N had Robin Cunningham and Elizabeth Link as well as Kyle and Marianne Bertrand in the field, ending the day with 20 species. They found 1 of the record high count of Barred Owls.
Some highlights:
Record high counts of Wild Turkey, 408 (up from 380 in 2010), Bald Eagle, 8 (up from 6 in 2010), Barred Owl, 4 (up from 3 in 2001) and Northern Cardinal, 33 (up from 29 in 2008).
Purple Finches were in low numbers, House Sparrows continue to be difficult to find, and even with the Ottawa River open, Gulls were surprisingly missing.
Feeder watchers put the icing on the cake for the count. Results would be much lower without their dedication and effort. Thanks to each feeder watcher who is listed below:
Jim Anderson, Nancy Armstrong, Barb and David Beimers, Ron and Lorraine Bertrand, Ray Brazeau, Sheila Bucholtz, Dan and Jean Callaghan, Daryl and Sabine Coulson, Dwight and Lucy Dickerson, Howard and Frances Doelle, Juanita, Michaella and Levi Dojczman, Terry and Glenda Duff, Tom and Dawn Farnel, Merv Fediuk, Judy Fleguel, Beth Guimond, Sheila Handke, Mary Lou Hansen, Pat and Vic Harmer, Ted and Nancy Hiscock, Ken and Pat Hooles, Jeremy Inglis, Marilyn Kruschenske, Carolyn Lance, Eric and Marg Leskie, Beth Loback, Erna Maves, Wendell McLaughlin, Alan Mills, Floyd and Attie Milton, Sandra Muir, Mac Nussey, Jill Renault, Bruce Schoof, Jack and Cecile Schreader, Mac and Dianne Thrasher, Gary and Sue Walton and Harold and Shirley Wirth.
Following the count, courtesy of our PAFN Club, pizza was served at the home of Manson and Judy.
Here is a listing of the birds counted:
Canada Goose 270; Mallard 3; Common Goldeneye 76; Hooded Merganser 6; Common Merganser 4; Ruffed Grouse 19; Wild Turkey 408; Common Loon 4; Bald Eagle 8; Sharp-shinned Hawk (Count Week), Red-tailed Hawk 1; Roughlegged Hawk 1; Herring Gull 1; Rock Pigeon 507; Mourning Dove 314; Barred
Owl 4; Belted Kingfisher 1; Red-bellied Woodpecker 1; Downy Woodpecker 48; Hairy Woodpecker 73; Pileated Woodpecker 18; Northern Shrike 1; Blue Jay 316; Am. Crow 419; Common Raven 88; Black-capped Chickadee 716, Redbreasted Nuthatch 38, White-breasted Nuthatch 67, Brown Creeper 6, European Starling 699, American Tree Sparrow 58; Dark-eyed Junco 39; Snow Bunting 326; Northern Cardinal 33; Pine Grosbeak 126; Purple Finch 8; House Finch 27; Common Redpoll 666; Hoary Redpoll 1; Pine Siskin 1; American Goldfinch 213; Evening Grosbeak 87; House Sparrow 11.
Thanks to my co-compiler Christian Renault and to everyone who took part. See you next year on December 14, 2013!
Emotions of a Rare Bird (Non) Sighting
by Manson Fleguel
I love birding. I love birding in the springtime when the birds in their finest feathers return to start their cycle over again. I love birding in the summer when the offspring of these early season romances begin to appear. I love birding in the fall when migration carries wave after wave of southward bound birds past our location. But I especially loved birding when I got an e-mail on Saturday evening, December 1, 2012 asking me "Is a Northern Parula common in the Pembroke area? I have one sitting in our tree over the past few weeks". The e-mail specified no address, no phone number and was signed "William C"!
My first thought was that William C must be mistaken. Warblers are long gone and we had some pretty cold weather already. Why tease me like this? What on earth would a warbler eat at this time of year when their diet is almost exclusively insects? To make matters worse, my questioning e-mail in reply, wasn't answered for 2 days! It was now late Monday. Finally, the return e-mail came and provided a phone number for Bill Crogie, the manager at a local large furniture store. I immediately called and was invited up to the store to confirm the ID of the bird. Supper could wait!
Bill turned out to be a great photographer who knew little about us bird brained guys, but couldn't wait to show me his pictures…..on an 80 inch flat screen TV! The pictures confirmed an immature male Northern Parula in stunning, muchlarger-than-life colour. The bird was eating small bits of frozen apples on the tree in his yard. I couldn't wipe the silly grin off my face as I anticipated actually seeing the bird in person. I shared my excitement with Bill, and hinted to him what a mega sighting this was. I hoped he would be willing to share his tree with the local birding world. I wanted his permission to proceed to get the word out. But who could I tell right now? I finally sent a brief note to Jean who filled in now that I didn't have Chris to tell.
Alas, my Tuesday involved a full day trip to Ottawa so, since Bill was off work that day, he would check out the Parula. I left Ken as an alternate contact if the bird showed up. Bill had now allowed that local birders could be notified, but he had some reservations on having a mob of out-of-town birders in his yard, trying to get a warbler on their winter list. How could I let only a few birders in on such a find? What about someone like Bruce DiLabio?
The weather had turned milder on Tuesday (a new record high was recorded in the area) so I was sure the bird was going to be found again. On Wednesday morning, I visited Bill's home fully expecting the miracle, but luck wasn't on my side. The weather had turned colder again and a strong wind wasn't helping either. My high had now sunk to a low. How do I let the locals know? If I don't say anything, no one will know, but how do I get rid of the build up to such a great find?
Despite the disappointment, I sent an e-mail to those I felt would be happy to share the excitement, albeit prefacing my note with "There was" a Northern Parula around.
Unfortunately the Parula was not spotted again. This article was written in an attempt to express the roller coaster emotions I encountered over those couple of days. I expect that most diehard birders have experienced similar feelings.
The Chris Michener Memorial Eganville Christmas Bird Count, Sunday, December 16, 2012
by Jean Brereton, Count Organizer and Compiler
Count day weather definitely added to the annual CBC outdoor adventure. Morning temperature was -11C but rose to -4C by afternoon. Just warm enough for the morning snowfall to morph into ice pellets and rain. The snow cover was between 2 - 3 inches, with moving water mostly open and still water, frozen. The southeast wind was blowing between 30 - 40 kph.
This year we had 15 field participants covering the six traditional count zones. At the end of the day the collective tally was 37 species making up a total of 3,478 individual birds seen. This was the lowest species count since 2007. The only ducks observed were 1 Mallard and 3 Goldeneye. Gull numbers were also low this year with only 5 Herring Gulls seen. Another 4 Large Gull species were spotted out on Lake Dore but too distant to be accurately identified. A record number of 11 Northern Cardinals were observed on count day.
Golden Lake Zone had the highest tally with a total of 27 species.
Golden Lake Zone: Jean Brereton (zone coordinator); Chantal Hopkins; Claire Lepine; Ted Manto and Dustin Ryckman recorded a species count of 27. One highlight was an unexpected Red-winged Blackbird spotted on the ground in the Village of Golden Lake beneath a feeder.
Mink Lake Zone: Christian Renault (zone coordinator), and son André Renault recorded 25 species which included the count's single Brown Creeper as well as the only Purple Finches.
Augsburg Zone: Bernd Krueger (zone coordinator); and partner Elizabeth Reeves, recorded a species count of 24. This number included the only ducks found on the count: 1 Mallard and 3 Common Goldeneye.
Micksburg Zone: Robin Cunningham (zone coordinator), and Sheldon Davis, recorded a species count of 23. This included 33 House Sparrows, a species that is becoming harder to find on our Christmas Bird Counts.
Highway 41 Zone: Ken Hooles (zone coordinator), and Margaret McLeod, recorded a species count of 22 and included 1 of the two Sharp-shinned Hawks located.
Green Lake Zone: Manson Fleguel (zone coordinator), and Myron Loback, recorded a species count of 20. This team located the only Bald Eagle for the day.
The final tally of 37 species was made up of the following:
Canada Goose (150)
Black-capped Chickadee (466)
Mallard (1)
Red-breasted Nuthatch (14)
Common Goldeneye (6)
White-breasted Nuthatch (24)
Ruffed Grouse (6)
Brown Creeper (1)
Wild Turkey (81)
European Starling (205)
Bald Eagle (1)
Bohemian Waxwing (46)
Sharp-shinned Hawk (2)
American Tree Sparrow (55)
Coopers Hawk (1)
Dark-eyed Junco (85)
Herring Gull (5)
Snow Bunting (969)
Rock Pigeon (106)
Northern Cardinal (11)
Mourning Dove (59)
Red-winged Blackbird (1)
Great Horned Owl (1)
Pine Grosbeak (59)
Downy Woodpecker (21)
Purple Finch (8)
Hairy Woodpecker (25)
Common Redpoll (461)
Pileated Woodpecker (2)
Pine Siskin (2)
Northern Shrike (4)
American Goldfinch (167)
Blue Jay (152)
Evening Grosbeak (37)
American Crow (104)
House Sparrow (37)
Common Raven (98)
Thanks to all the bird watchers who kept vigil by their feeders! A new species was added to the Eganville count's ongoing checklist by Hugh Howard who reported a Coopers Hawk roosting in the barn on his family farm near Eganville. The Great Horned Owl that had been coming with regularity to Mike and Heather Lett's feeder near Eganville thankfully showed up on count day and they were there to see it. Turned out to be the only owl reported on this count. Feeder-watcher Charlotte Lehmann witnessed the count's only Canada Geese flying overhead while she crossed her yard on the way to do chores.
Feeder watchers: Tom Adamchick; Rosemary Cammaert; Bob and Laureen Clarke; Margaret Conroy; Ernie and Vivian Freitag; Stephan & Judy Grasmuck; Hugh Howard; Brenda Jolicoeur; Charlotte Lehmann; the Lett family (Michael, Heather, Mitchell, and Deann); Harold & Audrey McKibbon; Kornil Mielke; Sandra Palmer; Margery Reinert; Norman Schiemann; John Stuart; Garry Swant; the Tamosetis Family (Pat, Larry, Jana, Sarah); and Candace Woolley
At the end of the day field participants gathered at the home of Bernd Krueger and Liz Reeves to enjoy a warm and hearty meal. Thank you Bernd and Liz for your generous hospitality. Thanks to everyone who participated this year in the Chris Michener Memorial Eganville Christmas Bird Count!
Mystery Bird
(Photo: Beth Loback)
Photo Quiz
A winter visitor to Myron & Beth Loback's feeder had some of us stumped.
What do you think?
Sharp-shinned or Coopers Hawk?
Bats in the belfry! Gone batty! Blind as a bat! That bat is going to get tangled in my hair! In this edition, let's learn about one of our smallest furry friends, the Little Brown Bat, and we'll resolve some of these long-standing myths too.
The Little Brown Bat (aka Little Brown Myotis, Myotis lucifugus) is a mammal, and a member of the order Chiroptera which means "hand wing" and are the only mammals that can fly. Those flying squirrels try their best, but the best they can do is a glide.
This species is found all across Canada and the United States. They are resident bats, meaning that they don't migrate, but they do use different areas and habitats at different times of the year. During the winter (usually September through March), the Little Brown Bat hibernates in mines and caves where there are high humidity levels and temperatures that stay above freezing. Other
species of bat will often share the hibernation site. Spring through fall they will use a wide variety of areas that are dark, have shelter from the elements and are fairly warm, including trees, buildings, under rocks and other crevices. Females also form maternity colonies and nursery roosts, which are usually a little warmer than other summer roosts, and are used only by the females and their babies.
Little Brown Bats
(Photo: Daryl Coulson)
How little is the Little Brown Bat? They weigh anywhere from 5 to 14 grams, depending on the time of year, and females are a little larger than the males. They are 6 to 10 cm long, and have a wingspan between 22 and 27 cm. They have soft, glossy brown fur, which can range from dark chocolate brown to lighter golden brown and even reddish. Their bellies are usually a little lighter in colour.
(Photo: Daryl Coulson)
Let's have a quick look at a year in the life of a bat. Starting in later summer and early fall the bats begin to swarm around their winter hibernation site. This is important behaviour, as it shows the young bats where the hibernation sites are. Mating also starts to occur in the late summer, but will continue throughout the winter. Males will mate with many females, including those that are inactive (in torpor) during the winter. Torpor, when the bats' body temperature cools, and their bodily functions slow to a near stop, lasts until the outside weather conditions are warm enough for them to begin to feed again.
Female Little Browns can store sperm all winter until they ovulate and become pregnant. A 50-60 day gestation period begins. In the meantime, they move to maternity colonies where a single young (a pup), weighing a whopping 2 grams, is born in June/July. The young nurse from their mothers for about 3 weeks, and are able to fly and feed on their own after about a month. By August, the young are feeding and flying and following the females to the hibernation sites.
Bats are nocturnal. Little Brown Bats can fly as fast as 35 km/h as they zip around looking for food using echolocation. Their main food source is flying insects - moths, beetles, mayflies, caddisflies and mosquitos - and they can eat more than 100% of their body weight every night!
This myotis can live for a long time - we think on average six to seven years - but bat banding projects have recorded some Ontario bats that have lived over 30
years! Males usually live longer than females, probably because females are more vulnerable to predators when they are raising the young. Cats, mink, fisher, hawks/owls, and raccoons are just some of predators that will feed on bats.
Bats in general are hugely important to people for insect control, as well as for seed dispersal and pollination. Recently, the Little Brown Bat and two other of our resident bat species were listed as threatened species in Canada. This is due to a devastating fungus called white-nose syndrome, which attacks bats during hibernation. Mortality at some hibernation sites has exceeded 90% and Renfrew County bats have been greatly impacted.
Stay tuned for the next Species in Focus article which will feature Geomyces destructans - white-nose syndrome, written by local mycologist and all around "fun-gi" George White.
Oh yes, to end on a more uplifting note! Let's debunk some of those bat myths, shall we?
Bats are blind: Nope! Bats have eyes and can see fairly well, they just use echolocation to find their food. Random factoid - some visually impaired people are taking the principles of echolocation and using it to help them "see". Check it out:
http://www.environmentalgraffiti.com/news/newshowblindpeopleseeecholocation
Bats get tangled in your hair: If a bat ends up in your house, it doesn't want to be there anymore than you want it there. Their echolocation doesn't work well in a an enclosed area because it bounces off all the walls and as a result they get very confused and may run into you. They don't build nests and they certainly don't like hair, they're just trying to find a way out so open the doors and windows!
All bats have rabies: Like all animals, bats can carry diseases. Less than 1% of bats have rabies and most die from it. Treat them as any other wild animal and don't handle them.
Bats are dirty: Wrong again! Bats spend as much time grooming and cleaning themselves as your cat does.
Bats are pests and we should get rid of them: I think you have a whole article's worth of information here to debunk this one! Remember, they eat more than their body weight in insects each night! Let's learn to appreciate what they do for us!
A note from Species in Focus columnist, Lauren Kruschenske:
On Februrary 13th, 2013 I got to check off a new "Lifer" on my list... Andrew Kruschenske arrived at 11:41 a.m. He is excited to be part of PAFN and will come on some fun field trips with mom this summer!
Introducing our newest PAFN member, Andrew Kruschenske
(Photo: Lauren Kruschenske)
& & & & & &
The Renfrew County Biotabase Project by Jean Brereton
"When we try to pick out anything by itself, we find it hitched to everything else in the Universe." - John Muir
Chris Michener (1949-2011), founding member of the Pembroke Area Field Naturalists Club, had a deep appreciation of biodiversity. A fervent naturalist, he was pulled at his core by the thread that hitched everything to everything else in nature. Chris, I suspect was hopeful that his vision, the Renfrew County Biotabase, might inspire people to tug a little on this thread and in so doing, deepen their relationship with nature and enjoy a greater appreciation of the biodiversity of Renfrew County.
The Biotabase is a public participation project that offers citizen scientists the opportunity to record and share field observations on an ongoing basis. This on-line database is a record of what species we have in Renfrew County and indicates when and where they can be found.
Participation is easy and registration, straightforward. A tool (located on the site) allows you to detect your survey location and automatically record its latitude and longitude.
Go to: http://www.bsc-eoc.org/birdmon/rcb/main.jsp
* To register click on: "Create New Login"
* To download field checklists and participant's manual, click on Resources.
* This short video will take you through the step of registering and using the Renfrew County Biotabase: http://www.youtube.com/watch?v=g9awNxzhMpU&list=UUChc0jYxzO8X2VWsZQ2LwLA
The Pembroke Area Field Naturalists, The Ottawa River Institute, and Bird Studies Canada are collaborators on the biotabase project which received funding from the Ontario Trillium Foundation.
On-line Videos Featuring PAFN Members
To support and encourage citizen scientist/naturalists, the Biotabase Project has made a number of short videos to help with the identification of various bird species and includes some tips on hot birding spots in Renfrew County. Some videos on butterfly identification will be added soon.
Thanks to Cheryl Keetch for her great work as videographer and editor! Also thanks to PAFN Directors Manson Fleguel and Christian Renault for sharing their enthusiasm and knowledge in these videos.
To watch the videos just click on the underlined links given below which should automatically open your browser and take you to the YouTube channel (per screenshot shown immediately below). Alternatively, you can copy the links and paste them into your browser application.
Video Links:
Manson Fleguel, director of the Pembroke Area Field Naturalists discusses ways to enhance your bird watching experiences with the use of binoculars and field guides.
http://www.youtube.com/watch?v=JbM4K6xbTjk&list=UUChc0jYxzO8X2VWsZQ2LwLA &index=1
Manson Fleguel talks about some of his favourite birding locations in Renfrew County, and what you might find there http://www.youtube.com/watch?v=OaAExWTt2h0&list=UUChc0jYxzO8X2VWsZQ2LwLA
Manson Fleguel discusses some of the birds that one might find in Renfrew County during fall migrations.
http://www.youtube.com/watch?v=Vxqdp-9YoF4&list=UUChc0jYxzO8X2VWsZQ2LwLA
Manson Fleguel discusses the types of ducks that one might see on Lake Dore during spring migration.
http://www.youtube.com/watch?v=ZSYijPh7BrI&list=UUChc0jYxzO8X2VWsZQ2LwLA
Manson Fleguel talks about some of his birding experiences and some of the birds that can be seen on and around Lake Dore, near Eganville. http://www.youtube.com/watch?v=lPDLDRrtxHU&list=UUChc0jYxzO8X2VWsZQ2LwLA
Christian Renault, director of the Pembroke Area Field Naturalists discusses some of the owls that we might find in Renfrew County. http://www.youtube.com/watch?v=UMP4LRoJxig&list=UUChc0jYxzO8X2VWsZQ2LwLA
Christian Renault discusses the characteristics of the various birds that can be found around your winter bird feeder in Renfrew County. http://www.youtube.com/watch?v=B_rKvhcDSbU&list=UUChc0jYxzO8X2VWsZQ2LwLA
Christian Renault discusses the characteristics of the various sparrows that can be found in Renfrew County.
http://www.youtube.com/watch?v=KmAyq1-aG3U&list=UUChc0jYxzO8X2VWsZQ2LwLA
Members of the Pembroke Area Field Naturalists tell stories of exciting bird sightings in Renfrew County.
http://www.youtube.com/watch?v=_DNXXT5wp_U&list=UUChc0jYxzO8X2VWsZQ2LwLA
Members of the Pembroke Area Field Naturalists and other birdwatchers find plenty of waterfowl and shore birds in and around Lake Dore. http://www.youtube.com/watch?v=X6aBomr-_BI&list=UUChc0jYxzO8X2VWsZQ2LwLA
Videos about the Renfrew County Biotabase
Ole Hendrickson, President of The Ottawa River Institute and member of the Pembroke Area Field Naturalists.
In this short video Ole takes you through the steps of registering and using the Renfrew County Biotabase.
http://www.youtube.com/watch?v=g9awNxzhMpU&list=UUChc0jYxzO8X2VWsZQ2LwLA
Christian Renault describes what the Renfrew County Biotabase is, how it works, and its value as a monitoring tool.
http://www.youtube.com/watch?v=wO6MTk6kVgk&list=UUChc0jYxzO8X2VWsZQ2LwLA
Jean Brereton, director of the Pembroke Area Field Naturalists and committee member of the Renfrew County Biotabase Project, describes how Chris Michener's work inspired and initiated the Renfrew County Biotabase Project.
http://www.youtube.com/watch?v=txVEXlKkIBc&list=UUChc0jYxzO8X2VWsZQ2LwLA
The ORI-BRWP (Ottawa River Institute-Bonnechere River Watershed Project) YouTube Channel
These and many other videos, including some from the "Nature in Your Neighbourhood" series, can all be found on the ORI-BRWP YouTube channel:
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"Don't forget that old-fashioned liquid cleaning products can involve risks for respiratory disorders.... "
Jan-Paul Zock, Centre for Research in Environmental Epidemiology, Municipal Institute of Medical Research, Barcelona, Spain
See page 7.
Indoor Air Quality in Northwest Schools
An electronic newsletter for school Indoor Air Quality (IAQ) exclusively for Northwest schools
Fall 2007
Sustainability, K-12 Schools and the Sustainable Oregon Schools Initiative
The concept of sustainability is recognized internationally. A commonly used definition stems from the United Nation's Brundtland Commission: Sustainable development is development that meets the needs of the present without compromising the ability of future generations to meet their own needs.
Sustainability is More than Green
Sustainability is about more than just reducing our negative impact on the environment. It requires that we look at systems, how the system operates, what is in the system, and how our actions can cause change to the system. "Being Green" means taking a look at specific activities and finding opportunities to reduce their environmental impact. It doesn't necessarily consider whether the activity should happen in the first place, what the impact of that activity is on its surroundings or on social well-being, or how it might touch those in the larger global community. Table 1 compares "green" to "sustainability."
Table 1. Comparing "Green" to "Sustainability"
All facets of school district activities play a role toward sustainability. While achieving full sustainability is not possible in the short term, recognizing the issues and getting started is the first important step. When our schools begin, they are not only improving their operations, they are also starting tomorrow's leaders on the journey. The student learns from the way the school is operated, as well as through integrating the concepts of sustainability into all subject areas of instruction.
Indoor Air Quality in Northwest Schools
HealthySEAT Version 2 is now available
Manage ALL of your school environmental health and safety issues with this fully integrated, flexible, and free software tool from the U.S. Environmental Protection Agency. HealthySEAT Version 2 includes these new features:
* An Example Starter Checklist with a streamlined number of assessment standards
* Ability to create multiple custom checklists and associated notification letters
* A new optional Default Corrective Action field
* Easy update process retains all of your Version 1 facility, guidebook, and assessment data
* Email functionality
* Updated User's Manual
* Easier navigation
You can download Version 2 at www.epa.gov/schools/healthyseat
While you're on the web site, check these out:
* Case study of the Los Angeles Unified School District's Safe School Inspection Program
* Webinar schedule
IAQ School Indoor Air Quality Newsletter for Northwest Schools
A quarterly electronic newsletter exclusively for Northwest schools.
Please circulate this subscription opportunity throughout the Northwest to those who may be interested.
There are two ways to subscribe:
1) To view the newsletter, click here: www.energy.wsu.edu/projects/building/iaq_nl.cfm The newsletter contains a link for subscription information.
2) Or, send a blank email message to: email@example.com
You will receive a confirmation message. When you reply to that message you will be subscribed and will receive all future postings. You can easily unsubscribe at any time.
This broadcast email list not only provides automatic delivery of the quarterly School IAQ Newsletter, but includes announcements about news of interest, training events, grant opportunities, and other information useful to school districts, agencies, and stakeholders involved in school IAQ and operations and maintenance.
The newsletter is an opportunity for all interested parties to communicate, and add to the collective wisdom.
2
© 2007 Washington State University Extension Energy Program. This publication contains material written and produced for public distribution. You may reprint this written material, provided you do not use it to endorse a commercial product. Please reference by title and credit the Washington State University Extension Energy Program.
WSUEEP-07-023 • November 2007
News from the Washington State Department of Health
By Paul Marchant, Public Health Advisor School Environmental Health & Safety Program Washington State Department of Health
IAQ Monitoring Equipment Available on Loan
Control Meeting in Yakima. At the meeting Eric Dickson, Educational Service District 101, shared IEQ sampling equipment that he uses during school investigations. DOH hopes to partner with ESD's worker's compensation/loss control representatives to solicit participation from schools.
DOH sends thanks to Eric for contributing his expertise and sharing his personal experiences, and to Rich Prill, WSU Energy Program, for his assistance in coordinating and assembling the monitoring stations and for his ongoing technical assistance.
The Department of Health's School Environmental Health & Safety Program (DOH) has new equipment to loan to schools. The equipment consists of 17 indoor air quality monitoring stations attached to transportable carts. Participating schools will be able to measure key indoor air quality parameters (CO 2 , CO, six particle sizes, humidity, and temperature). DOH has positive feedback from several school districts that used similar IAQ monitoring equipment during a previous pilot project.
DOH staff introduced the program in September at an Educational Service District (ESD) Worker's Compensation Trust Loss
The new IAQ monitoring equipment and carts are now available for loan.
The loan program is free and is strictly voluntary. DOH is in the process of working out details of the loan program, although several IAQ stations have already been placed in schools. For more information about the equipment loan program, contact Paul Marchant at 360-236-3363.
Other Washington State Highlights
DOH conducted its third annual Fall School Environmental Health and Safety Workshop series between October 24 and November 7, 2007. Workshops were held in nine cities throughout the state and were designed to provide school administrators and local health jurisdictions with current information on environmental health and safety issues.
Presentations included:
* Indoor Air Quality Complaint Investigations
* Hidden High Hazard Chemicals
* Healthy, Sustainable, Safe Cleaning Options, Solutions, Challenges
* Developing an IAQ Program for your District
* Responding to IAQ Concerns
* School Integrated Pest Management
* MRSA (Methicillin-resistant Staphylococcus aureus) in Schools
* DOH IAQ Monitoring Equipment Loan Program
* Update on Emerging School Environmental Health & Safety Issues
* Updates on the State Board of Health Rule Revision
Materials from the workshops can be downloaded from the DOH website. http://www.doh.wa.gov/ ehp/ts/School/wkshops.htm
DOH staff members were invited to speak at a number of other conferences and meetings this fall. Among them were:
* Washington Federation of Independent Schools meeting, Spring Valley Montessori School, November 15. Paul Marchant and Laura
See New Program on page 11
What to Do About MRSA in Schools
By Jill Smith, RN, MN Tacoma-Pierce County Health Department
Preventing infectious disease in school settings is fundamental to maintaining a healthy learning environment. Outbreaks of MRSA (Methicillin-resistant Staphylococcus aureus) skin infections are occurring across the country. Implementing some basic preventive measures are key to stopping the spread of MRSA and other infectious diseases in schools.
What is MRSA? MRSA (mur-sa) is a type of "staph" infection that is resistant to many antibiotics, including penicillin, and frequently causes skin infections.
What do MRSA infections look like? Often a MRSA infection will look like a spider or insect bite, a boil, abscess or infected turf burn.
How is MRSA spread? MRSA
skin infections are generally spread by skin-to-skin contact or by direct contact with the infected wound drainage. MRSA may also be spread by contact with contaminated surfaces or objects such as sports equipment or personal items. MRSA skin infections are not spread through the air.
How is MRSA treated? By a healthcare provider who may drain the infection and/or prescribe an appropriate antibiotic.
How can students and school
staff avoid infection? Good hygiene and hand washing practices are the best protection from infectious diseases including MRSA. Remind students and staff to wash their hands frequently with soap and water or use 60% or greater alcohol-based hand sanitizer if soap/water is not available. Encourage student athletes to shower and wash with soap and water immediately after practice, competition and training. Remind students to not share personal items such as towels, razors, clothing and water bottles. Instruct them to avoid contact with skin infections of others.
What do I do if I think a student has a skin infection?
Early treatment is key to prevent spread and serious harm. Refer the student to the school nurse or to a health care provider as soon as possible. All draining wounds should be covered with a clean, dry bandage taped on all four sides. Exclude athletes with skin lesions from wrestling until completely healed and consider excluding athletes with skin lesions from other contact sports such as football.
What are the key recommendations for students and staff?
* Wash your hands. Make frequent hand washing with warm, soapy water a priority for everyone!
* Practice good hygiene. Strongly encourage showering with soap and water immediately after physical education class
and athletic practice, games, and trainings.
* Keep personal items personal. Do not share personal items such as towels, razors, clothing or water bottles.
* Clean and disinfect hand touch areas. Hard surfaces and equipment such as tables, desks, handrails, light switches, door handles, and athletic areas should be cleaned and disinfected on a routine basis.
* Keep your hands to yourself. Remind students not to touch other peoples' skin infections and remind staff to use disposable gloves when providing first aid.
* Report skin lesions. Encourage students to report potential skin infections to the school health team.
Are there resources about MRSA available for schools?
The Tacoma-Pierce County Health Department was partially funded by the Centers of Disease Control (CDC) and Prevention to develop a toolkit for schools and their athletic departments. You can access the "What to do about MRSA" school toolkit at www. tpchd.org. Put "MRSA toolkit for schools" in the search function. You'll also find a link to materials specific for elementary schools. For more information on MRSA
See MRSA on page 5
MRSA
Continued from page 4
in your county, contact your local Health Department.
What do MRSA skin infections look like?
* Spider bite (all the looks and feel of a bite)
* Infected skin and/or wound
* Impetigo (a skin disease characterized by pustules that burst and form thick yellow crusts)
* Boil/abscess
Source: Los Angeles County (California) Health Department
Jill Smith, RN, MN is a Public Health Nurse Consultant with the Tacoma-Pierce County Health Department in the Communicable Disease Program. She can be reached at 253 798-4715 or firstname.lastname@example.org.
Proper Disposal of LCD Projector Bulbs
By Karl Paulson, Program Associate Library/Media Support Services Salem-Keizer Public Schools (Oregon)
As the bulbs in your LCD projectors begin to fail, please remember that they are considered hazardous waste and should be disposed of accordingly. Note that this applies to the more expensive, high-tech bulbs used in LCD projectors and not to ordinary overhead projector bulbs.
Generally school custodians already arrange for disposal of fluorescent light tubes, which
contain small amounts of hazardous materials.
Custodians in each of our district's schools are also prepared to dispose of the LCD projector bulbs, which contain small amounts of mercury.
Help your district keep LCD bulbs out of the waste stream by collecting them for removal by school maintenance staff.
News from Idaho Department of Health and Welfare
By Jim Faust, Idaho Department of Health and Welfare
Over the summer several schools eliminated serious IAQ problems by removing "problem" carpets, and according to reports from teachers the results have been very satisfactory. Old or new it seems like ALL carpets are PROBLEM carpets when located in high traffic areas.
Several other schools replaced leaky roofs this past summer, helping solve water problems as well as IAQ problems, which of course compound when there are constant moisture problems.
implement. Also, it is probably just a matter of time before EPA
I recently returned from an EPAsponsored conference in Washington, DC for state IAQ contacts. We found out that ALL states have old, worn down, and even dilapidated schools that are in dire need of repairs – with no available money to make these repairs and upgrades. It was almost impossible to believe the stories we heard about the shape of our country's schools: 100+ year old buildings, worn out floors, worn out furnaces, moisture and mold problems, ventilation systems that could be included in a "Friday the 13th" movie. And these are just a few of the IAQ problems mentioned.
Some good news, though. Several states now have mandatory "green cleaning" laws for school maintenance departments to mandates that all schools, day care and Head Start facilities do radon testing.
ABC television's Extreme Home Makeover program broadcast on Nov. 4 focused on radon. The program actually tore down a house "due to a radon problem," which is a bit EXTREME – but that is the name of the program! The Idaho Department of Health contacted the local ABC affiliate station in Boise to add a tag to the show that included where to call to get free radon tests, Idaho-specific statistics, how to do radon mitigation, and radonresistant new construction (RRNC) practices.
Jim Faust is the Indoor Environment Program Manager for the Idaho Department of Health and Welfare's Environmental Health Section in Boise. For more information contact him at email@example.com, or (208) 334-5717.
Latest Asthma Statistics for Oregon Available
By Tracy Carver, MPA Oregon Asthma Program
Between 2004 and 2006 Oregon child asthma prevalence increased from 7.2% to 9.0%. You can find Oregon data on asthma in the Asthma Surveillance Report. http://oregon.gov/DHS/ph/asthma/ datastat.shtml
Oregon's child asthma prevalence was below the national average and about in the middle compared to other states. You can find this information on the Centers for Disease Control and Prevention (CDC)
website. www.cdc. gov/asth ma/brfss/ default. htm#04/
It is also important to note that Oregon continues to have considerably higher adult asthma prevalence, compared to the national average. In 2005, the Oregon adult prevalence was 9.9%, compared to the U.S. average of 7.9%.
HealthDay News
(October 12, 2007), new research found that use of
household cleaning sprays as
Spray Cleaner Caution
As reported in
little as once a week increased the risk of developing asthma by nearly 50 percent.
More than 3,500 people with no history of asthma or asthma symptoms at the beginning of the European study were followed up with after 9 years. They were asked about the types of cleaning products they use, how often they use them, and study participants were given lung-function tests.
While liquid multi-purpose cleaners were also frequently used, researchers didn't find any association between asthma and properly used liquid cleaners.
However, the study's lead author, Jan-Paul Zock, a research fellow at the Centre for Research in Environmental Epidemiology at the Municipal Institute of Medical Research in Barcelona, Spain, added this caveat: "Don't forget that old-fashioned liquid cleaning products can involve risks for respiratory disorders as well. The most notorious example is bleach, particularly when mixed with other cleaners -- something that should never be done."
The most important thing consumers need to know, cautioned Zock, is that "cleaning sprays – for sale in all supermarkets – are not harmless, and their use may involve serious health risks."
The full story: www.healthday.com/Article.asp?AID=609089
School Lighting… Check Out These Recent Publications
Removing PCBs from Light Fixtures: Protecting Students from Hidden Dangers (PDF file) www.epa.gov/region09/toxic/pcb/pdfs/pcbmain.pdf (U.S. Environmental Protection Agency, Washington, 2006) The U.S. Environmental Agency recommends removal of all pre-1979 fluorescent light ballasts in schools to prevent accidental exposure of occupants to highly toxic polychlorinate biphenyls (PCBs). This guide provides step-by-step instructions for identifying, properly managing, and ultimately replacing PCB-containing light ballasts in schools. 10 pages.
"Learning, Lighting, and Color" (PDF file) www.designshare.com/articles/1/133/fielding_ light-learn-color.pdf
Fielding, Randall (DesignShare.com, 2006)
Integrated Classroom Lighting System: Light's
Great, Less Billing(PDF file)
www.esource.com/public/pdf/cec/CEC-TB-1.pdf
(California Energy Commission Public Interest Energy Research Program, Sacramento, 2004) Describes energy-efficient, flexible lighting for today's classroom needs. The Integrated Classroom Lighting System (ICLS) consists of a combination of direct and indirect light, assisted by 96 percent reflective material in the fixtures, and easy-to-use controls. 2 pages.
News from the Oregon Education Association
By James Sundell, Uniserve Consultant Oregon Education Association
I believe we are gaining momentum within the Oregon Education Association (OEA) for a greater level of member involvement in the area of Indoor Environmental Quality. We continue to provide training and information for our members who are interested in this important advocacy for the employees and children who spend so much of their time in our schools.
Health Information Network (NEAHIN), two will be partially funded by OEA, and the remaining team members will secure funding from other sources.
The Oregon School Indoor Air Quality Partnership recently provided the following information and outreach:
The big news for OEA is that we have a 10-member team accepted to attend the EPA Tools for Schools Symposium, December 58 in Washington, DC. Four team members will be funded by the National Education Association's
* The Oregon School Indoor Air Quality Partnership presented IAQ information at the "Joint Conference for Literacy and Leadership" in Portland, August 6-8.
* Karyl Gothe, James Sundell, and Carolyn
Latest Shop Talk Now Online
By Bob MacKenzie, Plant Operations Support Washington Department of General Administration GA-WSU Team
The Fall 2007 edition of Shop Talk (www.ga.wa.gov/plant/SHOPTALK/ FALL07.pdf) has hit the shelves and has a NEW look celebrating the program's recent partnership with the WSU Extension Energy Program. It also provides an insight into what Plant Operations Support (The Consortium) is all about.
Learn about how the University of Washington has responded to the Gould Hall and Virginia Tech tragedies to buttress their emergency disaster preparedness plans; meet the new president of
APPA, the much-lauded association of higher education facilities officers; find out how members saved big on greenhouses and associated equipment; read about how all Washington state community colleges have selected and implemented a major computerized maintenance management system; meet new and welcome back returning Consortium members… and more!
Smith-Evans presented a breakout session on IAQ at "OEA's Advocacy Conference" on September 29 in Portland.
* Karyl Gothe, Rich Prill, and James Sundell presented two breakout sessions at "OEA's Energize for Action" In-Service Day for Classified employees in Salem on October 12.
Contact James Sundell, OEA UniServ Consultant, in Albany, Oregon, at (541) 967-1801 or his email at firstname.lastname@example.org
This issue is filled to the brim with member wins and best practices. Most importantly, it chronicles
how you all do good things for your stakeholders and our taxpayers… innovatively, diligently, with limited resources!
Contact Bob MacKenzie, Plant Operations Support, GA-WSU Team at (360) 956-2055.
Email: email@example.com
Web: www.ga.wa.gov/plant/
Sustainability
Continued from page 1
The School Facility
The school facility itself provides a great example of an interconnected system that impacts sustainability in multiple ways, both through its own existence and operation as well as through its use as a teaching tool. This system includes the building itself, the surrounding natural resources and ecosystems, the occupants, the local community, transportation options for accessing the facility, the construction and operating cost and global conditions.
SITE
* Wise selection and use of a site can provide outdoor educational opportunities to study natural ecosystems, monitor stream quality or learn about native cultures.
* Selecting a site on public transportation lines and with bike and foot access will encourage transportation choices that support personal health, while also avoiding greenhouse gas production.
* It's critical to consider past uses of the site and be realistic about any past uses that might have left contamination. It has happened that an entire school was built, and then subsequently found to be uninhabitable after discovering unacceptable levels of toxic materials in the ground.
DESIGN (new or remodel)
* The building design can incorporate materials with a low environmental impact by designating items that are reused, contain recycled content, or are renewable. These avoid the cost, energy and pollution of extracting virgin materials and leave ecosystems intact.
* Selecting local materials will support the local economy while also avoiding transportation-caused air pollution and fuel use.
* A high performance facility will greatly reduce energy and water needs over its lifetime, avoiding considerable costs and environmental impact. It's critical to recognize that while the initial cost of a high performance building may be somewhat higher, it will be more than made up for with lower operating costs.
The Sustainable School System
* A design that provides adequate air flow and avoids materials that give off toxic substances will provide a healthy indoor environment. This leads to healthier occupants, thus supporting student and teacher performance.
* Incorporating natural lighting and outdoor views has been demonstrated to enhance occupant performance.
* The building design can also encourage community involvement, for example by including space for a community or local governmental organization to co-locate.
OPERATION
* The building should be commissioned (or re-commissioned) to ensure that it is actually performing as efficiently as it was designed. There are many examples of new buildings that were found to be expensive to operate because the equipment was never set up properly.
* EPA studies indicate that indoor pollutant levels may be 2-5 times higher than outdoor levels. The cost and effort needed to prevent most indoor air quality problems is significantly less than the cost and effort required to resolve problems after they develop. It's important that facilities be adequately maintained. Use of finish surfaces that are easy to clean and maintain, and ensuring a regular cleaning schedule will reduce asthma triggers.
* Only non-toxic materials should be utilized, whether for cleaning, maintenance or
See Sustainability on page 10
Indoor Air Quality in Northwest Schools
Sustainability
and in that society…
Continued from page 9
landscaping. This reduces the toxic burden on the occupants as well as for the workers that manufactured the material, and on the environment.
* Involving students in the facility operation and monitoring can teach them about building design, indoor environmental quality, their local ecosystem, global interactions and more. It can be incorporated within diverse subject areas such as mathematics, science, health and social studies.
Sustainability is a strategy to be applied with an understanding of the entire system. It ties together environmental, social and economic factors, which are all part of the interconnected system. These are often referred to as the 3-legged stool of sustain- ability, the 3 E's (Environment, Economy and social Equity), or the triple bottom line.
Sustainability frameworks such as "The Natural Step" help to define what success means. The Natural Step framework was developed by Swedish
ENVIRONMENT
ECONOMY
EQUITY
oncologist Dr. Karl-Henrik Robèrt in 1989. He began to question the increase in some cancers and the environmental factors that must be at play. He brought leading scientists together to consider what was happening and how to address it. They eventually all agreed on four sustainability principals that must be honored if we want to maintain life on earth as we know it, over time.
The four Natural Step System Conditions state that:
In a sustainable society, nature is not subject to systematically increasing:
1. concentrations of substances extracted from the earth's crust (such as heavy metals);
2. concentrations of substances produced by society (such as bio-accumulative toxins);
3. degradation by physical means (such as eliminating bio-diversity);
4. people are not subject to conditions that systematically undermine their capacity to meet their needs.
A sustainability planning process such as the following steps recommended by The Natural Step will guide the way, helping to provide a shared mental model for all to work together.
A – Awareness
What do you know about sustainability and why it matters?
B – Baseline Mapping
What does your organization look like today?
C – Clear and Compelling Vision
What does your organization look like in a sustainable society?
D – Down to Action
How will you manage and prioritize steps to sustainability?
The Sustainable Oregon Schools Initiative
The Sustainable Oregon Schools Initiative (SOSI) is a new and unique program that provides a focal point for sustainability information, resources and activities in Oregon, and will be generally applicable in other states as well. It will address operations issues including the facility itself, resource use, transportation, food, procurement, indoor environmental quality, community and culture issues, as well as student and staff education about sustainability. It's being created now with input from interested stakeholders, and with guidance from a Steering Committee.
A stakeholder group will be convened for each of the above topic areas, to:
* Define the sustainable vision.
* Identify key indicators for sustainability within that area, including metrics.
* Identify and create resources to help school districts and schools progress.
See Sustainability on page 11
10
Sustainability
Continued from page 10
The initiative will:
* Increase knowledge of school personnel and supporting organizations about sustainability practices and opportunities, through training, events, a comprehensive website and an annual awards program.
* Create a practical toolkit for school districts and schools to assess their sustainability, access resources and implement projects that increase their sustainability.
* Reach out to school districts to inform them about these resources.
Incorporating sustainability concepts into operations and classrooms will save money, protect student and staff health, support academic success, protect our ecosystems, and prepare today's students to be wise leaders tomorrow. The Sustainable Oregon Schools Initiative will help Oregon be a national leader in sustainability, providing a unique model for the nation.
New Programs
Continued from page 3
White presented information on asthma and environmental triggers and on the indoor air quality equipment loan program.
* 14th Annual Joint Conference on Health in Yakima. Laura White and several other DOH environmental health staff participated in a DOH panel presentation entitled "Air Quality & Health: Collaborative Efforts to Decrease Risks and Improve Communication." Nancy Bernard also presented at the conference on the topic "Environmental Health and Safety in School Building Siting and Design."
* Washington Resource Conservation Manager meeting, Washington Middle School, Olympia. Paul Marchant and Glen Patrick gave a presentation and overview of the IAQ monitoring equipment loan program. Tim Byrne, Capital and Construction Supervisor for Olympia School District, gave a tour of the school. The building was one of the
11
SOSI is managed by the Zero Waste Alliance, a program of the nonprofit International Sustainable Development Foundation. This Portland-based group supports organizations in creating a more sustainable future by following nature's model.
The SOSI website will have information and resources suitable for schools themselves, as well as for parents, students and outside organizations that are working with or would like to support schools on these issues. www.sustainableschools.org
The best way to connect with SOSI and learn about upcoming opportunities and events is to subscribe to the monthly electronic newsletter. To subscribe to the newsletter, learn more about the initiative or support it with your membership, visit the website or contact Lori Porter Stole, firstname.lastname@example.org, 503-307-4067.
The Indoor Environmental Quality team is meeting now, and has several meetings yet to go. It is developing a model for a sustainable indoor environment, utilizing a proactive, integrated approach. If you would like to become involved with this team, contact Lori Stole, email@example.com. The final products from this group's efforts will be presented in a future issue of this newsletter.
Washington Sustainable Schools pilot projects, and Tim was project manager for the major remodel.
* Clark County's first Fix-it Fair, Clark College, Vancouver, October 27. The fair was modeled after Oregon's very successful annual Fix-it Fairs. Separate workshop tracks provided information about energy savings, principles of a healthy home, composting and gardening, well and septic system; household hazardous material management, recycling, identify theft protection, emergency preparedness, and more. A presentation by Laura White highlighted the link between housing, indoor air, and health. She discussed mold, asthma triggers, lead, ventilation, formaldehyde, flame retardants (PBDEs), radon, carbon monoxide, ozone generators, consumer chemicals and pesticides, and integrated pest management. | <urn:uuid:20815b9a-10b6-4a04-962d-14c9b932ace0> | CC-MAIN-2018-34 | http://www.energy.wsu.edu/Documents/07_fall_iaq_nl.pdf | 2018-08-16T17:48:06Z | crawl-data/CC-MAIN-2018-34/segments/1534221211146.17/warc/CC-MAIN-20180816171947-20180816191947-00215.warc.gz | 518,128,698 | 6,165 | eng_Latn | eng_Latn | 0.994113 | eng_Latn | 0.99587 | [
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Church must highlight women's vital role in ministry, says US speaker
Carol Glatz Catholic News Service | Dec. 11, 2012 Vatican City
To counteract the widespread perception that women don't have a vital role in the church, Catholics need to learn more about the historical importance of women in ministry and retell those stories to younger generations, said a prominent U.S. Catholic speaker.
Catholics need "to take these young people, sometimes adults, under our wing and talk about these things and share our own life story of ministry," said Vicki Thorn.
Thorn, the founder of Project Rachel -- a Catholic post-abortion healing ministry -- and executive director of the National Office of Post-Abortion Reconciliation and Healing in Milwaukee, was attending a Dec. 9-12 international congress at the Vatican.
The congress marked the 15th anniversary of the Synod of Bishops for America, and Thorn addressed one of the assembly's working groups in a talk about the church's vision of the dignity of women.
She told Catholic News Service on Monday that the church needs to shine the spotlight back on the significant role women have played in the life of the church.
"If you look at scripture, there were the women who fed Jesus, supported him and traveled with the apostles," she said.
"Women have always been the pragmatic responders," she said. "If you look at the saints, women saw a need, they went and took care of it" and worked with other church authorities to get the necessary infrastructure and support to keep their services going, such as caring for the sick or neglected, and educating the young.
Many Catholics, especially young adults, are surprised when they hear stories of the saints' strength and gumption, she said. "We have to reclaim that; it's our tradition."
Part of the reason why women's contributions get overlooked, she said, is women are often too concerned with getting things done than tooting their own horns. Another problem is that the mass media interpret the fact that priestly ordination is open only to men as proof the church considers women to be inferior.
"But our role is different than the role of men, and that's not a problem," she said.
However, "in the media there's this mindset that we should be the same. No, we shouldn't. There's complementarity and that's what's important." Women "bring to the church perceptiveness; the way we view the world is different than the male way and that's not bad," she said.
So-called "gender neutrality" ends up erasing the two gender's unique gifts, she added.
"Women who are involved in the church have to tell the stories and take pride in what women have done because we get caught up in the authority issue," she said.
Women have had different kinds of authority in the church, Thorn said, with women running religious communities, schools, hospitals and other institutions even long before they were allowed such positions in secular society.
Thorn said when she tells young women about the long history of women in the church, "their faces light up" and they want to know more.
"We, for centuries, have been a people of story," yet those days of passing on the faith in an informal family setting are now rare, she said.
Stories or experiences of faith had been handed down from grandmothers and other relatives to the younger generations, she said, giving life to the saying: "Faith is caught, not taught."
Stained glass windows, statues and other sacred artwork were all meant to offer an opportunity to tell the story of the event or holy person depicted, but now people just see them as beautiful artistic decorations, missing their true purpose.
"There is this vacuum" in a lack of well-catechized adults, including parents, who are knowledgeable about church history, she said.
Given the success, for example, of the "Veggie Tales" Christian video series for kids, Thorn said, Catholic media could create compelling videos for children that explain the lives of women saints and help kids apply those stories' lessons to real-life problems.
"There are great adventures in many of those lives," she said, like St. Teresa of Avila who, opposed to her father's wishes, sneaked away in the dead of night to a Carmelite convent to escape being married off.
The saint's story also helps kids become aware of the continued problem of forced marriage in some cultures and how, as a church, people can help those on the run, Thorn said.
Teaching and ministering need renewed attention as "I think in some respects over time we grew away from the practical work of the church and we became more bureaucratic."
"Feeding the people, walking with Jesus, making sure he had what was needed, that's what's important," she said.
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Melanoma Skin Cancer
What is cancer?
The body is made up of trillions of living cells. Normal body cells grow, divide into new cells, and die in an orderly way. During the early years of a person's life, normal cells divide faster to allow the person to grow. Once a person becomes an adult, most cells divide only to replace worn-out or dying cells or to repair injuries.
Cancer begins when cells in a part of the body start to grow out of control. There are many kinds of cancer, but they all start because of out-of-control growth of abnormal cells.
Cancer cell growth is different from normal cell growth. Instead of dying, cancer cells continue to grow and form new, abnormal cells. In most cases the cancer cells form a tumor. Cancer cells can also invade (grow into) other tissues, something that normal cells can't do. Growing out of control and invading other tissues is what makes a cell a cancer cell.
Cells become cancer cells because of damage to DNA. DNA is in every cell and directs all its actions. In a normal cell, when DNA is damaged the cell either repairs the damage or the cell dies. In cancer cells, the damaged DNA is not repaired, but the cell doesn't die like it should. Instead, this cell goes on making new cells that the body does not need. These new cells will all have the same damaged DNA as the first abnormal cell does.
People can inherit damaged DNA, but most often the DNA damage is caused by mistakes that happen while the normal cell is reproducing or by something in our environment. Sometimes the cause of the DNA damage is something obvious, like cigarette smoking or ultraviolet (UV) light exposure. But often no clear cause is found.
Cancer cells often travel to other parts of the body, where they begin to grow and form new tumors. This process is called metastasis. It happens when the cancer cells get into the bloodstream or lymph vessels of our body.
No matter where a cancer may spread, it is named (and treated) based on the place where it started. For example, prostate cancer that has spread to the bones is still prostate cancer, not bone cancer.
Different types of cancer can behave very differently. They grow at different rates and respond to different treatments. That is why people with cancer need treatment that is aimed at their particular kind of cancer.
Not all tumors are cancerous. Tumors that aren't cancer are called benign. Benign tumors can cause problems – they can grow very large and press on healthy organs and tissues. But they can't grow into (invade) other tissues. Because they can't invade, they also can't spread to other parts of the body (metastasize). These tumors are almost never life threatening.
What is melanoma skin cancer?
Melanoma is a cancer that starts in a certain type of skin cell. To understand melanoma, it helps to know about the normal structure and function of the skin.
Normal skin
The skin is the largest organ in your body. It does many different things, such as:
* Covering the internal organs and helping protect them from injury
* Serving as a barrier to germs such as bacteria
* Preventing the loss of too much water and other fluids
* Helping control body temperature
* Protecting the rest of the body from ultraviolet (UV) rays
* Helping the body make vitamin D
The skin has 3 layers: the epidermis, the dermis, and the subcutis (see picture).
Epidermis
This top layer of skin is very thin, averaging only about 1/100 of an inch thick. It protects the deeper layers of skin and the organs of the body from the environment.
The main types of cells in the epidermis include:
* Squamous cells: These are flat cells in the outer part of the epidermis that are constantly shed as new ones form.
* Basal cells: These cells are in the lower part of the epidermis, called the basal cell layer. These cells constantly divide to form new cells to replace the squamous cells that wear off the skin's surface. As these cells move up in the epidermis, they get flatter, eventually becoming squamous cells.
* Melanocytes: These are the cells that can become melanoma. They make a brown pigment called melanin, which gives the skin its tan or brown color. Melanin protects the deeper layers of the skin from some of the harmful effects of the sun. For most people, when skin is exposed to the sun, melanocytes make more of the pigment, causing the skin to tan or darken.
The epidermis is separated from the deeper layers of skin by the basement membrane. When a skin cancer becomes more advanced, it generally grows through this barrier and into the deeper layers.
Dermis
This middle layer of the skin is much thicker than the epidermis. It contains hair follicles, sweat glands, blood vessels, and nerves that are held in place by a protein called collagen, which gives the skin its elasticity and strength.
Subcutis
The deepest layer of the skin (the subcutis) and the lowest part of the dermis form a network of collagen and fat cells. The subcutis helps the body conserve heat and has a shock-absorbing effect that helps protect the body's organs from injury.
Benign skin tumors
Many types of benign (non-cancerous) tumors can develop from different types of skin cells.
Benign tumors that start in melanocytes
A mole (nevus) is a benign skin tumor that develops from melanocytes. Almost everyone has some moles. Nearly all moles (nevi) are harmless, but having some types can raise your risk of melanoma. See the section "What are the risk factors for melanoma skin cancer?" for more information about moles.
A Spitz nevus is a kind of mole that sometimes looks like melanoma. It is more common in children and teens, but it can also be seen in adults. These tumors are generally benign and don't spread. But sometimes doctors have trouble telling Spitz nevi from true melanomas, even when looking at them under a microscope. Therefore, they are often removed, just to be safe.
Benign tumors that develop from other types of skin cells
* Seborrheic keratoses: Tan, brown, or black raised spots with a "waxy" texture
* Hemangiomas: Benign blood vessel growths, often called strawberry spots
* Lipomas: Soft growths made up of fat cells
* Warts: Rough-surfaced growths caused by some types of human papilloma virus (HPV)
Most of these tumors rarely, if ever, turn into cancers. There are many other kinds of benign skin tumors, but most are not very common.
Melanoma skin cancers
Melanoma is a cancer that begins in the melanocytes. Other names for this cancer include malignant melanoma and cutaneous melanoma. Most melanoma cells still make melanin, so melanoma tumors are usually brown or black. But some melanomas do not make melanin and can appear pink, tan, or even white.
Melanomas can develop anywhere on the skin, but they are more likely to start on the trunk (chest and back) in men and on the legs in women. The neck and face are other common sites.
Having darkly pigmented skin lowers your risk of melanoma at these more common sites, but anyone can develop this cancer on the palms of the hands, soles of the feet, and under the nails. Melanomas in these areas account for more than half of all melanomas in African Americans but fewer than 1 in 10 melanomas in whites.
Melanomas can also form in other parts of your body such as the eyes, mouth, genitals, and anal area, but these are much less common than melanoma of the skin.
Melanoma is much less common than basal cell and squamous cell skin cancers, but it is far more dangerous. Like basal cell and squamous cell cancers, melanoma is almost always curable in its early stages. But it is much more likely than basal or squamous cell cancer to spread to other parts of the body if not caught early.
Other skin cancers
Skin cancers that are not melanomas are sometimes grouped as non-melanoma skin cancers because they develop from skin cells other than melanocytes. They tend to behave very differently from melanomas and are often treated with different methods.
Basal and squamous cell skin cancers
Most non-melanoma skin cancers are basal cell or squamous cell cancers. They are by far the most common skin cancers, and actually are more common than any other form of cancer. Because they rarely spread (metastasize) to other parts of the body, basal cell and squamous cell skin cancers are usually less concerning and are treated differently from melanoma. These cancers are discussed in Skin Cancer: Basal and Squamous Cell.
Less common skin cancers
Other types of non-melanoma skin cancer are much less common than basal and squamous cell cancers and are treated differently. They include:
* Merkel cell carcinoma
* Kaposi sarcoma
* Cutaneous (skin) lymphoma
* Skin adnexal tumors (tumors that start in hair follicles or skin glands)
* Various types of sarcomas
Together, these types account for less than 1% of all skin cancers.
What are the key statistics about melanoma skin cancer?
Cancer of the skin is by far the most common of all cancers. Melanoma accounts for less than 2% of skin cancer cases but causes a large majority of skin cancer deaths.
Here are the American Cancer Society's estimates for melanoma in the United States for 2015:
* About 73,870 new melanomas will be diagnosed (about 42,670 in men and 31,200 in women).
* About 9,940 people are expected to die of melanoma (about 6,640 men and 3,300 women).
The rates of melanoma have been rising for at least 30 years.
Melanoma is more than 20 times more common in whites than in African Americans. Overall, the lifetime risk of getting melanoma is about 2.4% (1 in 40) for whites, 0.1% (1 in 1,000) for blacks, and 0.5% (1 in 200) for Hispanics. The risk for each person can be affected by a number of different factors, which are described in the section "What are the risk factors for melanoma skin cancer?"
The risk of melanoma increases as people age. The average age at the time it is found is 62. But melanoma is not uncommon even among those younger than 30. In fact, it is one of the most common cancers in young adults (especially young women).
For melanoma survival statistics, see the section "What are the survival rates for melanoma skin cancer by stage?"
What are the risk factors for melanoma skin cancer?
A risk factor is anything that affects your chance of getting a disease such as cancer. Different cancers have different risk factors. Some risk factors, like smoking and excess sun exposure, can be changed. Others, like a person's age or family history, can't be changed.
But having a risk factor, or even many risk factors, does not mean that you will get the disease. And some people who get the disease may have few or no known risk factors.
Several risk factors can make a person more likely to develop melanoma.
Ultraviolet (UV) light exposure
Exposure to ultraviolet (UV) rays is a major risk factor for most melanomas. Sunlight is the main source of UV rays. Tanning beds and sun lamps are also sources of UV rays.
While UV rays make up only a very small portion of the sun's rays, they are the main cause of the damaging effects of the sun on the skin. UV rays damage the DNA of skin cells. Skin cancers begin when this damage affects the DNA of genes that control skin cell growth.
The nature of the UV exposure may play a role in melanoma development. For example, the development of melanoma on the trunk (chest and back) and legs has been linked to frequent sunburns (especially in childhood). This might also have something to do with the fact that these areas are not constantly exposed to UV light. Some experts think that melanomas that start in these areas are different from those on the face, neck, and arms, where the sun exposure is more constant. And different from either of these are melanomas that develop on the palms of the hands, soles of the feet, under the nails, or on internal surfaces such as the mouth and vagina, where there has been little or no sun exposure.
To learn more about the effects of UV rays on the skin and what you can do to protect yourself and your loved ones, see Skin Cancer Prevention and Early Detection.
Moles
A mole (also known as a nevus) is a benign (non-cancerous) pigmented tumor. Babies are not usually born with moles; they often begin to appear in children and young adults. Most moles will never cause any problems, but a person who has many moles is more likely to develop melanoma.
Atypical moles (dysplastic nevi): These moles look a little like normal moles but also have some features of melanoma. They are often larger than other moles and have an abnormal shape or color. (See the section "Signs and symptoms of melanoma skin cancer" for descriptions of how moles and melanomas look.) They can appear on skin that is exposed to the sun as well as skin that is usually covered, such as on the buttocks or scalp.
Dysplastic nevi often run in families. A small number of dysplastic nevi may develop into melanomas. But most dysplastic nevi never become cancer, and many melanomas seem to arise without a pre-existing dysplastic nevus.
Dysplastic nevus syndrome (also known as familial atypical multiple mole melanoma syndrome, or FAMMM): People with this inherited condition have many dysplastic nevi and at least one close relative who has had melanoma.
People with this condition have a very high lifetime risk of developing melanoma, so they need to have very thorough, regular skin exams by a dermatologist (a doctor who specializes in skin problems). In some cases, full body photos are taken to help the doctor recognize if moles are changing and growing. Many doctors recommend that these patients be taught to do monthly skin self-exams as well.
Congenital melanocytic nevi: Moles present at birth are called congenital melanocytic nevi. The lifetime risk of melanoma developing in congenital melanocytic nevi is estimated to be between 0 and 10%, depending on the size of the nevus. People with very large congenital nevi have a greater risk, while the risk is less for those with small nevi. For example, the risk for melanoma in congenital nevi smaller than the palm of your hand is very low, while those that cover large portions of back and buttocks ("bathing trunk nevi") have significantly higher risks.
Congenital nevi are sometimes removed by surgery so that they don't have a chance to become cancer. Whether doctors advise removing a congenital nevus depends on several factors including its size, location, and color. Many doctors recommend that congenital nevi that are not removed should be examined regularly by a dermatologist and that the patient should be taught how to do monthly skin self-exams.
Again, the chance of any single mole turning into cancer is very low. However, anyone with lots of irregular or large moles has an increased risk for melanoma.
Fair skin, freckling, and light hair
The risk of melanoma is much higher for whites than for African Americans. Whites with red or blond hair, blue or green eyes, or fair skin that freckles or burns easily are at increased risk.
Family history of melanoma
Your risk of melanoma is greater if one or more first-degree relatives (parent, brother, sister, or child) has had melanoma. Around 10% of all people with melanoma have a family history of the disease.
The increased risk might be because of a shared family lifestyle of frequent sun exposure, a family tendency to have fair skin, certain gene changes (mutations) that run in a family, or a combination of factors.
Most experts do not recommend that people with a family history of melanoma have genetic testing to look for mutations, as it's not yet clear how helpful this is. Rather, experts advise that they do the following:
* Have regular skin exams by a dermatologist
* Thoroughly examine their own skin once a month
* Be particularly careful about sun protection and avoiding artificial UV rays (such as those from tanning booths)
(For more information on genetic testing, see "Can melanoma skin cancer be prevented?")
Personal history of melanoma or other skin cancers
A person who has already had melanoma has a higher risk of getting melanoma again. About 5% of people with melanoma will develop a second one at some point. People who have had basal or squamous cell skin cancers are also at increased risk of getting melanoma.
Weakened immune system
A person's immune system helps fight cancers of the skin and other organs. People with weakened immune systems (from certain diseases or medical treatments) are more likely to develop many types of skin cancer, including melanoma.
For example, people who get organ transplants are usually given medicines that weaken their immune system to help prevent them from rejecting the new organ. This increases their risk of developing melanoma.
People infected with HIV, the virus that causes AIDS, often have weakened immune systems and are also at increased risk for melanoma.
Older age
Melanoma is more likely to occur in older people, but it is also found in younger people. In fact, melanoma is one of the most common cancers in people younger than 30 (especially younger women). Melanoma that runs in families may occur at a younger age.
Male gender
In the United States, men have a higher rate of melanoma than women, although this varies by age. Before age 45, the risk is higher for women; after age 45 the risk is higher in men.
Xeroderma pigmentosum
Xeroderma pigmentosum (XP) is a rare, inherited condition that affects skin cells' ability to repair damage to their DNA. People with XP have a high risk of developing melanoma and other skin cancers when they are young, especially on sun-exposed areas of their skin.
Do we know what causes melanoma skin cancer?
Although researchers have found some things that can raise a person's risk of melanoma (see "What are the risk factors for melanoma skin cancer?"), it's not yet clear exactly how these factors cause melanoma.
For example, while most moles never turn into a melanoma, some do. Researchers have found some gene changes inside mole cells that may cause them to become melanoma cells. But it is still not known exactly why some moles become cancerous or why having many moles or atypical (dysplastic) moles increases your risk of developing melanoma.
Researchers have learned a great deal in recent years about how certain changes in DNA can make normal cells become cancerous. DNA is the chemical in each of our cells that makes up our genes – the instructions for how our cells function. We usually look like our parents because they are the source of our DNA. But DNA affects more than just how we look.
Some genes control when our cells grow, divide into new cells, and die. Certain genes that help cells grow, divide, and stay alive are called oncogenes. Genes that keep cell growth in check or cause cells to die at the right time are called tumor suppressor genes. Cancers can be caused by DNA changes that turn on oncogenes or turn off tumor suppressor genes. Changes in several different genes are usually needed for a cell to become cancerous.
Ultraviolet (UV) rays are clearly a major cause of many melanomas. UV rays can damage the DNA in skin cells. Sometimes this damage affects certain genes that control how skin cells grow and divide. If these genes no longer work properly, the affected cells may form a cancer.
Most UV rays come from sunlight, but some can come from man-made sources such as tanning beds. Usually it's not clear exactly when UV exposure causes DNA damage that might eventually lead to cancer. Some of the damage may take place in the few years before the start of the cancer. But much of it may be from exposures that happened many years earlier. Children and young adults often get a lot of intense sun exposure that might not result in cancer until many years or even decades later.
Most of the gene changes commonly seen in melanoma cells are not inherited. They are more likely the result of damage caused by sunlight. In some people, such as those with xeroderma pigmentosum (XP), the skin cells are not as able to repair damaged DNA. These people are more likely to develop melanoma.
Some melanomas occur in parts of the body that are rarely exposed to sunlight. These melanomas often have different gene changes than those in melanomas that develop in sun-exposed areas.
When melanomas run in families, gene mutations that greatly increase the risk of melanoma are often passed from one generation to the next. Familial (inherited)
melanomas most often have changes in tumor suppressor genes such as CDKN2A (also known as p16) and CDK4 that prevent them from doing their normal job of controlling cell growth. Scientists reason that this could eventually lead to cancer.
Many other gene changes have been found in melanoma cells as well. Some of these have proven to be good targets for drugs to help treat this disease. For example, about half of all melanomas have a change (mutation) in the BRAF oncogene that helps drive their growth. This change is not inherited. It seems to occur during the development of the melanoma. Several drugs that specifically target cells with this gene change are now used to treat these melanomas (see the section "Targeted therapy for melanoma skin cancer").
Can melanoma skin cancer be prevented?
Not all melanomas can be prevented, but there are things you can do that could reduce your risk of getting melanoma and other skin cancers.
Limit your exposure to ultraviolet (UV) rays
The most important way to lower your risk of melanoma is to protect yourself from exposure to UV rays. Practice sun safety when you are outdoors.
Seek shade
Simply staying in the shade is one of the best ways to limit your UV exposure.
"Slip! Slop! Slap! ® … and Wrap"
If you are going to be in the sun, this catchphrase can help you remember some of the key steps you can take to protect yourself from UV rays:
* Slip on a shirt.
* Slop on sunscreen.
* Slap on a hat.
* Wrap on sunglasses to protect the eyes and sensitive skin around them.
Avoid tanning beds and sunlamps
Many people believe the UV rays of tanning beds are harmless. This is not true. Tanning lamps give out UV rays, which can cause long-term skin damage and can contribute to skin cancer. Tanning bed use has been linked with an increased risk of melanoma, especially if it is started before a person is 30. Most dermatologists (skin doctors) and health organizations recommend not using tanning beds and sun lamps.
Protect children from the sun
Children need special attention, since they tend to spend more time outdoors and can burn more easily. Parents and other caregivers should protect children from excess sun exposure by using the steps above. Children need to be taught about the dangers of too much sun exposure as they become more independent.
To learn more about sun safety
For more information on how to protect yourself and your family from UV exposure, see our document Skin Cancer: Prevention and Early Detection.
Watch for abnormal moles
Checking your skin regularly may help you spot any new or abnormal moles or other growths and show them to your doctor before they even have a chance to turn into skin cancer.
Certain types of moles are more likely to develop into melanoma (see the section "What are the risk factors for melanoma skin cancer?"). If you have moles, depending on how they look, your doctor may want to watch them closely with regular exams or may remove some of them if they have certain features that suggest they might change into a melanoma.
Routine removal of many moles is not usually recommended as a way to prevent melanoma. Some melanomas may develop from moles, but most do not. If you have many moles, getting careful, routine exams by a dermatologist, along with doing monthly skin self-exams, might be recommended.
If you find a new, unusual, or changing mole, you should have it checked by a doctor experienced in recognizing skin cancers. See the section "Signs and symptoms of melanoma skin cancer" for descriptions of what to look for.
Genetic counseling and testing for people at high risk
Gene mutations (changes) that increase melanoma risk can be passed down through families, but they account for only a small portion of melanomas. You might have inherited a gene mutation that increases your risk of melanoma if any of the following apply:
* Several members of one side of your family have had melanoma
* A family member has had more than one melanoma
* A family member has had both melanoma and pancreatic cancer
* You have had more than one melanoma
Some families with high rates of melanoma have mutations in genes such as CDKN2A (also known as p16). Tests for these gene changes are now available, although they are not widely recommended by doctors at this time. People interested in learning whether they carry gene changes linked to melanoma may want to think about taking part in genetic research that will advance progress in this field.
It is very important to meet with a genetic counselor before deciding if you should have testing. The counselor can describe the tests to you and explain what the results may or may not tell you about your risk. Genetic testing is not perfect, and in some cases the tests may not provide solid answers. To learn more about genetic testing in general, see Genetic Testing: What You Need to Know.
At this time, because it's not clear how useful the test results might be, most melanoma experts don't recommend genetic testing for people with a personal or family history of melanoma. Still, some people may choose to get tested. In any event, people with a family history of melanoma should ask their doctor about getting regular skin exams, learning to do skin self-exams, and being particularly careful about sun safety.
Can melanoma skin cancer be found early?
Melanoma can often be found early. Everyone can play an important role in finding skin cancer early, when it is most likely to be cured.
Skin self-exam
It's important to check your own skin, preferably once a month. You should know the pattern of moles, blemishes, freckles, and other marks on your skin so that you'll notice any new moles or changes in existing moles.
Self-exam is best done in a well-lit room in front of a full-length mirror. Use a hand-held mirror to help look at areas that are hard to see, such as the backs of your thighs. Examine all areas, including your palms and soles, scalp, ears, nails, and your back (in men, about 1 of every 3 melanomas occurs on the back). Friends and family members can also help you with these exams, especially for those hard-to-see areas, such as your scalp and back.
For a more thorough description of how to do a skin self-exam, see Skin Cancer Prevention and Early Detection and Why You Should Know About Melanoma, or visit our Skin Self-exam Image Gallery.
See the section "Signs and symptoms of melanoma skin cancer" to know what to look for when examining your skin.
Be sure to show your doctor any areas that concern you, and ask your doctor to look at areas that may be hard for you to see.
Exam by a health care professional
As part of a routine cancer-related checkup, your doctor or other health care professional should check your skin carefully. He or she should be willing to discuss any concerns you might have about this exam.
If your primary doctor finds any unusual moles or other suspicious areas, he or she may refer you to a dermatologist, a doctor who specializes in skin problems. Dermatologists can also do regular skin exams. Many dermatologists use a technique called dermatoscopy (also known as dermoscopy, epiluminescence microscopy [ELM], or surface microscopy) to look at spots on the skin more clearly. A digital or photographic image of the spot may be taken. (See the section "How is melanoma skin cancer diagnosed?" for more information.)
Regular skin exams are especially important for people who are at higher risk of melanoma, such as people with dysplastic nevus syndrome, people with a strong family history of melanoma, and people who have had melanoma before. If you have many moles, your doctor might advise taking full-body photos so your moles can be tracked over time and new ones can be seen more readily. (This is sometimes called total body photography or mole mapping.) Talk to your doctor about how often you should have your skin examined.
Signs and symptoms of melanoma skin cancer
Unusual moles, sores, lumps, blemishes, markings, or changes in the way an area of the skin looks or feels may be a sign of melanoma or another type of skin cancer, or a warning that it might occur.
Normal moles
A normal mole is usually an evenly colored brown, tan, or black spot on the skin. It can be either flat or raised. It can be round or oval. Moles are generally less than 6 millimeters (about ¼ inch) across (about the width of a pencil eraser). Some moles can be present at birth, but most appear during childhood or young adulthood. New moles that appear later in life should be checked by a doctor.
Once a mole has developed, it will usually stay the same size, shape, and color for many years. Some moles may eventually fade away.
Most people have moles, and almost all moles are harmless. But it is important to recognize changes in a mole – such as in its size, shape, or color – that can suggest a melanoma may be developing.
Possible signs and symptoms of melanoma
The most important warning sign for melanoma is a new spot on the skin or a spot that is changing in size, shape, or color. Another important sign is a spot that looks different from all of the other spots on your skin (known as the ugly duckling sign). If you have any of these warning signs, have your skin checked by a doctor.
The ABCDE rule is another guide to the usual signs of melanoma. Be on the lookout and tell your doctor about spots that have any of the following features:
* A is for Asymmetry: One half of a mole or birthmark does not match the other.
* B is for Border: The edges are irregular, ragged, notched, or blurred.
* C is for Color: The color is not the same all over and may include shades of brown or black, or sometimes with patches of pink, red, white, or blue.
* D is for Diameter: The spot is larger than 6 millimeters across (about ¼ inch – the size of a pencil eraser), although melanomas can sometimes be smaller than this.
* E is for Evolving: The mole is changing in size, shape, or color.
Some melanomas do not fit the rules described above. It is important to tell your doctor about any changes or new spots on the skin, or growths that look different from the rest of your moles.
Other warning signs are:
* A sore that does not heal
* Spread of pigment from the border of a spot into surrounding skin
* Redness or a new swelling beyond the border
* Change in sensation – itchiness, tenderness, or pain
* Change in the surface of a mole – scaliness, oozing, bleeding, or the appearance of a bump or nodule
Be sure to show your doctor any areas that concern you and ask your doctor to look at areas that may be hard for you to see. It is sometimes hard to tell the difference between melanoma and an ordinary mole, even for doctors, so it's important to show your doctor any mole that you are unsure of.
To see examples of normal moles and melanomas, visit our Skin Cancer Image Gallery.
How is melanoma skin cancer diagnosed?
Most melanomas are brought to a doctor's attention because of signs or symptoms a person is having.
If an abnormal area of skin raises the suspicion of skin cancer, your doctor will do exams and tests to find out if it is melanoma, non-melanoma skin cancer, or some other skin condition. If melanoma is found, other tests may be done to determine if it has spread to other areas of the body.
Medical history and physical exam
Usually the first step your doctor takes is to get your medical history. The doctor will probably ask when the change on the skin first appeared, if it has changed in size or appearance, and if it is causing any symptoms (pain, itching, bleeding, etc.). You may also be asked about possible risk factors for skin cancer, such as your history of tanning and sunburns, and if you or anyone in your family has had skin cancer.
During the physical exam, your doctor will note the size, shape, color, and texture of the area(s) in question, and whether they are bleeding, oozing, or crusting. The rest of your body may be checked for moles and other spots that could be related to skin cancer.
The doctor may also feel the lymph nodes (small, bean-sized collections of immune cells) under the skin in the neck, underarm, or groin near the abnormal area. When melanoma spreads, it often goes to nearby lymph nodes first, making them larger. Enlarged lymph nodes might suggest that melanoma could have spread there.
If your primary doctor suspects melanoma, you may be referred to a dermatologist, a doctor who specializes in skin diseases, who will look at the area more closely.
Along with a standard physical exam, many dermatologists use a technique called dermatoscopy (also known as dermoscopy, epiluminescence microscopy [ELM], or surface microscopy) to see spots on the skin more clearly. The doctor uses a dermatoscope, which is a special magnifying lens and light source held near the skin. Sometimes a thin layer of alcohol or oil is used with this instrument. The doctor may take a digital photo of the spot.
When used by an experienced dermatologist, this test can improve the accuracy of finding skin cancers early. It can also often help reassure you that a spot on the skin is probably benign (non-cancerous) and doesn't need a biopsy.
Skin biopsy
If the doctor thinks a spot might be a melanoma, a sample of skin will be removed from the suspicious area and sent to a lab to be looked at under a microscope. This is called a skin biopsy.
There are many ways to do a skin biopsy. The doctor will choose one based on the size of the affected area, where it is on your body, and other factors. Any biopsy is likely to leave at least a small scar. Different methods can result in different types of scars, so ask your doctor about scarring before the biopsy. No matter which type of biopsy is done, it should remove as much of the suspected area as possible so that an accurate diagnosis can be made.
Skin biopsies are done using a local anesthetic (numbing medicine), which is injected into the area with a very small needle. You will likely feel a small prick and a little stinging as the medicine is injected, but you should not feel any pain during the biopsy.
Shave (tangential) biopsy
For this type of biopsy, the doctor shaves off the top layers of the skin with a small surgical blade. Usually just the epidermis and the outer part of the dermis are removed, although deeper layers can be taken as well if needed. Bleeding from the biopsy site is stopped by applying an ointment, a chemical that stops bleeding, or a small electrical current to cauterize the wound.
A shave biopsy is useful in diagnosing many types of skin diseases and in sampling moles when the risk of melanoma is very low. This type of biopsy is not generally recommended if a melanoma is strongly suspected unless the biopsy blade will go deep enough to get below the suspicious area. Otherwise, if it is a melanoma, the biopsy sample may not be thick enough to measure how deeply the cancer has invaded the skin.
Punch biopsy
For a punch biopsy, the doctor uses a tool that looks like a tiny round cookie cutter to remove a deeper sample of skin. The doctor rotates the punch biopsy tool on the skin until it cuts through all the layers, including the dermis, epidermis, and the upper parts of the subcutis. The sample is removed and the edges of the biopsy site are often stitched together.
Incisional and excisional biopsies
To examine a tumor that might have grown into deeper layers of the skin, the doctor may use an incisional or excisional biopsy. For these types of biopsies, a surgical knife is used to cut through the full thickness of skin. A wedge or sliver of skin is removed for examination, and the edges of the cut are usually stitched together.
An incisional biopsy removes only a portion of the tumor. An excisional biopsy removes the entire tumor, and is usually the preferred method of biopsy for suspected melanomas if it can be done. But it is not always possible, so other types of biopsies may be needed.
Biopsies of melanoma that may have spread
Biopsies of areas other than the skin may be needed in some cases. For example, if melanoma has already been diagnosed on the skin, nearby lymph nodes may be biopsied to see if the cancer has spread to them.
Rarely, biopsies may be needed to figure out what type of cancer someone has. For example, some melanomas can spread so quickly that they reach the lymph nodes, lungs, brain, or other areas while the original skin melanoma is still very small. Sometimes these tumors are found with imaging tests (such as CT scans) or other exams even before the melanoma on the skin is discovered. In other cases they may be found long after a skin melanoma has been removed, so it's not clear if it's the same cancer.
In still other cases, melanoma may be found somewhere in the body without ever finding a spot on the skin. This may be because some skin lesions go away on their own (without any treatment) after some of their cells have spread to other parts of the body. Melanoma can also start in internal organs, but this is very rare, and if melanoma has spread widely throughout the body, it may not be possible to tell exactly where it started.
When melanoma has spread to other organs, it can sometimes be confused with a cancer starting in that organ. For example, melanoma that has spread to the lung might be confused with a primary lung cancer (cancer that starts in the lung).
Special lab tests can be done on the biopsy samples that can tell whether it is a melanoma or some other kind of cancer. This is important because different types of cancer are treated differently.
Biopsies of suspicious areas inside the body often are more involved than those used to sample the skin.
Fine needle aspiration biopsy
A fine needle aspiration (FNA) biopsy is not used on suspicious moles. But it may be used, for example, to biopsy large lymph nodes near a melanoma to find out if the melanoma has spread to them. For this type of biopsy, the doctor uses a syringe with a thin, hollow needle to remove very small pieces of a lymph node or tumor. The needle is smaller than the needle used for a blood test. A local anesthetic is sometimes used to numb the area first. This test rarely causes much discomfort and does not leave a scar.
If the lymph node is just under the skin, the doctor can often feel it well enough to guide the needle into it. For a suspicious lymph node deeper in the body or a tumor in an organ such as the lung or liver, an imaging test such as ultrasound or a CT scan is often used to help guide the needle into place.
FNA biopsies are not as invasive as some other types of biopsies, but they may not always collect enough of a sample to tell if a suspicious area is melanoma. In these cases, a more invasive type of biopsy may be needed.
Surgical (excisional) lymph node biopsy
This procedure can be used to remove an enlarged lymph node through a small incision (cut) in the skin. A local anesthetic (numbing medicine) is generally used if the lymph node is near the surface of the body, but the person may need to be sedated or even asleep (using general anesthesia) if the lymph node is deeper in the body.
This type of biopsy is often done if a lymph node's size suggests the melanoma has spread but an FNA biopsy of the node was not done or did not find any melanoma cells.
Sentinel lymph node biopsy
If melanoma has been diagnosed and has any concerning features (such as being at least a certain thickness), a sentinel lymph node biopsy is often done to see if it has spread to nearby lymph nodes, which in turn might affect treatment options. This test can be used to find the lymph nodes that are likely to be the first place the melanoma would go if it has spread. These lymph nodes are called sentinel nodes (they stand sentinel, or watch, over the tumor, so to speak).
To find the sentinel lymph node (or nodes), a nuclear medicine doctor injects a small amount of a radioactive substance into the area of the melanoma. After the substance has travelled to the lymph node areas near the tumor, a special camera is used to see if the radioactive substance collects in one or more sentinel lymph nodes. Once the radioactive area has been marked, the patient is taken to where the surgery will be done and a blue dye is injected in the same place as the radioactive substance. A small incision is then made where the nuclear medicine doctor has marked, and the lymph nodes are then checked to find which one(s) became radioactive and turned blue. These sentinel nodes are removed and looked at under a microscope.
If there are no melanoma cells in the sentinel nodes, no more lymph node surgery is needed because it is very unlikely the melanoma would have spread beyond this point. If melanoma cells are found in the sentinel node, the remaining lymph nodes in this area are removed and looked at as well. This is known as a lymph node dissection (see "Surgery for melanoma skin cancer").
If a lymph node near a melanoma is abnormally large, a sentinel node biopsy probably won't be needed. The enlarged node is simply biopsied.
Lab tests of biopsy samples
Samples from any biopsies will be sent to a lab, where a doctor called a pathologist will look at them under a microscope for melanoma cells. Often, skin samples are sent to a dermatopathologist, a doctor who has special training in making diagnoses from skin samples.
If the doctor can't tell for sure if melanoma cells are in the sample just by looking at it, special tests will be done on the cells to try to confirm the diagnosis. These tests have names such as immunohistochemistry (IHC), fluorescence in situ hybridization (FISH), and comparative genomic hybridization (CGH).
If the samples do contain melanoma, the pathologist will look at certain important features such as the tumor thickness and mitotic rate (the portion of cells that are actively dividing). These features help determine the stage of the melanoma (see the section "How is melanoma of the skin staged?"), which in turn affects treatment options and prognosis (outlook).
For people who have advanced melanoma, biopsy samples may be tested to see if the cells have mutations in certain genes, such as the BRAF gene. About half of melanomas have BRAF mutations. Some newer drugs used to treat advanced melanomas are only likely to work if the cells have BRAF mutations (see "Targeted therapy for melanoma skin cancer"), so this test is important in helping to determine treatment options.
Imaging tests
Imaging tests use x-rays, magnetic fields, or radioactive substances to create pictures of the inside of the body. They are used mainly to look for the possible spread of melanoma to lymph nodes or other organs in the body. They are not needed for people with very early-stage melanoma, which is very unlikely to have spread.
Imaging tests can also be done to help determine how well treatment is working or to look for possible signs of cancer coming back (recurring) after treatment.
Chest x-ray
This test may be done to help determine whether melanoma has spread to the lungs.
Computed tomography (CT) scan
The CT scan uses x-rays to make detailed, cross-sectional images of your body. Unlike a regular x-ray, CT scans can show the detail in soft tissues (such as internal organs). This test can help tell if any lymph nodes are enlarged or if organs such as the lungs or liver have suspicious spots, which might be due to the spread of melanoma. It can also help show spread to the lungs better than a standard chest x-ray.
Instead of taking one picture, like a regular x-ray, a CT scanner takes many pictures as it rotates around you while you lie on a table. A computer then combines these pictures into detailed images of the part of your body that is being studied.
Before the scan, you may be asked to drink a contrast solution and/or get an intravenous (IV) injection of a contrast dye that helps better outline normal and abnormal areas in the body. You may need an IV line through which the contrast dye is injected. The injection can cause some flushing (a feeling of warmth, especially in the face). Some people are allergic and get hives or, rarely, more serious reactions like trouble breathing and low blood pressure. Be sure to tell the doctor if you have any allergies (especially to iodine or shellfish) or have ever had a reaction to any contrast material used for x-rays.
A CT scanner has been described as a large donut, with a narrow table that slides in and out of the middle opening. You need to lie still on the table while the scan is being done. CT scans take longer than regular x-rays, and you might feel a bit confined by the ring while the pictures are being taken.
CT-guided needle biopsy: CT scans can also be used to help guide a biopsy needle into a suspicious area within the body. For this procedure, you stay on the CT scanning table while the doctor moves a biopsy needle through the skin and toward the suspicious area. CT scans are repeated until the needle is in the mass. A needle biopsy sample is then removed and looked at under a microscope.
Magnetic resonance imaging (MRI) scan
Like CT scans, MRI scans give detailed images of soft tissues in the body. But MRI scans use radio waves and strong magnets instead of x-rays to create pictures. A contrast material might be injected, just as with CT scans, but is used less often.
MRI scans are very helpful in looking at the brain and spinal cord.
MRI scans take longer than CT scans – often up to an hour – and are a little more uncomfortable. You may have to lie inside a narrow tube, which is confining and can upset people with a fear of enclosed spaces. Newer, more open MRI machines can sometimes be used instead, but the images might not be as sharp in some cases. The MRI machine also makes loud buzzing noises, so some places provide earplugs to help block this noise out.
Positron emission tomography (PET) scan
A PET scan can help show if the cancer has spread to lymph nodes or other parts of the body. It is most useful in people with more advanced stages of melanoma – it is not usually done in people with early-stage melanoma.
For this test, you are injected with a radioactive substance (usually a type of sugar related to glucose, known as FDG). The amount of radioactivity used is very low and will pass out of the body over the next day or so. Because cancer cells in the body are growing quickly, they absorb more of the radioactive sugar. After about an hour, you are moved onto a table in the PET scanner. You lie on the table for about 30 minutes while a special camera creates a picture of areas of radioactivity in the body. The picture is not detailed like a CT or MRI scan, but it can provide helpful information about your whole body.
Many centers have special machines that can do both a PET and CT scan at the same time (PET/CT scan). This lets the doctor compare areas of higher radioactivity on the PET scan with the more detailed appearance of that area on the CT scan.
For more information on these imaging tests, see our document Imaging (Radiology) Tests.
Blood tests
Blood tests aren't used to diagnose melanoma, but some tests may be done before or during treatment, especially for more advanced melanomas.
Doctors often test blood for levels of a substance called lactate dehydrogenase (LDH) before treatment. If the melanoma has spread to distant parts of the body, a high LDH level is a sign that the cancer may be harder to treat. This affects the stage of the cancer (see "How is melanoma skin cancer staged?").
Other tests of blood cell counts and blood chemistry levels may be done in a person who has advanced melanoma to see how well the bone marrow (where new blood cells are made), liver, and kidneys are working during treatment.
How is melanoma skin cancer staged?
The stage of a cancer is a description of how widespread it is. For melanoma, this includes its thickness in the skin, whether it has spread to nearby lymph nodes or any other organs, and certain other factors. The stage is based on the results of physical exams, biopsies, and any imaging tests (CT or MRI scan, etc.) or other tests that have been done. These tests are described in the section "How is melanoma skin cancer diagnosed?"
The stage of the melanoma is very important in planning your treatment and estimating your prognosis (outlook).
The American Joint Committee on Cancer (AJCC) TNM staging system
A staging system is a standard way to describe how far a cancer has spread. The system most often used to stage melanoma is the American Joint Commission on Cancer (AJCC) TNM system. It can be complicated, so ask your doctor if you have any questions about the stage of your cancer. The TNM system is based on 3 key pieces of information:
* T stands for tumor (how far it has grown within the skin and other factors). The T category is assigned a number (from 0 to 4) based on the tumor's thickness (how far down it has grown). It may also be assigned a small letter a or b based on ulceration and mitotic rate, which are explained below.
* N stands for spread to nearby lymph nodes (bean-sized collections of immune system cells, to which cancers often spread first). The N category is assigned a number (from 0 to 3) based on whether the melanoma cells have spread to lymph nodes or are found in the lymphatic channels connecting the lymph nodes. It may also be assigned a small letter a, b, or c, as described below.
* The M category is based on whether the melanoma has metastasized (spread) to distant organs, which organs it has reached, and on blood levels of a substance called LDH.
There are 2 types of staging for melanoma:
* Clinical staging is based on what is found on physical exams, biopsy/removal of the main melanoma, and any imaging tests that are done.
* Pathologic staging uses all of this information, plus what is found during biopsies of lymph nodes or other organs if they are done.
The pathologic stage (determined after the lymph node biopsy) may actually be higher than the clinical stage (determined before the lymph node biopsy) if the biopsy finds cancer in new areas. Doctors use the pathologic stage if it is available, as it gives a more accurate picture of the extent of the cancer, but in many cases lymph node biopsies are not needed.
T categories
The T category is based on the thickness of the melanoma and other key factors seen in the skin biopsy.
Tumor thickness: The pathologist looking at the skin biopsy measures the thickness of the melanoma under the microscope. This is called the Breslow measurement. In general, melanomas less than 1 millimeter (mm) thick (about 1/25 of an inch) have a very small chance of spreading. As the melanoma becomes thicker, it has a greater chance of spreading.
Mitotic rate: To measure the mitotic rate, the pathologist counts the number of cells in the process of dividing (mitosis) in a certain amount of melanoma tissue. A higher mitotic rate (having more cells that are dividing) means that the cancer is more likely to grow and spread. The mitotic rate is used to help stage thin melanomas (T1; see below).
Ulceration: Ulceration is a breakdown of the skin over the melanoma. Melanomas that are ulcerated tend to have a worse prognosis.
The possible values for T are:
TX: Primary (main) tumor cannot be assessed.
T0: No evidence of primary tumor.
Tis: Melanoma in situ. (The tumor remains in the epidermis, the outermost layer of skin.)
T1a: The melanoma is less than or equal to 1.0 mm thick (1.0 mm = 1/25 of an inch), without ulceration and with a mitotic rate of less than 1/mm 2 .
T1b: The melanoma is less than or equal to 1.0 mm thick. It is ulcerated and/or the mitotic rate is equal to or greater than 1/mm 2 .
T2a: The melanoma is between 1.01 and 2.0 mm thick without ulceration.
T2b: The melanoma is between 1.01 and 2.0 mm thick with ulceration.
T3a: The melanoma is between 2.01 and 4.0 mm thick without ulceration.
T3b: The melanoma is between 2.01 and 4.0 mm thick with ulceration.
T4a: The melanoma is thicker than 4.0 mm without ulceration.
T4b: The melanoma is thicker than 4.0 mm with ulceration.
N categories
The possible values for N depend on whether or not a sentinel lymph node biopsy was done.
The clinical staging of the lymph nodes, which is done without the sentinel node biopsy, is listed below.
NX: Nearby (regional) lymph nodes cannot be assessed.
N0: No spread to nearby lymph nodes.
N1: Spread to 1 nearby lymph node.
N2: Spread to 2 or 3 nearby lymph nodes, OR spread of melanoma to nearby skin (known as satellite tumors) or toward a nearby lymph node area (known as in-transit tumors) without reaching the lymph nodes.
N3: Spread to 4 or more lymph nodes, OR spread to lymph nodes that are clumped together, OR spread of melanoma to nearby skin (satellite tumors) or toward a lymph node area and into the lymph node(s).
Following a lymph node biopsy, the pathologic stage can be determined, in which small letters may be added in some cases:
* Any Na (N1a or N2a) means that the melanoma is in the lymph node(s), but it is so small that it is only seen under the microscope (also known as microscopic spread).
* Any Nb (N1b or N2b) means that the melanoma is in the lymph node(s) and was large enough to be visible on imaging tests or felt by the doctor before it was removed (also known as macroscopic spread).
* N2c means the melanoma has spread to very small areas of nearby skin (satellite tumors) or has spread to skin lymphatic channels around the tumor (without reaching the lymph nodes).
M categories
The M values are:
M0: No distant metastasis.
M1a: Metastasis to skin, subcutaneous (below the skin) tissue, or lymph nodes in distant parts of the body, with a normal blood LDH level.
M1b: Metastasis to the lungs, with a normal blood LDH level.
M1c: Metastasis to any other organs, OR distant spread to any site along with an elevated blood LDH level.
Stage grouping
Once the T, N, and M groups have been determined, they are combined to give an overall stage, using Roman numerals I to IV (1 to 4) and sometimes subdivided using capital letters. This process is called stage grouping. In general, patients with lower stage cancers have a better outlook for a cure or long-term survival.
Stage 0
Tis, N0, M0: The melanoma is in situ, meaning that it is in the epidermis but has not spread to the dermis (lower layer).
Stage IA
T1a, N0, M0: The melanoma is less than 1.0 mm in thickness. It is not ulcerated and has a mitotic rate of less than 1/mm 2 . It has not been found in lymph nodes or distant organs.
Stage IB
T1b or T2a, N0, M0: The melanoma is less than 1.0 mm in thickness and is ulcerated or has a mitotic rate of at least 1/mm 2 , OR it is between 1.01 and 2.0 mm and is not ulcerated. It has not been found in lymph nodes or distant organs.
Stage IIA
T2b or T3a, N0, M0: The melanoma is between 1.01 mm and 2.0 mm in thickness and is ulcerated, OR it is between 2.01 and 4.0 mm and is not ulcerated. It has not been found in lymph nodes or distant organs.
Stage IIB
T3b or T4a, N0, M0: The melanoma is between 2.01 mm and 4.0 mm in thickness and is ulcerated, OR it is thicker than 4.0 mm and is not ulcerated. It has not been found in lymph nodes or distant organs.
Stage IIC
T4b, N0, M0: The melanoma is thicker than 4.0 mm and is ulcerated. It has not been found in lymph nodes or distant organs.
Stage IIIA
T1a to T4a, N1a or N2a, M0: The melanoma can be any thickness, but it is not ulcerated. It has spread to 1 to 3 lymph nodes near the affected skin area, but the nodes are not enlarged and the melanoma is found only when they are viewed under the microscope. There is no distant spread.
Stage IIIB
One of the following applies:
T1b to T4b, N1a or N2a, M0: The melanoma can be any thickness and is ulcerated. It has spread to 1 to 3 lymph nodes near the affected skin area, but the nodes are not enlarged and the melanoma is found only when they are viewed under the microscope. There is no distant spread.
T1a to T4a, N1b or N2b, M0: The melanoma can be any thickness, but it is not ulcerated. It has spread to 1 to 3 lymph nodes near the affected skin area. The nodes are enlarged because of the melanoma. There is no distant spread.
T1a to T4a, N2c, M0: The melanoma can be any thickness, but it is not ulcerated. It has spread to small areas of nearby skin (satellite tumors) or lymphatic channels (in-transit tumors) around the original tumor, but the nodes do not contain melanoma. There is no distant spread.
Stage IIIC
One of the following applies:
T1b to T4b, N1b or N2b, M0: The melanoma can be any thickness and is ulcerated. It has spread to 1 to 3 lymph nodes near the affected skin area. The nodes are enlarged because of the melanoma. There is no distant spread.
T1b to T4b, N2c, M0: The melanoma can be any thickness and is ulcerated. It has spread to small areas of nearby skin (satellite tumors) or lymphatic channels (in-transit tumors) around the original tumor, but the nodes do not contain melanoma. There is no distant spread.
Any T, N3, M0: The melanoma can be any thickness and may or may not be ulcerated. It has spread to 4 or more nearby lymph nodes, OR to nearby lymph nodes that are clumped together, OR it has spread to nearby skin (satellite tumors) or lymphatic channels (in transit tumors) around the original tumor and to nearby lymph nodes. The nodes are enlarged because of the melanoma. There is no distant spread.
Stage IV
Any T, any N, M1(a, b, or c): The melanoma has spread beyond the original area of skin and nearby lymph nodes to other organs such as the lung, liver, or brain, or to distant areas of the skin, subcutaneous tissue, or distant lymph nodes. Neither spread to nearby lymph nodes nor thickness is considered in this stage, but typically the melanoma is thick and has also spread to the lymph nodes.
What are the survival rates for melanoma skin cancer, by stage?
Survival rates are often used by doctors as a standard way of discussing a person's prognosis (outlook). Some people may want to know the survival statistics for people in similar situations, while others may not find the numbers helpful, or may even not want to know them. If you don't want to know them, stop reading here and skip to the next section.
The 5-year and 10-year survival rates refer to the percentage of patients who live at least
or 10 years (and many are cured).
this long after their cancer is diagnosed. Of course, many people live much longer than 5
To get 5- and 10-year survival rates, doctors have to look at people who were treated at least 5 or 10 years ago. Improvements in treatment since then may result in a better outlook for people being diagnosed with melanoma now.
Survival rates are often based on previous outcomes of large numbers of people who had the disease, but they can't predict what will happen in any person's case. Many factors other than the stage of the melanoma can also affect a person's outlook, such as the genetic changes in the cancer cells and how well the cancer responds to treatment. Even when taking these other factors into account, survival rates are at best rough estimates. Your doctor can tell you how the numbers below apply to you, as he or she knows your situation best.
The following survival rates are based on nearly 60,000 patients who were part of the 2008 AJCC Melanoma Staging Database. These are observed survival rates. They include some people diagnosed with melanoma who may have later died from other causes, such as heart disease. Therefore, the percentage of people surviving the melanoma itself may be higher.
Stage IA: The 5-year survival rate is around 97%. The 10-year survival is around 95%.
Stage IB: The 5-year survival rate is around 92%. The 10-year survival is around 86%.
Stage IIA: The 5-year survival rate is around 81%. The 10-year survival is around 67%.
Stage IIB: The 5-year survival rate is around 70%. The 10-year survival is around 57%.
Stage IIC: The 5-year survival rate is around 53%. The 10-year survival is around 40%.
Stage IIIA: The 5-year survival rate is around 78%. The 10-year survival is around 68%.*
Stage IIIB: The 5-year survival rate is around 59%. The 10-year survival is around 43%.
Stage IIIC: The 5-year survival rate is around 40%. The 10-year survival is around 24%.
Stage IV: The 5-year survival rate is about 15% to 20%. The 10-year survival is about 10% to 15%. The outlook is better if the spread is only to distant parts of the skin or distant lymph nodes rather than to other organs, and if the blood level of lactate dehydrogenase (LDH) is normal.
*The survival rate is higher for stage IIIA cancers than for some stage II cancers. This is likely because the main (primary) tumor is often less advanced for IIIA cancers, although this is not clear.
Other factors affecting survival
Other factors aside from stage can also affect survival. For example:
* Older people generally have shorter survival times, regardless of stage. The biggest drop in survival begins at age 70.
* Melanoma is uncommon among African Americans, but when it does occur, survival times tend to be shorter than when it occurs in whites. Some studies have found that melanoma tends to be more serious if it occurs on the sole of the foot or palm of the
hand, or if it is in a nail bed. (Cancers in these areas make up a larger portion of melanomas in African Americans than in whites.)
* People with melanoma who have weakened immune systems, such as people who have had organ transplants or who are infected with HIV, also are at greater risk of dying of their melanoma.
How is melanoma skin cancer treated?
This information represents the views of the doctors and nurses serving on the American Cancer Society's Cancer Information Database Editorial Board. These views are based on their interpretation of studies published in medical journals, as well as their own professional experience.
The treatment information in this document is not official policy of the Society and is not intended as medical advice to replace the expertise and judgment of your cancer care team. It is intended to help you and your family make informed decisions, together with your doctor.
Your doctor may have reasons for suggesting a treatment plan different from these general treatment options. Don't hesitate to ask him or her questions about your treatment options.
General treatment information
Once melanoma has been diagnosed and staged, your cancer care team will discuss your treatment options with you. Depending on your situation, you may have different types of doctors on your treatment team. These doctors may include:
* A dermatologist: A doctor who treats diseases of the skin
* A surgical oncologist (or oncologic surgeon): A doctor who uses surgery to treat cancer
* A medical oncologist: A doctor who treats cancer with medicines such as chemotherapy, immunotherapy, or targeted therapy
* A radiation oncologist: A doctor who treats cancer with radiation therapy
Many other specialists might be part of your treatment team as well, including physician assistants (PAs), nurse practitioners (NPs), nurses, nutrition specialists, social workers, and other health professionals. To learn more about who may be on your cancer care team, see Health Professionals Associated With Cancer Care.
It's important to discuss all of your treatment options as well as their possible side effects with your treatment team to help make the decision that best fits your needs. If there is anything you do not understand, ask to have it explained. (See the section "What should you ask your doctor about melanoma skin cancer?" for some questions to ask.)
Based on the stage of the cancer and other factors, your treatment options might include:
* Surgery
* Immunotherapy
* Targeted therapy
* Chemotherapy
* Radiation therapy
Early-stage melanomas can often be treated effectively with surgery alone, but more advanced cancers often require other treatments. Sometimes more than one type of treatment is used. Follow this link to learn more about the most common treatment options based on the stage of the melanoma.
When time permits, getting a second opinion is often a good idea. It can give you more information and help you feel good about the treatment plan that you choose.
Surgery for melanoma skin cancer
Surgery is the main treatment option for most melanomas, and usually cures early stage melanomas.
Wide excision
When a diagnosis of melanoma is made by skin biopsy, the site will probably need to be excised again to help make sure the cancer has been removed completely. This fairly minor surgery will cure most thin melanomas.
Local anesthesia is injected into the area to numb it before the excision. The site of the tumor is then cut out, along with a small amount of normal non-cancerous skin at the edges. The normal, healthy skin around the edges of the cancer is referred to as the margin. The wound is carefully stitched back together afterward. This will leave a scar.
The removed sample is then viewed under a microscope to make sure that no cancer cells were left behind at the edges of the skin that was removed.
Wide excision differs from an excisional biopsy. The margins are wider because the diagnosis is already known. The recommended margins vary depending on the thickness of the tumor. Thicker tumors need larger margins (both at the edges and in the depth of the excision).
| In situ | 0.5 cm |
|---|---|
| 1 mm (about 1/25 of an inch) or less | 1 cm |
| 1 to 2 mm | 1 to 2 cm |
| 2 to 4 mm | 2 cm |
| Over 4 mm | 2 cm |
These margins might need to be altered based on where the melanoma is on the body and other factors. For example, if the melanoma is on the face, the margins may be smaller to avoid large scars or other problems. Smaller margins may increase the risk of the cancer coming back, so be sure to discuss the options with your doctor.
Mohs surgery: In some situations, the surgeon may use Mohs surgery. This type of surgery is used more often for some other types of skin cancer, but not all doctors agree on using it for melanoma. In this procedure, the skin (including the melanoma) is removed in very thin layers. Each layer is then viewed under a microscope for cancer cells. If cancer cells are seen, the surgeon removes another layer of skin. The operation continues until a layer shows no signs of cancer. In theory, this allows the surgeon to remove the cancer while saving as much of the surrounding normal skin as possible.
Amputation: If the melanoma is on a finger or toe and has grown deeply, part or all of that digit might need to be amputated.
Lymph node dissection
In this operation, the surgeon removes all of the lymph nodes in the region near the primary melanoma. For example, if the melanoma is on a leg, the surgeon would remove the nodes in the groin region on that side of the body, which is where melanoma cells would most likely travel to first.
Once the diagnosis of melanoma is made from the skin biopsy, the doctor will examine the lymph nodes near the melanoma. Depending on the thickness and location of the melanoma, this may be done by physical exam, or by imaging tests (such as CT or PET scans) to look at nodes that are not near the body surface.
If the nearby lymph nodes feel abnormally hard or large, and a fine needle aspiration (FNA) biopsy or excisional biopsy finds melanoma in a node or nodes, a lymph node dissection is usually done.
If the lymph nodes are not enlarged, a sentinel lymph node biopsy may be done, particularly if the melanoma is thicker than 1 mm. (See the section "How is melanoma of the skin diagnosed?" for a description of this procedure.) If the sentinel lymph node does not contain cancer, then there is no need for a lymph node dissection because it's unlikely the melanoma has spread to the lymph nodes. If the sentinel lymph node contains cancer cells, removing the remaining lymph nodes in that area with a lymph node dissection is usually advised. This is called a completion lymph node dissection.
It's not clear if a lymph node dissection can cure melanomas that have spread to the nodes. This is still being studied. Still, some doctors feel it might prolong a patient's survival and at least avoid the pain that may be caused by cancer growing in these lymph nodes.
A full lymph node dissection can cause some long-term side effects. One of the most troublesome is called lymphedema. Lymph nodes in the groin or under the arm normally help drain fluid from the limbs. If they are removed, fluid may build up. This can cause limb swelling, which may or may not go away. If severe enough, it can cause skin problems and an increased risk of infections in the limb. Elastic stockings or compression sleeves can help some people with this condition. For more information, see our document Understanding Lymphedema (for Cancers Other Than Breast Cancer) .
Lymphedema, along with the pain from the surgery itself, is a main reason why lymph node dissection is not done unless it is necessary. Sentinel lymph node biopsy, however, is unlikely to have this effect. It is important to discuss the possible risks of side effects with your doctor before having either of these procedures done.
Surgery for metastatic melanoma
If melanoma has spread from the skin to distant organs such as the lungs or brain, the cancer is very unlikely to be curable by surgery. Even when only 1 or 2 metastases are found by imaging tests such as CT or MRI scans, there are likely to be other areas of metastasis that are too small to be found by these scans.
Surgery is sometimes done in these circumstances, but the goal is usually to try to control the cancer rather than to cure it. If 1 or even a few metastases are present and can be removed completely, this surgery may help some people live longer. Removing metastases in some places, such as the brain, might also relieve symptoms and help improve a person's quality of life.
If you have metastatic melanoma and surgery is offered as a treatment option, talk to your doctor and be sure you understand what the goal of the surgery would be, as well as its possible benefits and risks.
Immunotherapy for melanoma skin cancer
Immunotherapy is the use of medicines to stimulate a patient's own immune system to recognize and destroy cancer cells more effectively. Several types of immunotherapy can be used to treat patients with melanoma.
Immune checkpoint inhibitors for advanced melanoma
An important part of the immune system is its ability to keep itself from attacking normal cells in the body. To do this, it uses "checkpoints", which are molecules on immune cells that need to be turned on (or off) to start an immune response. Melanoma cells sometimes use these checkpoints to avoid being attacked by the immune system. But newer drugs that target these checkpoints hold a lot of promise as melanoma treatments.
PD-1 inhibitors
Pembrolizumab (Keytruda) and nivolumab (Opdivo) are drugs that target PD-1, a protein on immune system cells called T cells that normally help keep these cells from attacking other cells in the body. By blocking PD-1, these drugs boost the immune response against melanoma cells, which can often shrink tumors and help people live longer (although it's not yet clear if these drugs can cure melanoma).
These drugs are given as an intravenous (IV) infusion every 2 or 3 weeks.
Side effects of these drugs can include fatigue, cough, nausea, itching, skin rash, decreased appetite, constipation, joint pain, and diarrhea.
Other, more serious side effects occur less often. These drugs work by basically removing the brakes from the body's immune system. Sometimes the immune system starts attacking other parts of the body, which can cause serious or even life-threatening problems in the lungs, intestines, liver, hormone-making glands, kidneys, or other organs.
It's very important to report any new side effects to your health care team promptly. If serious side effects do occur, treatment may need to be stopped and you may get high doses of corticosteroids to suppress your immune system.
CTLA-4 inhibitor
Ipilimumab (Yervoy) is another drug that boosts the immune response, but it has a different target. It blocks CTLA-4, another protein on T cells that normally helps keep them in check.
This drug is given as an intravenous (IV) infusion, usually once every 3 weeks for 4 treatments. In patients with melanomas that can't be removed by surgery or that have spread to other parts of the body, this drug has been shown to help people live an average of several months longer, although it's not clear if it can cure the melanoma.
The most common side effects from this drug include fatigue, diarrhea, skin rash, and itching.
Serious side effects seem to happen more often with this drug than with the PD-1 inhibitors. Like the PD-1 inhibitors, this drug can cause the immune system to attack other parts of the body, which can lead to serious problems in the intestines, liver, hormone-making glands, nerves, skin, eyes, or other organs. In some people these side effects have been fatal.
It's very important to report any new side effects during or after treatment to your health care team promptly. If serious side effects do occur, you may need to stop treatment and take high doses of corticosteroids to suppress your immune system.
Cytokines for advanced melanoma
Cytokines are proteins in the body that boost the immune system in a general way. Manmade versions of cytokines, such as interferon-alfa and interleukin-2 (IL-2), are sometimes used in patients with melanoma. They are given as intravenous (IV) infusions, at least at first. Some patients or caregivers may be able to learn how to give injections under the skin at home. Both drugs can help shrink advanced (stage III and IV) melanomas in about 10% to 20% of patients when used alone. These drugs may also be given along with chemotherapy drugs (known as biochemotherapy) for stage IV melanoma.
Side effects of cytokine therapy can include flu-like symptoms such as fever, chills, aches, severe tiredness, drowsiness, and low blood cell counts. Interleukin-2, particularly in high doses, can cause fluid to build up in the body so that the person swells up and can feel quite sick. Because of this and other possible serious side effects, high-dose IL-2 is given only in the hospital, in centers that have experience with this type of treatment.
Interferon-alfa as adjuvant therapy
Patients with thicker melanomas often have cancer cells that have spread to other parts of the body. Even if all of the cancer seems to have been removed by surgery, some of these cells may remain in the body. Interferon-alfa can be used as an added (adjuvant) therapy after surgery to try to prevent these cells from spreading and growing. This may delay the recurrence of melanoma, but it is not yet clear if it improves survival.
High doses must be used for the interferon to be effective, but many patients can't tolerate the side effects of high-dose therapy. These can include fever, chills, aches, depression, severe tiredness, and effects on the heart and liver. Patients getting this drug need to be closely watched by a doctor who is experienced with this treatment.
When deciding whether to use adjuvant interferon therapy, patients and their doctors should take into account the potential benefits and side effects of this treatment.
Oncolytic virus therapy
Viruses are a type of germ that can infect and kill cells. Some viruses can be altered in the lab so that they infect and kill mainly cancer cells. These are known as oncolytic viruses. Along with killing the cells directly, the viruses can also alert the immune system to attack the cancer cells.
Talimogene laherparepvec (Imlygic) is an oncolytic virus that can be used to treat melanomas in the skin or lymph nodes that can't be removed with surgery. The virus is injected directly into the tumors, typically every 2 weeks. This treatment can sometimes shrink these tumors, but it has not been shown to shrink tumors in other parts of the body. It's also not clear if this treatment can help people live longer. Side effects can include flu-like symptoms and pain at the injection site.
Bacille Calmette-Guerin (BCG) vaccine
BCG is a germ related to the one that causes tuberculosis. BCG does not cause serious disease in humans, but it does activate the immune system. The BCG vaccine works like a cytokine by enhancing the entire immune system. It is not directed specifically at melanoma cells. It is sometimes used to help treat stage III melanomas by injecting it directly into tumors.
Imiquimod cream
Imiquimod (Zyclara) is a drug that is applied as a cream. It stimulates a local immune response against skin cancer cells. For very early (stage 0) melanomas in sensitive areas on the face, some doctors may use imiquimod if surgery might be disfiguring. It can also be used for some melanomas that have spread along the skin. Still, not all doctors agree it should be used for melanoma.
The cream is applied anywhere from once a day to 2 times a week for around 3 months. Some people have serious skin reactions to this drug. Imiquimod is not used for more advanced melanomas.
Newer treatments
Some other types of immunotherapy have shown promise in treating melanoma in early studies. At this time they are available only through clinical trials (see "What's new in research and treatment of melanoma skin cancer?").
To learn more about this type of treatment, see our document Cancer Immunotherapy.
Targeted therapy for melanoma skin cancer
As doctors have found some of the gene changes that make melanoma cells different from normal cells, they have begun to develop drugs that attack these changes. These targeted drugs work differently from standard chemotherapy drugs, which basically attack any quickly dividing cells. Sometimes, targeted drugs work when chemotherapy doesn't. They can also have less severe side effects. Doctors are still learning the best way to use these drugs to treat melanoma.
Drugs that target cells with BRAF gene changes
About half of all melanomas have changes (mutations) in the BRAF gene. These changes cause the gene to make an altered BRAF protein that signals the melanoma cells to grow and divide quickly. Some drugs target this and related proteins.
If you have advanced melanoma, a biopsy sample of it might be tested to see if the cells contain a BRAF mutation. Drugs that target the BRAF protein (or the MEK proteins) are not likely to work in patients whose melanomas have a normal BRAF gene.
BRAF inhibitors
Vemurafenib (Zelboraf) and dabrafenib (Tafinlar) are drugs attack the BRAF protein directly.
These drugs shrink tumors in about half of the people whose metastatic melanoma has a BRAF gene change. They can also prolong the time before the tumors start growing again and help some patients live longer, although the melanoma typically starts growing again eventually.
These drugs are taken as pills or capsules, twice a day. Common side effects can include skin thickening, headache, fever, joint pain, fatigue, hair loss, rash, itching, sensitivity to the sun, and nausea. Less common but serious side effects can include heart rhythm problems, liver problems, kidney failure, severe allergic reactions, severe skin or eye problems, and increased blood sugar levels.
Some people treated with these drugs develop new skin cancers called squamous cell carcinomas. These cancers are usually less serious than melanoma and can be treated by removing them. Still, your doctor will want to check your skin often during treatment and for several months afterward. You should also let your doctor know right away if you notice any new growths or abnormal areas on your skin.
MEK inhibitors
The MEK gene is in the same signaling pathway inside cells as the BRAF gene, so drugs that block MEK proteins can also help treat melanomas with BRAF gene changes.
The MEK inhibitors trametinib (Mekinist) and cobimetinib (Cotellic) have been shown to shrink some melanomas with BRAF changes. They are pills taken once a day. Common side effects can include rash, nausea, diarrhea, swelling, and sensitivity to sunlight. Rare but serious side effects can include heart damage, excess bleeding, loss of vision, lung problems, and skin infections.
When used by themselves, these drugs don't seem to shrink as many melanomas as the BRAF inhibitors. A more common approach is to combine a MEK inhibitor with a BRAF inhibitor. This seems to shrink tumors for longer periods of time than using either type of drug alone. Some side effects (such as the development of other skin cancers) are actually less common with the combination.
Drugs that target cells with C-KIT gene changes
A small portion of melanomas have changes in a gene called C-KIT that help them grow. These gene changes are more common in melanomas that start in certain parts of the body:
* On the palms of the hands, soles of the feet, or under the nails (known as acral melanomas)
* Inside the mouth or other mucosal (wet) areas
* In areas that get chronic sun exposure
Some targeted drugs, such as imatinib (Gleevec) and nilotinib (Tasigna), can affect cells with changes in C-KIT. If you have a melanoma that started in one of these places, your doctor may test your melanoma cells for changes in the C-KIT gene, which might mean that one of these drugs could be helpful.
Drugs that target different gene changes are also being studied in clinical trials (see "What's new in research and treatment of melanoma of the skin?").
Chemotherapy for melanoma skin cancer
Chemotherapy (chemo) uses drugs that kill cancer cells. The drugs are usually injected into a vein or taken by mouth as a pill. They travel through the bloodstream to all parts of the body and attack cancer cells that have already spread beyond the skin. Because the drugs reach all areas of the body, this is called a systemic therapy.
Chemo can be used to treat advanced melanoma, but it is not often used as the first treatment since newer forms of immunotherapy and targeted drugs have become available. Chemo is usually not as effective in melanoma as it is in some other types of cancer, but it may relieve symptoms or extend survival for some patients.
Doctors give chemo in cycles, with each period of treatment followed by a rest period to give the body time to recover. Each chemotherapy cycle typically lasts for a few weeks.
Several chemo drugs can be used to treat melanoma:
* Dacarbazine (also called DTIC)
* Temozolomide
* Nab-paclitaxel
* Paclitaxel
* Carmustine (also known as BCNU)
* Cisplatin
* Carboplatin
* Vinblastine
Some of these drugs are given alone, while others are often combined with other drugs. It's not clear if using combinations of drugs is more helpful than using a single drug, but it can add to the side effects.
Some studies suggest that combining chemo drugs with immunotherapy drugs such as interferon-alpha and/or interleukin-2 (see "Immunotherapy for melanoma skin cancer") may be more effective than a single chemo drug alone, although it's not clear if this helps people live longer. This type of treatment is also called biochemotherapy or chemoimmunotherapy.
Isolated limb perfusion: This is a type of chemotherapy sometimes used to treat advanced melanomas that are confined to an arm or leg. It is done during a surgical procedure. The blood flow of the arm or leg is separated from the rest of the body, and a high dose of chemotherapy is circulated through the limb for a short period of time. This lets doctors give high doses to the area of the tumor without exposing internal organs to these doses, which would otherwise cause severe side effects.
To do this, a tube is placed into the artery that feeds blood into the limb, and a second tube is placed into the vein that drains blood from it. The tubes are connected to a special machine in the operating room. A tourniquet is tied around the limb to make sure the chemotherapy doesn't enter the rest of the body. A high dose of chemotherapy (usually with a drug called melphalan) is then infused into the blood in the limb through the artery. During the treatment session, the blood exits the limb through the tube in the vein, is heated by the machine (to help the chemo work better), and is then returned back to the limb through the tube in the artery. By the end of the treatment the drug is completely washed out of the limb, and the tubes are removed so that the circulation is returned to normal.
Possible side effects of chemotherapy
Chemo drugs attack cells that are dividing quickly, which is why they work against cancer cells. But other cells in the body, such as those in the bone marrow (where new blood cells are made), the lining of the mouth and intestines, and the hair follicles, also divide quickly. These cells are also likely to be affected by chemotherapy, which can lead to side effects.
The side effects of chemo depend on the type and dose of drugs and the length of time they are given. These side effects may include:
* Hair loss
* Mouth sores
* Loss of appetite
* Nausea and vomiting
* Diarrhea or constipation
* Increased risk of infection (from having too few white blood cells)
* Easy bruising or bleeding (from having too few blood platelets)
* Fatigue (from having too few red blood cells)
These side effects usually go away once treatment is finished. There are often ways to lessen side effects. For example, you can be given drugs to help prevent or reduce nausea and vomiting. Be sure to ask your doctor or nurse about drugs to help reduce side effects.
Some chemo drugs can have other side effects. For example, some drugs can damage nerve endings (a condition called neuropathy). This can lead to symptoms (mainly in the hands and feet) such as pain, burning or tingling sensations, sensitivity to cold or heat, or weakness. This usually goes away once treatment is stopped, but for some people it can last a long time. For more information, see Peripheral Neuropathy Caused by Chemotherapy.
Be sure to talk with your cancer care team about what to expect in terms of side effects. While you are getting chemo, report any side effects to your medical team so that they can be treated promptly. In some cases, the doses of the chemo drugs may need to be reduced or treatment may need to be delayed or stopped to prevent side effects from getting worse.
To learn more about chemo, see the Chemotherapy section of our website, or read A Guide to Chemotherapy.
Radiation therapy for melanoma skin cancer
Radiation therapy uses high-energy rays (such as x-rays) or particles to kill cancer cells. External beam radiation therapy focuses radiation from outside the body on the skin tumor. This type of radiation therapy is used to treat some patients with melanoma.
Before treatments start, the radiation team will take careful measurements to determine the correct angles for aiming the radiation beams and the proper dose of radiation. The treatment is much like getting an x-ray, but the radiation is stronger. The procedure itself is painless. Each treatment lasts only a few minutes, although the setup time – getting you into place for treatment – usually takes longer.
When might radiation therapy be used?
Radiation therapy is not often used to treat the original melanoma that started on the skin, although it is sometimes used after surgery for a type of melanoma known as desmoplastic melanoma.
Sometimes, radiation is given after surgery in the area where lymph nodes were removed, especially if many of the nodes contained cancer cells. This is to try to lower the chance that the cancer will come back.
Radiation therapy can also be used to treat melanoma that has come back (recurred) after surgery, either in the skin or lymph nodes, or to help treat distant spread of the disease.
Radiation therapy is often used to relieve symptoms caused by the spread of the melanoma, especially to the brain or bones. Treatment with the goal of relieving symptoms is called palliative therapy. Palliative radiation therapy is not expected to cure the cancer, but it might help shrink it or slow its growth for a time to help control some of the symptoms.
Stereotactic radiosurgery (SRS)
SRS is a type of radiation therapy that can sometimes be used for tumors that have spread to the brain. (Despite the name, there is no actual surgery involved.) In one version of this treatment, a machine called a Gamma Knife ® focuses about 200 beams of radiation on the tumor from different angles over a few minutes to hours. The head is kept in the same position by placing it in a rigid frame. In another version, a linear accelerator (a machine that creates radiation) that is controlled by a computer moves around the head to deliver radiation to the tumor from many different angles. These treatments can be repeated if needed.
Possible side effects of radiation therapy
Common side effects depend on where the radiation is aimed and can include:
* Sunburn-like skin problems
* Hair loss where the radiation enters the body
* Fatigue
* Nausea
* Loss of appetite and weight loss
Often these go away after treatment. When radiation is given with chemotherapy, the side effects are often worse.
Radiation therapy to the brain can sometimes cause memory loss, headaches, trouble thinking, or reduced sexual desire. Usually these symptoms are minor compared with those caused by a tumor in the brain, but they can still affect your quality of life.
To learn more about radiation, see the Radiation Therapy section of our website or read Understanding Radiation Therapy: A Guide for Patients and Families.
Clinical trials for melanoma skin cancer
You may have had to make a lot of decisions since you've been told you have melanoma. One of the most important decisions you will make is choosing which treatment is best for you. You may have heard about clinical trials being done for melanoma. Or maybe someone on your health care team has mentioned a clinical trial to you.
Clinical trials are carefully controlled research studies that are done with patients who volunteer for them. They are done to learn more about promising new treatments or procedures.
Clinical trials are one way to get state-of-the art cancer treatment. Sometimes they may be the only way to get access to some newer treatments. They are also the best way for doctors to learn better methods to treat cancer. Still, they are not right for everyone.
If you would like to learn more about clinical trials that might be right for you, start by asking your doctor if your clinic or hospital conducts clinical trials. You can also call our clinical trials matching service for a list of studies that meet your medical needs. You can reach this service at 1-800-303-5691 or on our website at www.cancer.org/clinicaltrials. You can also get a list of current clinical trials by calling the National Cancer Institute (NCI) at 1-800-4-CANCER (1-800-422-6237) or by visiting the NCI clinical trials website at www.cancer.gov/clinicaltrials.
You will need to meet certain requirements to take part in any clinical trial. But if you do qualify for a clinical trial, you get to decide whether or not to enter (enroll in) it.
To learn more about clinical trials, see our document Clinical Trials: What You Need to Know.
Complementary and alternative therapies for melanoma skin cancer
You might hear about ways to treat melanoma or relieve symptoms that your doctor hasn't mentioned. Everyone from friends and family to social media groups and websites might offer ideas for what might help you. These methods can include vitamins, herbs, and special diets, or other methods such as acupuncture or massage, to name a few.
What exactly are complementary and alternative therapies?
Not everyone uses these terms the same way, and they are used to refer to many different methods, so it can be confusing. We use complementary to refer to treatments that are used along with your regular medical care. Alternative treatments are used instead of a doctor's medical treatment.
Complementary methods: Most complementary treatment methods are not offered as cures for cancer. Mainly, they are used to help a person feel better. Some methods that are used along with regular treatment are meditation to reduce stress, acupuncture to help relieve pain, or peppermint tea to relieve nausea. Some complementary methods are known to help, while others have not been tested. Some have been proven not to be helpful, and a few have even been found to be harmful.
Alternative treatments: Alternative treatments may be offered as cancer cures. These treatments have not been proven safe and effective in clinical trials. Some of these methods may pose danger, or have life-threatening side effects. But the biggest danger in most cases is that you may lose the chance to be helped by standard medical treatment. Delaying or interrupting your medical treatments might give the cancer more time to grow and make it less likely that treatment will help.
Finding out more
It's easy to see why people with cancer think about alternative methods. You want to do all you can to fight the cancer, and the idea of a treatment with few or no side effects sounds great. Sometimes medical treatments like chemotherapy can be hard to take, or they may no longer be working. But the truth is that most alternative methods have not been tested and proven to work in treating cancer.
As you think about your options, here are 3 important steps you can take:
* Look for "red flags" that might suggest fraud. Does the method promise to cure all or most cancers? Are you told not to have regular medical treatments? Is the treatment a "secret" that requires you to visit certain providers or travel to another country?
* Talk to your doctor or nurse about any method you are thinking about using.
* Contact us at 1-800-227-2345 or read Complementary and Alternative Methods and Cancer to learn more about complementary and alternative methods.
The choice is yours
Decisions about how to treat or manage your cancer are always yours to make. If you want to use a non-standard treatment, learn all you can about the method and talk to your doctor about it. With good information and the support of your health care team, you may be able to safely use the methods that can help you while avoiding those that could be harmful.
Treatment of melanoma skin cancer, by stage
The type of treatment(s) your doctor recommends will depend on the stage and location of the melanoma and on your overall health. This section lists the options usually considered for each stage of melanoma.
Stage 0
Stage 0 melanomas have not grown deeper than the top layer of the skin (the epidermis). They are usually treated by surgery (wide excision) to remove the melanoma and a margin of about 1/2 cm (about 1/5 of an inch) of normal skin around it. If the edges of the removed sample are found to contain cancer cells, a repeat excision of the area may be done. Some doctors may consider the use of imiquimod cream (Zyclara) or radiation therapy, although not all doctors agree with this.
For melanomas in sensitive areas on the face, some doctors may use Mohs surgery or even imiquimod cream if surgery might be disfiguring, although not all doctors agree with these uses.
Stage I
Stage I melanoma is treated by wide excision (surgery to remove the melanoma as well as a margin of normal skin around it). The amount of normal skin removed depends on the thickness and location of the melanoma, but no more than 2 cm (4/5 inch) of normal skin needs to be removed from all sides of the melanoma. Wider margins make healing more difficult and have not been found to help people live longer.
Some doctors may recommend a sentinel lymph node biopsy, especially if the melanoma is stage IB or has other characteristics that make it more likely to have spread to the lymph nodes. This is an option that you and your doctor should discuss.
If cancer cells are found on the sentinel lymph node biopsy, a lymph node dissection (removal of all lymph nodes near the cancer) is often recommended, but it's not clear if it can improve survival. Some doctors may recommend adjuvant (additional) treatment with interferon after the lymph node surgery as well.
Stage II
Wide excision (surgery to remove the melanoma and a margin of normal skin around it) is the standard treatment for stage II melanoma. The amount of normal skin removed depends on the thickness and location of the melanoma, but it should be no more than 2 cm (4/5 inch) around all sides of the melanoma.
Because the melanoma may have spread to lymph nodes near the melanoma, many doctors recommend a sentinel lymph node biopsy as well. This is an option that you and your doctor should discuss. If it is done and the sentinel node contains cancer cells, then a lymph node dissection (where all the lymph nodes in that area are surgically removed) will probably be done at a later date.
For some patients (such as those with lymph nodes containing cancer), doctors may advise treatment with interferon after surgery (adjuvant therapy). Other drugs or perhaps vaccines may also be recommended as part of a clinical trial to try to reduce the chance the melanoma will come back.
Stage III
These cancers have already reached the lymph nodes when the melanoma is first diagnosed. Surgical treatment for stage III melanoma usually requires wide excision of the primary tumor as in earlier stages, along with lymph node dissection. Adjuvant therapy with interferon may help keep some melanomas from coming back longer. Other drugs or perhaps vaccines may also be recommended as part of a clinical trial to try to reduce the chance the melanoma will come back. Another option is to give radiation therapy to the areas where the lymph nodes were removed, especially if many of the nodes contain cancer.
If melanomas are found in nearby lymph vessels in or just under the skin (known as intransit tumors), they should all be removed, if possible. Other options include injections of Bacille Calmette-Guerin (BCG) vaccine, interferon, or interleukin-2 (IL-2) directly into the melanoma; radiation therapy; or applying imiquimod cream. For melanomas on an arm or leg, another option might be isolated limb perfusion (infusing the limb with a heated solution of chemotherapy). Other possible treatments might include targeted therapy, immunotherapy, chemotherapy, or a combination of immunotherapy and chemotherapy (biochemotherapy).
Some patients might benefit from newer treatments being tested in clinical trials. Many patients with stage III melanoma might not be cured with current treatments, so they may want to think about taking part in a clinical trial.
Stage IV
Stage IV melanomas are very hard to cure, as they have already spread to distant lymph nodes or other areas of the body. Skin tumors or enlarged lymph nodes causing symptoms can often be removed by surgery or treated with radiation therapy. Metastases in internal organs are sometimes removed, depending on how many there are, where they are, and how likely they are to cause symptoms. Metastases that cause symptoms but cannot be removed may be treated with radiation, immunotherapy, targeted therapy, or chemotherapy.
The treatment of widespread melanomas has changed in recent years as newer forms of immunotherapy (known as immune checkpoint inhibitors) and targeted drugs have been shown to be more effective than chemotherapy.
Ipilimumab (Yervoy), a newer immunotherapy drug, has been shown to help some people with advanced melanoma live longer. It can sometimes have severe side effects, so patients who get it need to be watched closely. Other new immunotherapy drugs, including pembrolizumab (Keytruda) or nivolumab (Opdivo), might also be options. These drugs seem to be more likely to shrink tumors than ipilimumab and are less likely to cause severe side effects. Other types of immunotherapy might also help, but these are only available through clinical trials at this time.
In about half of all melanomas, the cancer cells have changes in the BRAF gene. If this gene change is found, treatment with newer targeted drugs such as vemurafenib (Zelboraf), dabrafenib (Tafinlar), trametinib (Mekinist), and cobimetinib (Cotellic) might be helpful. They might be tried before or after the newer immunotherapy drugs, but they are not used at the same time. Like ipilimumab, these drugs can help some people live longer, although they have not been shown to cure these melanomas.
A small portion of melanomas have changes in the C-KIT gene. These melanomas might be helped by targeted drugs such as imatinib (Gleevec) and nilotinib (Tasigna), although, again, these drugs are not known to cure these melanomas.
Immunotherapy using interferon or interleukin-2 can help a small number of people with stage IV melanoma live longer. Higher doses of these drugs seem to be more effective, but they can also have more severe side effects, so they might need to be given in the hospital.
Chemotherapy can help some people with stage IV melanoma, but other treatments are usually tried first. Dacarbazine (DTIC) and temozolomide (Temodar) are the chemo drugs used most often, either by themselves or combined with other drugs. Even when chemotherapy shrinks these cancers, the effect often lasts for an average of several months before the cancer starts growing again. In rare cases they work for longer periods of time.
Some doctors may recommend biochemotherapy: a combination of chemotherapy and either interleukin-2, interferon, or both. For example, some doctors use interferon with temozolomide. The 2 drugs combined cause more tumor shrinkage, which might make patients feel better, although the combination has not been shown to help patients live longer. Another drug combination uses low doses of interferon, interleukin-2, and temozolomide. Each seems to benefit some patients. It's important to carefully consider the possible benefits and side effects of any recommended treatment before starting it.
Because stage IV melanoma is hard to treat with current therapies, patients may want to think about taking part in a clinical trial. Many studies are now looking at new targeted drugs, immunotherapies, chemotherapy drugs, and combinations of different types of treatments.
Even though the outlook for people with stage IV melanoma tends to be poor overall, a small number of people respond very well to treatment and survive for many years after diagnosis.
Recurrent melanoma
Treatment of melanoma that comes back after initial treatment depends on the stage of the original melanoma, what treatments a person has already had, where the melanoma comes back, and other factors.
Melanoma might come back in the skin near the site of the original tumor, sometimes even in the scar from the surgery. In general, these local (skin) recurrences are treated with surgery similar to what would be recommended for a primary melanoma. This might include a sentinel lymph node biopsy. Depending on the thickness and location of the tumor, other treatments may be considered, such as isolated limb perfusion chemotherapy; radiation therapy; tumor injection with BCG vaccine, interferon, or interleukin-2; or even systemic treatments such as immunotherapy, targeted therapy, or chemotherapy.
If nearby lymph nodes weren't removed during the initial treatment, the melanoma might come back in these nearby lymph nodes. Lymph node recurrence is treated by lymph node dissection if it can be done, sometimes followed by treatments such as interferon or radiation therapy. If surgery is not an option, radiation therapy or systemic treatment (immunotherapy, targeted therapy, or chemo) can be used.
Melanoma can also come back in distant parts of the body. Almost any organ can be affected. Most often, the melanoma will come back in the lungs, bones, liver, or brain. Treatment for these recurrences is generally the same as for stage IV melanoma (see above). Melanomas that recur on an arm or leg may be treated with isolated limb perfusion chemotherapy.
Melanoma that comes back in the brain can be hard to treat. Single tumors can sometimes be removed by surgery. Radiation therapy to the brain (stereotactic radiosurgery or whole brain radiation therapy) may help as well. Systemic treatments (immunotherapy, targeted therapy, or chemo) might also be tried.
As with other stages of melanoma, people with recurrent melanoma may want to think about taking part in a clinical trial.
More melanoma skin cancer treatment information
For more details on treatment options—including some that may not be addressed in this document—the National Comprehensive Cancer Network (NCCN) and the National Cancer Institute (NCI) are good sources of information.
The NCCN, made up of experts from many of the nation's leading cancer centers, develops cancer treatment guidelines for doctors. These are available on the NCCN website (www.nccn.org). The NCCN has a patient version of treatment guidelines for melanoma on the site as well.
The NCI, part of the US National Institutes of Health, provides treatment information by phone (1-800-4-CANCER) and on its website (www.cancer.gov). Detailed information intended for use by cancer care professionals is also available on www.cancer.gov.
What should you ask your doctor about melanoma skin cancer?
It's important to have honest, open discussions with your cancer care team. You should ask any question, no matter how small it might seem. Here are some questions you might want to ask:
* How far has my melanoma spread within or beneath the skin? How thick is my melanoma?
* Do I need any other tests before we can decide on treatment?
* Do I need to see any other types of doctors?
* How much experience do you have treating this type of cancer?
* What are my treatment options? What are the possible risks and benefits of each?
* Which treatment do you recommend? Why?
* What is the goal of the treatment?
* How quickly do we need to decide on treatment?
* What should I do to be ready for treatment?
* How long will treatment last? What will it be like? Where will it be done?
* How will treatment affect my daily activities?
* What type of side effects might I expect?
* Will I have a scar after treatment?
* What are the chances of my cancer growing or recurring (coming back) with the treatment options we have discussed? What would we do if this happens?
* Should I take special precautions to avoid sun exposure?
* What type of follow-up will I need after treatment?
* Are my family members at risk for skin cancer? What should I tell them to do?
Along with these sample questions, be sure to write down your own questions. For instance, you might want more information about recovery times so you can plan your work or activity schedule. Or you might want to ask about getting a second opinion or about clinical trials for which you may qualify.
Keep in mind that doctors aren't the only ones who can give you information. Other health care professionals, such as nurses and social workers, may have the answers to some of your questions. You can find more information about speaking with your health care team in our document Talking With Your Doctor.
What happens after treatment for melanoma skin cancer?
For many people with melanoma, treatment can remove or destroy the cancer. Completing treatment can be both stressful and exciting. You may be relieved to finish treatment, but find it hard not to worry about cancer growing or coming back. (When cancer comes back after treatment, it is called recurrent cancer or a recurrence.) This is a very common concern in people who have had cancer.
It may take a while before your fears lessen. But it may help to know that many cancer survivors have learned to accept this uncertainty and are living full lives. Our document Living With Uncertainty: The Fear of Cancer Recurrence talks more about this.
For others, melanoma may never go away completely. These people may get regular treatment with immunotherapy, targeted therapy, chemotherapy, or other treatments to try to help keep the cancer in check. Learning to live with cancer that does not go away can be difficult and very stressful. It has its own type of uncertainty. Our document When Cancer Doesn't Go Away talks more about this.
Follow-up care
Even if you have completed treatment, your doctors will still want to watch you closely. It's very important to keep all follow-up appointments. Follow-up is needed to check for signs of the cancer coming back, as well as possible side effects of certain treatments. This is a good time for you to ask your health care team any questions you need answered and to discuss any concerns you have.
Your follow-up schedule should include regular skin and lymph node exams by yourself and by your doctor. How often you need follow-up doctor visits depends on the stage of your melanoma when you were diagnosed and other factors. In addition to the exams, imaging tests such as x-rays or CT scans may be recommended for some patients.
A typical follow-up schedule for people with early-stage melanomas that were removed completely generally calls for physical exams every 6 to 12 months for several years. If these exams are normal, your doctor visits may be stretched to as long as once a year. Your doctor may recommend more frequent exams if you have many moles or atypical moles.
For thicker melanomas or those that had spread beyond the skin, a typical schedule might include physical exams every 3 to 6 months for 2 years, then every 3 to 12 months for the next few years. After that, exams are done at least once a year. Some doctors also recommend imaging tests such as chest x-rays or CT scans every 3 to 12 months for the first several years, especially for people who had more advanced stage disease.
It is also important for melanoma survivors to do regular self-exams of their skin and lymph nodes. Most doctors recommend this at least monthly. You should see your doctor if you find any new lump or change in your skin. You should also report any new symptoms (for example, pain, cough, fatigue, loss of appetite) that do not go away. Melanoma can sometimes come back many years after it was first treated.
People with melanoma that does not go away completely with treatment will have a follow-up schedule that is based on their specific situation.
If melanoma does come back, treatment will depend on where the cancer is, what treatments you've had before, and your overall health. For more information on how recurrent cancer is treated, see the section "Treatment of melanoma skin cancer by stage." For more general information on dealing with a recurrence, you might also want to read When Your Cancer Comes Back: Cancer Recurrence.
A person who has had one melanoma is at higher risk for developing other melanomas or other skin cancers. It's important for people who have had melanoma to examine their skin every month for new skin cancers, and to avoid getting too much sun exposure.
Seeing a new doctor
At some point after your treatment, you may be seeing a new doctor who doesn't know about your medical history. It's important to be able to give your new doctor the details of your diagnosis and treatment. Gathering these details during and soon after treatment may be easier than trying to get them at some point in the future. Make sure you have this information handy (and always keep copies for yourself):
* A copy of your pathology report(s) from any biopsies or surgeries
* Copies of imaging tests (CT or MRI scans, etc.), which can usually be stored digitally on a DVD, etc.
* If you had surgery, a copy of your operative report(s)
* If you stayed in the hospital, a copy of the discharge summary that the doctor wrote when you were sent home
* If you had radiation therapy, a copy of your treatment summary
* If you had immunotherapy, targeted therapy, or chemotherapy, a list of your drugs, drug doses, and when you took them
* Contact information for doctors who have treated your cancer
It is also very important to keep health insurance. Tests and doctor visits cost a lot, and even though no one wants to think of their cancer coming back, this could happen.
Can I get another cancer after having melanoma of the skin?
Cancer survivors can worry about a number of things, but often their greatest concern is facing cancer again. If a cancer comes back after treatment it is called a recurrence. But some cancer survivors may develop a new, unrelated cancer later. This is called a second cancer. Unfortunately, being treated for one cancer doesn't mean you can't get another type of cancer. In fact, certain types of cancer and cancer treatments can be linked to a higher risk of certain second cancers.
Survivors of skin melanoma can get any type of second cancer, but they have an increased risk of:
* Another skin cancer, including melanoma (this is different from the first cancer coming back)
* Salivary gland cancer
* Small intestine cancer
* Breast cancer (in women)
* Prostate cancer
* Kidney cancer
* Thyroid cancer
* Soft tissue cancer
* Non-Hodgkin lymphoma (NHL)
The most common second cancer seen in survivors of skin melanoma is another skin cancer.
Follow-up after treatment
After completing treatment for melanoma, you should still see your doctor regularly and have regular skin exams to look for signs the cancer has come back or new skin cancers (see "What happens after treatment for melanoma skin cancer?"). Let your doctor know about any new symptoms or problems, because they could be caused by the cancer coming back or by a new disease or second cancer.
Survivors of skin melanoma should follow the American Cancer Society guidelines for the early detection of cancer and stay away from tobacco products. Smoking increases the risk of many cancers.
To help maintain good health, survivors should also:
* Get to and stay at a healthy weight
* Be physically active
* Eat a healthy diet, with an emphasis on plant foods
* Limit alcohol to no more than 1 drink per day for women or 2 per day for men
These steps may also lower the risk of some cancers.
See our document Second Cancers in Adults for more information about causes of second cancers.
Lifestyle changes after having melanoma skin cancer
You can't change the fact that you have had melanoma. What you can change is how you live the rest of your life, making choices to help you stay healthy and feel as well as you can. This can be a time to look at your life in new ways. Maybe you are thinking about how to improve your health over the long term. Some people even start during cancer treatment.
Make healthier choices
For many people, a diagnosis of cancer helps them focus on their health in ways they may not have given much thought in the past. Are there things you could do that might make you healthier? Maybe you could try to eat better or get more exercise. Maybe you could cut down on alcohol, or give up tobacco. Even things like keeping your stress level under control might help. Now is a good time to think about making changes that can have positive effects for the rest of your life. You will feel better and you will also be healthier.
You can start by working on the things that worry you most. Get help with those that are harder for you. For instance, if you are thinking about quitting smoking and need help, call the American Cancer Society at 1-800-227-2345.
Eating better
Eating right can be hard for anyone, but it can get even tougher during and after some types of cancer treatment. Treatment may change your sense of taste. Nausea can be a problem. You may not feel like eating and lose weight when you don't want to. Or you might have gained weight that you can't seem to lose. All of these things can be very frustrating.
If treatment causes weight changes or eating or taste problems, do the best you can and keep in mind that these problems usually get better over time. You may find it helps to eat small meals every 2 to 3 hours until you feel better. You may also want to ask your cancer team about seeing a dietitian, an expert in nutrition who can give you ideas on how to deal with side effects of these treatments.
One of the best things you can do after cancer treatment is start healthy eating habits. You may be surprised at the long-term benefits of some simple changes, like increasing the variety of healthy foods you eat. Getting to and staying at a healthy weight, eating a healthy diet, and limiting your alcohol intake may lower your risk for a number of types of cancer, as well as having many other health benefits.
You can get more information in our document Nutrition and Physical Activity During and After Cancer Treatment: Answers to Common Questions.
Rest, fatigue, and exercise
Extreme tiredness, called fatigue, is very common in people treated for cancer. This is not a normal tiredness, but a bone-weary exhaustion that often doesn't get better with rest. For some people, fatigue lasts a long time after treatment, and can make it hard for them to be active and do other things they want to do. But exercise can help reduce fatigue. Studies have shown that patients who follow an exercise program tailored to their personal needs feel better physically and emotionally and can cope better, too.
If you were sick and not very active during treatment, it's normal for your fitness, endurance, and muscle strength to decline. Any plan for physical activity should fit your own situation. If you haven't been active in a few years, you will have to start slowly – maybe just by taking short walks.
Talk with your health care team before starting anything. Get their opinion about your exercise plans. Then, think about finding an exercise buddy so you're not doing it alone. Involving family or friends when starting a new activity program can give you that extra boost of support to keep you going when the push just isn't there.
If you are very tired, you will need to learn to balance activity with rest. It's OK to rest when you need to. Sometimes it's really hard for people to allow themselves to rest when they are used to working all day or taking care of a household, but this is not the time to push yourself too hard. Listen to your body and rest when you need to. (For more on fatigue and other treatment side effects, see the Physical Side Effects section of our website or "Additional resources for melanoma skin cancer" to get a list of available information.)
Keep in mind exercise can improve your physical and emotional health.
* It improves your cardiovascular (heart and circulation) fitness.
* Along with a good diet, it will help you get to and stay at a healthy weight.
* It makes your muscles stronger.
* It reduces fatigue and helps you have more energy.
* It can help lower anxiety and depression.
* It can make you feel happier.
* It helps you feel better about yourself.
Getting regular physical activity also plays a role in helping to lower the risk of some cancers, as well as having other health benefits.
Can I lower my risk of the melanoma progressing or coming back?
Most people want to know if there are specific lifestyle changes they can make to reduce their risk of cancer progressing or coming back. Unfortunately, for most cancers there isn't much solid evidence to guide people. This doesn't mean that nothing will help – it's just that for the most part this is an area that hasn't been well studied. Most studies have looked at lifestyle changes as ways of preventing cancer in the first place, not slowing it down or preventing it from coming back.
At this time, not enough is known about melanoma to say for sure if there are things you can do that will be helpful. We do know that people who have had melanoma are at higher risk for developing another melanoma or other type of skin cancer. Because of this, it's very important to limit your exposure to UV rays (from the sun or tanning beds) and to continue to examine your skin every month for signs of melanoma coming back or possible new skin cancers. Skin cancers that are found early are typically much easier to treat than those found at a later stage.
Adopting healthy behaviors such as not smoking, eating well, being active, and staying at a healthy weight may also help, but no one knows for sure. However, we do know that these types of changes can have positive effects on your health that can extend beyond your risk of melanoma or other cancers.
How might having melanoma skin cancer affect your emotional health?
During and after treatment, you may find yourself overcome with many different emotions. This happens to a lot of people.
You may find yourself thinking about death and dying. Or maybe you're more aware of the effect the cancer has on your family, friends, and career. You may take a new look at your relationships with those around you. Unexpected issues may also cause concern. For instance, you might be stressed by financial issues resulting from your treatment. You might also see your health care team less often after treatment and have more time on your hands. These changes can make some people anxious.
Almost everyone who is going through or has been through cancer can benefit from getting some type of support. You need people you can turn to for strength and comfort. Support can come in many forms: family, friends, cancer support groups, religious or spiritual groups, online support communities, or one-on-one counselors. What's best for you depends on your situation and personality. Some people feel safe in peer-support groups or education groups. Others would rather talk in an informal setting, such as church. Others may feel more at ease talking one-on-one with a trusted friend or counselor. Whatever your source of strength or comfort, make sure you have a place to go with your concerns.
The cancer journey can feel very lonely. It's not necessary or good for you to try to deal with everything on your own. And your friends and family may feel shut out if you don't include them. Let them in, and let in anyone else you feel may help. If you aren't sure who can help, call your American Cancer Society at 1-800-227-2345 and we can put you in touch with a group or resource that may work for you. You can also read our document Distress in People With Cancer or see the Emotional Side Effects section of our website for more information.
If treatment for melanoma skin cancer is no longer working
If a melanoma keeps growing or comes back after one kind of treatment, it may be possible to try another treatment plan that might still cure the cancer, or at least keep it under control enough to help you live longer and feel better. Clinical trials also might offer chances to try newer treatments that could be helpful. But when a person has tried many different treatments and the cancer is still growing, even newer treatments might no longer be effective. If this happens, it's important to weigh the possible limited benefits of trying a new treatment against the possible downsides, including treatment side effects. Everyone has their own way of looking at this.
This is likely to be the hardest part of your battle with cancer, when you have been through many treatments and nothing's working anymore. Your doctor might offer you new options, but at some point you might need to consider that treatment is not likely to improve your health or change your outcome or survival.
If you want to continue to get treatment for as long as you can, you need to think about the odds of treatment having any benefit and how this compares to the possible risks and side effects. Your doctor can estimate how likely it is the cancer will respond to treatment you are considering. For instance, the doctor might say that more treatment might have about a 1 in 100 chance of working. Some people will still be tempted to try this. But it is important to have realistic expectations if you do choose this plan.
Palliative care
No matter what you decide to do, it is important that you feel as good as you can. Make sure you are asking for and getting treatment for any symptoms you might have, such as nausea or pain. This type of treatment is called palliative care.
Palliative care helps relieve symptoms, but it is not expected to cure the disease. It can be given along with cancer treatment, or can even be cancer treatment. The difference is its purpose. The main goal of palliative care is to improve the quality of your life, or help you feel as good as you can for as long as you can. Sometimes this means using medicines to help with symptoms like pain or nausea. Sometimes, though, the treatments used to control your symptoms are the same as those used to treat cancer. For instance, radiation might be used to help relieve pain caused by cancer that has spread. But this is not the same as treatment to try to cure the cancer.
Hospice care
At some point, you may benefit from hospice care. This is special care that treats the person rather than the disease; it focuses on quality rather than length of life. Most of the time, it is given at home. Your cancer may be causing problems that need to be managed, and hospice focuses on your comfort. You should know that while getting hospice care often means the end of treatments such as chemo and radiation, it doesn't mean you can't have treatment for the problems caused by the cancer or other health conditions. In hospice, the focus of your care is on living life as fully as possible and feeling as well as you can at this difficult time. You can learn more about hospice in our document Hospice Care.
Staying hopeful is important, too. Your hope for a cure may not be as bright, but there's still hope for good times with family and friends—times that are filled with happiness and meaning. Pausing at this time in your cancer treatment gives you a chance to refocus on the most important things in your life. Now is the time to do some things you've always wanted to do and to stop doing the things you no longer want to do. Though the cancer may be beyond your control, there are still choices you can make.
To learn more
You can learn more about the changes that occur when treatment stops working, and about planning ahead for yourself and your family, by reading Advance Directives and Nearing the End of Life.
What's new in research and treatment of melanoma skin cancer?
Research into the causes, prevention, and treatment of melanoma is being done in medical centers throughout the world.
Causes, prevention, and early detection
Sunlight and ultraviolet (UV) radiation
Recent studies suggest there may be 2 general ways that UV exposure is linked to melanoma, but there is likely some overlap.
The first link is to sun exposure as a child and teenager. People with melanoma often have an early history of sunburns or other intense sun exposures, although not everyone does. This early sun exposure may cause changes in the DNA of skin cells (melanocytes) that starts them on a path to becoming melanoma cells many years later. Some doctors think this might help explain why melanomas often occur on the legs and trunk, areas that generally aren't exposed to the sun as much in adulthood.
The second link is to melanomas that occur on the arms, neck, and face. These areas are chronically exposed to sun, particularly in men.
Tanning booths may encourage either kind of melanoma to develop.
Researchers are looking to see if melanomas that develop from these types of UV exposure have different gene changes that might require them to be treated differently.
Public education
Most skin cancers can be prevented. The best way to reduce the number of skin cancers and the pain and loss of life from this disease is to educate the public, especially parents, about skin cancer risk factors and warning signs. It's important for health care professionals and skin cancer survivors to remind everyone about the dangers of too much UV exposure (both from the sun and from man-made sources such as tanning beds) and about how easy it can be to protect your skin against too much UV radiation.
Melanoma can often be detected early, when it is most likely to be cured. Monthly skin self-exams and awareness of the warning signs of melanomas may be helpful in finding most melanomas when they are at an early, curable stage.
The American Academy of Dermatology (AAD) sponsors annual free skin cancer screenings throughout the country. Many local American Cancer Society offices work closely with the AAD to provide volunteers for registration, coordination, and education efforts related to these free screenings. Look for information in your area about these screenings or call the American Academy of Dermatology for more information. Their phone number and website are listed in the "Additional resources" section.
Along with recommending staying in the shade, the American Cancer Society uses a slogan popularized in Australia as part of its skin cancer prevention message in the United States. "Slip! Slop! Slap! ® … and Wrap" is a catchy way to remember when going outdoors to slip on a shirt, slop on sunscreen, slap on a hat, and wrap on sunglasses to protect your eyes and the sensitive skin around them.
Melanoma genetic research
Scientists have made a great deal of progress during the past few years in understanding how UV light damages DNA inside skin cells and how these changes can cause normal skin cells to become cancerous.
Some people, though, inherit mutated (damaged) genes from their parents. For example, changes in the CDKN2A (p16) gene cause some melanomas to run in certain families. People who have a strong family history of melanoma should speak with a cancer genetic counselor or a doctor experienced in cancer genetics to discuss the possible benefits, limits, and downsides of testing for changes in this gene.
Lab tests to help determine prognosis
Most melanomas found at an early stage can be cured with surgery. But a small portion of these cancers eventually spread to other parts of the body, where they can be hard to treat.
Recent research has shown that certain gene expression patterns in melanoma cells can help show if stage I or II melanomas are likely to spread. A lab test based on this research, known as DecisionDx-Melanoma, is now available. The test divides melanomas into 2 groups based on their gene patterns:
* Class 1 tumors have a low risk of spreading.
* Class 2 tumors have a higher risk of spreading.
This test might help tell if someone with early stage melanoma should get additional treatment or if they need to be followed more closely after treatment to look for signs of recurrence.
Treatment
While early-stage melanomas can often be cured with surgery, more advanced melanomas can be much harder to treat. But in recent years, newer types of immunotherapy and targeted therapies have shown a great deal of promise and have changed the treatment of this disease.
Immunotherapy
This type of treatment helps the body's immune system attack melanoma cells more effectively. Some forms of immune therapy are already used to treat some melanomas (see "Immunotherapy for melanoma skin cancer").
Drugs that block CTLA-4: Ipilimumab targets CTLA-4, a protein that normally suppresses the T-cell immune response, which might help melanoma cells survive. Ipilimumab has been shown to help some people with advanced melanomas live longer, and is already being used to treat some people with advanced melanoma.
A recent early study found that combining ipilimumab with another immunotherapy drug known as GM-CSF helped patients with advanced melanoma live longer than those who got just ipilimumab alone. The people who got the combination also seemed to have fewer serious side effects. Further clinical trials are testing ipilimumab combined with this or other drugs.
Drugs that block PD-1 or PD-L1: Melanoma cells also use other natural pathways in the body to help avoid being detected and destroyed by the immune system. For example, they often have a protein called PD-L1 on their surface that helps them evade the immune system.
New drugs that block the PD-L1 protein, or the corresponding PD-1 protein on immune cells called T cells, can help the immune system recognize the melanoma cells and attack them. Two drugs that block PD-1, pembrolizumab (Keytruda) and nivolumab (Opdivo), are now approved to treat advanced melanoma. In early studies, these drugs have shrunk tumors in about one quarter to one-third of people with melanoma, which is better than most results seen with ipilimumab. These drugs appear to have fewer serious side effects as well, and many of the tumor responses have been long-lasting so far. Larger studies of these new drugs are now being done, including some that use one of these drugs with ipilimumab to see if the combination might work even better.
Melanoma vaccines: Vaccines directed at melanoma are being studied in clinical trials. These are experimental therapies that have not yet been proven to be helpful.
These vaccines are, in some ways, like the vaccines used to prevent diseases such as polio, measles, and mumps that are caused by viruses. Such vaccines usually contain weakened viruses or parts of a virus that cannot cause the disease. The vaccine stimulates the body's immune system to destroy the more harmful type of virus.
In the same way, killed melanoma cells or parts of cells (antigens) can be used as a vaccine to try to stimulate the body's immune system to destroy other melanoma cells in the body. Usually, the cells or antigens are mixed with other substances that help boost the body's immune system as a whole. But unlike vaccines that are meant to prevent infections, these vaccines are meant to treat an existing disease.
Making an effective vaccine against melanoma has proven to be harder than making a vaccine to fight a virus. The results of studies using vaccines to treat melanoma have been mixed so far, but many newer vaccines are now being studied and may hold more promise.
Other immunotherapies: Other forms of immunotherapy are also being studied. Some early studies have shown that treating patients with high doses of chemotherapy and radiation therapy and then giving them tumor-infiltrating lymphocytes (TILs), which are immune system cells found in tumors, can shrink melanoma tumors and possibly prolong life as well. Newer studies are looking at changing certain genes in the TILs before they are given to see if this can make them more effective at fighting the cancer. This approach has looked promising in early studies, but it is complex and is only being tested in a few centers.
Many studies are now looking to combine different types of immunotherapy, which may be more effective than any single treatment for advanced melanoma.
Targeted drugs
As doctors have discovered some of the gene changes in melanoma cells, they have developed drugs that attack these changes. These targeted drugs work differently from standard chemotherapy drugs. They may work in some cases when chemotherapy doesn't. They may also have less severe side effects.
Drugs that target cells with changes in the BRAF gene: As noted in the section "Targeted therapy for melanoma skin cancer," about half of all melanomas have changes in the BRAF gene, which helps the cells grow. Drugs that target the BRAF protein, such as vemurafenib (Zelboraf) and dabrafenib (Tafinlar), as well as drugs that target the related MEK proteins, such as trametinib (Mekinist) and cobimetinib (Cotellic), have been shown to shrink many of these tumors. These drugs are now often used in melanomas that test positive for the BRAF gene change. Other, similar drugs are now being studied as well.
One of the drawbacks of these drugs is that they seem to work for only a limited time before the cancer starts growing again. A new approach is to combine a BRAF inhibitor with a MEK inhibitor. Study results have been promising, showing that combining the drugs results in longer response times and that some side effects (such as the development of other skin cancers) might actually be less common with the combination.
Drugs that target cells with changes in the C-KIT gene: A small number of melanomas have changes in the C-KIT gene. This is more likely in melanomas that start on the palms of the hands, soles of the feet, under the nails, or in certain other places.
Clinical trials are now testing drugs such as imatinib (Gleevec) and nilotinib (Tasigna), which are known to target cells with changes in C-KIT.
Drugs that target other gene or protein changes: Several drugs that target other abnormal genes or proteins, such as sorafenib (Nexavar), bevacizumab (Avastin), pazopanib (Votrient), and everolimus (Afinitor), are now being studied in clinical trials as well.
Researchers are also looking at combining some of these targeted drugs with other types of treatments, such as chemotherapy or immunotherapy.
Additional resources for melanoma skin cancer
More information from your American Cancer Society
The following related information may also be helpful to you. These materials can be read on our website or ordered from our toll-free number, 1-800-227-2345.
Skin cancer causes, prevention, and detection
A Parent's Guide to Skin Protection (also available in Spanish)
Skin Cancer: Prevention and Early Detection
Skin Cancer Image Gallery
Sun Basics: Skin Protection Made Simple (information for children aged 8 to 14)
Why You Should Know About Melanoma (also in Spanish)
Ultraviolet (UV) Radiation
Dealing with diagnosis and treatment
Health Professionals Associated With Cancer Care
Talking With Your Doctor (also in Spanish)
After Diagnosis: A Guide for Patients and Families (also in Spanish)
Coping With Cancer in Everyday Life (also in Spanish)
Living with cancer
Distress in People With Cancer
Anxiety, Fear, and Depression
Nutrition for the Person With Cancer During Treatment: A Guide for Patients and Families (also in Spanish)
Caring for the Patient With Cancer at Home: A Guide for Patients and Families (also in
Spanish)
Guide to Controlling Cancer Pain (also in Spanish)
Living With Uncertainty: The Fear of Cancer Recurrence
When Your Cancer Comes Back: Cancer Recurrence
Understanding cancer treatments
Understanding Cancer Surgery: A Guide for Patients and Families (also in Spanish)
A Guide to Chemotherapy (also in Spanish)
Understanding Radiation Therapy: A Guide for Patients and Families (also in Spanish)
Cancer Immunotherapy
Targeted Therapy
Clinical Trials: What You Need to Know
Cancer treatment side effects
Nausea and Vomiting
Anemia in People With Cancer
Fatigue in People With Cancer
Understanding Lymphedema (for Cancers Other Than Breast Cancer)
Family and caregiver concerns
Talking With Friends and Relatives About Your Cancer (also in Spanish)
What It Takes to Be a Caregiver
Helping Children When a Family Member Has Cancer: Dealing With Diagnosis (also in Spanish)
Work, insurance, and finances
In Treatment: Financial Guidance for Cancer Survivors and Their Families (also in Spanish)
Health Insurance and Financial Assistance for the Cancer Patient (also in Spanish)
Working During Cancer Treatment
Returning to Work After Cancer Treatment
Your American Cancer Society also has books that you might find helpful. Call us at 1800-227-2345 or visit our bookstore online at cancer.org/bookstore to find out about costs or to place an order.
National organizations and websites*
Along with the American Cancer Society, other sources of information and support include:
American Academy of Dermatology (AAD)
Website: www.aad.org
Toll-free number: 1-888-462-3376 (1-888-462-DERM)
Spot Skin Cancer website www.aad.org/spot-skin-cancer
For information on melanoma, a skin cancer risk assessment, a locator for free skin cancer screenings, and a dermatologist locator
Environmental Protection Agency (EPA)
Website: www.epa.gov/sunwise/
Has free sun safety information
Melanoma Research Foundation
Toll-free number: 1-877-673-6460
Website: www.melanoma.org
For more on melanoma and chat rooms, patient stories, and bulletin boards – all to support and educate anyone affected by melanoma
Skin Cancer Foundation
Toll-free number: 1-800-754-6490 (1-800-SKIN-490)
Website: www.skincancer.org
Has pictures and descriptions of skin cancers, information and educational materials, and newsletters
National Cancer Institute
Toll-free number: 1-800-422-6237 (1-800-4-CANCER)
TTY: 1-800-332-8615
Website: www.cancer.gov
Part of the US National Institutes of Health, the NCI offers accurate, up-to-date information about cancer to patients, their families, and the general public
National Comprehensive Cancer Network (NCCN)
Website: www.nccn.org
Made up of experts from many of the nation's leading cancer centers, the NCCN develops guidelines for doctors to use when treating patients. Some of these guidelines, including one on melanoma, are available in versions for patients as well.
*Inclusion on this list does not imply endorsement by the American Cancer Society.
No matter who you are, we can help. Contact us anytime, day or night, for information and support. Call us at 1-800-227-2345 or visit www.cancer.org.
References: Melanoma skin cancer detailed guide
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Berman B, Villa AM. Immune response modulators in the treatment of skin cancer. In: Rigel DS, Friedman RJ, Dzubow LM, Reintgen DS, Bystryn JC, Marks R, eds. Cancer of the Skin. Philadelphia, Pa: Elsevier Saunders; 2005:499-513.
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Dudley ME, Yang JC, Sherry R, et al. Adoptive cell therapy for patients with metastatic melanoma: Evaluation of intensive myeloablative chemoradiation preparative regimens. J Clin Oncol. 2008;26:5233-5239.
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Flaherty KT, Robert C, Hersey P, et al. Improved survival with MEK inhibition in BRAF-mutated melanoma. N Engl J Med. 2012;367:107-114.
Freedman DM, Miller BA, Tucker MA. New Malignancies Following Melanoma of the Skin, Eye Melanoma, and Non-melanoma Eye Cancer. In: Curtis RE, Freedman DM, Ron E, Ries LAG, Hacker DG, Edwards BK, Tucker MA, Fraumeni JF Jr. (eds). New Malignancies Among Cancer Survivors: SEER Cancer Registries, 1973-2000. National Cancer Institute. NIH Publ. No. 05-5302. Bethesda, MD, 2006. Accessed on 4/18/2014 at http://seer.cancer.gov/archive/publications/mpmono/MPMonograph_complete.pdf.
Gangadhar TC, Fecher LA, Miller CJ, et al. Chapter 69: Melanoma. In: Niederhuber JE, Armitage JO, Dorshow JH, Kastan MB, Tepper JE, eds. Abeloff's Clinical Oncology. 5th ed. Philadelphia, Pa. Elsevier: 2014.
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Hodi FS, Lee S, McDermott DF, et al. Ipilimumab plus sargramostim vs ipilimumab alone for treatment of metastatic melanoma: A randomized clinical trial. JAMA. 2014;312:1744-1753.
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Last Medical Review: 3/19/2015
Last Revised: 11/10/2015
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Volume 29, Number 3, February 2017
Activity
Cell potency and stem cells
Martin Rowland
This exercise is based on Angela McCahill's article, 'Stem cells and regenerative medicine', on pages 2–7 of the February 2017 issue.
The topic of stem cells is relatively new to most GCE biology specifications.
- It includes some relatively straightforward biological content, which many students seem to find confusing. Some of the following questions test recall of this content.
- Stem cells also offer opportunities in medicine, as outlined in Dr McCahill's article. Questions covering these opportunities enable examiners to link this aspect of biology with others, i.e. make synoptic links between different topics. Some of the following questions do this.
- Finally, the use of stem cells raises ethical issues, which could be exploited in examination questions.
Read the first page of the article and answer the following questions testing recall with understanding.
1 Give three features of a stem cell. [3 marks]
2 Naturally occurring adult stem cells are either unipotent or multipotent.
(a) Describe the difference between a unipotent cell and a multipotent cell. [1 mark]
(b) Give one location of an adult multipotent stem cell. [1 mark]
(c) Use your knowledge of biology to suggest one location of an adult unipotent stem cell. [1 mark]
(d) Suggest why the term 'adult stem cell' might be inappropriate. [1 mark]
On this first page of her article, Dr McCahill describes the use of bone marrow transplants as the first stem cell therapy carried out.
3 What is the potency of the haematopoietic cells used in bone marrow transplants? [1 mark}
4 Figure 2 in the article shows that stem cells are removed from a healthy donor, i.e. this is an allogeneic transplant.
(a) Why must this transplant be allogeneic? [1 mark]
(b) The bone marrow to be used in the transplant must be from a matched donor. Explain why the donor must be matched. [4 marks]
(c) Suggest one treatment that could be used to destroy the recipient's blood stem cells. [1 mark]
Now turn to Figure 5 in the article and answer the following questions.
5 The 3–5 day post-fertilisation embryo (the blastocyst) contains an inner mass of cells, called blastomeres, surrounded by a single layer of cells, called trophoblasts.
www.hoddereducation.co.uk/biologicalsciencesreview
www.hoddereducation.co.uk/biologicalsciencesreview
(a) Each blastomere is pluripotent. Give the evidence in Figure 5 that supports this statement. [2 marks]
(b) Suggest the function of the trophoblasts. [1 mark]
6 The zygote is the only human cell that is totipotent. Use evidence from Figure 5 to justify this statement. [2 marks]
The following questions relate to the content of the section of the article entitled 'Different types of stem cell'.
7 Give two advantages that embryonic stem cells have over adult stem cells in regenerative medicine. [2 marks]
8 The use of human embryonic stem cells raises ethical issues.
In the UK, the use of human embryonic stem cells is tightly regulated by law (The Human Fertilisation and Embryology Act of 1990) and is licensed by a body called the Human Fertilisation and Embryology Authority (HFEA)
Give three of the restrictions on the use of human embryonic stem cells given in Dr McCahills' article. [3 marks]
9 Blood from a vein in the umbilical cord is also a source of haematopoietic cells. Collected at birth, this blood can be stored in a cord blood bank and, if necessary, used in regenerative medicine later in the same person's life. In the UK, the NHS cord blood bank is a public service but other, commercial, cord blood banks are also licensed.
(a) Are there any advantages in storing a child's umbilical cord blood from birth? Is so, what are they? [2 marks]
(b) The use of human embryonic stem cells raises ethical issues. Does the use of human cord stem cells also raise ethical issues? Justify your answer. [2 marks]
The final questions relate to the section of Dr McCahill's article entitled 'Induced pluripotent stem cells'
10 In 2006, Shinya Yamanaka's laboratory in Kyoto, Japan, showed how adult cells could be reprogrammed to become iPS cells. The technique involved treating mouse skin cells called fibroblasts with transcription factors.
(a) Describe the effect that a transcription factor has in a cell. [3 marks]
(b) Suggest the working hypothesis of Shinya Yamanaka's team. [1 mark]
(c) Without giving any experimental procedures, suggest how the team might have set about discovering the transcription factors that resulted in iPS cells. [2 marks]
11 As with many procedures, the used of iPS cells raises potential dangers. Use a search engine to find a potential danger in the use of one of the transcription factors given in Figure 5. [1 mark] | <urn:uuid:dbe28256-5fb4-4022-a430-270a940bd06e> | CC-MAIN-2018-34 | http://stgregory.oxon.sch.uk/wp-content/uploads/2018/07/AS-Biology.pdf | 2018-08-16T18:03:36Z | crawl-data/CC-MAIN-2018-34/segments/1534221211146.17/warc/CC-MAIN-20180816171947-20180816191947-00215.warc.gz | 405,548,902 | 1,090 | eng_Latn | eng_Latn | 0.995701 | eng_Latn | 0.995854 | [
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Building Level Services
* These include various support services that are available without needing to make a referral to CSE.
* A student doesn't not need to be classified as having a disability to access these services and they can be very helpful in supporting students with weaknesses.
* They include services such as AIS reading and math, speech improvement services, building level counseling and teacher support for students with behavioral challenges.
* We look at a child's Response to Intervention, after receiving these services, as one factor when considering eligibility for CSE services.
Elementary Programs
Integrated Co-Teaching –
* Special education teacher pushes into a typical class
* Each class receives an additional 80 minutes of Teaching Assistant (TA) support
Kindergarten: 2 hours
Gr. 1-5: 2 hours 40 minutes
Elementary Programs
* Resource Room- pull out daily
* Related Services - such as speech, counseling, occupational therapy, physical therapy, vision and hearing
Special Classes (12:1:1)
12 students: 1 teacher: 1 teaching assistant
Students in these classes are working on common core curriculum in a smaller class setting
Intensive Needs Classes
We also have smaller Intensive Needs classes for students who need smaller ratios. They are located at Saddle Rock and JFK Elementary Schools.
6:1:2
6:1:3
8:1:2
BEHAVIORAL SUPPORT PROGRAM 6:1:2 classes at Saddle Rock and JFK
Designed for students with generally average to above average cognitive/ academic skills but also have significant behavioral challenges that require a high level of support. Students have highly structured behavior plans and are mainstreamed into typical class settings with support.
Middle Schools
Both Middle Schools have Integrated Co-teaching (Team Taught) classes, Resource Room, Consultant Teacher, Special Classes (12:1:1) & Related Services for students who are working towards a Regents Diploma.
Special Middle School Programs
* North Middle also has Intensive Needs classes with ratios of 8:1:2 and 6:1:2. Most of the students in these classes are Alternately Assessed.
* South Middle also has the EXCEL program for grades 7-8, which is a structured small class program for Regents bound students. Students receive alternate day counseling and a daily reinforcement system to support students who need assistance with behavior or emotional regulation.
High Schools
North and South High Schools both have:
* Integrated Co-Teaching (Team Taught) Classes in all major subjects
* Resource Room
* Consultant Teacher Direct/Indirect
* Special Classes with smaller ratios (Foundations/ Skills) Students in these classes are working towards Regent Diplomas.
* Related Services.
Special High School Programs
* South High has the PEAK program for grades 910, that EXCEL students typically move into.
* North High has the ACE program which focuses on life skills and career exploration. NHS also has the TRANSITION program which is for students age 18-21 who have the opportunity for more work experience and independent living skill development. North High has an in house coffee shop where the students can get experience with work-related skills and outside work sites are also accessed.
Alternate High School Settings
General and special education students can both attend SEAL, located at Clover Drive, or the Village School. For students with disabilities, Resource Room and Counseling are available in both locations and each has a full time psychologist.
Alternate High School Settings
Village School – alternative high school where class sizes are typically fewer than 12 students with a total enrollment of about 50 students.
SEAL – alternative program with classes that are usually fewer than 5 students. Focus is on credit recovery for students who need more structure and support than the traditional high school settings can provide. The total enrollment is about 22 students.
Pupil Personnel Services (PPS)
Department that oversees special education
Location: 105 Clover Drive
Phone: 441-4970
Administrators:
* Dr. Joseph Hickey - Assistant Superintendent
* Dr. Alison Brennan – Executive Director
* Ms. Ellice Geller – Supervisor for Elementary
* Dr. Ken Davidow – Supervisor for Secondary | <urn:uuid:730f071c-106c-4cac-8f09-36284da770d5> | CC-MAIN-2022-27 | http://gnsepta.weebly.com/uploads/1/3/7/1/13716403/special_education_programs_in_great_neck_20-21_septa.pdf | 2022-07-07T10:20:51+00:00 | crawl-data/CC-MAIN-2022-27/segments/1656104690785.95/warc/CC-MAIN-20220707093848-20220707123848-00019.warc.gz | 23,385,033 | 861 | eng_Latn | eng_Latn | 0.952341 | eng_Latn | 0.997559 | [
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Name:_________________
Harry Potter Words
MatchIt - Sentences
Match the sentence to the word by drawing a line or by writing the number in the box.
1) Portkey
Harry lives in ______ House.
2) parselmouth
______ is the gamekeeper at the wizard school.
3) Gryffindor
Use a ______ to visit the Quidditch World Cup.
4) Hagrid
An ______ has both human and animal forms.
5) Gringotts
A magically impaired wizard is called a ______.
6) veritaserum
A ______ forces one to tell the truth.
7) Squib
Wizards keep money at ______ Wizarding Bank.
8) Lumos
She used ______ charm to light the wand's tip.
9) howler
A ______ is an magical, yelling red letter sent by one who is angry.
10) animagus
Voldemort is a ______ who can speak to snakes.
Page 1 of 1
Date:_________________ | <urn:uuid:c4429e78-9f35-499d-83b4-13fdd208a368> | CC-MAIN-2015-48 | http://www.spellingcity.com/print-word-match-vocabulary-game.html?listId=3828573 | 2015-11-26T10:34:52Z | crawl-data/CC-MAIN-2015-48/segments/1448398447043.45/warc/CC-MAIN-20151124205407-00146-ip-10-71-132-137.ec2.internal.warc.gz | 690,448,097 | 203 | eng_Latn | eng_Latn | 0.991283 | eng_Latn | 0.991283 | [
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2.3 Internet Scavenger Hunt (Teacher Version with Answers)
1. When did William Barret Travis write his famous letter from the Alamo? Answer: February 24, 1836
2. What are the words of the Pledge of allegiance to the Texas State Flag? Answer: Honor the Texas flag; I pledge allegiance to thee, Texas, on state under God, on and indivisible.
3. Who was the "Bandit Queen of Dallas?"
Answer: Belle Starr
4. Who declared the "hook 'em horns" the official UT hand symbol in 1955?
5. Where was Lyle Lovett born?
Answer: Harley Clark
Answer: North Harris County, in the community of Klein.
6. What was the name of the school in Rusk Country where a natural gas leak led to an explosion, killing 319 students and teachers?
Answer: New London School
7. What is the estimated number of songs with Texas or Texas places in the titles?
Answer: Around about 3,500
8. What is the Texas State Shell?
Answer: the Lightning Whelk
9. The King Ranch is bigger than what state?
Answer: Rhode Island
10.What children's book was set in Camp Green Lake Texas?
Answer: Holes | <urn:uuid:7319f1fc-12a3-4aa4-ac2b-19b15d870970> | CC-MAIN-2022-27 | https://www.tsl.texas.gov/sites/default/files/public/tslac/ld/ld/LibrariesLiteracy/2-3%20Internet%20Scavenger%20Hunt%20-%20Teacher.pdf | 2022-07-07T10:23:48+00:00 | crawl-data/CC-MAIN-2022-27/segments/1656104690785.95/warc/CC-MAIN-20220707093848-20220707123848-00018.warc.gz | 1,092,497,179 | 262 | eng_Latn | eng_Latn | 0.99873 | eng_Latn | 0.998262 | [
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www.sacmeq.org
It is widely accepted that well-designed textbooks can provide a platform for effective teaching and learning in schools because they offer: a systematic plan for the curriculum, learning material that engages and motivates pupils, and exercises that enhance and sustain important knowledge and skills.
When pupils have textbooks their teachers can make more effective use of class time by avoiding tasks such as copying text onto a chalkboard. This results in more time being available for pupils to spend on active learning. Textbooks also permit teachers to utilize a wider range of teaching strategies such as: assigning reading exercises to the whole class while providing more focussed teaching to slower learners, stimulating classroom discussions about material that has been read by all pupils, and providing reading homework and associated questions that reinforce classroom lessons.
Textbooks are especially important in developing country contexts because many schools lack material resources (such as age-appropriate and culture-appropriate reading materials for children) and human resources (with some teachers having obtained only a limited amount of academic and professional training). In these schools textbooks can play a central role in defining a more structured approach to what subject matter is taught and how it is taught.
SACMEQ Policy Issues Series
How successful are textbook provision programmes?
Number 6, September 2010
For the research programme conducted by the Southern and Eastern Africa Consortium for Monitoring Educational Quality (SACMEQ) it was accepted that the capacity to read well was not only an essential life skill – but also represented the main gateway to further learning in all other school subjects. For this reason the SACMEQ research teams agreed that each SACMEQ country should strive to maximize pupil access to reading resources by working towards a situation whereby as many pupils as possible had sole use of a reading textbook.
The Grade 6 pupils who participated in the SACMEQ II Project (2000) and the SACMEQ III Project (2007) were asked whether: (a) they used a reading textbook by themselves, (b) they shared a reading textbook with one other pupil, (c) they shared a reading textbook with two or more pupils, or (d) no pupils had a reading textbook.
The percentages of Grade 6 pupils that reached each of these four textbook access levels have been presented in the Table below for the SACMEQ countries. The figures in this table refer only to access levels for reading textbooks because similar figures were obtained for mathematics textbooks. Note that the percentages for Zimbabwe in 2000 were derived from an earlier (1995) data collection conducted by SACMEQ.
Access to reading textbooks for Grade 6 pupils in the SACMEQ countries
The final row of percentage figures in the Table provided textbook access profiles for Grade 6 pupils across SACMEQ countries in 2000 and 2007. These profiles were remarkably similar on both occasions - and they indicated that textbook access levels for Grade 6 pupils were generally quite poor across southern and eastern Africa, and that these access levels were not improving.
For the SACMEQ countries overall during both 2000 and 2007, only a little over 40 percent of pupils had sole access to a textbook, and around 40 percent of pupils were either in classrooms with no textbooks or shared a textbook with two or more other pupils.
At the individual country level the textbook access profiles displayed two kinds of variations.
Firstly, there were large variations in textbook access levels across countries. For example, in 2007 almost all Grade 6 pupils in Mauritius and Swaziland had sole use of a textbook; and, in contrast, very few Grade 6 pupils in Tanzania had sole use of a textbook. The other SACMEQ countries had textbook access levels in 2007 that ranged between these two extremes: Botswana, Lesotho, Mozambique, Seychelles, South Africa, and Zanzibar had moderate levels of textbook access (around 40 to 60 percent sole usage); and Kenya, Malawi, Namibia, Uganda, Zambia, and Zimbabwe had much lower levels of textbook access (around 15 to 30 percent sole usage).
The textbook situation in Tanzania, Uganda, Zambia, and Zimbabwe during 2007 was of great concern because around one in five Grade 6 pupils was in a classroom in which no pupils had a textbook.
Secondly, there were large variations in textbook access trends across time points. The trends between 2000 and 2007 have been summarized in the final column of the Table by colour coding the 2007 percentages according to the following rules:
Green = a substantial improvement (of around 10 percent or more) in the percentage of Grade 6 pupils having sole use of a textbook between 2000 and 2007; Red = a substantial deterioration (of around 10 percent or more); and
Black = negligible change.
Unfortunately, only three countries (marked with green) registered improvements of around 10 percent or more in sole usage of textbooks between 2000 and 2007: Swaziland (with a very impressive 25 percent increase to effectively 100 percent coverage in 2007), Zambia (with almost a 10 percent increase), and Zanzibar (with the largest improvement of nearly 45 percent).
Five countries (marked with red) registered deteriorations of around 10 percent or more in sole usage of textbooks: Botswana, Kenya, Malawi, Namibia, and Zimbabwe. The result for Malawi was particularly worrying because this country registered a fall of almost 30 percent in sole usage of textbooks between 2000 and 2007.
Author contact
email@example.com
Kenneth N. Ross Graduate School of Education University of Melbourne Melbourne, Australia
There was negligible change in sole usage of textbooks for seven countries: Lesotho, Mauritius, Mozambique, Seychelles, South Africa, Tanzania, and Uganda.
These research results provided a rather bleak outlook with respect to the numerous large-scale initiatives and associated high levels of funding that have been devoted over many years to designing, producing, and distributing school textbooks in southern and eastern Africa. The general message was that textbook access levels for Grade 6 pupils in many SACMEQ countries were rather poor – and that these access levels had tended to either stagnate or deteriorate in many SACMEQ countries between 2000 and 2007.
It would be very tempting to simply ignore this message by blaming problems in textbook access levels on the increased enrolments that have occurred in all SACMEQ countries over the past decade due mainly to the Education for All (EFA) campaign.
However, perhaps a more enlightened approach to this challenge would be to spend some time reflecting upon the following supplementary research question: "How did Swaziland and Zanzibar make substantial improvements in Grade 6 pupil access to textbooks between 2000 and 2007 – and at the same time accommodate increases in their Grade 6 enrolments by around 20 percent and 40 percent, respectively?"
For more information visit www.sacmeq.org | <urn:uuid:f370d10d-3505-4c0d-84a6-e6de4bfb9ad0> | CC-MAIN-2022-27 | https://microdata.worldbank.org/index.php/catalog/1246/download/22695 | 2022-07-07T10:30:00+00:00 | crawl-data/CC-MAIN-2022-27/segments/1656104690785.95/warc/CC-MAIN-20220707093848-20220707123848-00019.warc.gz | 453,883,091 | 1,427 | eng_Latn | eng_Latn | 0.995913 | eng_Latn | 0.996332 | [
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EVERYDAY EXAMPLES OF ENGINEERING CONCEPTS
D7: Forces & acceleration
Copyright © 2014
This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivs 3.0 Unported License. To view a copy of this license, visit http://creativecommons.org/licenses/by-nc-nd/3.0/ or send a letter to Creative Commons, 444 Castro Street, Suite 900, Mountain View, California, 94041, USA.
This is an extract from 'Real Life Examples in Dynamics: Lesson plans and solutions' edited by Eann A. Patterson, first published in 2006 (ISBN:978-0-615-20394-2) which can be obtained online at www.engineeringexamples.org and contains suggested exemplars within lesson plans for Sophomore Solids Courses. Prepared as part of the NSF-supported project (#0431756) entitled: "Enhancing Diversity in the Undergraduate Mechanical Engineering Population through Curriculum Change".
INTRODUCTION
(from 'Real Life Examples in Dynamics: Lesson plans and solutions')
These notes are designed to enhance the teaching of a junior level course in dynamics, increase the accessibility of the principles, and raise the appeal of the subject to students from diverse backgrounds. The notes have been prepared as skeletal lesson plans using the principle of the 5Es: Engage, Explore, Explain, Elaborate and Evaluate. The 5E outline is not original and was developed by the Biological Sciences Curriculum Study 1 in the 1980s from work by Atkin and Karplus 2 in 1962. Today this approach is considered to form part of the constructivist learning theory and a number of websites provide easy-to-follow explanations of them 3 .
These notes are intended to be used by instructors and are written in a style that addresses the instructor, however this is not intended to exclude students who should find the notes and examples interesting, stimulating and hopefully illuminating, particularly when their instructor is not utilizing them. In the interest of brevity and clarity of presentation, standard derivations and definitions are not included since these are readily available in textbooks which these notes are not intended to replace but rather to supplement and enhance. Similarly, it is anticipated that these lessons plans can be used to generate lectures/lessons that supplement those covering the fundamentals of each topic.
It is assumed that students have acquired a knowledge and understanding of topics usually found in a Sophomore level course in Statics, including free-body diagrams and efficiency.
This is the second in a series of such notes. The first in the series entitled 'Real Life Examples in Mechanics of Solids' edited by Eann Patterson (ISBN: 978-0-615-20394-2) was produced in 2006 and is available on-line at www.engineeringexamples.org.
Acknowledgements
Many of these examples have arisen through lively discussion in the consortium supported by the NSF grant (#0431756) on "Enhancing Diversity in the Undergraduate Mechanical Engineering Population through Curriculum Change" and the input of these colleagues is cheerfully acknowledged as is the support of National Science Foundation.
Eann A. Patterson
A.A. Griffith Chair of Structural Materials and Mechanics School of Engineering, University of Liverpool, Liverpool, UK & Royal Society Wolfson Research Merit Award Recipient
1 Engleman, Laura (ed.), The BSCS Story: A History of the Biological Sciences Curriculum Study. Colorado Springs: BSCS, 2001.
3 e.g. Trowbridge, L.W., Bybee, R.W., Becoming a secondary school science teacher. Merrill Pub. Co. Inc., 1990.
2 Atkin, J. M. and Karplus, R. (1962). Discovery or invention? Science Teacher 29(5): 45.
PLANE MOTION OF RIGID BODIES
7. Topic: Forces & acceleration
Engage:
Ride your bike into class, apply the front brakes too hard so that the rear wheel just begins to lift off the ground. Wear a helmet!
Explore:
Dismount from your bike and standing on the floor, demonstrate how applying the front brakes when gripping the handle-bars causes the rear wheel of the bike to lift off the floor. Use a mountaineering karabiner or other similar clip to suspend a backpack of books on the bike saddle. Invite members of the class, standing on the floor, to repeat the demonstration with different numbers of books in the backpack and with backpack suspended at different locations. Talk about the moment of inertia as a measure of the resistance of a body (the bike and backpack in this case) to angular acceleration (tendency for the rear wheel to lift in this case) in the same way that mass is a measure of body's resistance to acceleration (i.e. Newton's Second Law).
Explain :
When the front brake is locked so that there is no motion of the front wheel relative to the bike, then the bike (including the front wheel) and backpack rotate about the point on the front wheel that is in contact with the road, i.e. A
G
G
The moment of inertia of a body of mass, m about an axis is:
dm r
I
2
m
where r is the perpendicular distance from the axis to an arbitrary element dm. The moment of inertia for a solid cuboid of height h, width, w depth d and mass m is:
where Ih is the moment of inertia about the axis through the center of mass parallel to the height dimension. So, for a pile of textbooks in a backpack of mass 3.8 kg and of dimensions 0.120.210.26m:
When the moment of inertia, IG about the body's center of mass is known then the moment of inertia, I about any other parallel axis is given by the parallel axis theorem:
where b is the perpendicular distance between the axes. So if we assume that the center of mass of the backpack is at the location, G in the diagram above then, its moment of inertia about A, IA is given by:
We neglected the moment of inertia of the backpack but this is inconsequential because the second term in the expression above dominates and location of the backpack and the mass of the books has a huge effect on the resistance to rotational acceleration.
Elaborate
The equation of rotational motion is given by:
where the moments MG are considered about an axis through the center of mass and is the angular acceleration of the body.
When a child rolls down a steep grassy bank (roly-poly) we can calculate their acceleration by using the above expression and a few simplifying assumptions. Let us assume that the child has uniform radius of 0.15m, a mass of 40kg and a moment of inertia of 0.8kg.m 2 ; that the grassy bank has a 45 degree slope ( =45) and that we can represent the child by a cylinder or imagine them in a plastic pipe.
Then, draw a free body diagram:
mg mg
Considering motion about C, the equation of rotational motion is:
Now, the linear acceleration is, a= r and the radius of gyration, k is defined by I = mk 2 , so 2 ) ( sin mk r mr mgr
rearranging
If the child starts from rest and the bank is 5m high then their velocity at the bottom can be calculated from:
so the child will have a speed of 6.1 m/s (13.6 mph) at the bottom of the grassy bank.
Evaluate
Ask students to attempt the following example:
Example 7.1
A pizza cutter is pushed through a thick crust pizza using a handle held such that the driving force is at 45 degrees to the cutting board. The cutting wheel and handle have a total mass of 500g. The blade is of radius 50mm with an average thickness 0.5mm and the cylindrical handle is 180mm long with a radius of 15mm. The coefficient of friction between the pizza and the blade is 0.01 and it can be assumed that the pizza exactly opposes the magnitude of the driving force with a force acting towards the axis of the cutting wheel at 10mm above the cutting board. Calculate the constant driving force required to cut through a pizza 30cm wide exiting at a velocity of 1.5m/s from a standing start – is this viable for a 12 year old child?
Solution:
Volume of pizza cutter wheel,
So for stainless steel of density, = 8000 kg.m -3,
the mass of the pizza cutter wheel is
and the moment of inertia of the wheel about its axis of rotation is given by:
The mass of the handle is 0.469kg (= 0.5-0.031) and its moment of inertia about an axis parallel to the axis of rotation of the wheel and though its center of mass is
And using the parallel axis theorem to shift this to be about the center of rotation of the cutter wheel:
so the moment of inertia of the wheel is negligible compared to the heavy handle.
For an exit velocity of 1.5 m/s after crossing a pizza of diameter 0.3m and assuming an entry velocity of zero, using:
and for the cutter wheel
r a so
Drawing a free body diagram for the cutter wheel:
For motion about C, consider the equation of rotational motion:
I r m I r ma F F P P D M p p c 2 ) ( cos 3.0 sin 1.0 sin 3.0 cos 1.0 cos 5.0 now, D = P = (Fp/ ) so re-arranging we can obtain:
and substituting values for the parameters, to obtain:
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1
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A public health education program that teaches people how to assist someone experiencing emotional distress or crisis.
A Hope-Based Approach to Building Strong, Resilient, Cooperative Communities
November 11, 2020 Karen Iverson Riggers & Lynn McLaughlin
Emotional CPR (eCPR) Intro Workshop
Invitation to Brave Space
By Micky Scott Bey Jones
Together we will create brave space Because there is no such thing as a "safe space" We exist in the real world We all carry scars and we have all caused wounds. In this space We seek to turn down the volume of the outside world, We amplify voices that fight to be heard elsewhere, We call each other to more truth and love We have the right to start somewhere and continue to grow. We have the responsibility to examine what we think we know. We will not be perfect. This space will not be perfect. It will not always be what we wish it to be But It will be our brave space together, and We will work on it side by side
Welcome & Introductions
*Orientation to today's workshop
* Connecting with intention
*Brief Intro
* Name
* What brought you here today?
* What's your (emotional) weather?
4
5
6
Introduction to eCPR
https://www.youtube.com/watch?v=ZTU831knaVE
What is eCPR?
A community education program which prepares people to assist another person experiencing an emotional crisis.
Why eCPR?
Just as a person's physical heart needs attention in a cardiac crisis, a person's emotional heart needs attention in an emotional crisis.
eCPR is a form of heart-to-heart connection for emotional resuscitation.
7
8
9
The Grassroots of eCPR
* Developed by a diverse group of people with lived experience with emotional distress and crisis
* Learned how to make it through and integrate experiences into a broader understanding of themselves and others
* Crisis as an opportunity for growth and change
* Consider new ways of being in the world and realign our lives to be in sync with our deepest values
* "It's not help if it's not helpful"
What do we mean by "crisis?"
* Universal experience
* Normal reaction to extraordinary events
* A state of extreme emotional distress, which often leads to feelings of being overwhelmed, confused, frightened, or that the experience is unmanageable
* May happen very suddenly or occur after a person has been struggling for awhile without having their needs met through support and resources
* Folks become extremely sensitive to their safety and selfpreservation
Phases of eCPR
C=
Connect with
Compassion and Concern to open up Communication, especially heart-to-heart
P = emPower to experience Passion and Purpose
R = Revitalize increased energy, new life, creativity, hope
11
12
Foundations of eCPR
* Values of a Healthy Community
* Cultural Empathy & Intersectionality
* Trauma Informed
* Components of Recovery
* Mutuality and Mutual Aid
* Conventional "Help" and eCPR Support
* Features of Dialogue
* eCPR for Suicidal Thoughts and Feelings
Values of a Healthy Community
* Mutuality
* Trust and respect one another through dialogue
* Listen deeply to ourselves and others
* Recovery and healing are possible for everyone
* Hope is central
* Self-determination = Dignity of Choice
* Foundation of connection to community is prevention
* Validation of emotional expression
* Every person is appreciated as fundamentally whole
* Cultural humility, empathy, and intersectionality
14
Ways eCPR Heals Trauma
| Dimensions | Impact of Trauma | Process of eCPR |
|---|---|---|
| Relatedness | Alienated | Emotionally Connected |
| Power | Voiceless | Emotionally EmPowered |
| Emotional State | Fight/Flight/ Freeze/Fawn/Flock Numb/Disassociated | Emotionally Revitalized |
15
Cultural Empathy
* Cultural empathy is the willingness to identify with the thoughts, feelings, and behaviors of persons from another culture
* Suspend our own beliefs and biases
* Knowledge of and sensitivity to cultural differences including respectful inquiry and avoiding assumptions
Mutuality
* Shared power: power with not power over
* Without "roles" of helper/helpee, well/sick
* Everyone has something to give
* Voluntary
17
18
eCPR is a Practice
* All Human Beings Practice – and we need to create space to do it
* Embracing process
* Child-Like Wonder and Curiosity
* Mistake Making/Risk Taking
* Self-Compassion
19
20
Suicidal Thoughts & Feelings
* Fear vs. Connection
* Identifying with the feeling
* "I'm not qualified" vs. All Humans are capable
* Doing to/for vs. Doing Well
Exploring Group Wisdom: Connection
22
23
24
Elements of Connection
* Listening deeply and staying present
* Practicing curiosity and remaining open-minded
* Attuning to the other person's feelings while remaining centered in yourself (self-awareness)
* Being willing to step out of your comfort zone
* Connection can be uncomfortable
* Connection is a process (dis/connection)
* Knowing when to offer the "gift of silence" while communicating nonverbally
* Communicating that you care
* Creating an emotionally safe relationship
Elements of Empowerment
* Power with rather than power over
* Support them to connect with their inner wisdom
* Recognize my/your voice
* Connecting with authenticity
* Encourage self-determination
* Sensitively reframe crisis as an opportunity for growth and change
26
27
Elements of Revitalization
* Presence – "I'm going to be ok"
* Acceptance
* Surrender/Let Go
* Take another breath, take a step, or know what's next
* Expressions of creativity
* Celebrate and appreciate each other
What is meCPR?
meCPR includes:
* how we process, reflect, and learn from our experiences
* the ways we connect with our own voice, thoughts and emotions
* finding touchstones to reconnect and revitalize
29
30
meCPR or Self-Care
* Unpacking "self-care"
* Shifting from self-care to community care
* "Shouting 'self-care' at people who actually need community care is how we fail people."
~ Nakita Valerio
* Community Care includes interpersonal acts of compassion, cooperation, and social action
Self-Compassion
1. Self-Kindness vs. Self-Judgment
3. Mindfulness vs. Over-Identification
2. Common Humanity vs. Isolation
Dr. Kristin Neff https://self-compassion.org
Working with Our Hearts
* There is no greater gift than hearing and holding people's stories.
* Holding Space vs. Holding On
* How do we hold the stories without taking them on?
* Allow others to OWN their stories and choices
10
32
33
Boundaries and Protections
* "Your boundary need not be an angry electric fence that shocks those who touch it. It can be a consistent light around you that announces: I will be treated sacredly." ~ Jaiya John
* Emotional "boundaries" and eCPR
Practices and Touchstones
* Empathy (especially for ourselves!)
* Process and Practice
* Grace (and making mistakes)
* Touchstones
What holds you to time and space when you're overwhelmed?
* What grounds you? •
* Let's Practice together! eCPR Meditation
Six Intentions of eCPR
1. Be present, listen with your heart (C)
2. Share your feelings (C)
3. Be - don't do (P)
4. Ok to not know (P)
5. Healer is within (P)
6. Life is dialogue (R)
11
"The area where we are the greatest is the area in which we inspire, encourage, and connect with another human being." Maya Angelou
THANK YOU!
Lynn McLaughlin: email@example.com Karen Iverson Riggers: firstname.lastname@example.org
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Veryan School Topic Plan
North America Pendower Class
Essential Knowledge / Skills
By the end of this unit the children will know…
- What is North America like?
- How is North America similar/ different to the UK?
- What is the difference between a human and physical feature?
- What can we use to find information about the geography of North America?
- RE week – What do Hindus believe God is like?
- Science week – How is our food digested? How do humans get the nutrition they need?
Links to Christian values – compassion, perseverance, wisdom
SMSC / British values links
Compassion
Compassion is a really important part of everything we do in Pendower and this term we will be continuing out hard work from last term to build a class team in which compassion is key. We recognise one another's feelings and we show compassion in our interactions.
Perseverance
We will be continuing to establish a growth mind set in our classroom this term and encouraging perseverance throughout our learning and time in school as a whole.
Wisdom
This term we will be making links between learning that has come before in core subjects and using this as a foundation to move forward and improve the skills that we have begun to build. In addition, we will be using what we know about the UK to help us process the information that we find about North America.
British values
Mutual respect and tolerance – Within our topic and our RE week this term we are going to be finding out about different cultures and religions and the children will be learning about how we show respect for and celebrate these differences.
Democracy –The children will be leading our learning and making decisions as a group about what they want to find out about and how they will do it.
SMSC
Spiritual and moral – Through class collective worship we will be exploring what spirituality means to us. We will also be finding out about the beliefs of Hindus and developing our understanding of the Christian faith as we build up to Christmas.
Social – Working together to find out about the world and using shared experiences to develop friendships in school.
Cultural – Investigating North American culture and comparing it to our own.
Core Subjects
Writing
Writing genres
- Explanation text
- Memorable learning check – independent write instructions
- Persuasive writing
- Finding tale
This term we will be using our focus texts as a vehicle for our writing. We will explore writing explanation texts about Diwali, as well as about our body, how we digest food and why we have a skeleton and muscles inside. Our focus story type will be a finding tale which will be based on This Moose belongs to me.
Reading / Key Texts
Science –
-
Argh! There's a Skeleton Inside You!
- Idan Ben-Barak and Julian Frost
Topic
- This Moose belongs to me – Oliver Jeffers
RE – Dipal's Diwali
Applied Maths
- Children will be working with number through looking at the Geography of North America, including population statistics and temperatures which will involve them in making comparisons and exploring place value in a practical way.
- Children will be working with information tables and graphs to analyse similarities and differences between the UK and North America.
North America – Theme Content
Foundation Subjects
Geography
- We will be finding out about North America, what it is like to live there and some of the human and physical features found there.
- Through our knowledge of the UK and the use of maps and data tables we will look for similarities and differences between the UK and North America.
- We will be learning how to use maps, atlases and computer mapping to gather information.
Art & Design / Design Technology
- This term we will be focussing on learning about famous American artists, these will include Andy Warhol and Jackson Pollock. We will find out about the type of art that they produced and appraise particular pieces.
- We will also be attempting our own versions of art by these famous artists, developing our ability to use elements of other artists' work in our own creations.
RE Week - What do Hindus believe God is like?
- Children will be able to:
- Explain what Hindus believe God is like.
- Identify some Hindu deities.
- Make links between stories from the Hindu religion and what Hindus believe God is like.
- Make links between Hindu beliefs about God and the way that they live their lives.
- Identify ways that Hindus worship.
Science Week – Animals including humans
- Children will be able to:
- Describe the digestion process and parts of the digestive system.
- Explain how we get nutrition and what nutrition we need.
- Identify types of human teeth.
- Explain the function of a skeleton and muscular system in the context of movement, protection and support.
Non topic based
Maths
- Addition and Subtraction White Rose Unit
- Multiplication and Division White Rose Unit
Computing
- This term we will be focussing on using the internet.
- We will be using the internet to carry out research about our topic whilst refining the way we look for information to help us become more proficient, efficient researchers.
- We will also discuss the reliability of things we find online.
Music
Composing and appraising focus – We will be listening to and commenting on Native American music then using this to create some Native American inspired music of our own, whilst focussing on learning vocabulary that will help us talk about our music confidently.
PE
Focus - Hockey
- Including dribbling the ball, holding a hockey stick correctly, passing and receiving, defending and attacking.
Focus – Gymnastics
- Including travelling, jumping, balancing and rolling.
Core Subjects
Writing
Y2 – Write simple, coherent narratives about personal experiences and those of others (real or fictional) Use co-ordination (e.g. or / and / but) and some subordination (e.g. when / / if / that / because) to join clauses. Segment spoken words into phonemes and represent these by graphemes, spelling many of these correctly and making phonically-plausible attempts at others Y3 and 4 –
Composes and rehearses sentences orally (including dialogue), progressively building a varied and rich vocabulary, and an increasing range of sentence structures.
In narratives creates settings, characters and plot, with some attempt to elaborate on basic information or events (e.g. nouns expanded by simple adjectives).
Uses fronted adverbials (eg 'Later that day, I heard the bad news')
Reading / Key Texts
Science –
- Argh! There's a Skeleton Inside You! Idan Ben-Barak and Julian Frost
RE – Dipal's Diwali
Topic
- This Moose belongs to me – Oliver Jeffers
Applied Maths
Y2 - Compares and orders numbers from 0 up to 100; use <, > and = signs.
Uses reasoning about place value and number facts to solve problems.
Interprets and constructs simple pictograms, tally charts, block diagrams and simple tables.
Y3 and 4
Orders and compares numbers beyond 1000. Interprets and presents data using bar charts, pictograms and tables.
North America – National Curriculum & Skills progression
Foundation Subjects
Geography
Non Topic Based
Year 2 – Know hot and cold areas in relation to the equator and the North and South Poles.
Understand geographical similarities and differences through studying the human and physical geography of a small area of the United Kingdom, and of a small area in a contrasting non-European country
Use basic geographical vocabulary to refer to:key physical features, including: beach, cliff, coast, forest, hill, mountain, sea, ocean, river, soil, valley, vegetation, season and weather key human features, including: city, town, village, factory, farm, house, office, port,harbour and shop
Year 3 and 4 - locate the world's countries, using maps to focus on Europe (including the location of Russia) and North and South America, concentrating on their environmental regions, key physical and human characteristics, countries, and major cities.
Understand geographical similarities and differences through the study of human and physical geography of a region of the United Kingdom, a region in a European country,and a region within North or South America
Use maps, atlases, globes and digital/computer mapping to locate countries and describe features studied
Art and Design / Design and Technology
Y2 Continue to explore and be exposed to work by other artists and designers. Be able to describe the similarities and differences between pieces of work by other artists. To look at artists through history, contemporary artists, designers and architects and begin to form opinions about the variety of work.
Y3 and 4 Begin to research great artists and designers through time. Begin to include elements of other artists work in their own. Be able to appraise the work of other artists and designers and architects, and to say how their work links to their own. Have an in-depth knowledge of one famous artist in time and be able to link their own work to them. Begin to critique their own and others' work alongside set criteria.
RE Week
Make sense of belief:
- Identify some Hindu deities and say how they help Hindus describe God
- Make clear links between some stories (e.g. Svetaketu,Ganesh, Diwali) and what Hindus believe about God
- Offer informed suggestions about what Hindu murtis express about God
Understand the impact:
- Make simple links between beliefs about God and how Hindus live (e.g. choosing a deity and worshiping at a home shrine;celebrating Diwali)
- Identify some different ways in which Hindus worship
Make connections:
- Raise questions and suggest answers about whether it is good to think about the cycle of create/preserve/destroy in the world today
- Make links between the Hindu idea of everyone having a 'spark' of God in them and ideas about the value of people in the world today, giving good reasons for their ideas.
Science Week
- Identify that animals, including humans, need the right types and amount of nutrition, and that they cannot make their own food; they get nutrition from what they eat
- Identify that humans and some other animals have skeletons and muscles for support, protection and movement
- Describe the simple functions of the basic parts of the digestive system in humans
- Identify the different types of teeth in humans and their simple functions
Maths - White Rose Coverage
- Addition and Subtraction
- Multiplication and Division
Computing
Internet research - Type a URL to find a website. Add websites to a favourite list. Use a search engine to find a range of media e.g. images, text. Think of search terms to use linked with questions they wish to answer. Talk about the reliability of information on the internet e.g. the difference between fact and opinion.
Music
Appraising and composing focus –
Y2 Identify the pulse in music, Recognise changes in timbre, dynamics, tempo and pitch. Start to recognise different instruments. Carefully choose sounds to achieve an effect, Order sounds to create an effect, Create short musical patterns. Create sequences of long and short sounds- rhythmic patterns (duration). Play instruments with control and exploring pitch, Start to explore simple compositions with two or three notes. Y3 and 4 Know how pulse stays the same but rhythm changes in a piece of music. Listen to several layers of sound and talk about the effect on mood and feelings. Use more musical dimensions vocabulary to describe music–duration, timbre, pitch, dynamics, tempo, texture, structure, rhythm, metre, riff, ostinato, melody, harmony. Identify patterns in music. Compose and perform melodies using three or four notes. Make creative use of the way sounds can be changed, organised and controlled, Create accompaniments for tunes using drones or melodic ostinato (riffs). Create rhythmic patterns with awareness of timbre and duration.
PE
Balance on different points of the body. Travel at different speeds in a variety of ways.Control a balance. Combine learnt techniques (Y1&2) for a fluid sequence. Show changes of direction, speed and level during a performance.
Develop fielding and possession skills.
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meadow vole Microtus pennsylvanicus
Kingdom: Animalia
Division/Phylum: Chordata
Class: Mammalia
Order: Rodentia
Family: Cricetidae
ILLINOIS STATUS common, native
FEATURES
The meadow vole's body fur is black with red hairs scattered throughout. The belly hair is black with a white tip. The feet are black. The tail is heavily furred and shorter than the head-body length (three and one-half to five inches) although still relatively long for a vole. Its ears are rounded and almost hidden in the hair.
BEHAVIORS
The meadow vole may be found in the northern one-half of Illinois. It lives in moist areas with grasses or sedges, marshes, along streams, in wet fields, along lake shores and in gardens. The meadow vole feeds on grasses and other green plants, bulbs, grains and seeds. It is active during the day or night. This vole uses underground burrows and above ground runways through vegetation for travel routes. Mating occurs in the spring and fall. Females less than one month old may breed and produce offspring about three weeks later. The average litter size is four or five. Young are born helpless in a nest of dry grass. They develop quickly and are ready to live on their own in about two weeks. Mortality of young voles is very high.
HABITATS
Aquatic Habitats
bottomland forests; lakes, ponds and reservoirs; marshes; peatlands; rivers and streams; wet prairies and fens
Woodland Habitats
none
Prairie and Edge Habitats black soil prairie; edge
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Wave Characteristics Answer Key
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GCSE Science Revision Physics \"Properties of Waves\" High School Physics - Wave Characteristics Waves 1: Wave Characteristics Physics Waves: Frequency \u0026 Wavelength FREE Science Lesson Characteristics of Sound ¦ Pitch, Loudness and Quality of a Sound ¦ Physics Waves: Properties of Sound Waves Explained
Characteristics of Sound - Amplitude - Sound ¦ Class 9 PhysicsPhysics 14.3 Wave Characteristics Characteristics of Waves ¦ Physics Physics 8.1 Video Lesson - Wave Characteristics Sound: Wavelength, Frequency and Amplitude. Properties of Waves ¦ Physics For the Love of Physics (Walter Lewin's Last Lecture) Science - Transmission of Sound 4 Characteristics of a Wave GCSE Physics - Reflection #62 CBSE IX Physics Sound -
Characteristics of Sound Waves Light Is Waves: Crash Course Physics #39 The equation of a wave ¦ Physics ¦ Khan Academy Mechanical Waves and Non- Mechanical Waves ¦ Types of Waves ¦ iKen ¦ iKen Edu ¦ iKen App
Lesson on WavesGCSE Science Revision - Types of Waves Wave Characteristics \u0026 Introduction to Waves 10th Class Physics, Ch 11, Characteristics of Sound Wave - Class 10th Physics Wave Characteristics: Amplitude, Wavelength, and Frequency CHE 111: 7-1 Physics Waves - Introduction Wave Motion and it's Characteristics in hindi PS4A - Wave Properties Wave Motion ¦ Waves ¦ Physics ¦ FuseSchool wave -Types Of wave ,Characteristics of Wave,Time period ,Wavelength ,Frequency By sudhir sir Wave Characteristics Answer Key A wave is a disturbance that transfers energy (NOT MATTER) from place to place Waves travel through a material called a medium. Waves that require a medium to travel through are called mechanical waves. Waves that do not require a medium are called Electromagnetic Waves. wavelength amplitude Oneorpod Characteristics of Waves
Presentation: Characteristics of Waves 2/30
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Wave properties depend on what (type of energy) is making the waves. 1.Wavelength: The distance between one point on a wave and the exact same place on the next wave. 2. Frequency: How many waves go past a point in one second; unit of measurement is hertz (Hz). The higher the frequency, the more energy in the wave.
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Wave Characteristics Answer Key ¦ carecard.andymohr characteristics of waves answer key Characteristics of waves (key terms) STUDY. Flashcards. Learn. Write. Spell. Test. PLAY. Match. Gravity. Created by. chap23. Terms in this set (16) A disturbance that transfers energy from place to place. Waves. Ability to do work! Energy. The material through which a wave travels. Medium. Characteristics of waves (key terms) Flashcards ¦ Quizlet
Characteristics Of Waves Answer Key ¦ blog.rachitsingh Waves-Wave Characteristics APlusPhysics: Waves-Wave Characteristics WAV.A2 Page 165 28. A periodic wave travels at speed v through medium A. The wave passes with all its energy into medium B. The speed of the wave through medium B is v/2. On the diagram below, draw Page 3/6
the wave as it travels through medium B. Show at least one full wave. 29.
Nae Peri Waves-Wave Characteristics - APlusPhysics
Wave 1: Wave 2: Wave 3: Frequency Connection There are three members of a family. The dad has a deep, low voice. The mom has a medium-high voice, and the baby has the highest voice. 8. Which wave belongs to the dad’s voice?_____Wave 3_____ 9. Which wave belongs to the mom’s voice?____Wave 1_____
Waves #2 Worksheet Answers
Play this game to review Work & Energy. The high point of a wave.
Wave Characteristics - Practice Quiz - Quizizz
Wave Characteristics Answer Key A wave is a disturbance that transfers energy (NOT MATTER) from place to place Waves travel through a material called a medium. Waves that require a medium to travel through are called mechanical waves. Waves
Wave Characteristics Answer Key - auditthermique.be
Waves carry energy through a medium. Any displacement of the wave is resisted by a directly proportional restoring force. The work to produce a big wave amplitude requires both large forces and displacements, which results in more wave energy. Therefore, energy transported by a wave increases with the wave amplitude.
Wave characteristics review (article) ¦ Khan Academy
waves. 12. The basic properties of waves are amplitude, wavelength, frequency, and . 13. The distance a wave travels before it starts to repeat is its . 14. Waves that seem to be standing still are known as waves. 15. Types of seismic waves are P waves, S waves, and waves. surface mechanical standing wavelength tsunami speed Characteristics of Waves
Characteristics of Waves - Bridgeway
WAVE PROPERTIES LAB. The wave characteristics you will observe in this lab are common to all waves (light sound water) You will work in the hall ‒ parallel and very close to the lockers. First do the fill-ins below: A wave is a disturbance which can move through space or through a material. _____waves travel through matter.
Wave Properties Lab - River Dell Middle School
Wave worksheet that could be used as a homework assignment or class assignment to review students understanding of wave properties and characteristics. Students are asked to look at waves to answer questions, or draw waves that result from two waves interfering with each other.
Waves Review Worksheets & Teaching Resources ¦ Teachers ...
Waves (pages 8‒10) Key Concept: Mechanical waves are classified by how they move. There are two types of mechanical waves: transverse waves and longitudinal waves. • Transverse waves move the medium up and down. A wave in a rope is a transverse wave. •
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Longitudinal What Are Waves? (pages 6‒10) pearson education characteristics of waves answer key.pdf FREE PDF DOWNLOAD NOW!!! Source #2: pearson education characteristics of
Pearson Education Characteristics Of Waves Answer Key ... Defining key concepts - ensure that you can accurately define key concepts, such as mechanical waves Knowledge application - use your knowledge to answer questions about sound and seismic waves ...
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Reading—Y5
Fluency
Fluently and accurately read the full range of text types, making few errors.
Poetry
Perform poetry which has been learnt by heart.
Book Talk
Discuss and ask questions about a range of different texts and give justification for ideas.
Use formal presentation
Inference
Infer from character's thoughts and actions from the whole text and use evidence.
Vocabulary
Use further knowledge to root words to help work out what new words mean
Explain the meaning of a word in a sentences and give words which are similar
Discuss figurative language and how this affects what the reader thinks..
Summarising
Summarise across several paragraphs. Record information from non-fiction texts.
Performance
appropriate tone, volume, intonation and action to make meaning clear
Prediction
From inferences, make predictions.
Text Knowledge
enjoy different
-
text types and some of their features
-recommend texts to friends, giving reasons -begin to understand facts and opinions
- give reasons why different features have been used in a text
Compare & contrast
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EVERYDAY EXAMPLES OF ENGINEERING CONCEPTS
T8: Refrigeration & heat pumps
Copyright © 2014
This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivs 3.0 Unported License. To view a copy of this license, visit http://creativecommons.org/licenses/by-nc-nd/3.0/ or send a letter to Creative Commons, 444 Castro Street, Suite 900, Mountain View, California, 94041, USA.
This is an extract from 'Real Life Examples in Thermodynamics: Lesson plans and solutions' edited by Eann A. Patterson, first published in 2010 (ISBN: 978-0-9842142-1-1) and contains suggested exemplars within lesson plans for Sophomore Thermodynamics Courses. They were prepared as part of the NSF-supported project (#0431756) entitled: "Enhancing Diversity in the Undergraduate Mechanical Engineering Population through Curriculum Change".
INTRODUCTION
(from 'Real Life Examples in Thermodynamics: Lesson plans and solutions')
These notes are designed to enhance the teaching of a sophomore level course in thermodynamics, increase the accessibility of the principles, and raise the appeal of the subject to students from diverse backgrounds. The notes have been prepared as skeletal lesson plans using the principle of the 5Es: Engage, Explore, Explain, Elaborate and Evaluate. The 5E outline is not original and was developed by the Biological Sciences Curriculum Study 1 in the 1980s from work by Atkin & Karplus 2 in 1962. Today this approach is considered to form part of the constructivist learning theory 3 .
These notes are intended to be used by instructors and are written in a style that addresses the instructor, however this is not intended to exclude students who should find the notes and examples interesting, stimulating and hopefully illuminating, particularly when their instructor is not utilizing them. In the interest of brevity and clarity of presentation, standard derivations, common tables/charts, and definitions are not included since these are readily available in textbooks which these notes are not intended to replace but rather to supplement and enhance. Similarly, it is anticipated that these lesson plans can be used to generate lectures/lessons that supplement those covering the fundamentals of each topic.
This is the third in a series of such notes. The others are entitled 'Real Life Examples in Mechanics of Solids' (ISBN: 978-0-615-20394-2), 'Real Life Examples in Dynamics'(ISBN: 978-0-9842142-0-4).
Acknowledgements
Many of these examples have arisen through lively discussion in the consortium supported by the NSF grant (#0431756) on "Enhancing Diversity in the Undergraduate Mechanical Engineering Population through Curriculum Change" and the input of these colleagues is cheerfully acknowledged as is the support of National Science Foundation. The comments on an early draft made by Robert D. Handscombe of Handscombe Associates are gratefully acknowledged.
Eann A. Patterson
A.A. Griffith Chair of Structural Materials and Mechanics School of Engineering, University of Liverpool, Liverpool, UK & Royal Society Wolfson Research Merit Award Recipient+
1 Engleman, Laura (ed.), The BSCS Story: A History of the Biological Sciences Curriculum Study. Colorado Springs: BSCS, 2001.
3 e.g. Trowbridge, L.W., and Bybee, R.W., Becoming a secondary school science teacher. Merrill Pub. Co. Inc., 1990.
2 Atkin, J. M. and Karplus, R. (1962). Discovery or invention? Science Teacher 29(5): 45.
THERMODYNAMIC APPLICATIONS
8. Topic: Refrigeration and heat pumps
Engage:
Acquire (purchase 4 or borrow) a portable refrigerator, prepare yourself a picnic meal and pack it into the refrigerator. Take the refrigerator to class, open it and start to eat your picnic – the more elaborate the better; include items that obviously need to be refrigerated, e.g. fruit juice, yoghourt …
Explore:
Remind the students of the Clausius statement of the second law of thermodynamics: 'It is impossible for any system to operate in a thermodynamic cycle and produce no effect other than the transfer by heat from a cooler to a hotter body'. Point out that a refrigerator transfers heat from its cold box to the warmer room, i.e. 'the transfer by heat from a cooler to a hotter body' hence there has to be another 'effect'.
Ask students what impact a refrigerator has on a room. Someone will mention the noise and you can talk about the compressor doing work, i.e. the 'effect' required by the Clausius statement.
Explain:
Remind them about the Carnot cycle, the most efficient cycle operating between two temperatures. It consists of two isotherms and two adiabats (processes involving no heat transfer, only work) as shown in the diagram.
Discuss the fact that the power cycles in the previous two chapters (lessons) go around this ideal cycle clockwise where as for a refrigeration cycle it is necessary to go around anti-clockwise.
4 At the time of writing you could purchase a Personal Mini Fridge Cooler via www.amazon.com for about $40.
In example 7.2 the Brayton gas turbine cycle was introduced. This cycle can be reversed to produce a refrigerator, i.e.
And is represented on a T-s diagram as shown. This assumes isentropic compression from to and expansion from to . For a Brayton gas power cycle the arrows would be reversed on the T-s diagram, i.e., the cycle would run clockwise.
Elaborate:
A Brayton refrigeration cycle operates using gas as a refrigerant just as the power cycle uses gas as the working fluid. This approach is fine in certain applications such as aircraft cabin cooling or the liquefaction of air. However, in domestic refrigerators it is more usual for the refrigerant to change phase as heat is transferred from the cold zone. Thus, one heat exchanger is known as an evaporator and one as a condenser; in addition the expansion achieved by the turbine is performed by an expansion valve.
So consider a refrigerator sitting in a room at 20C if the food compartment is to be maintained at 4C, using CF3CH2F as the refrigerant which is more commonly known as R134a then from thermodynamic tables 5 .
State 1: (at the evaporator exit / compressor entry)
The refrigerant is a saturated vapor, hence for 4 1 T C:
5 e.g. http://v5.sdsu.edu/testhome/Test/solve/basics/tables/tablesPC/TSatR134a.html
)
following an isoentropic compression, i.e. 0.9169 1 2 s s kJ/kg
The pressure corresponds to saturation pressure at 20C, i.e. 0.57160 2 p MPa
And the refrigerant is superheated, so using the tables of superheated R134a 6 , 995 . 259 2 h kJ/kg State 3: (condenser exit/expansion valve entry)
The refrigerant is saturated liquid, hence for 20 3 T C
State 4: (expansion valve exit / evaporator entry)
The expansion through the valve is a throttling process that involves no change in enthalpy, i.e. 26 .7 7 3 4 h h kJ/kg.
If the design specification is to cool a 75cl bottle of champagne from room temperature (20C) to 4C in five minutes, then ignoring the glass bottle and assuming champagne to have the thermodynamical properties of water, the heat to be transferred out of the champagne is
Also, using the first law of thermodynamics to equate heat transfer to the change in enthalpy,
4 1 h h m Q in
6 e.g. http://v5.sdsu.edu/testhome/Test/solve/basics/tables/tablesPC/superR134a.html
The compressor work input can be found using the first law of thermodynamics to equate work done to the increase in enthalpy
So by definition, the coefficient of performance is
Note that the maximum coefficient of performance is given by a Carnot cycle for which
Of course, in reality, the champagne will not be chilled in 5 minutes because the effect of the thick glass bottle has been neglected and heat transfer through the wall of the refrigerator has been ignored. In addition, the refrigerant temperature in the evaporator will be lower than in the food compartment and its temperature in the condenser will be higher than the surroundings both of which adversely affect the performance.
Evaluate:
Invite the students to attempt the following examples:
Example 8.1
A soft drinks cooler is designed to chill six cans in 5 minutes from room temperature at 20C to 4C. If the metal of the cans is neglected and losses through the wall are ignored then find the coefficient of performance if it is assumed that the refrigerant (R134a) is 10C warmer than the surroundings in the condenser and 10C cooler than the cold box in the evaporator.
Solution:
State 1: (at the evaporator exit / compressor entry)
The refrigerant is a saturated vapor, hence for 6 1 T C and using the thermodynamic tables 7 :
State 2: (at compressor exit / condenser entry)
following an isoentropic compression, i.e.
s
0.9226
1
2
s
kJ/kg
7 e.g. http://v5.sdsu.edu/testhome/Test/solve/basics/tables/tablesPC/superR134a.html
The pressure corresponds to saturation pressure at 30C, i.e. 0.77006 2 p MPa from the thermodynamic tables 17
And the refrigerant is superheated, so 538 . 266 2 h kJ/kg
State 3: (condenser exit/expansion valve entry)
The refrigerant is saturated liquid, hence for 30 3 T C from the thermodynamics tables:
State 4: (expansion valve exit / evaporator entry)
The expansion through the valve is a throttle process that involves no change in enthalpy, i.e. 49 . 91 3 4 h h kJ/kg.
For six 0.33litre cans
So
Also, applying the first law of thermodynamics to the evaporator
The compressor work input is given by the first law of thermodynamics as
So the coefficient of performance is
Example 8.2
In motels air-conditioning and heating of guest rooms is often provided by a heat pump fitted beneath the window. In air-conditioning mode it operates on the same cycle as a refrigerator with the interior heat exchanger operating as the evaporator transferring heat out of the room at TC to provide cooling and the exterior heat exchanger acting as the condenser transferring heat into the surroundings at TH. A reversing valve is used to convert the unit to a heat pump with the exterior unit operating as the evaporator absorbing heat at TC and the interior heat exchanger operating as a condenser to transfer heat into the room at TH.
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PISA Style Scientific Literacy Question
Read the text about Statins
Statins are drugs which stop the liver producing too much cholesterol. Doctors say that many heart attacks and strokes are prevented each year by the use of statins.
Currently, statins are given to people who have had a heart attack, and to people who have not had a heart attack but have a greater than 20% risk of having one. There are approximately 7 million adults in the UK taking statins.
NICE, the body that licenses drugs in the UK, recently changed its guidance to doctors. The new guidance says that statins should now be given to people who have a 10% chance of having a heart attack. Millions more people in the UK will be prescribed statins because of this.
Many people, including some doctors, are worried about the side effects of statins. Common side effects which have been reported can include headaches, insomnia and upset stomach. Rarer, but more serious side effects can include inflammation of the liver, kidney failure and increased risk of diabetes. Some people also report severe muscle pains.
Several studies have been undertaken into the side effects of statins. A study published by Imperial College London in March 2014 suggested that statins do not have any significant side effects, and that there was no difference between the number of side effects reported by people actually taking the drug and people taking the placebo during the trials.
However, the media often reports on problems associated with statins, and up to half of people who are prescribed statins stop taking them within a year.
QUESTION 1 : STATINS
Some people taking part in a drug trial are given a placebo.
What is a placebo ?
___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________
What is the purpose of a placebo ?
___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________
QUESTION 2 : STATINS
A drug company wants to carry out a trial to see if it's statin causes side effects. Which of the following is the best experimental design for this trial?
A All the people in the trial are given the statin
B All the people in the trial are given the statin except for one person
C Only people who have reported side effects from using a statin before are given the drug
D Half the people in the trial are randomly selected to receive the statin, and half are given a placebo
A trial looking at the side effects of statins involving 100 people is carried out.
The percentage of people in the trial reporting side effects is as follows.
QUESTION 3 : STATINS
Which statement best describes the results of this experiment?
A The statin causes side effects
B The statin does not cause side effects
C A similar number of people reported side effects when taking the placebo as taking the statin
D Everyone who takes statins experiences side effects
QUESTION 4 : STATINS
What additional information about the side effects does the drug company need to know before it decides whether the drug is safe?
___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________
Rhian says that the statement ‘Up to half of people who are prescribed statins stop taking them within a year’ proves that statins must have side effects.
QUESTION 5 : STATINS
Give a reason why people might stop taking statins that would oppose Rhian's argument.
___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________
Read the text about cholesterol:
Cholesterol
Cholesterol is manufactured in the liver. It is carried around in the blood by chemicals called lipoproteins. There are two types of these lipoproteins – High Density Lipoproteins (HDL) and Low Density Lipoproteins (LDL). HDLs are commonly referred to as 'good' cholesterol because they carry cholesterol back to the liver and so prevent it from building up in the arteries and blocking them. HDL levels can be increased by eating a diet rich in polyunsaturated fats such as sunflower oil. LDLs are often called 'bad' cholesterol, because they carry cholesterol away from the liver to the cells. High levels of LDLs can lead to cholesterol building up on the walls of the blood vessels. Eating high levels of saturated fats such as butter can increase levels of LDLs in the blood. To keep your heart healthy you need a high proportion of HDLs compared to LDLs. Keeping these lipoproteins in the right proportions can help to reduce the overall level of cholesterol in your blood.
QUESTION 6 : STATINS
Why are high levels of LDLs in your blood bad for your health ?
___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________
QUESTION 7 : STATINS
Roger has been prescribed a statin to reduce his cholesterol. Every month his doctor monitors Roger’s cholesterol level by testing a sample of his blood. After 6 months of taking the statin Roger’s cholesterol level has not gone down.
Which of these statements is the most likely reason why Roger’s cholesterol has not gone down ?
A Roger experiences some mild side effects whilst taking the statin
B Roger has continued to eat a diet that is high in saturated fats
C Roger’s doctor increased the dose of the statin he was prescribing
D Roger forgot to take his statin tablets when he went away for a weekend
QUESTION 8 : STATINS
Statins can help to reduce the risk of heart attacks and strokes by lowering cholesterol.
Give another way that people can reduce their cholesterol levels apart from taking statins.
___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________
SCORING : STATINS
Question 1
Full credit :
A dummy pill / inert pill / a pill that does not contain the drug / a sugar pill / a fake treatment / a dummy treatment
Helps you to compare the effects of the real drug / that acts as a control in a drug trial / stops people being influenced by knowing whether they have been the real drug or not. (link the placebo containing no active ingredient to its use)
Partial credit :
A dummy pill / inert pill/ a pill that does not contain the drug / a sugar pill/ a fake treatment/ a dummy treatment (no reference made to its use)
Used to make a drug trial fair / used to compare effects in a drug trial / makes people think they have been given an actual drug / used as a control in a drug trial (without saying that it doesn't contain any drug / active ingredients).
No Credit :
Other responses
Missing
Narrative:
Placebos are used in drug trials as a 'control' to compare any possible effects (positive or negative) of the drug against. They are also a means by which the participants in the trial can be 'blind' as to whether they have been given the drug or not, therefore eliminating the possibility that the effects which are seen or reported have been influenced by the subconscious of the participant. (Related term – 'placebo effect' – a sense of benefit felt by a patient that arises solely from the knowledge that treatment has been given).
D Half the people in the trial are randomly selected to receive the statin and half are given a placebo.
No credit :
Other responses
Missing
Narrative:
A is incorrect because if all the participants in the trial are given the drug there is no control group to compare the effects of the drug with. Also, it may prevent the trial from being 'blind' as the participants could know they are all being given the drug. This may affect the results due to the 'placebo effect'.
B is incorrect because the control group is too small. It is not a large enough sample to compare the effects of the drug against. The control group would need to be much larger.
C is also incorrect. People who have previously experienced side effects with another type of statin may be more likely to experience side effects from this drug. This may not give a true picture of how likely the new statin is to cause side effects – it may look as though it causes more side effects than it actually would in the general population.
D is correct as this method will allow you to carry out a 'blind' trial, where participants do not know whether they have been given the drug or a placebo. It also allows you to compare the effects of the drug with a similar number of people who did not receive the drug.
C A similar number of people reported side effects when taking the placebo as taking the statin
No credit :
Other responses
Missing
Narrative :
A is incorrect. The table shows that a number of people did report side effects, but as this number is similar to the number who reported side effects that did not take the drug (had the placebo) you cannot say that the side effects were caused by the drug.
B is incorrect for a similar reason to A. A similar number of people reported side effects whilst taking the placebo. Also, 29% of people did report side effects so you cannot say that it does not cause side effects.
C is the correct statement. This is the only conclusion from the options given that you can come to using the information from the table. The two percentages are very close together (only 2% apart).
D This statement is incorrect as it does not correspond to the information given in the table. The information says that 29% of people reported side effects. For this statement to be true the figure would need to be 100% or very close to it.
The severity of the side effects / what types of side effects / how bad the side effects are /if the side effects will make people really ill / if the side effects will make people die
No credit :
Other responses
Missing
Narrative :
The drug company doesn't just need to know how many people are experiencing side effects; it also needs to know the nature of those side effects and how severe they are. A small number of people experiencing severe or life threatening side effects may be more of a concern that a large number of people experiencing only mild side effects.
Question 5
Full credit :
People don't think they need the statin because they don't actually feel ill
People have heard scare stories about the side effects of statins in the media
People are worried about the side effects even if they aren't actually experiencing them People are worried about the effect on their body in the long term / if they use them for a long time
People think its ok to stop taking them when their cholesterol goes down People find it hard to remember / can't be bothered to take the statin pill every day so they stop taking them
Partial credit :
If they don’t need them anymore (without giving a further explanation) If they can’t afford them ( this might apply in England where many people pay for prescriptions).
No credit :
Other responses
Missing
Narrative:
The fact that a high proportion of people who start taking statins stop within a year does not prove that they cause side effects. For proof that this was the case we would need to know how many people had stopped taking the drug because of the side effects. There may be a variety of other reasons why people don't continue to take their statins – they may be scared off from taking it because of stories about side effects reported in the media, people may find it difficult to stick to the routine / regime of taking their statins each day, people may think they no longer need the statin once their cholesterol has gone down because their risk of heart attack / stroke has been reduced, and people who feel well may not take their medicine because they don't think they actually need it. People may weigh up the benefits and risks and decide that the benefits in terms of reduced risk of heart attack / stroke are not outweighed by the risk of experiencing side effects in the long term.
They can lead to blocked arteries Lead to increased amounts of cholesterol in the blood They can increase blood pressure (as a result of blocked arteries) They cause heart disease (by blocking the arteries) Increase the persons chance / risk of a heart attack or stroke
Partial credit :
LDL's are 'bad' cholesterol
No credit :
Other responses
Missing
Narrative:
A higher proportion of LDLs leads to increased levels of cholesterol in a person's blood. The cholesterol can build up on the walls of the blood vessels, which causes narrowing of these vessels or even blockages. Narrowing of blood vessels causes high blood pressure, which can damage organs such as the eyes and kidneys. High blood pressure and narrowing of the arteries means that the heart has to work harder to pump blood around the body – this can lead to heart disease. Blockages in arteries supplying the heart can lead to heart attacks, blockages in arteries in the brain can lead to strokes. Both of these events can have serious complications for the person and can be fatal.
B Roger has continued to eat a diet that is high in saturated fats
No credit :
Other responses
Missing
Narrative :
A is incorrect. The incidence of side effects does not necessarily mean that the drug is not working properly. People can experience side effects but the drug will continue to work effectively. Side effects would only prevent an improvement in symptoms if the person chose to stop taking the drugs because of them.
B is correct. Statins work by lowering the amount of cholesterol produced by the liver. If a person continues to consume a diet that is high in saturated fat the LDL levels would remain high in proportion to the HDL levels (assuming that he was not also consuming large amounts of polyunsaturated fats as well). The statin will not be able to produce the effect of lowering cholesterol if the diet is continuing to add large amounts of saturated fat to the body – the effect of the statin would be negated by the high fat diet.
C is not correct. If the doctor increased the dose of the statin we would expect to see a greater reduction in the level of cholesterol in the blood.
D is incorrect. Forgetting to take the statin for 2 or 3 days in a 6 month period is unlikely to have a significant impact on the cholesterol levels overall as long as Roger resumed taking the statin on his return. The question says that his blood was tested each month. If there were to be any effect from not taking the statin for those two or 3 days it is likely to have only shown up in that month's blood test, not caused an effect at the end of the monitoring period.
Eating a diet low in saturated fat Eating a diet higher in polyunsaturated fats Eating foods which contain plant sterols / plant stanols Eating a high fibre diet Taking regular exercise that raises the heart rate Eating a diet high in omega 3 fatty acids
Partial credit :
Eating named types of cholesterol lowering margarines/ yoghurts etc (without saying that they contain plant sterols/plant stanols)
Eating less red meat, cakes, pastries, butter, cream etc (without referring to saturated fat)
Eating more oily fish (without referring to omega 3 oils)
Using sunflower or olive oil (without referring to polyunsaturated fats)
Eating less fat / eating a low fat diet (without referring to different types of fat)
Stopping smoking
Eating fruit and vegetables / wholegrains (without referring to fibre)
No credit :
Other responses
Missing
Narrative :
People should not rely on statins only to reduce cholesterol. Doctors will want to prescribe the lowest possible dose of statin to reduce the risk of side effects. People can also make lifestyle changes to reduce their cholesterol so that they do not need a statin, or they do not need such a high dose. Eating a diet low in saturated fat, and high in mono or polyunsaturated fats will help to keep a healthy proportion of HDL to LDL. Exercise, and stopping smoking can also help to lower cholesterol. Chemicals known as plant sterols / plant stanols are known to have a cholesterol lowering effect, and there are a wide variety of foods on the market such as yoghurts and spreads that people can eat to lower their cholesterol. | <urn:uuid:b1cdda3c-f16d-4b9e-92f4-47323a07f541> | CC-MAIN-2022-27 | https://hwb.gov.wales/api/storage/2ad6693d-b6ae-423b-b8a4-169b7b50af97/statins.pdf | 2022-07-07T11:24:30+00:00 | crawl-data/CC-MAIN-2022-27/segments/1656104690785.95/warc/CC-MAIN-20220707093848-20220707123848-00026.warc.gz | 348,348,130 | 3,283 | eng_Latn | eng_Latn | 0.996458 | eng_Latn | 0.999652 | [
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Kingdom: Animalia
Phylum: Chordata
Class: Amphibia
Order: Anura
Family: Ranidae
ILLINOIS STATUS
northern leopard frog
Lithobates pipiens
FEATURES
The northern leopard frog averages two to three and one-half inches in length. Its body is brown or green. Two or three rows of dark spots are present between the dorsolateral folds. The spots are rounded with light borders. More spots are present on the sides. The vocal sacs of males are only visible when calling. There is a dark spot on the snout. The dorsolateral folds are light-colored and continuous to the groin area.
BEHAVIORS
ILLINOIS RANGE
common, native
The northern leopard frog may be found in the northern one-half of Illinois. This amphibian is sometimes called the "meadow frog" because in the summer it is often found well away from water. It lives in marshes, streams, ponds and lakes. The northern leopard frog is a wary, alert, excellent jumper. It may scream when grabbed by a predator. Breeding occurs mid-March through May in ponds, lakes, sloughs or flooded fields. The call of the male may be imitated by rubbing a thumb across an inflated balloon. The female deposits about 3,000 to 5,000 eggs in three- to six-inch spheres that are attached to submerged vegetation. Hatching occurs in about 10 to 14 days. Transformation to the adult form occurs June through August. The northern leopard frog eats arthropods (spiders, insects, mites and others), mollusks (snails, slugs and others) and annelids (earthworms, leeches).
© Illinois Department of Natural Resources. 2020. Biodiversity of Illinois.
Unless otherwise noted, photos and images © Illinois Department of Natural Resources.
© Mary Kay Rubey
Unless otherwise noted, photos and images © Illinois Department of Natural Resources.
© Illinois Department of Natural Resources. 2020. Biodiversity of Illinois.
© EIU Zoology Department, Wildlife Preservation Fund Grant
adult
Aquatic Habitats
lakes, ponds and reservoirs; marshes; rivers and streams
Woodland Habitats
none
Prairie and Edge Habitats
black soil prairie; dolomite prairie; edge; gravel prairie; shrub prairie
© Illinois Department of Natural Resources. 2020. Biodiversity of Illinois.
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Finding the Food Groups
Combination Food have more than one Food Group. Help the explorers find all the food groups in each of these dishes. Write your answers below the food
Beef tacos
Ham and cheese sandwich lunch
Spaghetti and meatball
Tuna sushi
Cheeseburger
grains, vegetables, fruit, milk and protein
grains, vegetables, milk and protein
grains, vegetables and protein
grains and protein
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Dust Bowl 1: Storm Brewing
The greatest environmental disaster in American history lasted for eight years and displaced more than 3 million people. What was it?
The Dust Bowl—which refers both to this event and the place where it happened: some 100 million acres in Kansas, Colorado, Oklahoma, New Mexico, and Texas.
This area normally sees just 20 inches of rain a year. High winds from the Rocky Mountains roll across it. Summers bring scorching heat; winters bring Arctic blasts from Canada.
Explorers called it the Great American Desert and avoided it.
But in the late 1800s, agents from the government, eager to push development westward, rebranded it the "Great Plains."
Anyone with an $18 filing fee could stake a homestead. People came in droves and found an ocean of native grasses.
These grasses had developed to withstand the prairie's harsh conditions. Over thousands of years, they created the topsoil, held it in place against the wind, and trapped moisture to withstand periodic droughts.
But to the inexperienced farmers, it just looked like grass. They burned it or plowed it under, and planted wheat and other crops.
Grain production soared and the expansion seemed a success. Over the next 50 years, millions more settlers arrived.
Then, in 1929, the Great Depression hit. Grain prices collapsed. Worse, in 1931, the rains stopped.
What followed was a disaster of epic proportions, which we'll cover in our next installment on the Dust Bowl.
EarthDate.org
A dust storm approaches Stratford, Texas, on April 17, 1935, in the early years of the Dust Bowl.
Credit: NOAA George E. Marsh Album
Background: Dust Bowl 1: Storm Brewing
Synopsis: The Dust Bowl of the 1930's was America's greatest and most prolonged natural disaster. Extended drought coupled with ineffective land management practices and economic depression displaced millions of people from the Great Plains.
"Dust Bowl" refers to both an era of American history and a region of the United States.
The "Dust Bowl" era was marked by extended drought from 1931–1939. The drought spawned a series of major dust storms that stripped the fertile topsoil from the Great Plains. The drought also caused crop failures that left millions of settlers destitute, starving, and homeless—from farmers to white-collar workers.
Physical and anthropogenic causes compounded to create the perfect storm.
The Dust Bowl region has a semiarid or steppe climate, which is characterized by less than 20 inches (inches) (50 cm) of rainfall per year on average and prone to recurrent periods of extended drought alternating with multiyear interludes of rain and floods.
The most severely impacted region during the Dust Bowl stretched from the High Plains of eastern Colorado, across western and central Kansas and the Oklahoma panhandle, to south of the (Llano Estacado) the Llano Estacado of northeastern New Mexico and northwestern Texas.
A map of states and counties affected by the Dust Bowl between 1935 and 1938. The most severely affected counties during this period are shown in darker colors.
Credit: Soil Science and Resource Assessment, Resource Assessment Division (NRCS SSRA-RAD)
Early explorers avoided the region, calling it the "Great American Desert," because the lack of surface water and timber made it less attractive than other areas for pioneer settlement and traditional agricultural practices. In the 1800s, land agents changed its name to the more appealing "Great Plains."
Long-term sea-surface temperature variations in the Atlantic and Pacific may influence the position of the jet stream, driving the cycle of episodic multiyear droughts.
These flat prairies slope away from the Rocky Mountain foothills at a uniform rate of about 10 ft/mi (about 3 m/km). As air flows down the mountains, it warms and rushes eastward across the land, contributing to high winds.
For millennia, the native shortgrass prairie biome thrived in the steppe climate, developing and protecting a rich soil profile and retaining moisture during droughts.
Rapid settlement and overcultivation of the prairie by inexperienced farmers led to poor land management.
In the 1860's, as the Civil War ended and the Transcontinental Railroad was completed through the region, the federal government was eager to push development westward. Federal acts were signed providing homesteads to settlers for a filing fee as low as $18 and a promise to reside on and improve the land for a minimum of five years.
References: Dust Bowl 1: Storm Brewing
Dust Bowl | Wikipedia
The 1930's Dust Bowl Drought | Thoughtco.com
What Caused the Dust Bowl? | HowStuffWorks.com
This 1,000-Mile-Long Storm Showed the Horror of Life in the Dust Bowl | Smithsonian
Timeline: The Dust Bowl | PBS
Contributors: Juli Hennings, Harry Lynch
Background: Dust Bowl 1: Storm Brewing
Wet phases of the weather cycle led some politicians to postulate that "rain follows the plow"—that farming the land would bring a permanent increase in precipitation. This was not true, but each wet phase brought more settlement.
Economic vitality of the early 1900's shifted to a decade-long decline in the 1920's that led to Great Depression.
Waves of migrants and immigrants arrived and began cultivating golden waves of grain across the prairie. Many of these settlers had never farmed before, and those who had a farming background came from the forgiving humid climates of the eastern U.S. and Europe.
They brought with them a fundamental misunderstanding of how to farm the arid land, completely removing the native grasses that held the fine soil and moisture in place during drought and high winds. They used deep plowing and burned some fields to the ground to remove weeds and stubble, destroying nutrients in the unprotected soil. So, when droughts occurred, the soil became powdery.
Around the same time, mechanized farming with emerging tractor technology lowered labor costs but required farmers to take out loans and mortgages to pay for the machinery.
In the 1910's, high wheat prices paid by the government during World War I and another wet cycle further stimulated settlement, doubling cultivated acreage in some regions.
But in the late 1920's, everything changed. Crop prices dropped as production outpaced demand, and massive infestations of rabbits and grasshoppers reduced crop yields. Desperate to make their mortgage payments, farmers cleared and planted even more acreage.
Farmers produced a record volume of crops in 1931, but like everything else, crop prices had crashed, and demand had dropped dramatically.
Then, on Oct. 24, 1929, the Wall Street Crash began with "Black Thursday" when the market lost 11% in one day. The market continued to decline through July 1932, losing 90% of its value compared to its previous high in September 1929. It took until 1954 for the market to finally recover to that level.
And then, in the middle of this economic fiasco, the rain stopped in late 1931.
Our story continues in Dust Bowl 2: Disaster Strikes.
References: Dust Bowl1: Storm Brewing
Contributors: Juli Hennings, Harry Lynch | <urn:uuid:25945465-532a-4251-9cad-8e3fa47d1d4e> | CC-MAIN-2022-27 | https://www.earthdate.org/files/000/002/069/EarthDate_155_C.pdf | 2022-07-07T10:36:07+00:00 | crawl-data/CC-MAIN-2022-27/segments/1656104690785.95/warc/CC-MAIN-20220707093848-20220707123848-00026.warc.gz | 765,160,261 | 1,560 | eng_Latn | eng_Latn | 0.997622 | eng_Latn | 0.997824 | [
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Key Stage 3 Science Assessments for Reports
Note that assessments and order of topics can be subject to change during the year. Pupils will be updated with any changes.
Assessments for termly reports – The topics from each term below will be tested using exam style questions, which may include multiple choice questions, written answers, extended writing and numeracy.
| | Year 7 | Year 8 |
|---|---|---|
| Autumn | 1. Forces – speed and gravity 2. Electromagnetism – voltage, resistance and current 3. Energy – energy costs and transfer | 1. Forces – contact forces and pressure 2. Electromagnetism – magnetism and electromagnetism 3. Energy – work, heating and cooling |
| Spring | 4. Waves – sound and light 5. Matter – particle model and separating mixtures 6. Reactions – metals, non-metals, acids and alkalis | 4. Waves – wave effects and wave properties 5. Matter – Periodic Table and elements 6. Reactions – chemical energy and types of reactions |
| Summer | 7. Earth – Earth structure and the Universe 8. Organisms – movement and cells 9. Ecosystems – interdependence and plant reproduction | 7. Earth – climate and Earth resources 8. Organisms – breathing and digestion 9. Ecosystems – respiration and photosynthesis |
| End of Year | Topics 1 to 9 (10. Genes – Reproduction will be taught after the exam) | 10. Genes – evolution and inheritance All topics (including Year 7) |
Supporting revision at home
Pupils will have a knowledge organiser for each topic to support their revision.
Educake.co.uk can be used for all pupils to set themselves questions independently to test their knowledge.
BBC Bitesize is an excellent online resource.
There are textbook copies in the library and extra resources on Moodle as well (including copies of the knowledge organisers). | <urn:uuid:6a027ad1-33bf-4b1b-920e-dd6df0c9d913> | CC-MAIN-2022-27 | https://nsg.kevibham.org/wp-content/uploads/2021/02/450227075-key-stage-3-science-assessments-for-reports.pdf | 2022-07-07T10:42:39+00:00 | crawl-data/CC-MAIN-2022-27/segments/1656104690785.95/warc/CC-MAIN-20220707093848-20220707123848-00024.warc.gz | 468,061,567 | 429 | eng_Latn | eng_Latn | 0.998038 | eng_Latn | 0.99909 | [
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Washington, DC 20016
5100 Wisconsin Ave., n.w., Suite 400
Phone: 202-244-5038
Advancing cancer prevention and survival through nutrition education and research.
Processed Meats in Schools: Putting Children at Risk for Cancer
A Report from The Cancer Project Summer 2008
Summary
Approximately 150,000 Americans will develop colon cancer or rectal cancer in 2008, according to the National Cancer Institute. Colorectal cancer, the fourth most common cancer, will kill nearly 50,000 people this year in the United States.
Consuming processed meats—including hot dogs, pepperoni, bacon, and deli meats—is a key risk factor for this disease, according to a comprehensive report released late last year by the American Institute for Cancer Research (AICR) and the World Cancer Research Fund. After reviewing all existing data on nutrition and cancer risk, AICR scientists concluded that processed meats increase one's risk of colorectal cancer by an average of 21 percent for every 50 grams of processed meat consumed daily. A 50-gram serving is approximately the size of a typical hot dog. Because research on processed meats shows cancer risk starts to increase with any portion, the AICR recommends avoiding such products.
As children return to school this fall, how many will be served processed meat products that increase their risk of colorectal cancer later in life? To determine the prevalence of processed meats in school meals, nutritionists with the Cancer Project analyzed lunch and breakfast menus at 29 large school districts in 23 states and the District of Columbia. Nutritionists evaluated one month's worth of menus from each district. Menus were taken from the spring semester of 2008.
Findings
The Cancer Project's analysis revealed that processed meats were served to children in every school district. However, considerable variation exists. Processed meats were relatively rare on menus in Denver and San Francisco. In other districts, processed meats were much more common. In Chicago, Columbus, and Clark County (Las Vegas), processed meats were found in a high percentage of school lunches. In Chicago, 30 percent of the regular lunches served to high school students included processed meats, and 58 percent of Chicago's cold lunches served to elementary, middle, and high school students contained processed meats.
Breakfast menus also vary greatly. In San Francisco, the breakfast menu examined for this survey included no processed meats. In Austin, on the other hand, 45 percent of elementary school breakfasts contained processed meats, including chicken sausage patties and link sausage. And in Minneapolis, 100 percent of the breakfasts served in elementary, middle, and high school included processed meats. Menus from Los Angeles, Chicago, Philadelphia, and Washington, D.C., also indicated frequent use of processed meats in their school breakfasts.
Processed Meat Report Card
| SCHOOL DISTRICT | GRADE |
|---|---|
| Denver County Schools | Satisfactory |
| San Francisco Unified Schools | Satisfactory |
| Gwinnett County Public Schools | Fair |
| Jefferson County Public Schools | Fair |
| Mesa Public Schools | Fair |
| Miami-Dade County Public Schools | Fair |
| Milwaukee Public Schools | Fair |
| Seattle Public Schools | Fair |
| Detroit Public Schools | Poor |
| Fairfax County Public School District | Poor |
| Memphis City School District | Poor |
| Omaha Public Schools | Poor |
| Prince George’s County Public Schools | Poor |
| Atlanta Public Schools | Failing |
| Austin Independent School District | Failing |
| Charlotte-Mecklenburg Schools | Failing |
| Chicago Public Schools | Failing |
| Clark County Public Schools | Failing |
| Columbus City Schools | Failing |
| District of Columbia Public Schools | Failing |
| Hancock County Schools | Failing |
| Hillsborough County Public Schools | Failing |
| Houston Independent School District | Failing |
| Los Angeles Unified School District | Failing |
| Minneapolis Public Schools | Failing |
| Montgomery County Public Schools | Failing |
| New York City Department of Education | Failing |
| Portland Public Schools | Failing |
| School District of Philadelphia | Failing |
Details about the percentage of meals containing processed meats served in each district can be found starting on page 4.
Grading Criteria
Grades were based on the highest percentage of meals containing processed meats on any lunch or breakfast menu in the district.
Background
In 2007, the World Cancer Research Fund and the American Institute for Cancer Research released a landmark report, Food, Nutrition, Physical Activity and the Prevention of Cancer: a Global Perspective, providing an up-todate and comprehensive summary of evidence on cancer prevention. This report summarized the evidence on processed meats and cancer risk and concluded that "Processed meat is a convincing cause of colorectal cancer."
This conclusion was based on a review of 44 case-control studies (in which the diets of individuals with cancer were compared to those of individuals who did not have cancer, but who were similar in other respects) and 14 cohort studies (in which the diets of individuals were assessed before cancer onset, and the individuals were followed over time to assess relationships between diet patterns and cancer risk). These studies show that individuals who consume processed meats are at significantly increased risk of developing colorectal cancer later in life, compared with those who avoid these products.
Risk increases with increasing consumption. According to the World Cancer Research Fund and the American Institute for Cancer Research, risk of colorectal cancer increases, on average, by 21 percent for every 50 grams of processed meat consumed daily. Some studies have also suggested that processed meats may contribute to risk of cancer of the esophagus, lung, stomach, and prostate, but evidence is more limited than for colorectal cancer.
Despite the scientific consensus on colorectal cancer risk, processed meat products are still widely consumed, particularly by children. Americans ate more than 1.5 billion pounds of hot dogs in 2006. A 2005 report from the U.S. Department of Agriculture showed that, based on the most recent available figures, average per capita consumption of processed pork products (lunch meat, bacon, sausage, and smoked ham) was 31.8 pounds.
Detailed Results
Denver County Schools
Colorado
Grade: Satisfactory
San Francisco Unified Schools
| Lunch Menus | % of meals with processed meats |
|---|---|
| Elementary School | 10% |
| Middle School | 10% |
| High School | 10% |
| Breakfast Menus | % of days when processed meats are offered |
| Elementary School | 0% |
| Middle School | 0% |
California
Grade: Satisfactory
Gwinnett County Public Schools
Grade: Fair
Georgia
Jefferson County Public Schools
Kentucky
Grade: Fair
Mesa Public Schools
Grade: Fair
Arizona
Miami-Dade County Public Schools
Florida
Grade: Fair
Milwaukee Public Schools
Grade: Fair
Wisconsin
| Lunch Menus | % of meals with processed meats |
|---|---|
| Elementary School | 14% |
| Middle School | 14% |
| High School | 14% |
| Breakfast Menus | % days when processed meats are offered |
| Elementary School | 0% |
| Middle School | 0% |
| High School | 0% |
Seattle Public Schools
Washington
Grade: Fair
Detroit Public Schools
| Lunch Menus | % of meals with processed meats |
|---|---|
| Elementary School | 19% |
| Middle School | 19% |
| High School | 19% |
| Breakfast Menus | % of days when processed meats are offered |
| Elementary School | 0% |
| Middle School | 0% |
| High School | 0% |
Michigan
Grade: Poor
Fairfax County Public School District
| Lunch Menus | % of meals with processed meats |
|---|---|
| Elementary School | 7% |
| Middle School | 17% |
| High School | 17% |
| Breakfast Menus | % of days when processed meats are offered |
| Elementary School | 0% |
| Middle School | No data |
| High School | No data |
Virginia
Grade: Poor
Memphis City School District
Tennessee
Grade: Poor
| Elementary School | 13% |
|---|---|
| Middle School | 5% |
| High School | 5% |
| Breakfast Menus | % of days when processed meats are offered |
| Elementary School | 20% |
| Middle School | 20% |
| High School | 20% |
Omaha Public Schools
Grade: Poor
Nebraska
| Lunch Menus | % of meals with processed meats |
|---|---|
| Elementary School | 17% |
| Middle School | 14% |
| High School | 14% |
| Breakfast Menus | % days when processed meats are offered |
| Elementary School | 10% |
| Middle School | 10% |
| High School | 10% |
Prince George's County Public Schools
Maryland
Grade: Poor
Atlanta Public Schools
| Lunch Menus | % of meals with processed meats |
|---|---|
| Elementary School | 13% |
| Middle School | 15% |
| High School | 11% |
| Breakfast Menus | % of days when processed meats are offered |
| Elementary School | 20% |
Georgia
Grade: Failing
Austin Independent School District
Grade: Failing
Texas
| Lunch Menus | % of meals with processed meats |
|---|---|
| Elementary School | 17% |
| Middle School | 10% |
| High School | 12% |
| Breakfast Menus | % of days when processed meats are offered |
| Elementary School | 45% |
| Middle School | No data |
| High School | No data |
Charlotte-Mecklenburg Schools
Grade: Failing
North Carolina
| Lunch Menus | % of meals with processed meats |
|---|---|
| Elementary School | 12% |
| Middle School | 15% |
| High School | 2% |
| Breakfast Menus | % of days when processed meats are offered |
| Elementary School | 23% |
| Middle School | 62% |
| High School | 69% |
Chicago Public Schools
Grade: Failing
Illinois
| Lunch Menus | % of meals with processed meats |
|---|---|
| Elementary School, Cold Menu | 58% |
| Elementary School, 2 Entrée | 21% |
| Elementary School, 3 Entrée | 28% |
| Elementary School, 4 Entrée | 23% |
| Middle School, Cold Menu | 58% |
| Middle School, 2 Entrée | 21% |
| Middle School, 3 Entrée | 28% |
| Middle School, 4 Entrée | 23% |
| High School, Cold Lunch | 58% |
| High School, Regular Lunch | 30% |
| Breakfast Menus | % of days when processed meats are offered |
| Elementary School | 50% |
| Middle School | 50% |
| High School | 100% |
Clark County Public Schools (Las Vegas)
Nevada
| Lunch Menus | % of meals with processed meats |
|---|---|
| Elementary School, Regular Menu | 29% |
| Elementary School, Satellite Menu | 17% |
| Middle School | 9% |
| High School | 16% |
| Breakfast Menus | % of days when processed meats are offered |
| Elementary School | 0% |
| Middle School | No data |
| High School | No data |
Grade: Failing
Columbus City Schools
Ohio
Grade: Failing
| Lunch Menus | % of meals with processed meats |
|---|---|
| Elementary School | 32% |
| Middle School | 2% |
| High School | 2% |
| Breakfast Menus | % days when processed meats are offered |
| Elementary School | 40% |
| Middle School | 40% |
| High School | 40% |
District of Columbia Public Schools
Grade: Failing
Washington, DC
The Cancer Project's Processed Meats in Schools Report 10
Hancock County Schools
West Virginia
Grade: Failing
Hillsborough County Public Schools
Florida
Grade: Failing
Houston Independent School District
Grade: Failing
Texas
The Cancer Project's Processed Meats in Schools Report 11
Los Angeles Unified School District
Grade: Failing
California
| Lunch Menus | % of meals with processed meats |
|---|---|
| Elementary School, District 1 & 2 | 13% |
| Elementary School, District 3 & 4 | 13% |
| Elementary School, District 5, 6, & 7 | 13% |
| Middle School | 11% |
| High School | 11% |
| Breakfast Menus | % of days when processed meats are offered |
| Elementary, Districts 1 & 2 | 60% |
| Elementary, Districts 3 & 4 | 60% |
| Elementary, Districts 5, 6, & 7 | 60% |
| Middle School | 80% |
| High School | 80% |
Minneapolis Public Schools
| Lunch Menus | % of meals with processed meats |
|---|---|
| Elementary School, Full Prep | 1% |
| Elementary School, Prepack | 10% |
| Middle School, Full Prep | 1% |
| Middle School, Prepack | 10% |
| High School, Full Prep | 1% |
| High School, Prepack | 10% |
| Breakfast Menus | % of days when processed meats are offered |
| Elementary School, Full Prep | 100% |
| Elementary School, Prepack | 100% |
| Middle School, Full Prep | 100% |
| Middle School, Prepack | 100% |
| High School, Full Prep | 100% |
| High School, Prepack | 100% |
Minnesota
Grade: Failing
The Cancer Project's Processed Meats in Schools Report 12
Montgomery County Public Schools
Grade: Failing
Maryland
| Lunch Menus | % of meals with processed meats |
|---|---|
| Elementary School | 13% |
| Middle School | 8% |
| High School | 2% |
| Breakfast Menus | % of days when processed meats are offered |
| Elementary School | 40% |
| Middle School | 40% |
| High School | 40% |
New York City Department of Education
Grade: Failing
New York
| Lunch Menus | % of meals with processed meats |
|---|---|
| Elementary School | 0% |
| Middle School | 1% |
| High School | 1% |
| Cold Satellite Menu | 59% |
| Hot Satellite Menu | 0% |
| Breakfast Menus | % of days when processed meats are offered |
| Elementary School | 27% |
| Middle School | 27% |
| High School | 27% |
Portland Public Schools
Oregon
Grade: Failing
The Cancer Project's Processed Meats in Schools Report 13
School District of Philadelphia
| Lunch Menus | % of meals with processed meats |
|---|---|
| Elementary School, Regular Menu | 15% |
| Middle School, Regular Menu | 15% |
| High School, Regular Menu | 15% |
| Elementary School, Satellite Menu | 18% |
| Middle School, Satellite Menu | 18% |
| High School, Satellite Menu | 18% |
| Breakfast Menus | % of days when processed meats are offered |
| Elementary School, Regular Menu | 100% |
| Middle School, Regular Menu | 100% |
| High School, Regular Menu | 100% |
| Elementary School, Satellite Menu | 14% |
| Middle School, Satellite Menu | 14% |
Pennsylvania
Grade: Failing
The Cancer Project's Processed Meats in Schools Report 14 | <urn:uuid:ad17d8da-b41f-4613-8cc5-c45f7ce604fa> | CC-MAIN-2022-27 | http://food.heronweb.ca/cancer-meat.pdf | 2022-07-07T10:03:40+00:00 | crawl-data/CC-MAIN-2022-27/segments/1656104690785.95/warc/CC-MAIN-20220707093848-20220707123848-00026.warc.gz | 23,468,381 | 3,531 | eng_Latn | eng_Latn | 0.845914 | eng_Latn | 0.993578 | [
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Name :
Perimeter of a Quadrilateral
Sheet 5
1)
4)
in
ft
Determine the perimeter of a rectangle whose side lengths are 24 feet and 11 yards. 7)
Find the perimeter of the parallelogram, if the width is 7 yards, the length of a parallelogram is 14 feet. 8)
Perimeter =
Perimeter =
Find the perimeter of each quadrilateral.
86 in
43 in
yd
ft Perimeter = PREVIEW
2)
5)
Perimeter =
6 ft
yd
in
3)
Perimeter =
6)
Perimeter =
432 in
89 in
60 in
36 ft
yards
feet
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Name :
Perimeter of a Quadrilateral
Sheet 5
1)
4)
Printable Worksheets @www.mathworksheets4kids.com | <urn:uuid:fa9d94c2-8277-403a-b855-548255daf9f4> | CC-MAIN-2022-27 | https://www.mathworksheets4kids.com/quadrilateral/perimeter/customary/unit-conversion-5.pdf | 2022-07-07T11:29:46+00:00 | crawl-data/CC-MAIN-2022-27/segments/1656104690785.95/warc/CC-MAIN-20220707093848-20220707123848-00028.warc.gz | 918,479,889 | 228 | eng_Latn | eng_Latn | 0.494803 | eng_Latn | 0.798304 | [
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Medium Term Plan for Daily Provision –
Autumn Term - Reception
| Curriculum Coverage: | Data Implications: |
|---|---|
| Commu nication and Language Unders tands how to listen carefully and why listening is important. Learn new vocabulary. Develop social phrases. Engage in story times. Listen carefully to rhymes and songs, paying attention to how they sound. Engage in non-fiction books. Physical Development Develop their small motor skills so that they can use a range of tools competently, safely and confidently. Use their core muscle strength to achieve a good posture when sitting at a table or sitting on the floor. Develop the skills they need to manage the school day successfully: lining up and queuing, mealtimes and hygiene. PSED See themselves as a valuable individual. Build constructive and respectful relationships. Express their feelings and consider the feelings of others. Literacy Read individual letters by saying the sounds for them. Engage in extended conversations about stories. Write some or all of their name. Write some letters accurately. Form lower case letters correctly. | |
| | Core Texts: Autumn 1 Feelings and Friendships The Colour Monster by Anna Llenas Today I am Strong by Nadiya Hussain Meesha Makes Friends by Tom Percival Space Aliens Love Underpants by Claire Freedman The Smeds and the Smoos by Julia Donaldson Autumn Percy the Park Keeper – The Lost Acorns by Nick Butterworth The Squirrels Who Squabbled by Rachel Bright Autumn 2 Festivals and Celebrations Rama and Sita by Malachy Doyle Witches and Wizards Room on the Broom by Julia Donaldson |
Medium Term Plan for Daily Provision –
Blend wounds into words, so that they can read short words made up of known letter-sound correspondences.
Mathematics
Count objects, actions and sounds. Link the number symbol with its cardinal number value.
Compare numbers.
Continue, copy and create repeating patterns.
Beginning to subitise.
Understanding the World
Talk about members of their immediate family and community.
Name and describe people who are familiar to them.
Explore the natural world around them. Understand the effect of changing seasons on the natural world around them.
Recognise that some people have different beliefs and celebrate special times in
different ways.
Recognise that some environments are different to the one we live in. Explore the natural world around them. Recognise some similarities and differences between life in this country and life in other countries.
Expressive Arts and Design
Develop storylines in their pretend play. Explore, use and refine a variety of artistic effects to express their ideas and feelings.
Explore and engage in music making and dance, performing in groups.
- Winne the Witch by Korky Paul and Valerie Thomas
- Potion Commotion by Peter Bently and Sernur Isik
Christmas
- Stickman bu Julia Donaldson
- Mog's Christmas Calamity by Judith Kerr
- The Nativity Story
Links to National Curriculum areas:
History:
- Remembers and talks about past events – We will talk about things that we have done such as what we have done at the weekend or past events such as birthday parties. We will discuss these events with our class and discuss how long ago they were.
- Sequencing – We will discuss the day of the week every day and use the words yesterday, last week, tomorrow etc
- Toys from the past and now – We will compare toys from the past with our own toys and talk about how their similarities and differences. (made from different materials, older toys didn't use batteries, newer toys do, old toys were simpler with less parts)
- Why do people light Diva lamps?- We will look at the Diwali story and why it is celebrated. (make a Diva lamp)
- Moon landings – We will watch a video of the moon landings and discuss the names of the astronauts.
- Family trees- We will look at simple family trees such as the Royal family then look at our own family tree discussing siblings, Mom, Dad, Grandparents, Aunts, Uncles and Cousins.
- Travel – Christmas – We will learn about how Mary and Joseph travelled on a donkey. (Would we travel on a donkey now? How would we travel now?)
Geography:
- Autumn – we will learn about what happens to the world around us in Autumn. (Autumn is after Summer and before Winter) We will look at changes that are happening to plants and the weather. (Plants lose their leaves, the temperature gets colder, animals prepare for hibernation)
- Diwali – We will look at where India is on a map compared to England. (there are other countries in the world, India is in a different part of the world to England) We will discuss how we would get to India. (different ways to get to places depending on the distance- bus, cars, trains, planes) We will discuss how they celebrate Diwali in India. (foods, clothes, traditions, stories)
- Recycling – We will talk about how we can help our planet by recycling. (we recycle metal, paper, cardboard, plastic, it reduces pollution and waste, it helps to stop animal habitats being destroyed)
Autumn Term - Reception
Daily Routines:
- Settling in – Introducing lunch times
- Establishing routines and timetables.
- Establishing rules around the classroom
English:
- Initial sounds – We will learn to hear and say the initial sounds in words.
- Rhyming words – We will listen for rhyming couplets and match things that rhyme together.
- Describing characters, setting and events – We will listen to stories and understand and talk about who the characters are, where the story was set and identify main events.
Medium Term Plan for Daily Provision –
- Where have you been? – We will discuss places that we have travelled to and identify them on a map. (there are other countries, maps show us other parts of the world) We will talk about what transport we used to get there. (different distances need different types of transport, bus, car, train, plane, walk)
- Weather – We will discuss the weather daily and talk about how the weather is changing throughout the season. (leaves are changing colour, leaves are falling off the trees, temperature is getting colder, use words yesterday, today, tomorrow)
- Christmas around the world – We will talk about how Christmas is celebrated in different countries and look at these countries on a map. (link to other countries talked about in class)
Science:
- Seasons and changes – We will talk about signs of Autumn and how it is different to other seasons. (leaves fall off trees, leaves change colour, temperature gets colder)
- Making potions – We will explore how substances react with each other. We will discuss why things happen and how things work.
- Planets and space – We will discuss the names of the planets and simple facts about them.
- Floating and sinking – We will explore which items float and sink. We will discuss why we think some things float and some things sink. (objects float if they are light for their size and sink if they are heavy for their size, changing the shape of something affects whether it floats or sinks)
- Magnets – We will explore which items are magnetic and be able to sort magnetic and nonmagnetic items. We will talk about materials. (some metals are magnetic, other materials such as wood, paper and plastic are not magnetic)
- Exploring gravity – We will talk about what gravity means. We will watch videos of space where there is zero gravity. (Gravity is what keeps us on the ground and makes objects fall to the ground)
- Senses – We will explore which body parts we use for each sense. We will explore our senses by tasting, touching, smelling, listening to and looking at a variety of objects.
Autumn Term - Reception
- Segmenting and blending CVC words – We will use our phonics to break down and read individual words.
- Understanding what they hear in stories – We will listen to lots of different stories and begin to answer questions about what we have heard.
- Match letters to sounds – We will look at a letter and be able to say what sound it makes.
Maths:
- TenTown – We will practise recognising and saying the numbers 0-10.
- Matching numeral to quantity – We will look at a number and count out the correct number of objects to match.
- Subitising – We will recognise quantities up to 5 without counting.
- Number bonds to 5 – We will start to learn numbers that go together to make 5.
- 1:1 correspondence/ counting – We will count one item at a time when we count.
- Positional language – We will use the words infront, behind and next to to describe where an object is.
- 2D shapes – We will identify and name 2D shapes We will talk about some of the properties of 2D shapes.
- Simple patterns –We will recognise and make simple repeating patterns. | <urn:uuid:d0b2b488-fe4a-45b2-8003-e7171e69b0b4> | CC-MAIN-2022-27 | https://reedswoodacademy.e-act.org.uk/wp-content/uploads/sites/13/2021/09/Reception-Autumn-MTP-2021-2022-1.pdf | 2022-07-07T11:18:39+00:00 | crawl-data/CC-MAIN-2022-27/segments/1656104690785.95/warc/CC-MAIN-20220707093848-20220707123848-00027.warc.gz | 526,771,679 | 1,888 | eng_Latn | eng_Latn | 0.817213 | eng_Latn | 0.998456 | [
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Year 9 History
Curriculum Manager: Mr Ebbrell
Teaching Staff: Mr Hastewell, Mr Norton, Miss Leggett and Mr Loftus
Curriculum Overview: The Twentieth Century, Britain and Europe 1900-1920, World War One, Hitler & Holocaust, Britain and World War Two, Post 1945 World:USA and Post 1945 World: Britain
Topic Studied- Term 1 Britain and Europe
Topic Studied- Term 2 Hitler & Holocaust
Topic Studied- Term 3 Post 1945 USA
* Edwardian Britain
* Social Class
* The Suffragettes
* Ireland
* Build up to WWI
* The Great Powers
World War One
* Murder in Sarajevo
* Outbreak of War
* Western Front
* Trench Warfare
* Battle of the Somme
* The Homefront
* Women and War
* Propaganda & Censorship
* Empire Troops
* Treaty of Versailles
* Rise of Hitler
* Hitler's Beliefs
* Nazi Germany
* Kristallnacht
* The Holocaust
* The Final Solution
* Anne Frank
Britain and World War Two
* Appeasement
* Blitzkrieg
* Britain at War
* Dunkirk
* Battle of Britain
* The Blitz
* The Homefront
* Women and War
* The Beveridge Report
* D Day
* The Cold War
* Emmet Till
* Montgomery Bus Boycott
* Little Rock
* The Berlin Wall
* The Cuban Missile Crisis
* Assassination of JFK
* Assassination of MLK
* The Vietnam War
* The Two Sides
* US/Vietcong Tactics
Post 1945 Britain
* Britain & Immigration
* The Windrush
* Women & the Sixties
* Bristol Bus Boycott
* Asian culture
* Ireland: The Troubles
* Hiroshima
* Rise of Terrorism
Assessments: Assessments will be completed throughout the year and will include self, peer and teacher marked pieces of work.
Teacher Assessments
Term 1: Suffragette and WWI Assessment
Term 2: Holocaust and WWII Assessment
Term 3: Post 1945 World and End of Year Assessment
Homework:
Homework will be set once a week and may take the form of a literacy based task, research, examination question, revision or any other task that consolidates and extends learning. Class teachers will give one piece of homework every week via 'Satchel One'.
Other Useful Information:
To consolidate learning in the classroom students are encouraged to develop their historical knowledge and understanding by completing independent study. This could be completed on various platforms including traditional historical books and novels, websites such as BBC Bitesize, documentaries such as BBC Teach and feature films.
Year 9 Geography
Curriculum Manager: Mr Ebbrell
Teaching Staff: Mr Kavanagh, Mrs Parkinson, Mrs Air and Miss Horridge
Curriculum Overview:
Geography in Year 9 covers both key physical and human themes through this year, understanding ecosystems in Savannah and Svalbard regions, Population where we live and how this can be managed. Weather and climate leading into Climate Change and what the future of our planet could be.
Topic Studied- Term 1
Topic Studied – Term 2
Topic studied – Term 3
Ecosystems and Population
* What is an Ecosystem
* Food chains and webs
* Climate graphs
* Adaptation of plants and animals
* Savannah
* Contrast of a cold environment
* Opportunities and challenges in Svalbard.
* Sustainable Management of fragile environments.
* How does population change birth rate, death rate and natural increase.
* Megacities Africa and the difference between UK cities.
Assessments:
Term 1: Half Term assessment on Ecosystems and Population assessment at Christmas
Term 2: Weather and Climate assessment at Easter
Term 3: Climate Change and End of year linear assessment
Homework:
Year 9 homework will be given out weekly and in most cases be available from 'Satchel One', with a variety of tasks from self-assessing tests, exam styled questions, to knowledge organisers and research tasks.
Other Useful Information:
www.bbc.co.uk/education/geography www.juicygeography.co.uk
www.bbc.co.uk/bitesize (General revision of key geographical themes)
www.s_cool.co.uk (General revision and practise assessment styled questions)
Weather and Climate
* What is weather and Climate.
* Air pressures – high and low systems.
* Contrast between Africa and Siberia.
* Global atmospheric model.
* Weather impact on our lives.
* Droughts and the impact on people – Horn of Africa.
Climate Change and Geographical Enquiry
* Natural causes of Climate Change - Greenhouse Effect
* Negative Impacts of Climate Change
* Adapt or Mitigate
* Climate Change Policy – Conferences.
* Musical enquiry Fieldwork Data Collection
* Fieldwork Skills—graphs
* Problems and management of a large scale event such as Glastonbury. | <urn:uuid:72a58ed9-dbd1-4188-877b-39a067d6febf> | CC-MAIN-2022-27 | https://www.aomschool.co.uk/wp-content/uploads/sites/2/2021/12/Year-9-Humanities.pdf | 2022-07-07T11:34:04+00:00 | crawl-data/CC-MAIN-2022-27/segments/1656104690785.95/warc/CC-MAIN-20220707093848-20220707123848-00029.warc.gz | 685,842,422 | 1,058 | eng_Latn | eng_Latn | 0.981004 | eng_Latn | 0.981695 | [
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Ramakrishna Mission Industrial Training Center, Narendrapur Kolkata – 700103
ITI Admission Test – 2018
Maximum Marks: 50
Total Marks ( 2 x 50 = 100 )
Wr ite the correct alternative in the space provided. In case of overwriting, no mark will be awarded. Do rough work in the last 2 pages.
Q 1. Value of {3√𝑥
2
𝑦
5
}
8
a)
189x
5
Y
15
b) 729Y
6
X
15
c) 729 X
6
Y
15
d) None of these
Q 1.Ans: __
-----------------------------------------------------------------------
Q 2. Value of 9-6x+x2
a) (3+x) (3-x) b)
(3-x) (3-x) c) (3+x) (x-X) d) None of these
Q 2.Ans: __
-----------------------------------------------------------------------
Q 3. The cost of two tables and five chairs is Rs. 5000/-. The cost of five tables and two chairs is Rs. 9000/-.
Find the cost of each.
a) Rs. 1666.67 and Rs. 333.33
b) Rs. 1555.57 and Rs. 331.30 c) Rs. 1777.77 and Rs. 443.33
d) None of these
Q 3.Ans: __
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Q 4. Find Value of x & y, when x+y=100, x-y=80.
a) x=10, y=90
b) x=90, y=10
c) x=80, y=20
d) x=50, y=50
Q 4.Ans: __
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Q 5. A father is 50 years old and his son’s age is 22 years. After how many years, father’s age will be twice the age of his son ?
a) 6 years
b) 5 years
c) 7 years
d) 10 years
Q 5.Ans:__
-----------------------------------------------------------------------
Q 6. a 3 a 6 a 0 =? a) a 5
b) a
3
c) a
9
d) None of these
Q 6.Ans: __
-----------------------------------------------------------------------
Q 7. 𝑥+ 𝑦= √5; 𝑥−𝑦= √3, Hence8𝑥𝑦(𝑥
2
+𝑦
2 ) =?
a) 15
b) 16
c) 18
d) 20
Q 7.Ans: __
-----------------------------------------------------------------------
Q8. 𝑎 𝑥+𝑦 × 𝑎 𝑥−𝑦 =?
a) 2x b) X+Yc) X
2
-Y
2
d) None of these
Q 8.Ans: __
-----------------------------------------------------------------------
Q 9. 5 𝑎 2 −𝑏 2 ÷ 15 𝑎−𝑏 = ?
a)
2
3(𝑎+𝑏)
b)
15 (𝑎−𝑏)
c) 1 3(𝑎+𝑏)
d) None of these
9.Ans: __
-----------------------------------------------------------------------
Q 10. Simplify : 5 +
1
1−
3
2+
1
3
a) 1.5
b) 2.5
c) 3.5
d) None of these
Q10.Ans: __
-----------------------------------------------------------------------
Q 11. tan 𝐴−cot 𝐵 tan 𝐵−cot𝐴 = ?
a) tan 𝐴 tan𝐵
b)
tan 𝐵 tan 𝐴
c)
cot 𝐴 tan 𝐵
d) None of these
Q11.Ans: __
----------------------------------------------------------------------
Q 12.
1−cos2𝜃
1+cos2𝜃
= ?
a) cot
2
𝜃
b) tan 2 𝜃
c) sec 2 𝜃
d) None of these
Q 12.Ans: __
-----------------------------------------------------------------------
Q 13. Find the value of𝜃when,sin𝜃+ cos 𝜃= √2
a) 30 0
b) 15 0
c) 45
0
d) None of these
Q 13.Ans: __
-----------------------------------------------------------------------
Q 14. The perimeter of a rectangle is 80cm. If the length is 5cm more than its breadth, find the area.
a) 383.8sq.m.
b) 393.75 sq.m.
c) 398.77 sq.m.
d) None of these
Q 14.Ans: __
Candidate's Roll No.: ___________________ Name: _________________________________________
A
A
1
-----------------------------------------------------------------------
Q 15. A path way 2m wide runs outside a rectangular lawn 24m long and 16m broad.
Calculate the area of path.
a) 172 sq.m.
b) 170 sq.m.
c) 176 sq.m.
d) None of these
Q 15.Ans: __
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Q 16. In a right angle triangle, the sum of the two acute angles is equal to the third angle and the difference between them is 50 0 . Find each angle of triangle.
a) 90 0 , 50 0 , 40 0
b) 90 0 , 70 0 , 20
0
c) 90 0 , 60 0 , 30 0
d) None of these
Q16.Ans: __
-----------------------------------------------------------------------
Q 17. An isosceles triangle has base of 200mm. and its area is 2000sq.mm. Find the length of sides.
a) 102mm.
b) 105mm.
c) 106mm.
d) None of these
Q 17.Ans: __
-----------------------------------------------------------------------
Q 18. The lateral surface area of cylinder is 1000cm 2 and radius of its base is 20cm.
Find the volume of the cylinder.
a) 8000c.c.
b) 6000c.c.
c) 5000c.c.
d) None of these
Q 18.Ans: __
-----------------------------------------------------------------------
Q 19. Find the volume of equilateral triangle prism having side 6cm and length 16cm.
a) 249.408 c.c.
b) 250.88 c.c.
c) 255.546 c.c.
d) None of these
Q 19.Ans: __
-----------------------------------------------------------------------
Q 20. The base of conical tent is 19.2 m. in diameter and the height of its vertex is 2.8 m. What area of canvas is
required to put up such tent ?
a) 300.47m 2
b) 301.7 m 2
c) 303.47 m 2
d) None of these
Q 20.Ans: __
-----------------------------------------------------------------------
Q21. When some detergent is added to water, the tension –
a) Increases
b) decreases
c) remains unaffected d) None of these
Q21.Ans: __
-----------------------------------------------------------------------
Q 22. Unit of resistance is –
a) volt × ampere b) volt
2
× ampere
c)
volt/ampere d) ampere/volt
Q 22.Ans: __
-----------------------------------------------------------------------
Q 23. A temperature at which both the Fahrenheit and the centigrade scales have the same value is
a) -60 0
b) -40 0
c) -20 0
d) 0 0
Q. 23.Ans: __
-----------------------------------------------------------------------
Q 24. The mode of transmission of heat in which heat carried by moving particles is –
a) Conduction b) radiation
c) wave motion
d) convection
Q 24.Ans: __
-----------------------------------------------------------------------
Q 25. The temperature of liquid during vapourization –
a) increases
b) decreases
c) remains same
d) comes to 100 0 C
Q 25.Ans: __
-----------------------------------------------------------------------
Q 26.
HP is the unit of –
a) 2N
b) 0.75N
c)0.5N
d) 1N
Q 26.Ans: __
-----------------------------------------------------------------------
Q 27. The fixed resistance is called – a) switch
b) resistor
c) rheostat
d) key
Q 27.Ans: ___
-----------------------------------------------------------------------
Q 28. Pascal is the unit of –
a) force
b) pressure
c) impulse
d) energy
Q 28.Ans: __
-----------------------------------------------------------------------
Q 29. The mechanical advantage of an inclined plane is 2. Its inclination is –
a) 45 0
b) 30 0
c) 65 0
d) 25 0
Q 29.Ans: __
-----------------------------------------------------------------------
Q 30. The gravitational unit of work in S.I. system is –
a) Gram weight
b) dyne-centimeter
c) gram centimeter/second d) gram centimeter
Q 30.Ans: __
-----------------------------------------------------------------------
Q 31. Super phosphate of lime contains –
a) calcium sulphate
b) hydrated calcium sulphate
c) calcium chloride
d) calcium phosphate
Q 31.Ans: __
Q 32. Which of the following is a compound?
a) ozone
b) marble
c) diamond
d) deuterium
Q 32. Ans: __
-----------------------------------------------------------------------
Q 33. In a double bond containing two atoms there is a shearing of –
a) 1electron
b) 2electron c) 4 electron
d) All of these
Q 33.Ans: __
-----------------------------------------------------------------------
Q 34. Fossil fuel is the mixture of –
a) coal and petroleum
b) coal and wood
c) coal tar and charcoal d) LPG and coke
Q 34.Ans: __
A
2
3
-----------------------------------------------------------------------
Q 35. Diamond is a –
a)
allotrop of carbon b) allotrop of phosphorus c) allotrop of iodine d) allotrop of sulpha
Q 35.Ans: __
-----------------------------------------------------------------------
Q 36.
Which one of the following is the main ore of copper –
a) chalcopyrite
b) copper glance
c) malachite
d) altacanite
Q 36.Ans: __
-----------------------------------------------------------------------
Q 37. Which of the following coal is used for cooking purpose and for manufacturing of coal gas?
a) Lignite
b) Bituminus
c) Pit
d) Anthracite
Q 37.Ans: __
-----------------------------------------------------------------------
Q.38. Which of the following gas is used in carbide lamp for welding purpose?
a) Methylene
b) Butane
c) Methane
d) Acetelyne
Q.38.Ans: __
-----------------------------------------------------------------------
Q.39. Calcium magnesium silicate is
a) Glass
b) Litmus
c) Asbestos d) Plastic
Q.39.Ans: __
-----------------------------------------------------------------------
Q40. The sugar present in the human blood is –
a) Glucose
b) Fructose
c) Lactose
d) Sucrose
Q40.Ans: ___
-----------------------------------------------------------------------
Q41. Change the voice – "The boy laughed at the beggar".
a. The beggar was laughed by the boy. B. The beggar was being laughed by the boy.
c. The beggar was being laughed at by the boy. D. The beggar was laughed at by the boy
Q.41.Ans: __
----------------------------------------------------------------------
Q.42. Find the correct spelt word.
A. Adverisity
b. Advercety
c. Adversity
d. Advercity
Q.42.Ans: ___
-----------------------------------------------------------------------
Q.43. Find the correct spelt word.
A. Affedevit
b. Afidevit
c. Affidevit d. Affidavit
Q.43.Ans: __
-----------------------------------------------------------------------
Q.44. Find the correct antonym word for 'protects'.
A. Defends
b. Deprives
c. Deserts
d. Secures
Q.44.Ans: ___
-----------------------------------------------------------------------
Q.45. Find the correct antonym word for 'beautiful'.
A. wonderful
b. graceful
c. ugly
d. handsome
Q.45.Ans: ___
-----------------------------------------------------------------------
Q.46. Find the correct synonym word for 'massive'.
A. strong
b. little
c. huge
d. lumpsum
Q.46.Ans: ___
-----------------------------------------------------------------------
Q.47. Find the correct synonym word for 'beautiful'.
A. wonderful
b. graceful
c. ugly
d. handsome
Q.47.Ans: ___
-----------------------------------------------------------------------
Q.48. 1 Meter = ________.
A. 3.28 feet
b. 32.8 feet c. 0.328 feet
d. none
Q.48.Ans: ___
-----------------------------------------------------------------------
Q.49. 1 inch = ________.cm
A. 2.54
b. 3.5
c. 2.94
d. none
Q.49.Ans: __
-----------------------------------------------------------------
Q.50. 1 kilo watt = ________.HP
A. 1.76
b. 1.86
c. 1.56
d. 1.36
Q.50.Ans: __
-----------------------------------------------------------------
A | <urn:uuid:fe694e32-a4f0-40d4-aeda-11a27a356b82> | CC-MAIN-2022-27 | https://rkmaitc.org/document/Question-Paper-2018.pdf | 2022-07-07T10:15:47+00:00 | crawl-data/CC-MAIN-2022-27/segments/1656104690785.95/warc/CC-MAIN-20220707093848-20220707123848-00027.warc.gz | 534,861,023 | 2,999 | eng_Latn | eng_Latn | 0.560873 | eng_Latn | 0.606033 | [
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HANDS ON!
Make L'dor Vador Art
Art can be a powerful way of transmitting ideas and values in the Jewish tradition of l'dor vador, from generation to generation. Here's a project to get you started on making your own l'dor vador art.
Supplies:
Large paper Art supplies/old magazines/scissors Friends and family
Call some family members and friends who are older than you.
Ask each of them the same question: "If you had one piece of advice to give me, what would it be?" Write down their answers.
Create a poster featuring the answers you receive. You can illustrate the quotes yourself, or cut out images from magazines to make collages -- whatever you like.
Make sure to leave some space to write down the advice you want to pass on, too!
The Art Lesson
written by
Wayne and Allison Marks illlustrated by Annie Wilkinson
What do you create?
{
}
Momentous Moment
The holiday of Shavuot marks the day when Jewish people received the Torah on Mount Sinai, thousands of years ago. According to Jewish tradition, the entire nation -- young and old -- were there to witness this meeting of heaven and earth, and the events of Sinai have been carefully passed down l'dor vador, from generation to generation, ever since. It's like Grandma J sharing her love of art with Shoshana in this story, and then Shoshana in turn lovingly teaching her own granddaughter to create beautiful things. When something is so important to you that you want to pass it on to the next generation…and the next…and the next, you know you've got a real gem. To learn more, visit pjlibrary.org/artlesson.
Taste and See
It's traditional to decorate for Shavuot with flowers and leafy branches placed in homes and synagogues. Shoshana, whose name means "rose" in Hebrew, is thrilled to learn that roses are often included in the decorations! Like Shoshana and Grandma J, the Jews of Eastern Europe had the tradition of making intricate papercuts to hang in their windows for Shavuot, and their designs often included rosettes, known as roizalakh in Yiddish. Another Shavuot tradition is to eat dairy treats like blintzes and cheesecake, because the nourishment milk gives to the body reminds us of the spiritual sustenance the Torah gives to the soul. For lovers of beauty and lovers of food, what's not to like about Shavuot?
Perspective Is Everything
According to a midrash (ancient commentary on biblical text), all the Jews in the world stood together at Mount Sinai when the Torah was given, but each person heard the words in their own unique way, on a level they could personally grasp. In this story, Shoshana and Grandma J experience this phenomenon through art. Shoshana is frustrated by her first attempts at papercutting, while Grandma J sees beautiful images within her work. One advantage of perceiving the world differently is that we can share our unique perspectives with each other. When Shoshana looks at her art through Grandma J's eyes, a whole new world opens up for her. What new perspective can you try on today?
TALK IT OVER WITH YOUR KIDS
COMPARE Grandma J's art studio to the studio Shoshana has when she becomes an artist herself. How are they similar and how are they different? What would you enjoy about spending time in each one?
AT first, Shoshana's project doesn't go the way she wants it to. Have you ever felt that way? What do you do when a project doesn't turn out the way you want it to?
WHEN Shoshana grows up, she gives her granddaughter the same art lesson that Grandma J gave her. What special lessons do you think you might teach someone someday?
PJ Library
®
values through books that reflect the diversity of Jewish life. To learn more about the program and ways to connect to local activities, visit pjlibrary.org
is made possible by generous supporters, your Jewish community, and the Harold Grinspoon Foundation. PJ Library shares Jewish culture and. | <urn:uuid:334fe08a-b951-4419-b1a0-0a4e852312d1> | CC-MAIN-2022-27 | https://pjlibrary.org/getmedia/308e2d52-8451-45d6-ad1a-138a54488359/Art-Lesson-RG.pdf | 2022-07-07T11:41:48+00:00 | crawl-data/CC-MAIN-2022-27/segments/1656104690785.95/warc/CC-MAIN-20220707093848-20220707123848-00028.warc.gz | 498,708,019 | 860 | eng_Latn | eng_Latn | 0.998668 | eng_Latn | 0.998668 | [
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Ocean Giants
It might surprise you to hear that there are forests underwater.
In temperate oceans near the shore, kelp grows. It's technically not a plant, but algae–specifically, a brown macroalgae.
A kelp forest off the shore of California is home to many organisms and serves as a highly effective carbon sink.
And macro it is. The largest species of kelp can reach 130 feet.
They stretch from the dark ocean floor, where they anchor to rocks. A long stem grows upward to where the kelp can reach light. There, it produces long leaf-life blades that conduct photosynthesis.
The stalk and fronds are held upright by gas-filled buoys that the kelp produces, called pneumatocysts.
Kelp are extraordinary growers, able to leap nearly 2 feet in a single day. As they grow, they take in carbon dioxide, nitrogen, and phosphorus from seawater, de-acidifying it, and they return oxygen, enriching their environment for other lifeforms.
And like terrestrial forests, kelp shelters great biodiversity: fish, shellfish and other invertebrates, and mammals like sea otters and sea lions.
Kelp is often harvested for algin, a gel-like substance used as a thickener in cosmetics, shampoos, toothpastes, and foods like pudding and ice cream.
On top of that, kelp is nutritious, rich in potassium, iron, and other minerals and vitamins. It's already a staple in many Asian cuisines and is gaining popularity in others.
These qualities make kelp and other large seaweeds ideal candidates for ocean farming, which we'll talk about in another EarthDate.
EarthDate.org
Credit: Gustavo Gerdel, CC BY-SA 4.0
Background: Ocean Giants
Synopsis: Wildfire decimates forests across the planet each year, but there is one type of forest that is fireproof, submerged in Earth's oceans. Fast-growing kelp forests are efficient carbon sinks that don't require fertilizer or freshwater and have a lot to offer.
Kelp forests look like oceanic jungles, but kelp isn't a plant: it is a type of seaweed.
Seaweeds include a broad range of range of marine organisms, including red algae (Rhodophyta), green algae (Chlorophyta), and brown algae (Phaeophyta), as well as plants like marine grasses.
Dependent on light for photosynthesis, kelp grows a long stemlike "stipe" that extends to the photic zone from a seafloor anchor called a "holdfast." The holdfast anchors kelp to rocks, keeping the beds from floating away from nutrient-rich nearshore waters, but does not provide nutrients like a plant's root system does.
Brown algae evolved about 100 million years ago. Kelp appeared in the oceans some 20–30 million years ago.
Kelp is brown macroalgae of the order Laminariales, which includes 31 different genera.
Sometimes referred to as "tangle," kelp varieties have long, leathery blades that resemble leaves.
On the blades of most species, kelp fronds are buoyed by air-filled pneumatocysts that dampen waves and currents at the surface.
Two specimens of North Atlantic kelp, Laminaria hyperborea, show the anchoring holdfast at lower left, divided blades at upper right, and a stemlike stipe connecting the blade to the holdfast. In clear water, this species of macroalgae can grow to 100 ft (30 m).
Just like terrestrial forests, these dense undersea jungles provide food and shelter for thousands of organisms, including hundreds of species of fish, invertebrates, marine mammals, and birds.
Fish shelter in the fronds of kelp beds, which serve as a nursery for their young, hiding them from predators and protecting them from the turbulence of waves, especially during storms.
The rich kelp forest ecosystem supports seals, sea lions, whales, gulls, terns, egrets, herons, cormorants, and shore birds.
Invertebrates like brittle stars, sea stars, anemones, and sponges feed on the blades and live around the holdfast.
Sea otters have a special role within the kelp forest: protecting it from overgrazing by their favorite prey, sea urchins. Sea otters keep the urchins in check so they don't weaken or sever the stemlike stipes, destroying the bed.
And, just like forests, they are threatened.
Winter storms can rip kelp beds from the seafloor.
Warming seas are forcing kelp forests to shift to higher latitudes, leaving tropical species in their former habitats. This decade, scientists watched as an ocean heat wave wiped out 60 mi (100 km) of western Australian kelp forests, shifting the habitat to higher latitudes.
Damage from entangled boats and coastal pollution also takes its toll.
Credit: Sergey S. Dukachev, CC BY-SA 3.0
References: Ocean Giants
What is a Kelp Forest? | NOAA
Climate-driven Regime Shift of a Temperate Marine Ecosystem | Science
Kelp Forest | Wikipedia
This Seaweed Is Good for You—And for the Environment | National Geographic
California's Kelp Forests are Disappearing | National Geographic
Contributors: Juli Hennings, Harry Lynch
Background: Ocean Giants
Kelp forests require cooler water temperatures ranging from 43 to 57°F (6–14°C). They are found rimming Earth's continents in temperate and polar settings.
Credit: Maximilian Dörrbecker (Chumwa), CC BY-SA 2.0
Kelp is known for its incredible growth rate. The largest varieties, from the genera Macrocystis and Nereocystis, can grow as fast as 20 inches (50 cm) per day.
During photosynthesis, kelp takes in large quantities of carbon dioxide, nitrogen, and phosphorous, de-acidifying seawater as it sequesters carbon.
Kelp generally grows in shallow, open ocean waters ranging from 25 to 100 ft (8–30 m) in depth, where nutrient-rich upwelling currents deliver nutrients from the ocean depths. Where water is clear, larger species may grow as tall as 130 ft (40 m).
As a product of photosynthesis, kelp releases oxygen into the water column, reoxygenating the ecosystem.
Extremely fast growth rates make kelp forests highly efficient carbon sinks that also contribute to the improved health of their ocean communities.
It is hard to imagine that man could improve on nature in this case, but a recent experiment near California's Catalina Island used kelp "elevators" to lower kelp into deep nutrient-rich currents at night, returning the macroalgae to the photic zone by day. Over 110 days, the elevated kelp grew three times faster and weighed four times more than kelp that was maintained at a constant typical depth.
References: Ocean Giants
What is a Kelp Forest? | NOAA Kelp Forest | Wikipedia Climate-driven Regime Shift of a Temperate Marine Ecosystem | Science This Seaweed Is Good for You—And for the Environment | National Geographic California's Kelp Forests are Disappearing | National Geographic
Contributors: Juli Hennings, Harry Lynch
Background: Ocean Giants
Researchers have suggested using large-scale kelp farming to sequester billions of tons of carbon dioxide from the atmosphere, but then what do we do with it?
One way to lock the carbon away forever would be to isolate it by burial in the deep ocean, but first we would need to work out how to keep it buried permanently.
And humans can eat it, too. If cooked with beans, it aids digestion and lowers methane emissions in humans also.
Adding it to livestock feed reduces livestock methane emissions by as much as 70% and provides the animals with higher nutritional value.
Kelp has been farmed for centuries as a food crop, especially in Asia, where dried kelp is known as kombu in Japan and haidai in China.
Kelp doesn't take up space on land, and it doesn't need fresh water, fertilizer, or pesticides.
Fresh kelp has a crisp, snappy texture like al dente pasta and a salty-savory oceanic taste similar to oyster liquor. It is usually enjoyed as noodles and in soups, salads, breads, cakes, and cookies, or as a savory cooking seasoning.
It is nutritionally dense with plenty of potassium, iron, calcium, iodine, fiber, vitamins, and umami.
Kelp is a source of algin, which is used by the cosmetic and food industries as an emulsifying agent, so you might find it in your cosmetics, toothpaste, shampoo, salad dressing, puddings, ice cream, and cakes.
Kelp can be processed into biofuel that provides an energy source but doesn't compete for land with traditional food crops.
It can be used as agricultural fertilizer and as food on mollusk farms.
Increasing ranks of ocean farmers are cultivating varieties of shellfish and seaweeds along Atlantic and Pacific coastlines using vertical farms. It's good news that we will talk about in a future EarthDate episode.
References: Ocean Giants
Contributors: Juli Hennings, Harry Lynch | <urn:uuid:256e5f4f-5967-4a84-ad54-c98258d1a16a> | CC-MAIN-2022-27 | https://www.earthdate.org/files/000/002/333/EarthDate_208_BW.pdf | 2022-07-07T10:15:02+00:00 | crawl-data/CC-MAIN-2022-27/segments/1656104690785.95/warc/CC-MAIN-20220707093848-20220707123848-00029.warc.gz | 777,906,258 | 2,013 | eng_Latn | eng_Latn | 0.995736 | eng_Latn | 0.996016 | [
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Published onNational Catholic Reporter(http://ncronline.org)
Cool the Earth school program tackles climate change
Rich Heffern | Feb. 14, 2011 Eco Catholic
They did it for smoking. Now they?re doing it for pollution. Kids are confronting their parents? destructive behavior and showing them how to live cool, in an earth-saving sort of way that is.
A new school program called Cool the Earth [1]is teaching kids in kindergarten through grade 8 how and why it?s important to reduce their carbon emissions. It?s a free and adaptable extra-curricular program. Since launching in 2007 Cool the Earth has reached 59,654 students in 297 schools and Girl Scout troops across the U.S. and saved close to a billion pounds of heat-trapping carbon from being emitted.
Cool the Earth is a grassroots nonprofit based in Marin County, California that was created by Carleen and Jeff Cullen, two concerned parents eager to find practical ways to tackle climate change and encourage others to do the same.
Source URL (retrieved on 11/21/2014 - 20:58): http://ncronline.org/blogs/eco-catholic/cool-earth-schoolprogram-tackles-climate-change
Links:
[1] http://cooltheearth.org/ | <urn:uuid:42e6bfcf-d1ca-4433-94eb-7584fe0108e8> | CC-MAIN-2014-49 | http://ncronline.org/printpdf/22855 | 2014-11-22T02:58:20Z | crawl-data/CC-MAIN-2014-49/segments/1416400376197.4/warc/CC-MAIN-20141119123256-00236-ip-10-235-23-156.ec2.internal.warc.gz | 240,875,877 | 270 | eng_Latn | eng_Latn | 0.994932 | eng_Latn | 0.994932 | [
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HOW TO USE THIS MAP:
Find North in the sky using the Big Dipper & the North Star. TO FIND A CONSTELLATION:
1. Which direction is the constellation closest to?
JAN-FEB STARMAP
KEY
CONSTELLATION NAMES
Star Names
Deep Sky Object Designations
1st magnitude stars
2nd magnitude stars
3rd magnitude stars
2. How high in the sky should you look for the constellation?
Planet Names
4th magnitude stars
3. Are there any bright stars in the constellation?
Deep sky objects:
Early Jan: 11 p.m.
Late Jan: 10 p.m.
Early Feb: 9 p.m.
Late Feb: 8 p.m.
M31 -Andromeda
Galaxy
M42 - Orion Nebula
M44 - Beehive Cluster | <urn:uuid:09b84f4d-0c12-4e2b-a180-95ed8c2de55d> | CC-MAIN-2018-51 | https://www.pacificsciencecenter.org/wp-content/uploads/starmap-Jan-Feb1.pdf | 2018-12-14T15:50:21Z | crawl-data/CC-MAIN-2018-51/segments/1544376825916.52/warc/CC-MAIN-20181214140721-20181214162221-00144.warc.gz | 982,143,604 | 170 | eng_Latn | eng_Latn | 0.956388 | eng_Latn | 0.956388 | [
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The Twelve Questions of Advent Quiz
1. What does the word "advent" mean?
2. What is the difference between "Advent" (capital "A") and "Nativity" (capital "N")?
,
3. True or False: Advent, which leads up to Christmas on December 25 th constitutes the first season of the Christian church year.
4. The account of Jesus' birth is recorded in which of the Gospels?
5. What is the name of the angel who spoke to John the Baptist's father, Zacharias, and to Jesus' mother, Mary, to announce the coming births of John and Jesus?
6. True or False: We know that John the Baptist and Jesus were cousins.
7. Which ruling Roman Caesar ordered the census that required Joseph to take Mary from Nazareth to Bethlehem so as to register for it?
8. What Hebrew king is associated with Jesus' birthplace, Bethlehem, and what is that city also called?
9. One Gospel account of the nativity mentions angels announcing Jesus' birth to shepherds, who then go to visit the baby. The other account mentions something else instead. What is that something else?
10. Herod is mentioned as being "king of Judea" when Jesus was born. Of the six Herods named in the New Testament, which Herod figures in the nativity story: Herod Archelaus, Herod Antipas, Herod the Great, Herod Philip, Herod Agrippa I, Herod Agrippa II?
11. True or False: George Frideric Handel's famous oratorio Messiah premiered in Dublin, Ireland, as the composer's offering for the Advent season.
12. In A Charlie Brown Christmas, which Peanuts cartoon character recites the account of the Nativity, and from which Gospel does that character quote? | <urn:uuid:1c5a03ac-7c7a-428b-a0e6-48b6c867933f> | CC-MAIN-2018-51 | https://www.pts.edu/UserFiles/File/resources/Publications/Advent%20Devotional%202018/Advent%20Quiz%20Questions.pdf | 2018-12-14T14:10:54Z | crawl-data/CC-MAIN-2018-51/segments/1544376825916.52/warc/CC-MAIN-20181214140721-20181214162221-00144.warc.gz | 1,000,515,435 | 379 | eng_Latn | eng_Latn | 0.992718 | eng_Latn | 0.992718 | [
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Establishing Your Club's Purpose
1. Decide if your GSA is a support group, activism club, or social group.
2. Write a mission statement (see the back of this sheet for samples):
√ address the nature of your organization and its goals in an official mission statement
Preparing for Meetings
1. Set the agenda: make a list of issues and topics to be discussed at each meeting
2. Publicize the meeting:
√ figure out the best ways to reach as many people as possible in your school and make announcements (e.g. daily announcements, flyers, posters)
√ designate a "publicity queen" to be in charge of all publicity each week
3. Bring food:
√ buy food if your club has money already or create a club donation jar that says "$ for snacks"
Running a Good Meeting
1. Ground Rules:
√ to make sure the group members feel safe, establish ground rules such as respect and confidentiality
2. Decision Making:
√ figure out how your group will make decisions: majority vote, consensus, dictatorship?
3. Facilitator:
√ designate someone to keep the group focused on the meeting agenda
√ make sure people are not feeling ignored and that the group remains respectful
4. Notes:
√ take minutes at each meeting for members who couldn't attend
√ post the notes on a GSA bulletin board or web page so students can read them anonymously
5. Create a question box for suggestions or comments
Creating an Action Plan
1. Have a brainstorming session.
√ only think of projects ONCE at a brainstorming meetings
√ set your ideas into a list of priorities and concentrate on the top three
2. Set up committees.
√ make each project a committee and apoint a leader to organize the specific project
√ spread the leadership
3. Set tenative dates.
√ put deadlines, dates of meetings, or anything else into official school calendars
√ follow a schedule and take your deadlines seriously
4. Have sub-Committee Meetings.
√ Committees working on projects should meet seperately from the regular GSA meeting and report back to the GSA. This ensures that GSA members not interested in the project still have a place in meetings, while allow ing committees to get more specific work completed.
For more information and resources for Gay-Straight Alliances, contact GSA Network:
Statewide Office: 1550 Bryant Street #800, San Francisco, CA 94103, ph: 415.552.4229, f: 415.552.4729
Central Valley Office: 928 N. Van Ness Ave, Fresno, CA 93702, ph: 559.268.2780, f: 559.453.9060
Southern California Regional Office: 605 W. Olympic Blvd, Suite 610, Los Angeles, CA 90015, ph:
213.534.7162, f: 213.553.1833
www.gsanetwork.org
Sample Mission Statements
There are many different reasons to have a GSA at your school. Some students want a safe place to hang out and feel free to be who they are. Others need a supportive place to talk about what's going on in their lives. Then there are groups thatwant to create a school free of homophobia by implementing LGBTQ issues in their education. Many schools require a club to write a constitution or a document stating their purpose. Your GSA should decide what type of group they want to be. Does your club want to be an Activist, Social or Support GSA? Maybe you want to use parts of the different types of GSAs and create your own unique group. These are a few sample mission statements to help your GSA get started. This is an opportunity to create your GSA's identity.
Activist Mission Statement (Organize...Creating Change...Action!!)
The Bayard Rustin GSA brings together queer youth and straight allies to fight homophobia on campus and in the community. By raising awareness of different sexual and gender identities, linking homophobia with other oppressions, and advocating for equal treatment for youth of all sexual orientations, our GSA will create a school environment free of homophobic, sexual, verbal, and physical harassment.
Social Mission Statement (Fun...Hang Out...A Place To Be Free!!)
The Fiesta High School GSA brings students of different sexual and gender identities together to meet new people, hang out, eat food, and have fun. We will coordinate outings, dances, movie nights, and other activities. Through acceptance at all our activities we will reduce isolation and depression.
Support Mission Statement (What's on your mind...Let's Talk!!)
The Rainbow Connection welcomes all lesbian, gay, bisexual, transgender, queer, questioning and straight youth to come and talk about any issues concerning them. Listening is our main objective and members can bring up personal issues they are facing. By using one-on-one or group discussion, we hope to create a safe place to offer support, resources, and alternative outlets for emotion | <urn:uuid:3d7b00fe-71c7-4349-9e75-b2f954257f68> | CC-MAIN-2018-51 | http://www.glyswny.org/wp-content/uploads/2013/01/Establishing-Your-GSA-Club.pdf | 2018-12-14T14:09:26Z | crawl-data/CC-MAIN-2018-51/segments/1544376825916.52/warc/CC-MAIN-20181214140721-20181214162221-00144.warc.gz | 384,647,246 | 1,022 | eng_Latn | eng_Latn | 0.995333 | eng_Latn | 0.995763 | [
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A KITSCH TREE
Once upon a time, there was a woman. And as the story goes, she met a lovely man, married him and - by the end of two years – gave birth to a beautiful little girl. Together, they formed a lively and happy family in which every one enjoyed the company of the others. But the years passed by, the daughter grew and had to go to school; the father had to work in order to earn the daily money. The mother stayed at home and tried everything to keep the house tidy and the whole family neat.
One day, while taking a shower, she felt a knot in her breast. From this day onwards, her life changed radically. She was forced moved in a big hospital. Her husband had to work double as much in order to keep her there and to pay for the expenses. The daughter was sent to a boarding school, a place were someone could care for her every day. As she was not able to care for her house or her family any more, the mother had a lot of time to fill every day. Even though she was very ill, she started to put coloured glass pearls on wires, to twist them together. At every pearl she fixed, she made a wish for the futures of her daughter and of her husband. Day after day, the wires bound up and formed a beautiful tree, as green as life; a lively tree covered with shining fruits that seemed to have grown from the inner of a muscle, with all the time and depths they needed. When the first tree reached its final size, another came to be and joined the first, followed by a third tree, and a fourth... The health of the mother went up and down, but always she had many wishes to formulate for her small family. In no time, she had built an entire forest, that filled up one corner of her room.
The mother died.
The forest was shoved into a box together with the other things she had left behind. In grief, the father took the box at home but he did not dare to open it. And many years later, after the father and his second wife passed away, the daughter, a grown-up woman, found the box while emptying the house. She looked through all the objects of her parents and found the forest. But really she could not understand how her father could have kept something that was so kitsch. | <urn:uuid:09a546f1-0ab7-4cfd-baf0-6db379e342a6> | CC-MAIN-2018-51 | http://quoiwasmita.eu/text/A_kitsch_tree.pdf | 2018-12-14T15:54:14Z | crawl-data/CC-MAIN-2018-51/segments/1544376825916.52/warc/CC-MAIN-20181214140721-20181214162221-00147.warc.gz | 236,676,686 | 485 | eng_Latn | eng_Latn | 0.999276 | eng_Latn | 0.999276 | [
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MA162: Finite mathematics
Paul Koester
University of Kentucky
November 11, 2013
Schedule:
Web Assign assignment (Chapter 7.1, 7.2) due on Tuesday, November 12 by 6:00 pm.
Web Assign assignment (Chapter 7.3) due on Friday, November 15 by 6:00 pm.
Exam 3 on Monday, November 25, 5:00 pm to 7:00 pm.
Today is Chapter 7.3. We learn some general techniques for computing probabilities
7.3: Some Rules for Computing Probabilities
0 ≤ P(E ) ≤ 1 for any event E
P(S) = 1 where S is the entire sample space
P(E ∪ F ) = P(E) + P(F ) − P(E ∩ F )
Notice that if E and F are mutually exclusive, then
P(E c ) = 1 − P(E )
For any two events E and F,
7.3: Dice
A pair of fair 6 sided dice is rolled.
Determine the probability that one die turns up a number not greater than 3 and the other die turns up a number greater than 4.
Determine the probability that one die turns up a number not greater than 3 and one die turns up an even number.
Determine the probability that the sum of the values of the dice is at least 8.
7.3: Flipping coins
A fair coin is flipped 5 times.
What is the probability of turning up exactly two heads?
What is the probability of turning up at least two heads?
7.3: Drawing Cards
Two cards are drawn from a standard deck of 52 cards.
What is the probability the two cards have the same suit?
What is the probability that one card has a number between 3 and 7?
What is the probability that the two card hand contains a King and a Spade?
What is the probability that the two card hand contains a King or a spade?
7.3: Another Probability Rule
E is an event
F1, F2, . . . , Fr are events satisfying
S = F1 ∪ F2 ∪· · · ∪ Fr
Each pair Fi and Fj are mutually exclusive, for i ̸= j
7.3: More dice
A six sided die is rolled 4 times. What is the probability of rolling at least one six?
7.3: Gaming
A group of 243 video gamers were asked about video game habits.
Question 1: Which game consoles do you own? "Own PS 3", "Own X-Box 360", "Own neither", "Own both"
Question 2: How many hours per week do you play? "no more than 2 hours", "between 2 to 6 hours", "more than 6 hours"
Results are recorded on next page
7.3: Gaming
Probability random gamer owns an X-box but not a PS-3?
Probability random gamer owns a PS-3?
Probability random gamer plays at least 2 hours per week?
Probability random gamer owns an X-box and plays two hours or less per week?
Conditional Gaming
Restrict attention only to gamers who own both consoles. What is probability they play at least two hours per week?
Restrict attention to gamers who play less than two hours per week. What is probability they own a PS 3? | <urn:uuid:407e662f-394e-401c-9247-b2221dd4c48f> | CC-MAIN-2018-51 | http://www.ms.uky.edu/~pkoester/teaching/Fall13/MA162/TanSlides/Nov11.pdf | 2018-12-14T14:55:11Z | crawl-data/CC-MAIN-2018-51/segments/1544376825916.52/warc/CC-MAIN-20181214140721-20181214162221-00145.warc.gz | 454,981,941 | 716 | eng_Latn | eng_Latn | 0.925751 | eng_Latn | 0.997554 | [
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This term, our Year 6 students will be focussing on Cyber Safety as part of their Integrated Studies Unit. To support their unit of work, the B'nai B'rith Anti-Defamation Commission has offered a free incursion to teach students how to be safe when they are on line and how to deal with cyber bullying.
The B'nai B'rith Anti-Defamation Commission is an organisation dedicated to promoting tolerance, justice and multiculturalism and tackling issues of racism, hatred and anti-Semitism. They do this in many ways, one of which is through educational programs and services.
Next week they we will be visiting our school to present your children with their social media program Click against Hate. Click against Hate engages with students and teaches them how to be safe when they are on line. They will be covering a range of topics, including how to deal with cyber bullying, how to determine if a website is credible, invasion of privacy, racism and defamation.
The presenters are trained educators with more than 20 years' experience in the classroom. Your children will not be exposed to any graphic images but will be taught how to navigate the internet safely, what it means to be an innocent by-stander, a victim of bullying or a bully. The classroom teacher will be present throughout the session.
Thanking you,
Erik Albers | <urn:uuid:fa05e89c-3d3b-410b-bd19-1210ba589a20> | CC-MAIN-2018-51 | https://oakleighsouthps.vic.edu.au/wp-content/uploads/sites/8/2016/11/YEAR-6-Cyber-Bullying-Incursion-Notice.pdf | 2018-12-14T15:09:52Z | crawl-data/CC-MAIN-2018-51/segments/1544376825916.52/warc/CC-MAIN-20181214140721-20181214162221-00148.warc.gz | 712,776,200 | 274 | eng_Latn | eng_Latn | 0.99891 | eng_Latn | 0.99891 | [
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PATIENT'S PAGE
If a child's primary tooth is knocked loose, the patient should see a dentist within a day or two. Even though children lose these primary teeth normally, trauma that causes a tooth to become loose could actually damage the permanent tooth below.
Ways to AVOID a mouth injury:
* Wear a mouth guard when participating in sports or recreational activities.
* Avoid chewing ice, popcorn kernels and hard candy, all of which can crack a tooth.
* Cut tape using scissors rather than your teeth.
This message brought to you by your dentist - a proud member of the Oklahoma Dental Association
Dental Emergencies – Tips for Being Prepared
Of course, avoiding a dental emergency or injury is ideal, but being prepared is your best defense. Accidents are inevitable. Remaining calm and knowing what to do when an accident occurs can mean the difference between saving and losing a tooth.
Knocked Out Tooth
Holding the tooth by the crown, gently rinse the root of the tooth with water only to remove and dirt or debris. Do not scrub it or remove any attached tissue fragments. If possible, gently insert and hold the tooth in its socket. If that isn't possible, put the tooth in a cup of milk and get to the dentist as quickly as possible. Remember to take the tooth with you!
Broken Tooth
Rinse your mouth with warm water to clean the area. Use cold compresses on the area to manage swelling. Locate and save any broken tooth fragments. Call your dentist immediately.
Loosened Tooth
If a tooth can be moved slightly forwards or backwards, gently use light pressure with your fi nger to reposition the tooth to its normal alignment. Do not try to force the tooth back into its socket. Hold the tooth in place with a moist tissue or gauze. Contact your dentist immediately.
Cracked Tooth
It may be diffi cult to determine if a tooth is cracked. A crack may appear as a hairline fracture, running vertically along the tooth and may not be visible to the eye. Depending on the size and location of the crack, treatment may vary from bonding to root canal treatment. A severely cracked tooth may need extraction. Your dentist will determine the best treatment for you. Tiny cracks are common and usually do not cause problems. Regular dental checkups are important. Checkups allow your dentist to diagnose and treat problems in the early stages of a crack. If you continue to have pain, avoid chewing on that side of your mouth and call your dentist.
Cut Lip, Tongue or Cheek Lining
Clean the area gently with a cloth and apply cold compresses to control any swelling. Apply ice to bruised areas. If there is bleeding, apply fi rm but gentle pressure with a clean gauze or cloth. If bleeding does not stop after 15 minutes or it cannot be controlled by simple pressure, go to a hospital emergency department immediately.
Jaw May Be Broken
To control the swelling, apply cold compresses to the injured area. Go to your dentist or a hospital emergency room immediately.
Object Caught Between Teeth
Try to gently remove the object with dental fl oss; avoid cutting the gums. Never use a sharp instrument to remove any object that is stuck between your teeth. If you can't dislodge the object using dental fl oss, seek the assistance of your dentist.
Toothache
Rinse your mouth with warm water to clean it out. Gently use dental fl oss to ensure that there is no food or other debris caught between the teeth. Never put aspirin or any other painkiller against the gums near the aching tooth because it may burn the gum tissue. If the pain persists, contact your dentist.
What do I do if I'm traveling?
* Look in the telephone book under "dentist" to fi nd the state or local dental society phone number to get a referral.
* Ask hotel personnel to refer you to a dentist.
* Ask the hospital emergency room staff to recommend a dentist.
* If you are out of the U.S., contact the U.S. Embassy or ask hotel personnel to recommend a dentist. | <urn:uuid:cca0fbcf-fc59-4db5-a601-218d1180bf05> | CC-MAIN-2018-51 | http://c1-preview.prosites.com/30459/wy/docs/PDF%20Files/YourOralHealth/DentalEmergenciesPatientsPageDec2006.pdf | 2018-12-14T14:16:03Z | crawl-data/CC-MAIN-2018-51/segments/1544376825916.52/warc/CC-MAIN-20181214140721-20181214162221-00149.warc.gz | 52,933,047 | 852 | eng_Latn | eng_Latn | 0.999203 | eng_Latn | 0.999203 | [
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Create a Walk-to-School Adventure
A BAREFOOT ACTIVITY FOR KIDS AGES 6 TO 9
How do you get to school? Ruby's morning walk with her mom is far from ordinary. Fill out the story below using adjectives (describing words like yellow, pretty, cold), verbs (action words like skipping, running) and nouns (people, places and things) to personalize your own journey to school!
On the way to school there’s a ______________ river. It’s full of ______________. Mom says, “It’s just the stream with _____________ fish and _______________ and logs.” But she’s wrong. I must be brave, I must be strong. Those A D J E C T I V E A D J E C T I V E N O U N N O U N
_______________ may be out of sight, but they’re ready to _______________, roar and _______________. I’ve seen their long _______________ swirl around between the _______________, without a sound. So I _______________ on the bank in the morning sun, and my ______________ shadow makes them _______________. At my school, I’m not so sure. Mom _______________ with A D J E C T I V E V E R B V E R B V E R B V E R B N O U N N O U N N O U N
me through the door. My heart beats fast, my feet go slow.
Mom hangs my _______________ and turns to go. I wonder what I'll do today. I don't know what to think or say. Mom smiles. She says, "_______________, perhaps
today you will be finding _______________ in the sea; catching
______________ in the sky, and teaching fairies how to _____________; you'll be teaching _____________ trolls to _____________ and ______________." I hug her so; I
know she's right. I say "Bye Mom, see you tonight!"
ADJECTIVE
VERB
VERB
VERB
VERB
YOUR NAME
NOUN
NOUN
NOUN
Illustration © Miriam Latimer fromRuby's School Walk
Ruby's School Walk
Written by Kathryn White
Illustrated by Miriam Latimer
HARDCOVER
9781846862755$16.99
PAPERBACK
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easy brain teasers with pdf
Brain Teasers for Kids. Kids love brainteasers, as long as they do not get too frustrated trying to figure them out. Our collection of brainteasers for kids takes that into consideration. Most of the answers are fairly obvious if kids listen carefully and think for a moment.
100 Brain Teasers With Answers for Kids and Adults 19.
Why!did!the!inventor!of!manPhole!covers!choose!roundones,!since!square!ones!were!easier!tomake?!A!circu lar! cover!isthe!onlyshape!that!cannot!fall!through!itsown ...
50 Brain Teasers and Lateral Thinking Puzzles
Select a collection (easy, hard, short, etc) of Riddles to download and print. Each PDF has both the riddles and their answers.
Printable Riddles - Brainzilla
BRAIN TEASERS 1. She has three cats. 2. It was the spare tyre. 3. NEW DOOR re-arranges to make ONE WORD. 4. The same amount of time. The number of musicians will not change the length of the piece of music ! 5. It is not designed to go without winding. 6. She was still in second place.
Brain Teaser Question Sheet - free-for-kids.com
These easy riddles are pretty good for anyone. You can try to solve them and if you have any problem you can check the answers. What zips through the sky with a tail of fire and dust.
Easy Riddles with Answers - Brainzilla
Drawing Brain Teaser Puzzle (with Solution) (File Size: 0.1MB) This brain teaser puzzle for kids and teens is plain 'sneaky'! We've all had a go at those 'try drawing this shape' puzzles before but this one immediately appears to be impossible.
Brain Teasers For Kids With Answers
See if you can figure out what these tricky brain teasers are trying to say. Down Town First Aid Jack in the Box Easy on the eyes Under cover Agent 6 feet underground Step Daughter Feeling Under the Weather Once in a Blue Moon Ready For Anything Painless Operation 3 Musketeers Too big to Ignore The Aftermath Long Overdue
Chair T I S - Common Core Sheets
Dinner table or long car ride? Enjoy these funny riddles and wacky brain teasers for kids. The perfect read-aloud list for parents & kids, plus links to more!
Riddles and Brain Teasers for Kids | Top List on Web
Reprinted with permission from the Dana Alliance for Brain Initiatives “SCRAMBLED LETTERS― BRAIN SCIENCES Neuroscience is the scientific study of the brain and its functions. It takes a lot of studying to become a neuroscientist. In fact, you’ll study many different sciences on your way to understanding the human brain.
Brain Awareness Week Favorite Puzzles - Dana Foundation - Home
If today is April 23, 2006, write the exact age of a person born on March 9, 2001, using the Mayan method of
calendar time. (Assume there are no leap years.)
Susan Conover BRAIN TEASERS MATH BRAIN TEASERS
Brain Teaser Worksheets. These printable brain teasers will help build vocabulary, creative thinking and logic skills. ... More easy hink pink riddles (rhyming pairs). 1st through 4th Grades. Hink Pinks: Level B (Medium Difficulty) These hink pinks are a little bit harder, for kids with a more complex vocabulary.
Brain Teaser Worksheets - Printable Brain Teasers
Check out our insane collection of brain teasers for kids and all ages. Increase your mental strength today by digging through our brain teaser riddles and games. Think laterally.
Brain Teasers - Riddles.com
8 One-Minute Mysteries and Brain Teasers the clues to see if you’re on the right track. Some of the clues will surprise you! When solving these puzzles, throw out all your assumptions about what is going on, and of course, be open-minded, fl exible, and creative. Ohâ€" one last thing: Don’t let the illustrations mislead you.
#OPYRIGHTEDMATERIAL - One-Minute Mysteries
Rebus puzzles can help stretch your mind and stimulate creativity. ... Brain Teasers. Printable Mazes. Word Puzzles Crossword Fill Ins. Crosswords for Kids ... Magic Squares. Math Puzzles. Number Fill-In. Number Search. Various Number Puzzles. Sudoku Easy Sudoku. Jigsaw Sudoku. Killer Sudoku. Samurai Sudoku. Sudoku for Kids. Word Sudoku. Theme ...
Rebus Puzzles
Learn how to use ThinkFun brainteasers and puzzles in the classroom, and how to build your own! ... The puzzle you create must have clear instructions and be easy to touch and play. Let your creativity shine and make these as simple or fancy as you wish! Grades 1-2: Turn The Fish (PDF) Solution (PDF) Reverse The Triangle (PDF) Solution (PDF) ...
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[presentation 10]
「Internet×Education」
関西大学 Kansai University
四年 横原真衣 Mai Yokohara
水舟彩子 Ayako Mizufune
林紘基 Hiroki Hayashi
清原加奈子Kanako Kiyohara
尾崎雄規Yuki Ozaki
田口祐有 Yu Taguchi
輔英科技大学 Fooyin University
二年 Shen, Yueh-Ying
三年 Chang, Tien-Ai
三年 Lin, Yi-Shiuan
インターネットが普及していなかった時代には、人々が得られる情報は制限されていま した。しかし、今日ではインターネットが発達し、様々な情報の入手が容易になりました。 この利点を生かし、インターネット上で教育の機会を提供することで、世界に貢献していき たいと考えます。
When the Internet was underdeveloped, information that people could get was limited. However, thanks to the development of the Internet, people became able to get more information easily. In addition, there are also opportunities for individuals to contribute to the world in the area of education.
[POINT]
インターネットの発達 Development of the Internet
教育 Education | <urn:uuid:c25162af-d044-4f04-b345-8557c056d5e7> | CC-MAIN-2018-51 | http://iwd.jp/wym/wp-content/uploads/2017/08/C202-10-Kansai-Fooyin.pdf | 2018-12-14T14:20:37Z | crawl-data/CC-MAIN-2018-51/segments/1544376825916.52/warc/CC-MAIN-20181214140721-20181214162221-00149.warc.gz | 156,860,973 | 269 | eng_Latn | eng_Latn | 0.551735 | eng_Latn | 0.551735 | [
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NVR Nets of Cubes – Sample Questions
Which cube can be made from the net on the left? Circle your answers.
Example:
1.
2.
3.
A B C
D E
A B C D E
A B C
D E
A B C
D E
© Flying Start Tuition Ltd 2016
NVR Nets of Cubes – Sample Questions
Which net forms the cube on the left? Circle your answers.
Example:
A B C D E
© Flying Start Tuition Ltd 2016
NVR Nets of Cubes – Sample Questions
Answers
You may find it helpful to cut out the nets and fold them up into cubes.
1. C
2. C
3. B
4. C
5. A
6. E
Need more practice? Try our Mocks in a Box - all you need for realistic 11+ mock test practice at home in one handy box!
© Flying Start Tuition Ltd 2016 | <urn:uuid:6a845efa-035c-4a6c-814d-aac307086bcc> | CC-MAIN-2018-51 | http://www.flyingstarttuition.co.uk/pdfs/nvr/NVR%20Nets%20of%20Cubes%20Sample%20Questions.pdf | 2018-12-14T15:52:55Z | crawl-data/CC-MAIN-2018-51/segments/1544376825916.52/warc/CC-MAIN-20181214140721-20181214162221-00148.warc.gz | 386,100,304 | 218 | eng_Latn | eng_Latn | 0.949627 | eng_Latn | 0.985072 | [
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Carbon Monoxide Detectors
POISON
Introduction
What CAU Recommends:
A "silent killer."
This term describes the possible outcome of an accumulation of carbon monoxide (CO), a colorless, odorless, tasteless and potentially deadly gas, inside of a home. Inhalation of either a small concentration of CO over a long time or a higher concentration over a short time can lead to CO poisoning.
Because of several well publicized CO poisoning incidents in the 1990's, many municipalities now require the installation of CO detectors in all new residential construction or with the installation of a new oil or gas furnace or water heater. A CO detector will sound an alarm before potentially life-threatening concentrations of CO accumulate within a home.
When a CO detector does sound an alarm
> Encourage residents to install CO detectors and test them monthly
> Encourage residents to have all fuel burning appliances inspected and serviced annually by a professional
> Do not allow vehicles to idle inside a garage; instead, back them outside
> Never operate a portable generator or other internal combustion engine inside a home or garage
> Never operate a gas or charcoal grill inside a garage
> Clear snow from appliance
vents after a snowfall
> Evacuate the home and call emergency services if the CO alarm sounds
Need more information?
Additional information on CO and CO detectors is available through the Consumer or a person experiences the symptoms of CO poisoning, he or she often calls the local fire department. Statistics compiled by the National Fire Protection Association for fire department response to CO incidents show that 89% of all reported CO incidents are in residential occupancies.
Product Safety Commission (www. cpsc.gov), Underwriters Laboratories (www. ul.com), the National Fire Protection Association (www.nfpa.org) and other sources.
Associations may request additional information on this topic by contacting CAU's Loss Control Department.
2 Caufield Place, Newtown, Pennsylvania 18940 | cauinsure.com
Community Association
Underwriters of America, Inc.
Where Does CO Come From?
CO is a combustion by-product produced through incomplete burning of carbon-based fuels such as natural or liquefied petroleum (LP) gas, propane, oil, wood and gasoline. A build up of CO can happen when an appliance malfunctions or there is a leak or blockage in the vent for an appliance. Common sources of CO within a residence include:
* Heaters and water heaters
* Fireplaces and wood stoves
* Cooking appliances
* Gas clothes dryers
* Idling automobiles in garages
* Portable gasoline powered lawn and garden equipment
* Portable generators
* Gas or charcoal barbecues
Remember, CO is odorless, tasteless, and colorless so it is undetectable by the senses.
CO Poisoning
Inhalation of any concentration of CO will replace oxygen in the blood with CO and deprive the heart, brain and other major body organs of oxygen. The concentration of CO in air, measured in parts per million (ppm), is a determining factor in the type of symptoms that a healthy adult may experience and when the symptoms will appear.
The initial symptoms of CO poisoning will often mimic those of the flu but without the associated fever, symptoms may include headache, nausea, dizziness, shortness of breath and fatigue. A lower concentration of CO may have more pronounced effects in infants, pregnant women and people with emphysema, asthma or other diseases that limit the body's ability to use oxygen more than the average, healthy adult.
The health effects of exposure to CO concentrations below 70 ppm are uncertain but should not have adverse effects on most healthy adults. As CO concentrations increase and remain above 70 ppm, the initial flu like symptoms
{General Liability}
will become more noticeable. Once CO concentrations exceed 150 to 200 ppm, disorientation, unconsciousness and death are possible.
As the concentration of CO increases in an enclosed space, the symptoms of CO poisoning will appear sooner but, more importantly, a person
may lose consciousness sooner as well. A CO concentration of just over 1% in air (12,800 ppm) can cause a person to lose consciousness in as little as 1 to 3 minutes.
The initial treatment for CO poisoning starts with removing the person from the poisonous environment to fresh air. Poisoned individuals are usually provided with oxygen to displace the CO in the bloodstream and in severe cases may receive hyperbaric oxygen treatment.
CO Detectors
CO detectors will detect elevated levels of CO and sound an alarm to alert occupants of a potential poisoning risk. Many newer homes are equipped with CO detectors, but the majority of older homes may not have this safety device installed.
Every home that has fuel burning appliances, fireplaces or an attached garage should have CO detectors installed on every level of the home and in a central location outside each sleeping area. The detectors should meet the requirements of ANSI/UL 2034, Standard for Single and Multiple Station Carbon Monoxide Alarms and be installed according to the manufacturer's instructions.
While associations usually have no responsibility to install items within a "unit," they should still encourage residents to install CO detectors in their homes to provide a significant level of protection against potentially fatal carbon monoxide exposure.
© 2011 by Community Association Underwriters of America, Inc., All Rights Reserved
Community Association Underwriters of America, Inc. does business as "CAU Services" in California, "CAU" in Nevada, "Community Association Underwriters Agency" in New York and
"Community Association Underwriters Insurance" in Utah.
IMPORTANT NOTICE - The information presented by CAU in this Risk Management Guide is based on information from sources which we believe to be reliable, but is not guaranteed and
You are encouraged to have your legal counsel review all of your proposed plans and policies before implementing them.
may not be a complete statement of all available data. Any suggested actions recommended by CAU are based solely upon an analysis of available industry data and our best judgment.
2 Caufield Place, Newtown, Pennsylvania 18940 | cauinsure.com | CAU Risk Management Guide GL-4(7/11) | <urn:uuid:bda17335-0575-4367-9785-11ab111a6ead> | CC-MAIN-2018-51 | http://www.vanderhavenfarm.com/uploads/1/1/0/3/11034774/gl4_-_carbon_monoxide_detectors.pdf | 2018-12-14T15:28:41Z | crawl-data/CC-MAIN-2018-51/segments/1544376825916.52/warc/CC-MAIN-20181214140721-20181214162221-00149.warc.gz | 503,387,633 | 1,272 | eng_Latn | eng_Latn | 0.993586 | eng_Latn | 0.995952 | [
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Galaxies
* Define galaxy, and describe types of galaxies.
What's happening with those galaxies?
Find a clear night sky and get out a good pair of binoculars or a telescope. You can see this feature (although not quite as well). The Whirlpool galaxy has an enhanced spiral structure due to its interactions with its companion galaxy NGC 5195.
Galaxies
Galaxies are the biggest groups of stars and can contain anywhere from a few million stars to many billions of stars. Every star that is visible in the night sky is part of the Milky Way Galaxy. To the naked eye, the closest major galaxy — the Andromeda Galaxy, shown in Figure 1.1 — looks like only a dim, fuzzy spot. But that fuzzy spot contains one trillion — 1,000,000,000,000 — stars!
Galaxies are divided into three types according to shape: spiral galaxies, elliptical galaxies, and irregular galaxies.
Spiral Galaxies
Spiral galaxies spin, so they appear as a rotating disk of stars and dust, with a bulge in the middle, like the Sombrero Galaxy shown in Figure 1.2. Several arms spiral outward in the Pinwheel Galaxy (seen in Figure 1.2) and are appropriately called spiral arms. Spiral galaxies have lots of gas and dust and lots of young stars.
Elliptical Galaxies
Figure 1.3 shows a typical egg-shaped elliptical galaxy. The smallest elliptical galaxies are as small as some globular clusters. Giant elliptical galaxies, on the other hand, can contain over a trillion stars. Elliptical galaxies are reddish to yellowish in color because they contain mostly old stars.
1
FIGURE 1.1
The Andromeda Galaxy is a large spiral galaxy similar to the Milky Way.
FIGURE 1.2
(a) The Sombrero Galaxy is a spiral galaxy that we see from the side so the disk and central bulge are visible. (b) The Pinwheel Galaxy is a spiral galaxy that we see face-on so we can see the spiral arms. Because they contain lots of young stars, spiral arms tend to be blue.
Most elliptical galaxies contain very little gas and dust because the gas and dust have already formed into stars. However, some elliptical galaxies, such as the one shown in Figure 1.4, contain lots of dust. Why might some elliptical galaxies contain dust?
Irregular Galaxies
Is the galaxy in Figure 1.5 a spiral galaxy or an elliptical galaxy? It is neither one! Galaxies that are not clearly elliptical galaxies or spiral galaxies are irregular galaxies. How might an irregular galaxy form? Most irregular galaxies were once spiral or elliptical galaxies that were then deformed either by gravitational attraction to a larger galaxy or by a collision with another galaxy.
2
FIGURE 1.3
The large, reddish-yellow object in the middle of this figure is a typical elliptical galaxy. What other types of galaxies can you find in the figure?
FIGURE 1.4
Astronomers believe that these dusty elliptical galaxies form when two galaxies of similar size collide.
3
Summary
* A galaxy is composed of millions to billions of stars.
* Galaxies can be spiral, elliptical or irregular. Dwarf galaxies are smaller, but are more common than other galaxies.
* Galaxies that have lots of dust and gas are locations where stars are forming.
References
1. Adam Evans. The Andromeda Galaxy is a large spiral galaxy similar to the Milky Way . CC BY 2.0
2. (a) Courtesy of NASA/ESA and The Hubble Heritage Team (STScI/AURA); (b) Courtesy of NASA and ESA. Spiral galaxies are totating disks of stars and dust with several arms . (a) Public Domain; (b) CC BY 3.0
3. Courtesy of NASA and J. Blakeslee (Washington State University). The red-yellow galaxy at the center of t his image is an elliptical galaxy . Public Domain
4. Courtesy of NASA, ESA, and The Hubble Heritage Team (STScI/AURA). Dusty elliptical galaxies may have been formed when two galaxies of similar size collide . Public Domain
5. Courtesy of NASA, ESA, and the Hubble Heritage Team (STScI/AURA). This galaxy is an irregular galaxy t
4
FIGURE 1.5
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Timeline of Truth – Jacob Wrestles with God (Gen 32:1-32)
1 So Jacob went on his way, and the angels of God met him.
1. Jacob Meets the________________of God
2 When Jacob saw them, he said, "This is God's camp." And he called the name of that place Mahanaim.
3 Then Jacob sent messengers before him to Esau his brother in the land of Seir, the country of Edom.
4 And he commanded them, saying, "Speak thus to my lord Esau, `Thus your servant Jacob says: "I have dwelt with Laban and stayed there until now.
5 "I have oxen, donkeys, flocks, and male and female servants; and I have sent to tell my lord, that I may find favor in your sight."'"
6 Then the messengers returned to Jacob, saying, "We came to your brother Esau, and he also is coming to meet you, and four hundred men are with him."
7 So Jacob was greatly afraid and distressed; and he divided the people that were with him, and the flocks and herds and camels, into two companies.
8 And he said, "If Esau comes to the one company and attacks it, then the other company which is left will escape."
9 Then Jacob said, "O God of my father Abraham and God of my father Isaac, the LORD who said to me, `Return to your country and to your family, and I will deal well with you':
10 "I am not worthy of the least of all the mercies and of all the truth which You have shown Your servant; for I crossed over this Jordan with my staff, and now I have become two companies.
11 "Deliver me, I pray, from the hand of my brother, from the hand of Esau; for I fear him, lest he come and attack me and the mother with the children.
12 "For You said, `I will surely treat you well, and make your descendants as the sand of the sea, which cannot be numbered for multitude.'"
13 So he lodged there that same night, and took what came to his hand as a present for Esau his brother:
14 two hundred female goats and twenty male goats, two hundred ewes and twenty rams,
15 thirty milk camels with their colts, forty cows and ten bulls, twenty female donkeys and ten foals.
- On his way (after leaving Laban)
- Meets the angels of God
- Angels = mal'ak (v.3,6)
- No info on what happened
- Mahanaim = "Two Camps"
2. Jacob Sends Messengers to
________________
- To Esau in Seir
- This is what I've done for 20 years
- This is what I have
- I am heading your way
3. Jacob's Messengers Return with
_____________
4. Jacob Divides into_____________Groups
- His plan
- His reason
5. Jacob________________to God
- You are the God of my fathers
- You told me to return to my country/family
- I am not worthy of your blessings
- Please deliver me from Esau
- I fear for me, my wives, and my children
- Remember your promises
6. Jacob'sPrepares a________________for Esau
- 220 goats – 200 female / 20 male
- 220 sheep – 200 ewes / 20 rams
- 60 camels – 30 milk camels & 30 colts
- 50 cattle – 40 cows / 10 bulls
- 30 donkeys – 20 female & 10 foals
16 Then he delivered them to the hand of his servants, every drove by itself, and said to his servants, "Pass over before me, and put some distance between successive droves."
17 And he commanded the first one, saying, "When Esau my brother meets you and asks you, saying, `To whom do you belong, and where are you going? Whose are these in front of you?'
18 "then you shall say, `They are your servant Jacob's. It is a present sent to my lord Esau; and behold, he also is behind us.'"
19 So he commanded the second, the third, and all who followed the droves, saying, "In this manner you shall speak to Esau when you find him;
20 "and also say, `Behold, your servant Jacob is behind us.'" For he said, "I will appease him with the present that goes before me, and afterward I will see his face; perhaps he will accept me."
21 So the present went on over before him, but he himself lodged that night in the camp.
22 And he arose that night and took his two wives, his two female servants, and his eleven sons, and crossed over the ford of Jabbok.
23 He took them, sent them over the brook, and sent over what he had.
24 Then Jacob was left alone;
and a Man wrestled with him until the breaking of day.
25 Now when He saw that He did not prevail against him, He touched the socket of his hip; and the socket of Jacob's hip was out of joint as He wrestled with him.
26 And He said, "Let Me go, for the day breaks." But he said, "I will not let You go unless You bless me!"
27 So He said to him, "What is your name?" He said, "Jacob."
28 And He said, "Your name shall no longer be called Jacob, but Israel; for you have struggled with God and with men, and have prevailed."
29 Then Jacob asked, saying, "Tell me Your name, I pray." And He said, "Why is it that you ask about My name?" And He blessed him there.
30 And Jacob called the name of the place Peniel: "For I have seen God face to face, and my life is preserved."
31 Just as he crossed over Penuel the sun rose on him, and he limped on his hip.
32 Therefore to this day the children of Israel do not eat the muscle that shrank, which is on the hip socket, because He touched the socket of Jacob's hip in the muscle that shrank.
Key Lessons:
1. God meets with Jacob.
2. God renames Jacob.
3. God reaffirms His blessing of Jacob.
7. Jacob Divides into________________Groups
- He Divides Presents
- He Spaces Presents
- He Instructs Servants
- Jacob Gives an Explanation
8. Jacob Sends_________________Over the Brook
- Present sent over
- Wives & sons sent over
- Remained alone
9. Jacob___________________with God
- Jacob wrestled with a Man until dawn
- The Man put Jacob's hip out of joint
- Jacob asks for a blessing from the Man
- The Man asks Jacob's name
- The Man gives Jacob a new name Israel
- Israel = "God prevails"
- Jacob asks for the name of the Man
- The Man blesses Jacob
- Jacob calls the place Peniel
- Peniel = "facing God"
10. Jacob Is Left with a
________________
- Jacob limps
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LIDAWINFIELD
Performance and Interactive Workshops for Educators, Administrators and Students
"In Search of Air: Growing Up Dyslexic"
In this 1-hour dance/theater performance based on her experience growing up with a learning disability, Vermont dancer, choreographer and spoken word artist Lida Winfield shares the gifts and heartache that accompanied her struggle to learn to read - which did not occur until her early twenties. Mixing vignettes woven in a creative and captivating format, the show and companion workshops are a platform to engage a wide variety of populations to experience disability, access and the value of the arts.
". . . In middle school there were more of us - a lot more of us. Every child with a behavioral, social, physical or learning disability was tucked in the same room; there was not enough money, time or energy to actually teach us in the ways we needed. So we were just separate."
Professional Development Workshops for Educators and Administrators of All Levels
Transforming Learning through Arts Integration: As a professional performer, educator and practitioner of arts integration, Lida will present innovative approaches for hands-on learning by exploring sensory and kinesthetic experiences that enhance student development, celebrate teaching and honor the whole person. Lida will use spoken word and dance to demonstrate different modalities for transforming learning for students with and without disabilities.
Pre and Post-Show Workshops for Middle School Through College Students
Stomping Stories I: This interactive workshop helps students better understand both the content and the art form used in In Search of Air. The workshops further deepen the understanding of the topics of disability, access, inclusion and differences as portrayed in the show, as well as provide students a chance to ask the artist questions. With the use of simple movement and voice activities, students artistically express their thoughts and feelings regarding education, learning styles, failure and success.
Stomping Stories II: Using improvisation, Lida will lead the group to explore different ways of creating stories and movement. We all have many stories that contribute to how we see ourselves and how we operate in the world. By sharing our stories through movement and narrative, participants are building bridges between each other and contributing to the growth of community. Creativity and an open mind are all that are needed to enjoy this workshop. All sizes and abilities welcome.
Pre-show workshops are recommended for 6th grade and post-show workshops are designed for 6th grade students and up. Workshops can be adapted for a single presentation or a residency. Custom-made classes for specific populations may also be requested. Study guides are available for classroom use.
Shifting shame through Dance
Lida is an accomplished dancer, choreographer and spoken word artist who has performed nationally and internationally. Since 2006, she has created original solo, duet and group work, merging storytelling, dance and visual art to create captivating and poignant performances that invariably cause audiences to laugh and cry, sometimes simultaneously.
Since 2007, Lida has taught educators how to use dance in the classroom as an instructional tool through Burlington Vermont's Flynn Center Words Come Alive . In 2010, Lida began collaborating with Ellen Smith Ahern in making duet work that mixes dance and spoken word. They toured across twelve cities in Europe for six weeks with Double Visions showing original duet work as well as being part of Double Visions installation work.
Praise for Lida Winfield
"My 13-year old son saw Lida Winfield's show today. Even though I have been 'dragging' him to dance and performances for years, he never really 'connected' with any of it. Not so now. Just wanted you to know that this show affected a school-hating, movement hating 13-year-old boy. THANKS." Audience Member
"Our entire district staff responded immediately with a standing ovation! In the surveys we use to collect staff feedback, Lida Winfield's presentations received more "excellent" ratings and positive comments than any speaker or session we have ever offered. I highly recommend her."
Craig Martin,
Assistant Superintendent of Reading, Public Schools, MA
"Lida's performance was almost indescribable . . . I was re-energized and so grateful for her performance and workshops . . . I cannot stop thinking about her and talking about her. Teacher, Reading Public Schools, MA
Recent Keynote Performances & Special Guest Presentations:
Walt Disney World Resort, Blue Ribbon School of Excellence National Conference, Orlando, Florida
Mid-Peninsula High School, Menlo Park, California
As a Performer and Teaching Artist, Lida travels the country as a Keynote Performer/ Presenter addressing issues of education, disability, access and the power of the arts. Her work reaches diverse populations, youth at risk, refugees, homeless families, adults with physical and mental disabilities, college students, rural and urban youth, professional artists and educators. In 2011, Lida earned a Master of Fine Arts in InterdisciplinaryArts from Goddard College.
Habla: The Center for Language and Culture, Merida, Yucatan, Mexico
Florida International University, Miami, Florida
Dare to Dream Conference, University of Rhode Island, RI Engaging Active Learners Conference, Burlington, VT School Reform Initiative, Winter Meeting, Boston, MA
For Booking or additional information contact:
lida@lidawinfield.com www.lidawinfield.com (802) 310-8724
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1. Time Value of Money Drill Problems
Find the present value of an ordinary annuity with cashflows of $775.00 paid annually for 10 years at the interest rate of 1.40% per year, provided the interest is compounded annually.
*
$$775 ∗ 1 − ( 1 + 0 . 014 / 1 ) − 1 ∗ 10 0.014/1$$
2. Time Value of Money Drill Problems
Find the present value of $4, 500.00 due in 9 years at the interest rate of 8.70% per year, provided the interest is compounded annually.
*
$$4500 (1 + 0.087/1) 9 ∗ 1$$
3. Time Value of Money Drill Problems
Find the present value of $9, 500.00 due in 9 years at the interest rate of 10.40% per year, provided the interest is compounded annually.
*
$$9500 (1 + 0.104/1) 9 ∗ 1$$
4. Compound Interest, Accumulated Value
Find the accumulated amount if $4, 500.00 is invested at the interest rate of 10.90% per year for 4 years, provided the interest is compounded annually.
*
$$4500 ∗ (1 + 0.109/1) 1 ∗ 4$$
5. Compound Interest, Present Value
Find the present value of $5, 000.00 due in 2 years at the interest rate of 0.70% per year, provided the interest is compounded annually.
*
$$5000 (1 + 0.007/1) 1 ∗ 2$$
6. Annuities, Accumulated Value
Find the accumulated amount of an ordinary annuity with cashflows of $350.00 paid monthly for 4 years at the interest rate of 8.40% per year, provided the interest is compounded monthly.
*
$$350 ∗ ( 1 + 0 . 084 / 12 ) 12 ∗ 4 − 1 0.084/12$$
7. Annuities, Present Value
Find the present value of an ordinary annuity with cashflows of $200.00 paid monthly for 4 years at the interest rate of 4.40% per year, provided the interest is compounded monthly.
*
1
8. Loan Amortization
Find the periodic payment needed to amortize a loan of $134, 000.00 over 4 years if the payments are made semi-annually and the interest charged is 9.70% per year compounded semi-annually.
*
9. Time Value of Money Drill Problems
Find the present value of an ordinary annuity with cashflows of $325.00 paid 6 times per year for 6 years at the interest rate of 4.70% per year, provided the interest is compounded 6 times per year.
*
10. Time Value of Money Word Problem Practice
Jon borrowed $46, 000.00 to finance their college education. Jon has to make payments at the end of each quarter over the next 17 years in order to pay off this debt. How much are the quarterly payments if interest accrues at 5.50% per year compounded quarterly?
*
11. Multiple Payment Problem, Present Value This problem is similar to the multiple payment example from Dec 02 lecture slides
You are scheduled to make several payments over the next several years to pay off a debt.
* You plan on paying $3, 250.00 at the end of 2017.
* You plan on paying $3, 250.00 at the end of 2020.
* You plan on paying $3, 500.00 at the end of 2023.
* You plan on paying $3, 500.00 at the end of 2026.
How much would you need to pay back at the beginning of 2014 in order to pay off the entire debt, assuming the account earns 6.50% interest per year, compounded daily?
*
12. Multiple Payment Problem, Accumulated Value This problem is similar to the multiple payment example from Dec 02 lecture slides
* You start a savings account at the beginning of year 2006 by depositing $22, 000.00.
* You deposit $2, 500.00 at the beginning of 2008.
* You withdrew $3, 500.00 at the beginning of 2010.
* You withdrew $3, 250.00 at the beginning of 2011.
* You deposit $2, 750.00 at the beginning of 2012.
Determine the accumulated value of the account at the beginning of 2014, assuming the account earns 6.20% interest per year, compounded weekly.
*
13. Variable Interest Rate Problems
You invested $13, 000.00 in HRT stock at the beginning of 2011. In 2011, the value increased by 25.00%. In 2012, the value increased by 15.00%. In 2013, the value increased by 30.00%. In 2014, the value decreased by 25.00%. Determine the value of the stock at the end of 2014.
*
14. Variable Interest Rate Problem, Present Value Form This problem is similar to the variable interest rate example from Dec 02 lecture slides
You deposited an amount of money into a bank account at the beginning of 2006.
* The account earned 10.60% nominal interest per year compounded monthly from the beginning of 2006 to the beginning of 2009.
* The account earned 3.80% nominal interest per year compounded quarterly from the beginning of 2009 to the beginning of 2010.
* The account earned 1.40% nominal interest per year compounded quarterly from the beginning of 2010 to the beginning of 2011.
*The account earned 6.20% nominal interest per year compounded monthly from the beginning of 2011 to the beginning of
2013.
* The account earned 7.60% nominal interest per year compounded daily from the beginning of 2013 to the beginning of 2014.
The accumulated value of the account at the beginning of 2014 is $19, 000.00. Determine the initial amount that was invested.
*
15. Variable Interest Rate Problems, Accumulated Value This problem is similar to the variable interest rate example from Dec 02 lecture slides
You deposited $20, 000.00 in a bank account at the beginning of 2007.
* The account earned 4.40% nominal interest per year compounded annually from the beginning of 2007 to the beginning of 2009.
* The account earned 8.00% nominal interest per year compounded weekly from the beginning of 2009 to the beginning of 2011.
* The account earned 5.60% nominal interest per year compounded daily from the beginning of 2011 to the beginning of 2014.
Determine the accumulated value of the account at the beginning of 2014.
*
16. Complex Word Problems This problem is similar to the Saving for College example from the Dec 04 lecture notes. John just turned 30 years old and wants to start saving for retirement. He plans on retiring as soon as he turns 65 years old. He decides that he needs to save enough so that he can withdraw $27, 000.00 at the end of each year for 20 years, beginning at age 65. To save for retirement, needs to determine how much he needs to invest at the end of each year for the next 35 years. How much does John need to invest each year for the next 35 years, assuming the deposits earn interest at 11.00% per year compounded annually?
*
17. Complex Word Problems This problem is similar to number 5 on the 5.2 WebAssign HW. It is also related to the Financing A Home example from Dec. 04 lecture slides
Samantha just turned 36 years old and wants to start saving for retirement. She plans on retiring as soon as she turns 65 years old. She decides to invest $3, 900.00 into an IRA (individual savings account) at the end of each year for the next 29 years. How much will Samantha have saved for retirement, assuming the deposits earn interest at 11.50% per year compounded annually?
Suppose that Samantha had already saved $25, 000.00 in their IRA by the time she turned 36. How much will they have saved for retirement now? (Consider both amount already saved and the annual deposits from the first part of the problem.)
Correct Answers:
*
*
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Fact Sheet
Pyrethroids are manufactured chemicals that are similar to pyrethrins (naturally occurring mixture of chemicals found in certain chrysanthemum flowers that have insecticidal properties) but are often more toxic to insect and mammals and last longer in the environment than pyrethrins. More than 1,000 synthetic pyrethroids have been developed, but less than 12 are used in the United States. Pyrethrins and pyrethroids are often combined commercially with other chemicals called synergists, which enhance the insecticidal properties of the chemicals. Synergists prevent some enzymes from breaking down, thus increasing their toxicity. Pryrethrins and pyrethroids are primarily released in the air because of their use as insecticides. Humans can be exposed in several ways. Eating foods contaminated with pyrethroids is the most common way. Humans can be exposed after insecticide has been sprayed through inhalation and dermal (skin) exposure. Pyrethroids are also found in common household products such as lice treatments, scabies treatment, pet sprays and shampoos and mosquito repellants.
Possible Health Concerns from Exposures:
Actions to Lower Exposure:
* If you use products containing pyrethrins and pyrethroids carefully follow instruction on how to apply them properly and how long to wait before re-entering the treated area. Do not apply more than the recommended amount. These products should be stored out of reach of children to prevent accidental poisoning.
* Discuss with your doctor or health department if you or your children have been exposed to significant amounts of pyrethrins or pyrethroids.
* Contact the poison control center or see a doctor if you feel sick after a pesticide has been used in your home. If you or a neighbor is applying pyrethrins or pyrethroids stay indoors with your children and pets and close your windows.
Pyrethrins and pyrethroids interfere with the way the nerves and brain function. Large amounts of pyrethrins or pyrethroids on your skin may cause numbness, itching, burning, stinging, tingling or warmth. You are not likely to be exposed to large enough doses for the chemicals to enter your body and cause other problems. However, if very large amounts of chemicals were to enter your body, you might experience dizziness, headache, nausea, muscle twitching, reduced energy and changes in awareness. Even larger amounts could cause convulsions and loss of consciousness. Some people are allergic to pyrethroids and pyrethrins. Animal studies suggest pyrethrins and pyrethroids might be capable of causing cancer in people. Children exposed to large amounts of pyrethrins or pyrethroids would be expected to be affected in the same way as adults. There is no evidence in humans that these chemicals cause birth defects.
* Discourage your children from eating dirt and make sure they wash their hands frequently before eating.
* Wash fruits and vegetables before eating them and trim the fat from meat and poultry because pesticides often concentrate in fat.
; | <urn:uuid:e816ccae-8038-4a90-8e82-80981bf5c295> | CC-MAIN-2018-51 | http://www.4csbc.org/toolkit/FactSheet_Pyrethroids.pdf | 2018-12-14T15:08:28Z | crawl-data/CC-MAIN-2018-51/segments/1544376825916.52/warc/CC-MAIN-20181214140721-20181214162221-00150.warc.gz | 321,608,943 | 635 | eng_Latn | eng_Latn | 0.998088 | eng_Latn | 0.998088 | [
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On-Site Composting
Composting Process
Composting is a process in which food waste and other organic waste are broken down under the presence of oxygen/air to produce compost. This compost can be used in gardens to grow vegetables and flowers. The composting process is done mostly by the composting microorganisms that are naturally occurring in waste. The key to successful composting is to ensure that these composting microorganisms have optimal conditions such as air and a good mix of food waste with other carbon rich material.
Regulatory Obligations
If an obligated premises under the Food Waste Regulation decides to set up a composting unit on its own premises, it needs to ensure that there is full compliance with all of the relevant environmental and public health legislation. The operator must apply to its local authority for a certificate of registration 1 to authorise this activity, as this is a requirement of the Waste Management Act. It is also important that the status of the facility is checked in respect of the need for planning permission.
Separately from the Food Waste Regulations, strict hygiene-related legislation applies in Ireland to the handling of food waste in order to prevent animal disease. This legislation is supervised by the Department of Agriculture, Fisheries and Food. This legislation not only prohibits the feeding of food waste to farm animals, it may also affect the operation of on-site composting.
Hotels, hospitals, prisons, pubs, schools and other similar institutions can compost food waste 2 on-site provided they:
s Do not keep pigs, poultry or ruminants on the premises;
s Only food waste produced on the premises is composted; and
s The compost produced is only applied on the land of the premises.
If the premises adheres to these conditions mentioned above, it does not need to be approved 3 by Department of Agriculture, Fisheries and Food. Persons considering establishing an on-site composting unit are advised to contact the Animal By-products Division at the Department of Agriculture, Fisheries and Food to obtain a clear picture of the relevant legal requirements.
1: Premises producing less than 50 tonnes of food waste per year will need a certificate of registration 2: This food waste must only be 'catering waste' as defined in Animal by-Product Regulations
3: The Department of Agriculture, Fisheries and Food is reviewing policy in this area as it applies to hotels and other similar institutions
Best Practice Tips
s Have only one person responsible for the operation of the composting unit;
s Ensure the food waste is blended with other carbon rich materials such as newspaper, wood chips, garden branches and materials and this will help the composting process to work properly and to avoid smells;
s Make sure the blended food waste is turned regularly to allow the aeration of the material as the composting microorganisms need air to survive; and
s Composting should be undertaken in a suitable location to avoid causing any nuisance to neighbours.
Types of Systems
In some instances, small guest houses and B&Bs may generate only a very limited quantity of food waste and, in some cases, the arrangements that apply to home composting may be suited to these situations. Details on home composting can be found on www.stopfoodwaste.ie
Hotels and other similar premises may need a larger on-site enclosed composting unit; which is typically the size of a small car. These systems typically operate by placing the food waste into them and by adding woodchips to ensure there is the right mix available for the composting process. Some systems mechanically move/mix the material to speed up the composting process and to achieve high temperatures to kill pathogens.
Before you decide to purchase an on-site composting unit, you should ask yourself the following questions:
s How much food waste does the premises generated?
s Based on this volume of food waste determine what is the most economical method of treating food waste – (1) by composting on-site or (2) using a brown bin service provided by a waste collector
s Is there one staff person available to take responsibility of the operation of the composting unit?
s Is there enough land at the premises on which to apply the compost?
s Is there a suitable location to place the composting unit on the premises?
s Is the premises located in an urban area? If yes, it might be best to instead use a brown bin collection service.
Recommendations
s Before you buy an on-site composting unit, it is recommended that you talk to an existing business that has an on-site composting unit. Contact your local Environmental Awareness Offi cer in your Local Authority to fi nd a local business with an on-site composting unit.
s Recommended further reading- "Implementation of an Urban Community Composting Programme" Sarah Miller, Andy Wilson & Roger Warburton, Rediscovery Centre, c/o Ballymun Regeneration Ltd. Dublin 9. Environmental Protection Agency. This report can be downloaded on www.foodwaste.ie
Disclaimer:
Cré or the Department of Environment, Heritage and Local Government believe the content of this report to be correct as at the date of writing. However, factors such as prices, levels of recycled content and regulatory requirements are subject to change and users of the report should check with their suppliers to confi rm the current situation. In addition, care should be taken in using any of the cost information provided as it is based upon numerous project-specifi c assumptions (such as scale, location, tender context, etc.). The report does not claim to be exhaustive, nor does it claim to cover all relevant products and specifi cations available on the market. While steps have been taken to ensure accuracy, Cré or the Department of Environment, Heritage and Local Government cannot accept responsibility or be held liable to any person for any loss or damage arising out of or in connection with this information being inaccurate, incomplete or misleading. It is the responsibility of the potential user of a material or product to consult with the supplier or manufacturer and ascertain whether a particular product will satisfy their specifi c requirements. The listing or featuring of a particular product or company does not constitute an endorsement by Cré or the Department of Environment, Heritage and Local Government and Cré or the Department of Environment, Heritage and Local Government cannot guarantee the performance of individual products or materials. This material is copyrighted. It may be reproduced free of charge subject to the material being accurate and not used in a misleading context. The source of the material must be identifi ed and the copyright status acknowledged. This material must not be used to endorse or used to suggest Cré's or the Department of Environment, Heritage and Local Government endorsement of a commercial product or service. | <urn:uuid:bf8ce02a-dfde-4d38-8880-dbb3638d8255> | CC-MAIN-2018-51 | http://www.foodwaste.ie/wp-content/uploads/2010/06/On-Site-Composting1.pdf | 2018-12-14T15:08:54Z | crawl-data/CC-MAIN-2018-51/segments/1544376825916.52/warc/CC-MAIN-20181214140721-20181214162221-00151.warc.gz | 390,131,970 | 1,341 | eng_Latn | eng_Latn | 0.995183 | eng_Latn | 0.995355 | [
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Monumental Gifts (SB p.48-49)
I- General Knowledge :
1- What do the seven spikes of the Statue of Liberty symbolize?
________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________
2- Why do some Poles love the Palace of Culture and Science while others hate it?
________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________
II- True / false:
a- Say if the statements are true or false and justify your answers by quoting the text :
1- The construction of the Palace of Culture and Science took over 13 years. ____________
________________________________________________________________________ ________________________________________________________________________
2- The Visitors of Balmoral Castle can enter all the rooms. ___________________________
________________________________________________________________________ ________________________________________________________________________
b- Say if the statements are true or false and justify using your own words:
1- The Statue of Liberty isn’t anymore the tallest structure in New York. _______________
________________________________________________________________________ ________________________________________________________________________
2- The Palace of Culture and Science has got 3,288 rooms in addition to three theaters, a swimming pool, a museum and a congress hall. _________________________________
________________________________________________________________________ ________________________________________________________________________
III- Reading Comprehension :
1- Where did the French people build the Statue of Liberty?
________________________________________________________________________ ________________________________________________________________________
2- Which of the three sights would you like to visit? Why? Explain in not more than 60 words.
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Paul's Ministry - May 30
Parents: Saul went from persecuting the followers of the Lord to boldly proclaiming Jesus is the Messiah. That put him in a challenging position with opposition on all sides. The Jews thought it was best to end Saul's life while the disciples were frightened and didn't trust him. Let's take a look in the Book of Acts at how the Holy Spirit gave Saul (Paul) the power to preach through it all.
Read: Acts 9:19b-31 Saul in Damascus and Jerusalem
Saul spent several days with the disciples in Damascus. 20 At once he began to preach in the synagogues that Jesus is the Son of God. 21 All those who heard him were astonished and asked, "Isn't he the man who raised havoc in Jerusalem among those who call on this name? And hasn't he come here to take them as prisoners to the chief priests?"22 Yet Saul grew more and more powerful and baffled the Jews living in Damascus by proving that Jesus is the Messiah.
23 After many days had gone by, there was a conspiracy among the Jews to kill him, 24 but Saul learned of their plan. Day and night they kept close watch on the city gates in order to kill him. 25 But his followers took him by night and lowered him in a basket through an opening in the wall. 26 When he came to Jerusalem, he tried to join the disciples, but they were all afraid of him, not believing that he really was a disciple. 27 But Barnabas took him and brought him to the apostles. He told them how Saul on his journey had seen the Lord and that the Lord had spoken to him, and how in Damascus he had preached fearlessly in the name of Jesus. 28 So Saul stayed with them and moved about freely in Jerusalem, speaking boldly in the name of the Lord. 29 He talked and debated with the Hellenistic Jews, but they tried to kill him. 30 When the believers learned of this, they took him down to Caesarea and sent him off to Tarsus.
31 Then the church throughout Judea, Galilee and Samaria enjoyed a time of peace and was strengthened. Living in the fear of the Lord and encouraged by the Holy Spirit, it increased in numbers.
Discuss: Why were the people surprised and confused that Saul was preaching and teaching that Jesus is the Son of God? Before Saul's experience with the Lord on the road to Damascus he was trying to harm those that shared about Jesus.
When Saul tried to join the disciples, what happened? They were afraid of Saul because he had hurt other Christians. Who told the disciples that Saul was a changed man? Barnabas. Did they believe Barnabas? They must have because Saul was able to stay with them and share news of Jesus with others. The Holy Spirit encouraged the church (followers of Jesus) and what happened? The church increased in numbers which means more people believed in Jesus as the Messiah. How can we be like Paul and Barnabas? By the power of the Holy Spirit we can fearlessly tell others that we are forgiven because Jesus died for our sins.
Some people didn't like that Saul was preaching about Jesus and made a plan to end his life. How did Paul escape? His followers lowered Saul in a basket through an opening in the wall. Wow! That must have been a sight to see!
Key Point: Tell Others About Jesus
Tell Others (Make "O" shape with one hand bring to mouth like blowing a horn, next point to others in the room)
About Jesus (Tap one finger in the center of the flat palm of the opposite hand)
Family Activity: Color the sheet included. Think of ways you can tell others about the forgiveness we have in the Lord Jesus.
Prayer: Dear God, We praise You for forgiving and changing hearts. By the power of the Holy Spirit let us fearlessly tell others about Jesus. We thank and love You. Amen.
Next Steps: Memorize Acts 9:20 At once he (Paul) began to preach in the synagogues that Jesus is the Son of God.
Tell Others About Jesus
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"There's no time for a story today": Why time should always be made for storytelling.
Story telling for young children is important, Bower (2014), Agosto (2016) and Ramous (2012)
explain storytelling to young children can support their oracy, writing and reading skills. Ramous (2012) explains when children are listening to a story, it builds a positive relationship between the child and their awareness of reading and writing. Children's language develops as they listen to the story and significant relationships can be built between oral and written work (Ramous, 2012). Bower (2014) explains when children are engaged in a story it sparks their imagination, which provides children with the chance to develop an understanding of literacy. Agosto (2016) believes children who engage in story telling become better at reading and Doriet (2011) discusses the importance of storytelling to develop children's oracy, writing and reading skills. A five-minute presentation was undertaken as part of an assignment, reading the story Dear Zoo by Rod Campbell (2010), which was pre-recorded. The presentation included sign language, repetition, onomatopoeia and using props. Repetition is used in the story Dear Zoo. For example, the words "so they sent me a" and "so I sent them back" are used throughout. This leads to the question, why is repetition beneficial for children's literacy skills? Repetition is used in story books, Sari et al. (2017), Raising children (2018) and Teaching English (2020) explain repetition is included in stories to develop children's language and literacy skills. Centres for Disease Control and Prevention (2020) and Reading bright start (2020) explain when words are repeated, connections are made in young children's brains which builds their language and literacy skills. Evidence Based Teachers' Network (2017) states a learner needs repetition, explaining brain cells make connections with new information that is presented in a repeated pattern. Sari et al. (2017) describes repetition as a 'persuasive strategy' which stimulates children's imagination, therefore it can encourage children to learn. By reading out new words over and over they become familiar to the children and this can support their literacy skills (Sari et al., 2017). Repetition has been discussed by theorists for many years. Repetition in stories could be linked to Piaget's schema: the pre- occupational stage. Andersen (2016) explains Piaget's pre-occupational schema as loops of repetition that encourage children to learn. However, without repetition it could be more difficult for the child to remember (Andersen, 2016). Additionally, repetition is included in Bruner's Spiral Curriculum. Clark (2010) explains Bruner's theory for children's learning was for information to be revisited by the children and for methods such as reading to be repeated. In this case, the words in the book could be linked to Bruner's theory. Weibel (2011) explains repetition has been an effective method of learning, dating back to 3,000 BC and was once described in Ancient Greece as the more frequently things are experienced together, the more one will learn. To support this further, more specifically on how repetition can support children's reading skills, Frost (2017) and Kuppen (2018) explains repetition in stories helps children's reading skills and when a child listens to a story, they build an understanding of reading along with the meaning of the words. Finally, Welsh Government (2019) states learners who listen and read effectively are prepared to learn and prepared for life. Sign language is used in the presentation. Mayberry (2006), Angier (1991) and Lenneberg (1962) suggest deaf babies have an instinct to acquire language and communicate just as a hearing baby would. However, instead of using babbling noises, they mimic their caregivers' sign language to display communication from around 6-12 months old. Therefore, this suggests it is important to include children's sign language in storytelling to support the development of sign language. Spence (2010) suggests that deaf children should experience storytelling in schools to build on their literacy skills. Similary, Mayberry (2006) states sign language includes linguistic rules, just as spoken language includes words and sentences. Soneson (2020), Lawrence (2015) and the National Deaf Children's Society (2020) explains sign language can be used to support children's language and literacy skills. Lawrence (2015) discusses how sign language can be beneficial for children's language development for children who are deaf or hard of hearing. However, the use of sign language for children who can hear can be just as beneficial for their literacy skills. Lawrence (2015) states the use of sign language, even from an early age for children who do not yet have the ability to speak, has been linked to benefit children's literacy skills. Studies have shown that children from families who used sign language have better language and literacy skills (Lawrence, 2015). This evidence highlights the importance of using sign language to promote children's literacy skills, however more specifically research suggests links between sign language and children's oracy skills. English Speaking Union (2020) and McCormack and Klopper (2016) describes oracy skills as listening to others, being able to express themselves and to share views. Sign language provides children with opportunities to experience these skills. McCormack and Klopper (2016) suggest oracy is a necessity in society and a beneficial for all children to learn. The presentation includes the use of onomatopoeia.
Sasamoto (2016), Cambridge Dictionary (2020) and Assaneo and Nichols (2011) explain onomatopoeia is a word that is used to imitate sounds or exaggerate words. An example of onomatopoeia in storytelling could be imitating the noises of animals. Laing (2017) states using onomatopoeia helps children associate speech with sounds and promotes children's language development. Children's phonological development can be supported when onomatopoeia is practised. Laing (2017) explains when children hear new words it can enhance their literacy skills to remember. To support this further, Laing (2014) emphasises the importance of onomatopoeic words by explaining that the first forty-eight words listed by children acquired from a range of languages, forty of them are onomatopoeic words. This suggests the use of onomastic words support children's literacy skills (Laing, 2014). Twinkl (2020) explains when a word is said aloud using onomatopoeia, to children it can be phonologically imitated to describe the sound of the word, therefore suggesting onomatopoeia supports the development of children's literacy skills. Onomatopoeia can be used to make words dramatic and clear for children. Early Years Careers (2020) suggest that using onomatopoeia while story telling can be a 'good tool' to engage children into the story and introduce new words. Onomatopoeia from an author's view is included in stories to fully engage the reader and listener into the story, to enhance learning and enrich the language in the stories (Harris, 2018). It could be suggested that links to children's writing skills can be made. Although children may not be aware of some of the words being spoken using onomatopoeia, this practice introduces them to the meaning of the words along with the pronunciation (Early Years Career 2020). Props have been used in the storytelling presentation. Using props or puppets can support children's language and literacy skills. Stadler and Ward (2010), Toddler Tales (2017) and Early Years Careers (2017) suggests using props while telling a story to children can develop children's literacy and language skills. Toddler Tales (2017) explains when a prop is used, such as a soft toy or puppet while telling a story, it not only draws on children's attention, it could also enrich and encourage children's language to develop. Furthermore, Early Years Careers (2017) discusses the importance of using props, explaining children's language can expand when props are used. Props can grasp children's attention and children become more engaged when props are used. Early Years Careers (2017) explains if props are used there is an element of fun, which can encourage children's vocabulary as well as provide children with the opportunity to get involved. Children could hold the props with the practitioner, or children could be asked to select a prop to use ready for the story. Furthermore, National Deaf Children's Society (NDCS, 2021) explains using props can be a useful tool to support deaf children with sign language; props can enrich the story telling and entice an interest in language and storytelling (NDCS, 2021). Lewis (2019) suggests the use of props such as finger puppets or toys can support children to listen and engage. Lewis (2019) states for a child to learn new words and the meaning of works, it is important children associate reading with being as positive experience and by using props can make it more fun for children. Lewis (2019) adds storytelling is strongly linked to building early literacy skills and props are a useful tool to support this. Similarly, Childcare Extension (2019) explains by using props, such as puppets or soft toys, this could support children's language skills and communication skills. Childcare extension (2019) explains that using props can encourage children's language and at times provide more variety to keep the fun element in storytelling. Maynard (2020) discusses how using props while storytelling is not only a valuable tool for children's language development, but it can also add a mixture of fun and variety. Story sacks are an effective to use, which could enrich children's interest in storytelling, therefore will support the development of children's language skills. Likewise, Raising Children (2021) states reading with props to children at an early age builds a solid foundation for developing a larger vocabulary, explaining some words can be very new or unfamiliar to some children. Teaching English (2021) and Stadler and Ward (2010) states props have a positive effect on building children's descriptive language and literacy skills. Early Years Educator (2015) explains storytelling while using props can support children's communication, language and listening skills. Lastly, Cocherane (2014) explains props such as puppets can be used to support children's language and literacy skills. Props can draw on children's attention and allow children to feel part of the story telling session (Cocherane 2014).
This evidence suggests story telling can have benefits for children's literacy skills and their learning can be enhanced by using certain methods. Repetition is used to enhance children's learning; sign language is used to encourage language development and onomatopoeia is used to add excitement and encourage children's interest. To support children's language, based on this research, it is clear enthusiasm is an essential tool to entice children's attention initially. However, to keep children interested, the enthusiasm must be attained throughout the storytelling to build on children's language which could develop new words and associate them with one another. From the research, it suggests, children select the same book to read over and over due to interest of the story. Therefore, it is important that practitioners allow this to happen and not simply ask "why?" they would like the same book again. The evidence suggests children's literacy develops with repetition and reading the same book over and over is a repetitive tool which practitioners can use to support children's literacy. From these findings, using props while telling a story has an effective impact on children's engagement, children's attention and provides children with the opportunity to feel involved with the story. Providing children with the opportunity to be more involved with the story, asking them to join in by using the props in the story could have a positive impact on children's language and literacy development. Another key area to consider is on occasions children's story time is often associated with sitting down, being quiet, sitting still and remaining patient and not asking any questions. This could be linked to the sayings "fingers on the lips" or "children must be seen, but not heard". However, evidence suggests it is important that children are provided the opportunity to be able to explore, they are given the freedom to move around and are they are not restricted. For children's language to be able to develop, children should be given the chance to be able to ask any questions regarding the story. Using onomatopoeia while discussing the characters or environments when storytelling can support children's literacy and language skills. Going forward, based on this evidence, the importance of using onomatopoeia should be encouraged for all practitioners. Finally, this evidence suggests settings should be encouraging sign language for children who are not deaf and deaf to support children's language and literacy skills.
Reference List,
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Lewis (2019) Playful Storytelling- Using a Story Bag, Basket or Prop Box.
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McCormack, B. A. and Klopper, C. (2016) The potential of music in promoting oracy in students with English as an additional language. International Journal of Music Education. 34(4) p416-432. doi:10.1177/0255761415619066
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47 (3) p265-305. DOI: https://doi.org/10.2979/jfolkrese.2010.47.3.265
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6
Welsh Government (2017) Foundation Phase Profile Handbook. Available at: https://hwb.gov.wales/api/storage/f9d85dba-85a4-4e87-bb58a24730ad7e57/foundation-phase-profile-handbook-revised-september-2017.pdf (Accessed: 03.11.2020). | <urn:uuid:cac27f04-d3af-4562-a3d6-e5b7c469c57e> | CC-MAIN-2021-43 | https://www.ecsdn.org/wp-content/uploads/2021/06/Rebecca-Stevens-Submission.pdf | 2021-10-28T15:07:50+00:00 | crawl-data/CC-MAIN-2021-43/segments/1634323588341.58/warc/CC-MAIN-20211028131628-20211028161628-00324.warc.gz | 892,671,528 | 5,118 | eng_Latn | eng_Latn | 0.729843 | eng_Latn | 0.989999 | [
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Safety Corner Lesson Plan
Topic: Bullying
By: Sgt. Bonnie Collins
firstname.lastname@example.org
Colorado Academic Standards Comprehensive Health Standard 2.4.3 "Apply knowledge and skills that promote healthy, violence-free relationships."
Learning Objective: Students will learn how to be more inclusive of everyone and demonstrate what to do when they see bullying behaviors.
21st Century Skills & Post-Secondary and Workforce Readiness: Cooperation, Collaboration
Materials: none; there is a physical activity/game called "In and Out", which is similar to Duck, Duck, Goose. This can be played in the beginning or the end of the lesson.
Key Vocabulary: bullying behavior, inclusive
Time: 30 minutes
Synopsis
Students play an outdoor, circular game in which one of the students is designated "out" and races to be included in the circle again. This precedes a discussion on how to be inclusive, kind and confront bullying behaviors.
Consideration: The game must be played outdoors or in a large gym or cafeteria space.
Connect with Students (5 Minutes)
Students will learn how to be more inclusive of everyone and understand what to do when they see bullying behaviors.
- Key vocabulary: bullying behavior (defined in the context of the lesson)
Instructor: What are some of your favorite games to play? (Allow students to respond before sharing a game that you enjoyed playing when you were their age.)
Safety Instruction/Activity (20 Minutes)
Instructor: Today I came to share one of my favorite games with you. It's called "In and Out." First let's line up and go to (wherever you have decided to play the game – gym, rec room, playground, etc.)
Instructor: (When students are lined up) Follow me in a straight line and when we get to the space I am going to lead you around until we have formed a circle so follow the person in front of you carefully. (Lead the students to the space, form the circle and ask everyone to have a seat and sit cross-legged.)
Instructor: Here are the directions for the game. I am going to tap each person on the shoulder and say the word, either "in" or "out." If I say the word "in" when I tap you on the shoulder, relax and stay seated, you are still in the circle. If I say the word, "out" when I tap you on the shoulder – Uh-oh, you're "out." I must run all the way around the circle to your spot, with you chasing me. If I make it all the way back to your sitting spot before you catch me, then you are now "it." You then tap each of your classmates on the shoulder saying "in" until you choose someone you call "out." You then race around the circle to their seat. If they catch you, you are still "it." If they don't catch you, they are now "it." If you are "it," please choose someone who has not been chosen before, so we give everyone a chance to be chosen.
Let's try a sample game before we play for real just to check to see if everyone understands how to play the game. (Play a short game – choosing one person and answer any questions that arise before you announce it is time to play the real game. This game will take approximately 1 minute per student if you cycle through it and allow every child to be "it."
When the game is complete, ask students to remain in their seated positions on the ground/floor while you discuss the lesson.)
Instructor: I enjoy this game because at the end of the game, there are no losers. Everyone begins in the circle and everyone ends in the circle. And when we are in the circle, we are all equal. In real life, it doesn't always happen that way.
Sometimes children try to deliberately keep other children "out." They try to keep them out of games by not allowing them to play. They try to keep them out of lunch by not sitting by them. They try to keep them out of line by not letting them get in. They try to keep them out of parties by not inviting them. They try to keep them out of activities by talking about them to other people and telling them things that are not true. They may even threaten people or try to make them feel bad about themselves.
When someone tries to hurt someone else who feels helpless against them, we call these bullying behaviors. These kinds of behaviors can hurt people's feelings and make them sad. No one likes to feel sad. Bullying behaviors can be physical, like when someone physically hits or pushes you.
Or they can be verbal – like when someone calls you names, or taunts and teases you. And they can also be psychological, as when someone deliberately excludes you or ignores you.
To be clear, if you have an argument with someone, like your sister and it doesn't end well, they may not necessarily be demonstrating bullying behaviors. Bullying behaviors are persistent. These are things people do over and over again to deliberately hurt you or make you feel embarrassed or afraid. If you see someone who is being intentionally hurtful to another person, there are things you can do. Tell the person he or she is being mean, and you don't like it.
People who intentionally hurt others are empowered when no one speaks up or says anything. They are more likely to continue doing it if everyone else seems silent and in agreement. If you were being hurt, wouldn't you want someone to speak up for you? Of course you would!
The next thing you must do is tell a teacher or other adult you trust. Let them know you are concerned about the person who is being hurt and ask the adult to help them. If you feel hurt by the things someone is saying or doing, you should do the same thing. Speak up and tell the person who is hurting you that you don't like the way they are acting, or you don't like the things they are saying.
Then tell an adult and have them intervene immediately. This takes courage because sometimes BULLYING these people may at first seem scary. But if ever there was a time to be fearless, this is it! Sometimes you feel hurt by what someone is saying or doing, but not because you feel helpless or that their actions are intended to hurt you, but rather because the two of you disagree. That's normal.
Grown-ups have disagreements too. The way we solve them is to listen to each other. If you have a disagreement with someone try this: say, "I will listen to you. And you can listen to me. We can be friends even if we disagree." Then, ask them to tell you why they are upset or frustrated and see if you can help. Sometimes the two of you may have to agree to disagree. That's okay too. Adults do that all the time.
Instructor: In the circle of school friends, no one should feel left out. Be inclusive and let everybody "in." Let everybody participate. Let anyone who wants to, join the game. Invite everybody to your party. Play with people who look, act or speak different than you. And speak up if someone tries to force someone else out of the circle of your classmates. "In and Out" is a fun game for the playground. But, no fun at all in real life!
Evaluation: Let's see if we met our learning objectives today. Name one thing you can do if you see bullying behavior, and name one thing you can do to be more inclusive.
Sources:
References www.Stopbullying.gov
Pacer's National Bullying Prevention Center. www.pacer.org
http://www.pbis.org/school/bully-prevention http://www.safeyouth.gov/Pages/Home.aspx
http://www.bullypolice.org/grade.html
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Fine particle concentrations in the playground next to a busy road can be comparable to those on the main road during drop-off hours.
Nature-based solutions, such as a dense hedge around the school perimeter, can help to improve air quality in the school environment.
Any activities in the playground should be limited during drop-off hours until adequate mitigation measures are implemented by the school and/or community.
Children
* If your playground is near a road, try not to play near that road in the mornings.
* Any outdoor classes in morning hours should, where possible, be rescheduled for later in the school day (i.e. afternoon).
* Schools can plant or improve low-allergy, non-poisonous green barriers (e.g. hedges) between school premises and nearby roads to further reduce traffic impacts on school environments.
* Consider implementing an additional entry close to the main road, with a safe footpath surrounded by green barriers inside the school premises.
* Schools should prevent children from playing near any fence bordering a busy road.
* Local community members can support the school in planting green barriers around the school and/or implementing other suitable control measures.
* Local community should collaborate with local authorities to adopt a planning approach in all existing and new developments that prioritises safe and enjoyable streets, in order to encourage parents and children to walk.
SCHOOL
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Saint Thomas' C of E Primary Academy
In Association with:
Manor Multi-Academy Trust
Religious Education Policy
Saint Thomas' C of E Academy Religious Education (RE) Policy
At Saint Thomas' C of E Academy Religious Education helps children to learn about their own religion and other people's religion as well as skills from religions such as those of consideration, tolerance, empathy and respect.
Religious Education contributes to pupils' spiritual, moral, cultural, intellectual, social and physical development by helping them:
- To understand what religions teach, what it means to be a religious believer, and to be aware of experiences which raise issues about the meaning of life.
- To reflect on and respond to, this understanding and awareness, and to express their own ideas.
INTENT:
Religious education enables children to investigate and reflect on some of the most fundamental questions asked by people. At Saint Thomas' C of E Academy our curriculum is designed to develop the children's knowledge and understanding of the major world faiths, and we address the fundamental questions in life. We enable children to develop a sound knowledge not only of Christianity but also of other world religions, especially those that are the main faiths of children within our school. Children reflect on what it means to have a faith and to develop their own spiritual knowledge and understanding. We help the children learn from religions as well as about religions. As a Church school within a Multi- Academy Trust we work hard to promote our Christian Distinctiveness and our Christian Values of Trust, Aspiration, Honesty, Forgiveness, Respect, and Responsibility. Our curriculum is seen in its widest sense as the entire planned learning experience. This includes formal lessons as well as events, routines, and learning that take place outside the classroom.
Our curriculum is designed to allow each pupil to:
So that each pupil will:
- develop an awareness of spiritual and moral issues in life experiences;
- develop knowledge and understanding of Christianity and other major world religions and value systems found in Britain;
- develop an understanding of what it means to be committed to a religious tradition;
- be able to reflect on their own experiences and to develop a personal response to the fundamental questions of life;
- develop an understanding of religious traditions and to appreciate the cultural differences in Britain today;
- develop investigative and research skills and to enable them to make reasoned judgements about religious issues;
- have respect for other peoples' views and to celebrate the diversity in society.
Our Religious Education curriculum provides a broad and balanced education and allows our children to become:
Successful learners, who enjoy learning, make rapid and sustained progress and achieve their very best in all they do.
Confident Individuals who are able to live safe, healthy and fulfilling lives;
Responsible citizens, who can make a positive contribution to society.
Our School Core Values
Our RE curriculum is underpinned by the values that we hold dear at our school.
Resilience – The power of yet…
Perseverance – Never giving up…
Friendship – Being there for each other and learning from each other's values and beliefs…
Respect – To all, to each individuals own religion and their beliefs…
Determination – Keep on trying…
Self-belief – You can be anything you want to be…
Teamwork – Work collaboratively, valuing one another…
Honesty – is the best policy…
Fairness – Give everyone a fair chance and everyone has a fair voice…
Appreciation – Being thankful for all that we have, who we are and all that we can learn with and from one another…
4
IMPLEMENTATION:
The Legal Position of Religious Education
Our school curriculum for religious education meets the requirements of the 1988 Education Reform Act (ERA). The ERA stipulates that religious education is compulsory for all children, including those in the reception class who are less than five years old. The ERA allows parents to withdraw their child from religious education classes if they so wish, although this should only be done once the parents have given written notice to the school governors. The ERA also allows teachers to refuse to teach religious education, but only after they have given due notice of their intention to the school governors. The religious education curriculum forms an important part of our school's spiritual, moral and social teaching. It also promotes education for citizenship. Our school RE curriculum is based on the Wolverhampton LEA's Agreed Syllabus and it meets all the requirements set out in that document. The ERA states that the RE syllabus should reflect the fact that the religious traditions in Great Britain are in the main Christian, and that it should, at the same time, take account of the teachings and practices of other major religions.
Organisation and Planning
We plan our Religious Education curriculum in accordance with the Wolverhampton LEA's Agreed Syllabus. Each topic builds on prior knowledge and offers opportunities for children of all abilities to develop their skills as well as offering challenge as they move through the school.
We plan our curriculum in three phrases. We agree a long-term plan for each key stage. This indicates what topics are to be taught in each term, and to which groups of children. We review our long-term plans on an annual basis.
With our medium-term plans, we give clear guidance on the objectives and teaching strategies that we use when teaching each topic. The RE subject leader keeps and reviews these plans on regular basis, taking into consideration the Wolverhampton Agreed Syllabus as well as the pupil's interests and needs.
Our short-term plans are those that our teachers write on a weekly or daily basis. We use these to set out the learning objectives for each session, and to identify what resources and activities we are going to use in the lesson.
In Foundation Stage, Religious Education is an integral part of the topic work covered during the year. We relate the Religious Education aspects of the children's work to the objectives set out in the Early Learning Goals, which underpin the curriculum planning for children aged three to five.
Each class in both Key Stage 1 and Key Stage 2 will provide children a weekly Religious Education lesson, which will be 1 hour in duration.
Good Religious Education teaching builds progressively on pupil's prior knowledge. It also allows children to learn about religious traditions and to reflect on what the religious ideas and concepts mean to them. Our teaching enables children to extend their own sense of values and promotes their spiritual growth and development. We encourage children to think about their own views and values in relation to the themes and topics studied in the RE curriculum.
Through our Religious Education lessons, we teach the children about the values and moral beliefs that underpin individual choices of behaviour. We also promote the values and attitudes required for citizenship in a democracy by teaching respect for others and the need for personal responsibility. In general, by promoting tolerance and understanding of other people, we enable children to appreciate what it means to be positive members of our pluralistic society.
We also provide opportunities for spiritual development. Children consider and respond to questions concerning the meaning and purpose of life. We help them to recognise the difference between right and wrong through the study of moral and ethical questions. We enhance their social development by helping them to build a sense of identity in a multicultural society. Children explore issues of religious faith and values and, in so doing; they develop their knowledge and understanding of the cultural context of their own lives.
We promote and teach the children about the importance of British Values. They accept and engage with the British Values of democracy, the rule of law, individual liberty and mutual respect and tolerance of those with different faiths and beliefs. Through this teaching and learning, pupils will demonstrate skills and attitudes that will enable them to participate and contribute positively in life inside and outside of the school community.
Our Children's Curriculum Charter
Our children are entitled to a RE curriculum which enables them to:
- Have a voice, be heard and for their voice and viewpoint to be respected.
- Have the chance to learn about religious traditions and about the world in which they live in.
- Have the opportunity to understand what religions teach and what it means to be a religious believer.
- Learn about religion by sharing an understanding of religious practices, beliefs, ideas, feelings and experiences.
- Understand the impact of religion on people's lives.
- Learn from religion by developing and reflecting on their own thoughts about what it means to belong to a faith community in our country and across the world.
- Ask sensitive questions that provoke thought and challenge.
- Understand and value the importance of truth, fairness, right and wrong.
- Learn in different ways, both inside and outside the classroom, inside and outside of school.
- To develop their creativity, critical thinking, to be independent and learn from one another.
IMPACT
The impact of the curriculum design will lead to outstanding progress over time at all key stages, from the children's starting points. The rich and broad curriculum and units of work will enable teachers to consistently plan lessons progressively, building on prior knowledge and the development of key skills in order to deliver lessons over the highest standard and children's outcomes to be of the highest quality. Children will be confident, resilient, self-motivated, independent learners, with a depth of understanding of different religions and their differing beliefs.
We will ensure that the curriculum is regularly monitored and reviewed. The learning and outcomes will also be monitored and feedback will be given around what is going well and what are the ways to grow.
Our assessment system of building blocks will be used by the children and staff to reflect on the progress that is being made over time. Senior Leaders will evaluate progress that has been made and the impact of the curriculum to ensure all pupils, including the most disadvantaged and pupils with SEND have been given the knowledge and cultural capital they need to succeed in life.
Review
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Part 2: Sound
Why Do NASCAR Drivers Need To React Fast?
Grade Level
Topic
NGSS
3-5
Properties of Materials
LS1.D
Phenomenon
Students try to figure out which reaction time is faster, sight or sound, and how that knowledge will help them catch a falling dollar bill.
Materials
* Video—Reaction time lab + Dollar Bill challenge from 1:08 to 1:38
*Video—NASCAR Racing with Spotter Audio CH9RACING Pro Truck
* Meter sticks (1 per group of 3)
* Dollar bill or photocopy of dollar bill
* Measuring tape (the longer, the better)
* Lab Handout—Reaction Time
* Reference—Time and Distance
Material Management Tips
* Have video queued to play at the right starting times.
* Gather materials for investigation:
* 1 Meter stick
* Lab Handout
* Lab reference for each lab group
NASCAR® and NASCAR KIDS are trademarks owned and licensed by the National Association for Stock Car Auto Racing, LLC.
Consider using this lesson in tandem with or right after the NASCAR lesson Think Fast: Sight Reaction—Why do NASCAR drivers need to react fast? The lesson can be used without having previously taught that lesson, with some minor modifications that will be noted in the lesson guide.
www.nsta.org/nascar-kids
FUELED BY:
Interactions
One-to-one
One-to-small group
One-to-many
Modalities
How students communicate their ideas
Talk • Text • Visual: Drawing, Symbols, Table, Graph, Chart, and Gesture
Safety
NSTA encourages K–12 teachers and school leaders to promote and support the use of science activities in science instruction and work to avoid and reduce injury. Additionally, NSTA recommends teachers and school leaders visit the NSTA Safety Resource page for up-to-date information on safety issues and guidelines.
EXPERIENCE PHENOMENON
Students experience the phenomenon or problem. The teacher creates an opportunity for students to connect with this specific event or problem (through prior experience, interests, and curiosities) and raise or identify a student question to investigate.
What is the teacher doing to support students' sensemaking?
1. Introduce the Phenomenon
Gather students and introduce NASCAR racing to students to elicit excitement and experience the phenomenon together.
NASCAR® and NASCAR KIDS are trademarks owned and licensed by the National Association for Stock Car Auto Racing, LLC.
www.nsta.org/nascar-kids
What are students doing to make sense of the phenomenon? (Includes teacher look-fors)
Small group-to-many
Tell the students you have an interesting video clip you would like to share with them. Explain that the clip is of a NASCAR truck series race, and you want their help in figuring out why someone would be talking to the driver. Show the first 2 minutes of the video NASCAR Racing with Spotter Audio CH9RACING Pro Truck
Ask students to write down things they hear being said to the driver (play the clip again if necessary). Tell students they do not need to write down everything word for word, just a general summary. Next, use the probing questions to prompt students to think about what they heard.
* What type of information is being relayed to the driver?
* Why does the driver need that information?
* What does the driver do with the information?
* How could it influence the decisions the driver is making while racing?
* Does the auditory information help their reaction time?
Have students discuss the probing questions in small groups, then share their ideas with the whole class. Also, explain that the person they hear talking is called a spotter. A spotter is a person who sits where they can see the whole track (usually up high) and helps the driver by telling them about things they can't see. Then say, "It really seems like the driver is getting a lot of information from their Spotter. I wonder if they rely more on sight or the sound (words) the spotter shares?"
Poll the students to see if they think we rely on more on sight or sound. Record the poll results on the board.
Next, take a poll about sight versus sound. Ask students if they think they would react better to sight or sound and record the results in a public space.
Students watch the video to figure out the phenomena.
Students record what they hear the driver saying. Students are prompted to think about why a driver might need someone to talk to them during a race.
Students discuss their ideas about the information the driver is getting, then go public with their thinking.
Students take a poll to give their opinion about whether they think they have better reaction time to sight or sound.
NASCAR® and NASCAR KIDS are trademarks owned and licensed by the National Association for Stock Car Auto Racing, LLC.
www.nsta.org/nascar-kids
Then show students the following video clip, Reaction time lab + Dollar Bill challenge, from 1:08 to 1:38, of students trying to catch a dollar.
(If students have done the lesson Think Fast: Sight Reactions, you can skip showing the video and instead have a short discussion to reorient students to what they figured out about sight reactions.)
After watching the video or reorienting students with the sight reaction lesson, present a second poll to your students asking that if the kids in the video closed their eyes and the teacher gave them an auditory clue, would they catch the dollar bill more often? For example, if the teacher said "catch" or "now" just as he dropped the dollar, would they have a better chance at catching the dollar? Record the poll results on the board or common space.
Explain to the students that both of the videos demonstrate reaction time. If you have a word wall in your classroom, consider adding this word to it using your students' ideas for a definition.
Once students have come up with a definition, say, "Reaction time is how fast we do something in response to something else." For example, ask students what they do when they have touched something that is hot. Tell them, "Today, we are going to focus on how fast we can react to sound."
Note—If students have already done the Think Fast: Sight Reactions lesson, tell them that when they have completed today's investigation, they will compare their sight reaction times to their sound reaction times. Another option would be to do both a sight and a sound reaction time investigation during this lesson.
NASCAR® and NASCAR KIDS are trademarks owned and licensed by the National Association for Stock Car Auto Racing, LLC.
www.nsta.org/nascar-kids
Students watch a video about sight reactions or participate in a review discussion about the sight reaction lesson.
Students think about sight versus sound and if a sound or word might help the students in catching the dollar bill.
Students take another poll to give their opinion.
Students develop a definition of reaction time.
In their science notebooks (or on a piece of paper if not using science notebooks), ask students to divide one page in half and title one half "Sight—No Sound" and the other half "Sound— No Sight." Ask students to develop a model that could explain the process that happens in the body that would allow someone to catch a dollar bill when it was dropped, like in the video. Explain that their models should include both components (the parts in the system) and the relationship among the components (how the parts interact with one another). Remind students that they can represent things they can't see, such as light or sound, and to describe processes they can't see, such as things happening in their bodies like muscles working. Some expected ideas students might include are these:
* Our eyes have to see it, or our ears hear the signal.
* Our hands have to move to catch it.
* Our brain has to tell our hands what to do.
* There is a process that starts with the eyes or ears sending information to the brain and from the brain to our arm and hand.
As students develop their models, encourage them to use words, symbols, pictures, or anything they think helps explain what's happening. Ideas for things they can't see but want to describe are fine (for example, nerve impulses to the brain).
The goal here is to get students thinking about how their sense organs and body systems need to work together. They do not need to have everything correct in their models at this point. This can also be used as a formative assessment opportunity to assess prior learning and background knowledge.
Note—If students have done the Think Fast: Sight Reaction lesson, they could add to the model they developed during that lesson.
NASCAR® and NASCAR KIDS are trademarks owned and licensed by the National Association for Stock Car Auto Racing, LLC.
www.nsta.org/nascar-kids
Students develop an initial model to explain how their bodies might work to catch the dollar bill in different situations.
Give students a couple of minutes to compare their model with an elbow partner. Ask them to mark places where they had the same idea as their partner with a checkmark and any unique ideas (ideas found on only one person's model) with a star. As students share with each other, move about the room and look for common ideas and ideas that are unique. Again, ask a few kids to be ready to share their ideas with the whole class.
As a whole class, guide a discussion of their ideas. While they share, create a whole-class consensus model highlighting the big ideas. Take time to focus on what they think is different in the process when they use sight or sound. Expect some agreement and/or disagreement on what's important. Look for things students might omit from their explanations, like light moving from the dollar to the eye or sound moving from a person (or other source) to their ear. The goal is not to get the process correct, but to explicitly have all student ideas gathered in one place for the class to see.
Use discussion prompts, listed below, to support students' ideas around system and system models.
* We have different components (parts) in our model, but what else do we need to add to our model?
* Leads to needing to include how the components of the system work together
* What do you think might happen if a part of the system model changed? For example, what if the person had to wear a blindfold?
* Leads to the idea that body systems work together
* Thinking about body systems, what evidence do we have that supports the idea that systems work together?
Last, ask students how they could investigate this challenge to figure out more. Many students will say they should try the dollar challenge or engage in some kind of investigation about reaction time using an auditory queue. Agree with this idea, and transition into the investigation
Students work with a partner to compare ideas and look for similarities and differences in their models.
The whole class works together to make a model that contains ideas and questions about the lesson question:
Does using sight or sound make it easier to catch a dollar bill?
Students are prompted to think deeper about the body systems and processes needed to explain the phenomenon.
Students share investigation ideas that lead to next steps.
NASCAR® and NASCAR KIDS are trademarks owned and licensed by the National Association for Stock Car Auto Racing, LLC.
www.nsta.org/nascar-kids
INVESTIGATE
Students engage in the practices of scientists and engineers to build understanding of targeted science ideas (and engineering ideas) needed to explain the phenomenon or solve the problem.
Prepare for the investigation.
Students prepare to test both sight and sound reaction times.
Show students a meter stick, yardstick, or other ruler. Solicit a volunteer to help demonstrate how to measure reaction time by dropping the ruler and seeing how far the ruler has moved by the time it is caught. If your rulers have both metric and customary measurements, decide as a class which you will use before they begin. This is important for having results you can compare. Some students may need guidance in reading a ruler. Note that additional guidance about how to calculate an average may also be necessary. (Calculating average is a skill introduced in fifth grade. If you are working with younger students, consider modifying the investigation by having them circle the measurement that falls in the middle.)
Distribute the lab handout with data table. Before beginning the activity, have students revisit their models of how the body reacts with a sight-based stimulus vs. a sound-based stimulus.
Do the Investigation • Part 1
(If students did the NASCAR Reaction Time—Sight lesson, they can choose to copy over that data or redo the experiment in full.) In groups of 2 or 3 students, conduct the investigation with their eyes open and no audio cues. They use the table provided or the online calculator to determine their reaction times.
Before they begin, take a few minutes to orient the students to the lab handout. Ask students why it might be important to repeat the experiment several times and take an average of their results. Expect responses like these:
* We might mess up the first time.
* We might get better over time.
* We could be really fast one time and really slow another time.
* To know if our results are accurate
NASCAR® and NASCAR KIDS are trademarks owned and licensed by the National Association for Stock Car Auto Racing, LLC.
www.nsta.org/nascar-kids
Students get ready for the investigation.
Do the Investigation • Part 2
In the same groups of 2 or 3 students, conduct the investigation a second time, but this time with their eyes closed. The person dropping the ruler should give an audio signal at the exact moment they drop the ruler. Encourage students to practice once or twice before they begin their data collection.
Do the Investigation • Part 3
(Optional)
Some students may wonder if combining the two modes would improve their reaction times. If you have the time, consider allowing them to conduct the experiment a third time, combining sight with the audio cues.
REFLECT
Students use the new or revised science ideas they developed to help explain how or why the phenomenon occurs and/or to identify solutions to the problem.
Making sense of the investigation.
Students compare data from their experiments to draw conclusions.
In groups of 3–4, ask students to share their data or averages for each part of the experiment. Look for patterns in the data. Was the sight reaction time or the sound reaction time faster? The anticipated result is that the reaction time for sound should be faster than that for sight in most instances, which is likely to be counterintuitive to students but is supported by research.
Reconnect to the NASCAR videos.
Share with students that each NASCAR driver has many people who help them during a race. A NASCAR team is composed of as many as 10–15 members who work together to help the driver get around the track quickly and safely. They include the Team Owner, Team Manager, Crew Chief, Specialists, Engineers, Mechanics, Pit Crew, Driver, and Spotter. The Spotter was the person heard in the racing video.
Students begin to consider how a team supporting a driver could affect a driver's reactions by changing a part of the system model.
NASCAR® and NASCAR KIDS are trademarks owned and licensed by the National Association for Stock Car Auto Racing, LLC.
www.nsta.org/nascar-kids
Students investigate their sound reaction time.
Reconnect to the NASCAR videos.
Share with students that each NASCAR driver has many people who help them during a race. A NASCAR team is composed of as many as 10–15 members who work together to help the driver get around the track quickly and safely. They include the Team Owner, Team Manager, Crew Chief, Specialists, Engineers, Mechanics, Pit Crew, Driver, and Spotter. The Spotter was the person heard in the racing video.
Revisit the class model.
Ask your students to look at their initial model in their science notebook. Give them a couple of minutes to try to identify (circle) places in the system of sight reactions and sound reactions that might explain why reaction times from sound-related stimuli are faster than those from sight-related stimuli. Also, ask them if there is anything they would like to add to the class model.
Focus on the Spotter.
With the model revision, ask students about how the Spotter, sitting above the track and watching all of the cars in the race, helps the driver's reaction time. What changes in the model when someone is telling you in advance what is about to happen or informing you about things you can't see or hear? How might a spotter warn you of a crash or obstacle you didn't know about? What role does the spotter play in keeping the driver safe? Expected responses include these:
* The Spotter warns the driver.
* The Spotter sees things the driver doesn't.
* The Spotter can tell the driver what to do or avoid.
* The Spotter lets the driver anticipate instead of react.
* The Spotter helps the driver be ready for what is coming, especially when they can't see it.
* The Spotter can yell at the driver to get a quicker reaction time (sound).
NASCAR® and NASCAR KIDS are trademarks owned and licensed by the National Association for Stock Car Auto Racing, LLC.
Students begin to consider how a team supporting a driver could affect a driver's reactions by changing a part of the system model.
Revisiting and/or revising a class model is a core tenet of science. Models are constantly revised in science when new evidence comes to light. In this discussion, the class still won't know what contributes to the improved reaction time, so the purpose of this discussion is to solicit initial ideas and possibly new ideas for investigation. As students respond, use some probing questions to motivate reasoning and class discussion. Some suggestions include these:
* Does everyone agree?
* Who had the same idea as…?
* Why did you think ___ was important?
* How might that work?
www.nsta.org/nascar-kids
Consider having your students read this article— https:// ftw.usatoday.com/2020/02/nascar-daytona-500spotters-kyle-busch-joey-logano—or project the first picture in the article for them to see.
Optional
Ask students to add a page in their notebooks and title it Reaction Time. Create a three-column chart under the title with the following headings:
| Situations that need fast reaction time | Factors that afef ct reaction time |
|---|---|
Provide some time for students to add their ideas to the chart. Invite a few students to share some of their ideas with the class. If students don't include driving a car as a situation needing fast reaction time, suggest it now. Ask what kind of things drivers need to watch for and what tools are in cars now to help drivers keep track of the road around them. This step is important for your students to build a deeper connection to the phenomena. Encourage them to think of situations when they needed fast reaction time, and to expand their thinking to the world around them by also thinking about other people who might need fast reaction times.
The dropper would warn the catcher they were going to drop the ruler by saying "1,2,3, Drop." Of course with the brain activated and ready, reaction time for everyone should improve dramatically.
This lesson could be one in a series of lessons building toward the following:
4-LS1-2—Use a model to describe that animals receive different types of information through their senses, process the information in their brain, and respond to the information in different ways.
[Clarification Statement: Emphasis is on systems of information transfer.] [Assessment Boundary: Assessment does not include the mechanisms by which the brain stores and recalls information or the mechanisms of how sensory receptors function.]
NASCAR® and NASCAR KIDS are trademarks owned and licensed by the National Association for Stock Car Auto Racing, LLC.
The NSTA Daily Do is an open educational resource (OER) and can be used by educators and families providing students distance and home science learning.
Full NSTA Daily Do Library
www.nsta.org/nascar-kids
10
AT THE RACE TRACK
Find the spotters and the spotter platform!
Look for the spotters’ tools, including radios, headsets, and binoculars. Imagine how a spotter sees the track. Draw a picture of the track from your view and one from the Spotter’s view. How would your pictures look different? If possible, at the track you are visiting, consider taking a track tour.
NASCAR® and NASCAR KIDS are trademarks owned and licensed by the National Association for Stock Car Auto Racing, LLC.
www.nsta.org/nascar-kids
FUELED BY:
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_____________________________________________________________________________________________________________________
Chapter 17 / Comparing Photographs
The photographs below were both taken in Missoula, Montana. The one on the top is from 2008 and the one on the bottom is from 1952. Study the photographs, and then answer the questions that follow.
Philip Maechling, Missoula
a.
b.
(1) What is the subject of the photographs?
(2) Which photo shows an older part of town and which picture shows a newer part of town? How can you tell?
(3) List some of the similarities and differences between the two photographs.
Critical Thinking
What role do you think cars played in shaping these two streetscapes?
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Protect Your Heart by Losing Weight
Regular physical activity, like dancing, can help you lose weight. Losing weight lowers your risk of heart disease and stroke because it helps you control blood glucose (sugar), blood pressure, and cholesterol levels. You don't have to lose a lot of weight to see the benefits. Even a loss of 10 to 15 pounds can help a lot.
Weight loss can be hard because it means changing the way you eat and how much activity you get. The older we get, the harder it is for us to lose weight because we burn fewer calories. We also tend to be less active. Losing weight takes time—and that can be frustrating. The good news is that you can lose weight and keep it off, even if you've never done it before.
What strategies can help me lose weight?
Here's what works for people who have lost weight and kept it off:
* They cut back on calories and fat.
* They're physically active most days of the week.
* They eat breakfast every day.
* They keep a record of their weight, what they eat and drink, and what they do for physical activity.
The more of these you can fit into your weight loss plan, the more likely you will succeed. It's important to both eat fewer calories and be more active.
What's the secret to changing habits?
Every change involves several stages, and each stage is important. Here's an example.
1. Sue decided she wanted to lose some weight.
2. She thought about ways she could cut calories and exercise more. She decided that she wasn't ready for all of her ideas. But for some, she was ready.
Regular physical activity, like dancing, can help you lose weight.
3. At the time, she ate ice cream almost every night for her snack. She knew that one way to lower calories would be to eat something with fewer calories than ice cream. She decided that this was a change she was ready, willing, and able to make. She saved changes she wasn't ready, willing, and able to make until another time.
4. Next, Sue made a realistic plan. She'd have an apple instead of ice cream at least 4 times a week.
5. Then she took action. She bought some apples and started eating an apple for her evening snack 4 times a week. She still had ice cream on the other 3 nights, but changed to a light ice cream. She had only one serving with no second helpings.
6. Now, after more than 6 months, it's part of her routine and she's ready to try another change.
American Diabetes Association 1–800–DIABETES (342–2383) www.diabetes.org ©2012 by the American Diabetes Association, Inc. 1/15
Think about a change you'd like to make. Decide what you're ready, willing and able to do. Then plan exactly how and when you'll do it.
Strategies for losing weight
Now it's time to get started. Put a check mark next to the things you're ready, willing, and able to do. Or write down your own ideas. Choose at least one eating goal and at least one exercise goal.
How to cut back on calories and fat
J Eat smaller servings of high-calorie favorites.
J Split a main dish with a friend or family member when eating out. Or take some home for another meal.
J Ask for salad dressings and sauces "on the side" and then use as little as possible.
J Include a fruit or a vegetable with every meal or snack.
J Cook in lower-calorie ways: roast, broil, grill, microwave, steam, or bake. Use nonstick pans or cooking sprays.
J Cut back on high-calorie toppings, such as butter, margarine, sour cream, regular salad dressing, mayonnaise, or gravy. Instead, season your food with herbs, spices, salsa, lemon juice, or other low-calorie choices.
J Check food labels. Choose foods with fewer calories than your usual choices.
J Keep serving sizes small for snacks. And, eat low-calorie snacks such as popcorn, raw veggies, and fruit.
J Other things I can do: _______________________
_________________________________________
How to be more physically active
J Take a 30-minute walk every day. Or split up your daily activity. Try a 10-minute walk after each meal. Start off with a 10- to 15-minute walk every other day, then little by little walk farther and walk more often.
J Find an activity you enjoy. Swim, dance, bike, or do the exercises on a TV fitness show.
J Be active around the house. Work in the yard, play with the kids, and walk around while you talk on the phone.
J Take the stairs instead of the elevator.
J Walk or ride your bike instead of driving whenever you can.
J Park at the far end of the parking lot and walk to the store or mall entrance.
J Get up and move every 90 minutes if you sit for long periods of time.
Other things I can do:
_____________________________________________ _____________________________________________
How to keep a record of your progress
* Keep track of your weight loss efforts. Many people find that writing everything down helps keep them on target.
* Keep a small notebook with you all day.
* Write down everything you eat and drink. Include the serving size. Some people set target levels of calories or grams of fat and keep track of their daily totals.
* Make a note of what kind of physical activity you've done and for how long.
* You may want to check your weight once a week and write it down.
How a support system can help
Many people find it helpful to meet each week with people who are also trying to lose weight. Think about joining a group for weight loss, exercise, or general support. Or create your own support system by talking with friends and family about your successes and your struggles. Find a walking buddy or friends who also want to improve their health. Then work together to reach your goals.
Provided By
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The Hechinger Report
OPINION: Bullying is on the rise, survey shows. How did we get here?
The severe and lasting consequences for victims by JEN WILKA
September 24, 2018
I have been thinking a lot lately about bullying in schools, as a parent, citizen and executive director of a nonprofit that works closely with educators across the nation. I know that many of us have been.
My organization, YouthTruth, has analyzed insights about bullying from survey responses of more than 180,000 students in grades 5-12 across 37 states. We've learned that most bullying still happens in person (not online), and that the top three reasons students felt they were bullied included their appearance, their race or skin color, and because other students thought they were gay. Overall, just over one in four students in 2016 said they had been bullied in school.
Over the last year in particular, however, many of my educator colleagues around the country were feeling like there was more to the story. They were looking at their own "student voice" data and wanted to know: Is bullying increasing just at my school, or is this part of a larger trend? How did we get here? Who is being bullied, and why? Emboldened by these conversations, we recently took a fresh look at our latest bullying data to better understand this shifting landscape.
Our analysis of anonymous perception data from more than 160,000 students in 27 states, collected in partnership with hundreds of schools over the past three years, revealed that bullying is indeed on the rise. Thirty-three percent of students, or one in three, reported being bullied in the 2017-18 school year — up from just over one in four two years ago.
Schools in which more than half of the student population was white had higher rates of bullying. In these schools, 36 percent of students reported being bullied, compared to 32 percent in schools in which the student body was over 50 percent students of color.
Within majority-white schools, students of color experienced a concerning and sharper increase in bullying between the 2016-17 and 2017-18 school years compared to white students. While white students saw an increase of three percentage points, students of color saw an uptick of seven percentage points. Looking at the 2017-18 data, at schools with a majority of students of color, race is more frequently cited as a reason for being bullied than it is at majority-white schools.
Our 2017-18 data also showed that middle-school students experienced bullying at higher rates than did highschool students — nearly 40 percent, compared to 27 percent.
Student feedback reveals that bullying is evolving, and not in the way we'd like. The new statistic of one in three students reporting being bullied represents an increase of five percentage points over the last two academic years. This is extremely concerning.
"There is so much we can learn when we not only ask students about their experiences, but also listen deeply and react promptly to what we hear. Indeed, listening to students is the first step in building the knowledge, dialogue and action needed to stop bullying in our schools."
Furthermore, the fact that bullying is more prevalent in majority-white schools, and has increased more sharply for students of color within these schools, is distressing. But knowing how bullying is changing, and for whom, is powerful. Building equitable and inclusive schools where all students feel safe and supported requires that educators understand these differences.
This is something we all need to talk about. We know that bullying can have severe and lasting consequences — emotional, mental and academic — on students, and in the most heartbreaking cases can even lead to suicide. And we know that students who bully others are at increased risk for substance abuse, academic problems and violence later in life. We also know that a positive school environment is crucial to student success and can help close the achievement gap.
Students are not always considered front-line experts as we work to make our schools and classrooms safe spaces for learning. But they should be. Asking students directly and anonymously for feedback is incredibly powerful. There is so much we can learn when we not only ask students about their experiences, but also listen deeply and react promptly to what we hear. Indeed, listening to students is the first step in building the knowledge, dialogue and action needed to stop bullying in our schools.
,
This story about social and emotional learning, as well as race and equity, was produced by The Hechinger Report a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for our newsletter.
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