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Discussion PODs
Ponder, Observe, Discuss
1. ROLES: Each student will take a role during the POD. This role must be recorded in the log in your POD folder. You must rotate the roles so that each student takes each role once in every five POD sessions.
a. Discussion Leader: Your job is to keep the discussion on track. Make sure you're addressing all of the questions/topics assigned. Make sure everyone has a chance to participate and no one is dominating the discussion. Keep discussion civil and respectful.
b. Timekeeper: Your job is to keep track of time -- overall time remaining in the POD session and/or time for each discussion question/topic as the group determines.
c. Note-Taker 1 and 2 (2 students): Your job is to take notes of the discussion, using the provided Cornell Note sheets. Things to record:
i. The question/topic under discussion
ii. Significant comments or observations with reference to related text evidence
iii. Conclusions drawn by the group
iv. Disagreements on conclusions
d. Reporter: Your job is to take the two sets of notes and write up a one-page summary (as homework) to turn in the next class day.
2. PROCESS: Each discussion POD will be 25 minutes long. During your POD:
a. Select your roles for the day and record them in your log.
b. Discuss the three questions/topics identified. You do not need to find a "correct" answer. These questions will require you to consider multiple perspectives and to draw from your understanding of the texts to explore possible answers. You may (and should) draw conclusions, but do not worry about a "correct" answer.
c. Wrap up your discussion at the appropriate time; give the two sets of notes to the Reporter so he/she can complete his/her role.
3. GRADING RUBRIC: PODs will be graded sporadically as classwork grades, without announcement. (This means any POD has the potential of being graded!) Grades will be based on the following:
a. Staying on task during POD time (teacher observed) (25%)
i. not checking texts or doing other work
b. Quality and depth of discussion (teacher observed) (25%)
i. Using text evidence to support points
ii. Responding to and/or expanding on ideas expressed by others
iii. Connecting topics or points to other texts, current events, etc.
c. Quality of discussion Notes (physical product) (25%)
i. Notations for topics/questions discussed
ii. Key points made and conclusions reached or disagreements
iii. References to text evidence
d. Quality of Reporter summary (physical product) (25%)
i. Clearly identifies topics of discussion, highlights key points, and conclusions reached or disagreements
ii. Uses complete sentences and standard paragraph construction
iii. Uses effective transitions and keywords to signal structure
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Kans as S ta te U n i ve r s i ty
Newsletter Title
Resear c h & E x tensi on
Inside this issue:
November 2019
Let's Talk Thermometers
Now on Facebook, Twitter and Pinterest!
* On Facebook—
www.facebook.com /KSREfoodie
* On Twitter— @KSREfoodie
* On Pinterest— www.pinterest.com /ksrefoodie/
* Digital Instant-Read. Good for thin foods and gives quick results. Insert at least ½-inch deep into the food. Not oven-safe.
* Dial Instant-Read. Good for larger foods and soups. Reads in about 15-20 seconds. Place 2-2½" deep into thickest part of the food. Insert sideways into thinner foods. Not oven-safe.
* Pop-Up. These are in whole turkeys or chickens. They are made of food safe nylon and are reliable within 12°F. Always double check doneness with a conventional thermometer in the innermost part of the thigh and thickest part of the breast.
*
Digital Oven Probe with Cord.
These can be used in most foods and is oven safe. The base unit sits on the stovetop or counter.
Check whole poultry temperature in the innermost part of the thigh and wing and thickets part of the breast.
There are a variety of thermometers to use for cooking. And they are not just for checking meat doneness. They can be use to check temperature of baked goods, stages of candy cooking, and more. They can also help with making good quality food.
There are choices. Here are a few.
* Dial Oven-Safe. It can be left in the food while cooking large foods like whole poultry and roasts. Place in the thickest part of the food.
Learn more at https://bit.ly/2ADr7dl.
Can Two Turkeys Be Roasted in One Oven?
The cooking time is determined by the weight of one bird—not the combined weight. Use the weight of the smaller bird to determine cooking time. Use a food thermometer to check the internal temperature of the smaller bird first and then check the second bird. A whole turkey is safe when cooked to a minimum internal temperature of 165 °F as measured with a food thermometer. Check the internal temperature in the
innermost part of the thigh and wing and the thickest part of the breast. When cooking two turkeys at the same time make sure there is enough oven space for proper heat circulation.
Source: https://bit.ly/31e2DSE
Arsenic and Rice Safety
Yes, there is arsenic in rice. While that sounds scary, know that it is also found in many other foods.
chemical forms, organic and inorganic with the latter being of greater concern.
Arsenic is in the soil, air and water and as crops grow, they absorb arsenic along with other nutrients. That is how it gets into food and it cannot be completely eliminated. Rice is a unique crop in that it grows in water. Arsenic has two
Remember!
Don't wash any poultry or meat!
www.usda.gov/media/ pressreleases/2019/08/20/ washing-raw-poultryour-science-yourchoice adverse pregnancy outcomes.
Rice is a food staple in many countries and is a common "first food" for infants. Based on infant body weight, they consume about three times more rice than adults. There are concerns about inorganic arsenic causing potential developmental problems and
The FDA recommends feeding babies ironfortified cereal, usually infant rice. They also recommend feeding a variety of infant cereals including oat, barley and multigrain.
For more information, see https:// bit.ly/33zomFR and https://bit.ly/2EdWoGp.
Food Safety for Holiday Meals
The holiday season is the time to share good times with family and friends. It is not the time to share foodborne illness!
because of large gatherings and lots of food being served.
While food safety is important every day of the year, extra emphasis is given during the holidays
Many resources on holiday food safety can be found at www.ksre.kstate.edu/foodsafety/ topics/holiday.html. This includes giving food to
Tricks for Flaky Biscuits
For some, making homemade biscuits is scary. But, they are really quite simple. One key component is solid fat and how it is handled. Biscuits need small pieces of cold fat to create flaky layers and tender biscuits. That keeps the flour from absorbing the fat and the flour actually coats the fat. This also reduces gluten development so biscuits won't be tough.
Whatever solid fat you use, it needs to be cold, or even frozen. Fat that is frozen can be grated into small pieces. Refrigerated sticks of butter or shortening can be sliced with an egg slicer, a knife or two, a pastry cutter, or even a fork. Work quickly so the fat doesn't warm up too much.
When cutting the biscuit shapes, resist the urge to turn the cutter. This motion causes the dough to twist instead of being straight up and down. Therefore, the biscuits will be lower in volume. Just press down and up!
food pantries and mailing food to family and friends. Quantity cooking resources can be found at www.ksre.k-state.edu/ foodsafety/topics/ preparation.html.
Always consult with your healthcare provider for more information.
Glazed Raisin Loaf http:// nationalfestivalofbreads.com/ recipes/glazed-raisin-loaf
November is National Raisin Bread Month!
Now this is a celebration I can wrap my head around! I consider raisin bread comfort food and have made it often to give as gifts. The aroma of this bread just says comfort!
There are many variations of raisin bread, which typically has cinnamon as an added punch of flavor. Some recipes have raisins in the dough, some have the raisins just in the swirl. The cinnamon can also be used either way. But to truly get that punch of flavor, the spiral with the cinnamon and raisins can hit the spot.
Raisins are little sponges. When baked in bread, they tend to soak up moisture from the dough, making the finished bread dough dry. Soak the raisins in water first to make them plump and juicy, but not mushy.
A cinnamon filling can make a pretty swirl when shaping the loaves. Resist using too much butter as that can cause the swirl to separate and then the bread slices will lose their shape. Add a tablespoon of flour to help prevent this from happening.
However you make this bread, enjoy!
Set the Table to Eat Healthy
In an effort to teach consumers about the new Nutrition Facts label and to help them make healthy food choices, the U.S. Food and Drug Administration has a toolkit to help make nutrition education easier.
The Health Educator's
Nutrition Toolkit includes tips for making healthy food choices when grocery shopping; how to bring nutrition home; how to select healthier foods when eating out; and how to read the Nutrition Facts panel. It also includes evaluation tools and presentation tools
Photo courtesy Red Star®
Social media messages and graphics are also available to help encourage consumers to make healthier food choices.
that are ready to use.
Learn more at www.fda.gov/food/ nutrition-educationresources-materials/ health-educatorsnutrition-toolkit-settingtable-healthy-eating.
New Yeast for Bakers
If you like the flavor of sourdough bread but don't want to wait for a sourdough starter to develop, there's good news!
Red Star® has made a new Instant Sourdough yeast to replace regular yeast in any recipe to give it sourdough flavor. The yeast actually contains a starter culture (Lactobacillus) and rye flour to take the place of a sourdough starter. Simply blend the yeast with the dry ingredients and use liquids at a temperature of 120130°F. Bread recipes with four cups of flour can use one packet of this yeast.
For more information, including how to request a free sample of this new yeast, go to https://redstaryeast.com/red-star-platinum-instant-sourdough-yeast/.
Ka ns as St at e Uni ve rsi t y Rese ar c h & E xt e nsi o n
Rapid Response Center 221 Call Hall Manhattan, Kansas 66506
Phone: 785-532-1673
Fax: 785-532-3295
Email: email@example.com
Kansas State University Agricultural Experiment Station and Cooperative Extension Service
K-State Research and Extension is an equal opportunity provider and employer. Issued in furtherance of Cooperative Extension Work, Acts of May 8 and June 30, 1914, as amended. Kansas State University, County Extension Councils, Extension Districts, and United States Department of Agriculture Cooperating, Ernie Minton, Interim Director.
Karen Blakeslee, M.S.
On the Web at www.rrc.ksu.edu
Baking with Sprouted Wheat Flour
No Fail Sprouted Wheat Bread Photo: Home Baking Association
Have you tried baking with sprouted wheat flour? Here are some tips from the Home Baking Association and Chef Stephanie Peterson.
*
Knead longer or add gluten.
Sprouted wheat flour is a bit lower in gluten content. Knead dough longer or add extra vital wheat gluten.
* Use shorter fermentation time. While long fermentation gives more flavor and character, sprouted wheat flour will not raise as much.
* Cup for cup. Measure sprouted flour as traditional flour.
* Avoid rancidity. Store in a cool, dry, dark location, or even in the freezer.
* Food Safety. This is a raw flour just like all other flours. Wash your hands and clean equipment and surfaces well.
Learn more from the Home Baking Association at https:// bit.ly/33odEly.
Cleaning and Storing Canners
As canning season winds down, it's time to clean and store the equipment for next year. Here's some tips for pressure canners.
* Clean the vent and safety valve with a pipe cleaner or small piece of cloth.
* Check the gasket for cracks and food debris.
* If the inside of canner has darkened, fill it above the
darkened line with at mixture of 1 tablespoon cream of tartar to each quart of water. Place the canner on the stove, heat water to a boil, and boil covered until the dark deposits disappear. Sometimes stubborn deposits may require the addition of more cream of tartar. Empty the canner and wash it with hot soapy water, rinse and dry.
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Agenda Item – 15: Space Exploration and Innovation
Mr. Chairman and Distinguished delegates
Space science research is one of the primary driving forces of Indian Space Research Organisation's (ISRO) activities starting from the early days of sounding rocket-based investigations of the upper atmosphere, as well as balloon-borne cosmic ray experiments.
With the successful missions of Chandrayaan-1, Mars Orbiter Mission and AstroSat, ISRO has clearly demonstrated end-to-end capability in planning and executing major science missions. As space is a common heritage of the humankind which is beyond any geographical barrier, Indian space programme is motivated to work together synergistically with the international space agencies for mutual benefit and sharing of resources and knowledge. In Chandrayaan-1 and AstroSat, ISRO enabled opportunities for contributions from national Institutes and International agencies on science payloads. XPoSat, a proposed Astronomy mission, will decipher Polarimetry, Spectroscopy and Timing information from the same platform for various bright astronomical sources in X-rays. It will be the first dedicated Indian satellite for Polarization measurement in medium-energy X-rays.
Mr. Chairman,
India has a sustained space exploration programme on planetary science, Heliophysics and Astronomy. Under the lunar exploration programme, Chandrayaan-2 is conducting remote sensing observations on the Moon from ~100 km polar circular orbit. So far Chandrayaan-2 has provided encouraging science results which are published in peer reviewed journals and proceedings of international meetings. The IIRS infrared spectrometer onboard Chandrayaan-2 mission has unambiguously detected the lunar water-ice by extending the wavelength range beyond 3 microns, which captured the absorption feature of the water ice. It has also estimated lunar surface temperature. The CHACE-2 mass spectrometer has achieved global mapping of Argon-40 in the lunar exosphere, while the CLASS instrument has detected trace elements like Mn and Cr on the lunar surface. Chandrayaan-2 DFSAR, with its capability to acquire images at multiple incident angles with multiple polarization modes, has been imaging the lunar surface at both L and S-band wavelengths. In addition, the full-polarimetric imaging capability of DFSAR provides new insights into the nature and distribution of lunar water-ice deposits. TMC-2 onboard Chandrayaan-2 measures the solar radiation reflected / scattered from the Moon's surface. It provides stereo triplet images for preparing detailed 3-D map of the complete lunar surface. Chandrayaan-2 is also equipped with one of the highest resolution cameras, OHRC, which is a panchromatic camera with a resolution of ~25 cm.
To complement the Chandrayaan-2 orbiter observations, The Chandrayaan-3 mission is proposed to study the elemental composition and other surface studies of the Moon, which is going to land at higher lunar latitudes. A feasibility study is going on for a joint exploration of the lunar poles, by ISRO and the Japanese Space Agency JAXA, especially to study the permanently shadowed regions of the Moon to explore the lunar volatiles, including water.
Mr. Chairman
The Aditya-L1 Heliophysics mission is getting ready, with a suit of seven payloads. Three in-situ observation payloads will study the energetics and composition of the solar wind particles and the interplanetary magnetic field, while four remote sensing payloads will study the Sun in a wide range of electromagnetic spectrum, spanning visible, Ultraviolet and X-Ray wavelengths. Recently, science results have been published by ISRO on the solar corona based on the studies conducted from the Mars Orbiter Mission platform, as well as on solar microflares, based on the solar observations from Chandrayaan-2 orbit.
Mr. Chairman
India also invests in human resource generation in space sciences. Trainings are imparted to the students to build satellites, scientific instruments, as well as analyse the data from the space missions. This is to ensure that the legacy of the space sciences continues with the amalgamation of fundamental science and cutting edge technologies. The fourth stage of the PSLV launch vehicle, the PS-4, is modified to function as experimental platform for conducting scientific experiments, covering both the aspects of 'science of space' and 'science from space'. Scientists from the academia and institutes are encouraged to contribute to the space exploration programme.
Mr Chairman,
The Indian delegation hereby provides an outline of the space endeavour of the country. We look forward to contribute more towards the better understanding of the universe, and appreciate the role of the humankind in the macrocosm.
```
65 th UNCOPUOS session, June 01-10, 2022 Page 2 of 2 T h a n k y o u M r . C h
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Kan sa s S ta te U n i ve r si t y
Rese ar c h & E x tensi on
Newsletter Title
Inside this issue:
Now on Facebook, Twitter and Pinterest!
* On Facebook— www.facebook.com /KSREfoodie
* On Twitter— @KSREfoodie
* On Pinterest— www.pinterest.com /ksrefoodie/
July 2019
What is Alpha-gal Allergy?
tick can become sensitive and produce the immunoglobulin E (IgE) antibody. Unlike typical food allergies, which is a reaction to protein, this is a reaction to the carbohydrate galactose-α-1,3galactose. This carbohydrate is found in most mammals, such as red meat animals. It can also be in products made from mammals. It is not found in poultry or fish.
Beef kabobs Photo: USDA Flickr
The next time you work outside or do outdoor recreation, be aware of ticks and protect yourself from tick bites. The Lone Star tick has been linked to causing allergic reactions after eating red meat.
Symptoms include rash, hives, difficulty breathing, drop in blood pressure, dizziness, fainting, nausea, and severe stomach pain. These symptoms can occur in 3-6 hours after eating red meat.
The Lone Star tick is a vector that can spread disease. Mosquitos and fleas are other insects that spread disease. The Alpha-gal molecule is carried in the saliva of Lone Star ticks. People bit by this
The Alpha-gal allergy can be severe, and potentially life-threatening. See a healthcare provider immediately for care.
Learn more at www.cdc.gov/ticks/alphagal/index.html and www.aaaai.org/ conditions-and-treatments/library/ allergy-library/alpha-gal
Electric Pressure Cookers Still Not Safe for Canning
The message continues. Do not use electric pressure cookers for canning. Research conducted at Utah State University shows that electric pressure cookers do not always reach or sustain safe temperature levels for safe canning. This is even more critical at higher altitudes.
Electric pressure cookers also have faster heat up and cool down time periods. This can affect heat transfer and pathogen destruction.
Learn more about Utah State University's study at https://bit.ly/2Yqxhah and from Food Safety News at https:// bit.ly/2JydlyO.
What is Hepatitis A?
A current recall of frozen blackberries is ongoing for possible Hepatitis A contamination.
Hepatitis A is a contagious liver disease that results from exposure to the Hepatitis A virus, including from food. It can range from a mild illness lasting a few weeks to a serious illness lasting several months. Illness generally occurs compromised, Hepatitis A infection can progress to liver failure. Persons who may have consumed affected product should consult with their health care professional or local health department to determine if a vaccination is appropriate, and consumers with symptoms of Hepatitis A should contact their health care professional.
within 15 to 50 days of exposure and includes fatigue, abdominal pain, jaundice, abnormal liver tests, dark urine and pale stool. Hepatitis A vaccination can prevent illness if given within two weeks of exposure to a contaminated food. In rare cases, particularly consumers who have a pre-existing severe illness or are immune
The Bread Sculpture contest is back! After a successful first year, this contest is being offered again. Learn more at www.rrc.k-state.edu/
doc/judging/ breadsculpture.pdf.
Food Judging Reminders
County fair season is almost here! For those who judge foods and food preservation, take time to refresh your judging knowledge now.
Many resources and vid- eos are available at www.rrc.k-state.edu/ judging/index.html. One new addition for food judging is the issue of raw flour. This should not be an ingredient in nobake products such as
ALDI Flour Recall Linked to Eating Raw Dough
ALDI grocery stores recalled all purpose flour recently due to a multistate outbreak of E. coli O26 infections. As of May 24, 2019, 17 people have been infected across eight states. No deaths have been reported.
Investigation results have shown that of those interviewed, they reported eating, licking, or tasting raw dough or batter. DNA fingerprinting identified the flour as the source of the infection.
Symptoms of E. coli infection can appear in one to three days. But the time it takes to confirm that a person is a part of an outbreak can take two to three weeks.
Learn more at www.cdc.gov/ecoli/2019/flour-05-19/index.html.
cookies. This includes any type of raw flour, including gluten free flour. This does not include oatmeal, cereal or chow mien noodles commonly used in no-bake cookies.
Photo courtesy CDC
Learn more at https:// bit.ly/2I9iVWw and www.americastestkitchen.com /guides/vegan/what-isaquafaba
Photo courtesy Iowa State University Extension
What is Aquafaba?
There's a hidden secret in that can of garbanzo beans! It's aquafaba! The next time you open a can of garbanzo beans (a.k.a chickpeas) and drain the liquid, don't pour that liquid down the drain. That liquid can mimic an egg white foam and be a good substitute for egg allergies or in vegan recipes.
The word aquafaba is Latin for water, aqua, and bean, faba. It is very new in the culinary world. The starch and protein makes it functional as a binding agent, thickener, and emulsifier. When whipped, and stabilized with cream of tartar, it looks like egg white foam. Some sources say the ability for aquafaba to create a foam can vary between different brands of garbanzo beans.
To use aquafaba, try these substitutions:
* 3 tablespoons aquafaba = 1 whole egg
* 2 tablespoons aquafaba = 1 egg white
Food Safety for School and Community Gardens
More and more gardens are popping up at schools and in communities. To help guide those who manage and work in these public gardens, a fact sheet and leaders guide have been updated and are now available.
The curriculum is called "Garden to Plate: Food Safety for School and Community Gardens." Information includes site and soil selection, personal hygiene, water and irrigation, compost and
Many more recipes are avail- able at
http://
nationalfesti- valofbreads.com/recipes
Leader's Guide www.bookstore.ksre.ksu .edu/pubs/mf3153.pdf
fertilizers, pest and animal management, and harvesting and storage.
The intended audience is consumers, school and community garden volunteers, and educators and teachers.
Fact Sheet
www.bookstore.ksre.ksu .edu/pubs/MF3152.pdf
National Festival of Breads—a Recap
The 2019 National Festival of Breads is in the books! It was a great event with eight great contestants, many fun and educational speakers, and much more.
This year, there were two divisions, one for home bakers and one for food bloggers. The home baker division winner was RaChelle Hubsmith with her Chai Ube Rosette Rolls. The food blogger division winner was Merry Graham with her Blackberry Ginger Speculaas Danish Wreath.
All eight recipes are now available at http://nationalfestivalofbreads.com/ recipes/2019-nfob-finalists-recipes-0.
Fire up your ovens and bake!
Ka ns as St at e Uni ve rsi t y Rese ar c h & E xt e nsi o n
Rapid Response Center 221 Call Hall Manhattan, Kansas 66506
Phone: 785-532-1673
Fax: 785-532-3295
Email: firstname.lastname@example.org
Kansas State University Agricultural Experiment Station and Cooperative Extension Service
K-State Research and Extension is an equal opportunity provider and employer. Issued in furtherance of Cooperative Extension Work, Acts of May 8 and June 30, 1914, as amended. Kansas State University, County Extension Councils, Extension Districts, and United States Department of Agriculture Cooperating, Ernie Minton, Interim Director.
Karen Blakeslee, M.S.
On the Web at www.rrc.ksu.edu
Freezing Foods for the Fair
To help save time and stress at county fairs, prepare food entries early and freeze them. Most baked goods freeze well and can still be blue ribbon quality. This includes cookies, yeast and quick breads, and cakes. Here are some tips:
* Bake the product as usual. Cool completely! This helps prevent condensation inside the wrapping and development of ice crystals.
or bags, heavy-duty aluminum foil, and rigid containers.
* Separate layers of cookies with wax paper or parchment paper.
* If a cake or bread is to be frosted, freeze the product only and frost after it is thawed.
* Make pie crusts ahead of time and freeze. Freezing whole prepared pies can cause the filling to soak into the crust.
* Thaw all baked goods in the freezer packaging. They can be thawed at room temperature. Remove from the freezer the night before the fair. Once thawed, repackage into the proper packaging according to your fair rules.
* Use moisture-vapor resistant packaging. This includes freezer-safe plastic containers
Source: Univ. of Georgia,
www.uga.edu/nchfp/publications/uga/ FreezingPreparedFoods.pdf
Temporary Food Stand Guidelines
Fair season is almost here! Here are some reminders from the Kansas Department of Agriculture for serving food safely in food stands.
* Dishwashing must include washing, rinsing and sanitizing equipment.
* Food prepared in private home may not be used or offered
* All equipment needed for the intended operation must be on hand
* Food contact surfaces must be protected from contamination by consumers
* There must be separate areas for taking money and preparing food.
* A handwashing facility must be available with hot/warm water, soap, and paper towels.
* Only one raw, potentially hazardous food that requires onsite preparation or cooking can be made or served.
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Marietta City Schools District Topic Planner
Big Idea: Numbers and Operations in Base Ten - Counting to 120
Georgia Standards of Excellence
1.NBT.1 – Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral. (Additional instructional resources may be required.)
Major work of the grade Supporting standard
Additional standard
Informational Links
GSE Unit 1 Frameworks: Creating Routines Using Data
GSE Unit 2 Frameworks: Developing Base Ten Number Sense
MCS Math Instructional Framework
MCS Math Instructional Framework with Resource Guidance
GaDOE:Grade 1 Standards Overview Document
GaDOE: What Do Standards Look Like in First Grade?
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20th January 2023
We have had a another busy week at Bishops Down. Mrs Parks has returned and is now Year 2's class teacher. She has really enjoyed her first week and the children and staff are delighted to have her back.
There has been lots of wonderful science learning taking place across the school this week. Through working scientifically, the children are developing the skills and knowledge to go on the scientific pursuit of answering questions. In Year 1, the children have been identifying their 5 senses and the different body parts associated with them. They then enjoyed testing their senses in a carousel of activities, for example, tasting water with different things added to it and using their sense of taste to work out what flavour Miss Burton had added!
In Year 4, the children enjoyed creating static charge by rubbing balloons on their hair and clothes! The children saw that rubbing the balloon against hair causes electrons to move from the hair to the balloon. The balloon and hair have opposite charges, and opposite charges attract each other so the hair gets pulled toward the balloon! Amazing!
Can you help?
Unfortunately, our Garden House fridge, over in Early Years, has decided to die! We are wondering if anyone is having a kitchen refit and has a second hand "in good condition" fridge to donate to the school? The space we have is standard width but it can take a tall fridge or an under counter size. Please let Jo Sheldon know in the school office if you can help. Thank you so much.
Does anyone have a redundant child's drum kit at home? If so, the Bishops Down Band would greatly appreciate your donation! Please contact Karen Miller in the school office if you can help. Thank you.
Mislaid a school letter? Did you know you can view most letters sent home on the school website – here is the link:
https://www.bishopsdownprimary.org/recent-letters-sent-home
KEY DATES
* Term ends—Friday 10th February
* School holiday—Monday 13th—Friday 17th February
* Term 4 starts—Monday 20th February
* Term 4 ends—Friday 31st March
USEFUL WEBSITES FROM THE SCHOOL HEALTH SERVICE
Oral health
Oral health promotion resources | Kent Community Health NHS Foundation Trust (kentcht.nhs.uk)
Dental services - NHS (www.nhs.uk)
Information about NHS dental services, how to find an NHS dentist and how much treatment costs.
Continence
Home - ERIC
Clinically approved information and resources to help you and your child.
Immunisations
Immunisation Team | Kent Community Health NHS Foundation Trust (kentcht.nhs.uk)
The NHS has a guide to help you understand the vaccines offered in the UK and when your child should have them. It also explains how they work and why they're safe and important.
For parents wanting to make healthier choices:
Whether you want to lose weight, get active or quit smoking, Better Health and One You Kent are here with lots of free tools and support.
One You Kent | Kent Community Health NHS Foundation Trust (kentcht.nhs.uk)
Better Health - NHS (www.nhs.uk)
FAMILIES MAGAZINE
The January/February issue of Families magazine can be found via the following link:
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Things That Go Chirp in the Night
that were strewn on the floor looked like crouching animals waiting to leap at him. Billy's heart beat faster. Whilst the terror of the corridor was almost enough to make Billy want to run home, he knew he had to get to the EYFS classroom and put the helpless chick back in its rightful place. Out of the corner of his eye, he saw a shaft of light beaming from their door and was extremely thankful that the teacher must have forgotten to turn her light off. He dashed inside the classroom and breathed a sigh of relief.
The evening had turned jet black and the rain hammered at Billy's face. Billy yanked his hood down over his forehead and dashed towards the entrance of the school. The lights were off but the door was slightly ajar so he snuck in. He knew no one would believe him if he said he'd accidentally taken the chick so he thought it best to stay under the radar of Mr Ryan (the school building supervisor). As he tiptoed down the old, familiar corridors, he felt a shiver run down his spine as in the darkness everything looked very different. His eyes had to work hard to adjust to the darkness and the abandoned PE kits
1. Find and copy three ways that the author shows that Billy is feeling fearful.
2. Why is Billy sneaking back into school?
3. '…the abandoned PE kits that were strewn on the floor…'
In this line, the word 'strewn' is closest in meaning to... (Tick one.)
4. 'Whilst the terror of the corridor was almost enough to make Billy want to run home, he knew he had to get to the EYFS classroom…'
What makes Billy keep going even though he is feeling frightened?
escaped
buried
hidden
scattered
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Play with Sounds
(Overview of workshop plan for children between the ages of six and twelve)
Objectives
- The Play with Sounds workshops aim to stimulate creativity, freedom of expression and confidence in children through a series of musical games. The project enables the child to discover that his own body and voice are musical instruments in themselves.
- The musical games used in the workshops touch many different aspects of child development, such as socialisation skills, imagination, cognitive abilities, observational and listening skills, spatial awareness, general physical co-ordination and more specifically eye-ear-hand coordination.
- The workshops give the children an excellent introduction to musical theory and terminology. They are introduced to sound parameters such as pitch, intensity, rhythm and timbre and learn how to compose using simple rhythmic and polyrhythmic structures.
- The Play with Sounds workshops aim to create an environment which is active and experimental and open to improvisation. All of the games described below can be adapted according to the concentration levels and abilities of the children being taught. For example a game could be extended to 30 mins for children of eight years olds and similarly condensed to 15 for a child of four or six. Likewise the content of the games can be simplified or complicated according to the children's response.
Workshop Plan
Duration of workshops
In terms of time, each workshop will last for last a maximum of 15- 20 minutes for the younger childreni.e. 6 to 7 year olds and a maximum of one hour for older children- i.e. 8 to 12 year olds.
Class size
Minimum four children, maximum ten.
This workshop will focus on familiarising the children with rhythm and learning one another's names.
The Name Game
The children stand in a circle with the workshop leader in the middle. The workshop leader moves round in circles; sometimes with his palms closed and sometimes with his palms open. Closed palms means the children stay silent. Open palms means that the children speak their names whenever the workshop leader spins past them.
Aims and objectives
- Observational skills- the children develop awareness of when to speak and when to stay silent.
- Introduces children to turn-taking; encourages them to listen to one another.
- Appreciating the difference between sound and silence.
The "Stop" Game
The workshop leader beats a drum using different rhythms. The children are encouraged to walk in time with which ever rhythm is being played. When the child hears the sound of cymbals s/he stops still where they are, in whatever position they happen to be in; along the lines of the game musical statues. The workshop leader will use a variety of drums and instruments for the children to walk to; including metal, wood and animal skin.
Aims-
Differentiating between different rhythms.
- Develops co-ordination
- Use of different instruments introduces child to different timbres.
- Develops balance and concentration when child has to hold a standing position on hearing the cymbals.
- Spatial awareness
- Listening skills
The Robot Game
This game is a direct follow on from the "stop" game. The workshop leader uses different instruments to represent different parts of the body. For example, when the child hears a drum they move their feet. When they hear the cymbals they move their legs, when they hear a shaker they move their neck. The instruments are played using different rhythms which the children keep time to, which ever part of their body they may be using.
Aims and Objectives
- Same as the stop game but with added emphasis on co-ordination between different parts of the body.
- Encourages children to differentiate between sounds.
This workshop will introduce the children to conducting and will show them how pictures and sounds can connect.
The Sea and the Fish Game
The workshop leader asks the children to imagine that his hand is a fish swimming in the sea. When he raises his hand high, the "fish" is "jumping" out of the "sea" and the children must clap their hands. However, when he lowers his hand, the "fish" is "swimming" in the "sea" and the children must stay silent.
Aims
- Encourages the children's conversational and imaginative skills. They are encouraged to talk about the "fish"- what colour is it, how fast is it swimming etc. as well as imagining both it and an invisible "sea."
- Develops eye to hand co-ordination.
- Develops observational skills and increases concentration
- Encourages children to differentiate between sound and silence.
- Shows children how to follow a conductor.
The Conductor Game
This game is a direct follow on from the previous one. The workshop leader starts by moving his hand very slowly. This means that the children are to clap quietly and slowly. The bigger the hand movement, the louder the children are to clap. When the workshop leader closes his Hand the children are to remain silent.
Aims
- Encourages children to differentiate between loud and soft sound.
- Develops observational skills.
- Develops co-ordination between eyes and hands
- Develops memory skills- children need to remember how loudly to clap according to the teachers hand movement.
Sounds in Boxes Game
The children are encouraged to talk about the different sounds they can hear around them, such as a baby crying, or a door slamming or a chair being scraped across the floor. The workshop leader draws pictorial representations of these sounds and he and the children choose an appropriate sound for the picture. For example, they might decide on "bang!" for a door slamming, or "Waah!" for a baby crying. When the teacher points to a picture the children must make the appropriate sound.
Aims and Objectives
- Development of conversational skills.
- Develops memory
- Observation and concentration skills.
- Encourages children to experiment with their voices.
- Relates to child's knowledge of the world around them- they identify and talk about sounds which are familiar to them.
These workshops will focus on spatial awareness, distinguishing between different sounds and working as a team.
The Ship and the Lighthouse
The children spread out across the room and each one is given a wooden block to play on. One child however, is given cymbals to play. One child in the group has no instrument and wears a blindfold. The child with the blindfold must navigate his way around the children with wooden blocks and identify which child is playing the cymbals by listening.
Aims and Objectives
- Learning to work as a team- the children playing the blocks must work together to make it hard for the blindfolded child to identify the cymbal player.
- Spatial awareness the children must ensure that the blindfolded child doesn't bump into them
- The blindfolded child develops his listening skills.
Sea and Sand Game
The workshop leader draws two parallel lines on the floor with a relatively large space in between. This is the "silence" space. Half of the children stay on one side of the line. This is the "sand". The children are given instruments such as drums and wooden blocks to play. These represent the sand. The rest of the children stay on the other side of the line. This is the "sea". They are given metal instruments such as cymbals and triangles to represent the sea. One child is blindfolded and walks down the "silence" space. If this child walks into the "sand" the children on that side play their instruments; indicating that he needs to move back. If the child walks into the "sea" the children on that side do the same.
Aims and Objectives
- Learning to work as a team
- Concentration and self-discipline- only playing instruments when needed.
- Associating different sounds and instruments with physical things- e.g. metallic instruments representing the waves of the sea.
This workshop will focus on pictorial representations of music. The children are introduced to basic composition.
Sounds and Graphics Game
The workshop leader draws a series of scribbles against two parallel lines. These scribbles represent sound. The bigger the scribble, the louder the sound. The gaps in between the scribbles represent silence.
The children must follow the lines through clapping and playing on instruments.
Aims and Objectives
- To teach the children how to follow a pictorial representation of music.
- Development of co-ordination between eyes and hands.
- Development of observational skills
Extension- Encourage children to create their own compositions.
Chin Toc Boom Gong
The workshop leader draws four different shapes. These are "chin" "toc" "boom" and "gong". The class is divided into different groups representing each of these shapes. The chin group is given one set of instruments, the toc group another and so on. The children play their instruments whenever they see their groups corresponding shape.
Aims and Objectives
- Same as previous game, with an emphasis on working as a team.
This workshop will focus on and teaching the children about pitch.
The Tree Game
The workshop leader tells that children that they are going to pretend to be seeds growing into a tree. They crouch down, pretending to be a "seed", and use their voices to make low sounds. They gradually rise into the standing position, using higher and higher sounds as they "grow."
Aims
- To teach the children about pitch.
- To encourage the children to associate sound with movement- i.e. crouching low for low sounds, reaching up for high sounds.
- Imaginative skills.
- Experimenting with the voice.
The Native American Game
The children stand in a circle. The workshop leader stands in the middle with a drum and a cymbal beside him. He explains to the children that they are going to pretend to be Native American warriors. When he plays the drum, the children move around in one direction, crouched down low. The drum represents a "low" sound". When the teacher crashes the cymbals together, the children change direction and stretch upward as though they are using a bow and arrow. The cymbals represent a "high"sound.
Aims
- Imaginative skills
- Working together as a team- e.g. all children have to be going the same direction for game to work.
- Linking pitch and movement.
- Co-ordination skills.
This final workshop will show the children how mathematics and music relate to one another.
Mathematical Logic
The children spread out around the room. The workshop leader holds a pair of cymbals. When he bangs them together once the children give themselves a hug. When he bangs them together twice, two children hug one another. When he bangs them together three times, three children hug one another and so on.
Aims and Objectives
- To give the children an awareness of basic maths.
- Development of conversational skills- talking about how may groups the children have divided themselves into.
- Listening skills.
- Linking music, maths and movement. | <urn:uuid:87b72385-1562-4f04-b513-8e11ac736eb4> | CC-MAIN-2021-21 | https://www.antoniotestamusic.com/wp-content/uploads/2020/04/Workshops-Play-with-sound.pdf | 2021-05-18T14:15:05+00:00 | crawl-data/CC-MAIN-2021-21/segments/1620243989637.86/warc/CC-MAIN-20210518125638-20210518155638-00262.warc.gz | 605,610,531 | 2,262 | eng_Latn | eng_Latn | 0.99895 | eng_Latn | 0.999019 | [
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Algebra 1 Corrections Activity
Unit ___: _____________________________
Name:______________Alg:__
Topic:______________________________
Question #_____
Explain your mistake and how you fixed it:
Solve the problem correctly here:
Question #_____
Explain your mistake and how you fixed it:
Solve the problem correctly here:
Question #_____
Explain your mistake and how you fixed it:
Solve the problem correctly here:
Question #_____
Explain your mistake and how you fixed it:
Solve the problem correctly here:
Question #_____
Explain your mistake and how you fixed it:
Solve the problem correctly here:
Write 3 things you know about this topic:
1. ________________________________________________________________________________________
2. ________________________________________________________________________________________
3. ________________________________________________________________________________________
Why do you think you did not earn Mastery on this topic on the original assessment?
__________________________________________________________________________________________________ __________________________________________________________________________________________________
Did you take advantage of office hours, class videos, and the review assignment for this unit?
__________________________________________________________________________________________________ __________________________________________________________________________________________________
What are 3 things you can do to better prepare for your next assessment?
1. ________________________________________________________________________________________
2. ________________________________________________________________________________________
3. ________________________________________________________________________________________ | <urn:uuid:783ae8f5-14d4-49eb-8ff2-c779a1b1d346> | CC-MAIN-2021-21 | https://ischoolpolymathdotcom.files.wordpress.com/2014/09/algebra-1-corrections-activity-name.pdf | 2021-05-18T14:46:34+00:00 | crawl-data/CC-MAIN-2021-21/segments/1620243989637.86/warc/CC-MAIN-20210518125638-20210518155638-00269.warc.gz | 319,749,020 | 248 | eng_Latn | eng_Latn | 0.780117 | eng_Latn | 0.764211 | [
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Westbriar Virtual Elementary Science Fair 2021
Kids tired of looking into the computer screen all day? Encourage them to participate in Westbriar's Virtual Science Fair!
Our Virtual Science Fair is open for all Westbriar students from Grades K through 6. This year, the theme is "Exploring Science with Hands-On experiments".
How can students participate?
Register online at the Westbriar PTA Web site, http://westbriarpta.org/sciencefair. If you are not able to register online, email the Science Fair chairperson (contact information below).
All Science Fair participants MUST register. The registration deadline is April 26, 2021 Registration is open.
.
Preparing Your Project
Go to the Science Fair page of the Westbriar PTA website where you'll find documents helpful in preparing your project including project ideas, project guidelines, and links to resources.
Step 1: Select a Science experiment (click here for ideas).
Alternately, build a device or model (clickherefor guidelines)
Step 2: Perform experiment and prepare findings.
Step 3: Go to https://flipgrid.com/79e31bac and use your laptop camera to make a 1-to-5-minute video presenting your experiment and findings or showcase your device or model.
Step 4: Alternately, download the flipgrid app on your device and create the video.
Step 5: Ensure that the video is uploaded by midnight, May 9 th , 2021.
Step 6: The Virtual Science Fair will be open from May 10 th to May 16 th for Westbriar students and parents to view and applaud!
Highly Recommend: Build a device or model
Choose a Science track to base your experiments upon – choose from:
* Physics (example: build stable structures, structures holding weight, mechanical models, astronomical models etc.)
* Chemistry (example: safe chemical reactions, models for atoms/molecules/complex structures, catalysts etc.)
* Biology (example: plant growth, cell/DNA models, microbiology experiments/structures etc.)
* Engineering (example: motor-based devices, mechanical devices, electrical devices/models etc.)
* Mathematics (example: architecture, computational models etc.)
Questions? Contact Roopa Chowbey at firstname.lastname@example.org | <urn:uuid:102bf1ce-d664-4790-8bc6-b3e8aa03b8d1> | CC-MAIN-2021-21 | https://www.westbriarpta.org/resources/Documents/Science%20Fair%202021%20Virtual-Flyer.pdf | 2021-05-18T14:16:09+00:00 | crawl-data/CC-MAIN-2021-21/segments/1620243989637.86/warc/CC-MAIN-20210518125638-20210518155638-00267.warc.gz | 1,027,933,607 | 473 | eng_Latn | eng_Latn | 0.987085 | eng_Latn | 0.987085 | [
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statement(s) stating your final comments on why you selected your "best buy for your buck". Provide 3 color photos of you wearing the garment (front view, side view, back view). SF
CLASS 2 - (Ages 14-18 before January 1 of the current year). Provide details of the best buy you made for your buck this year. Consider building the ultimate wardrobe by adding to this entry each year by dividing it into Year 1, Year 2, Year 3, etc. Put the story in a binder or video, no posters please (see general information above). Do not include the Shopping in Style Fashion Show Information Sheet in your entry. Although both entries do share some information, there are differences in content and format for this class.
Provide details listed for those ages 10-13 plus include the following additions: 1) Body shape discussion 2) Construction quality details 3) Design features that affected your selection 4) Cost per wearing 5) Care of garment 6) Conclusion or summary statement(s) stating your final comments on why you selected your "best buy for your buck". Provide 3 color photos of you wearing the garment (front view, side view, back view). SF
CLASS 3 - Revive Your Wardrobe - Take at least two items in your wardrobe that still fit but that you don't wear anymore and pair them with a new garment or garments to make them wearable once again. Create a photo story which includes before and after photos and a description of what was done. Put in a binder, poster, or video (see general information). SF
CLASS 4 - Show Me Your Colors - Select 6-8 color photos of you wearing different colors. Half should be what you consider to be good personal color choices and half should be poor personal color choices. Write a brief explanation with each photo describing your selections. Refer to the manual page 23 for more information. Entry should be a poster (see general information). SF
CLASS 5 - Clothing 1 st Aid Kit - Refer to page 73 of the manual and complete a clothing first aid kit. Include a list of items in the kit and brief discussion of why each was included. Put in appropriately sized box or tote with a lid. No larger than a shoe box. SF
CLASS 6 - Mix, Match & Multiply - Using this concept from page 32 of the manual take at least 5 pieces of clothing and create new outfits. Use your imagination to show various looks (i.e. on the clothes line, in a tree, on a mannequin). Include a brief discussion of each outfit which demonstrates what you have learned by completing this entry. Entry can be a binder, poster, or video (see general information). SF
DEPARTMENT B - PHOTOGRAPHY
Premiums: Purple, $4.00; Blue, $3.00; Red, $2.50; White, $1.70
Please note: Photography exhibits (except Clover Kids) are to be entered on Wednesday, July 15.
4-H Photography Units II and III will be allowed to exhibit at the State Fair. 4-H'ERS ARE ALLOWED ENTRIES IN ONLY ONE UNIT OF COMPETITION. 4-H'ers who win a purple at the State Fair are encouraged to advance to the next Unit level the following year.
An image may only be used on one exhibit with the exception of Portfolios which may include images entered in other classes. Photos may be taken with any type of film or digital camera, including phones, tablets, and drones. Photos must be shot by the 4-H member during the current project year with the exception of Portfolios which may include images captured and/or exhibited in previous years.
Do not use photo corners, borders or place coverings over the exhibits. Securely attach
photos with rubber cement. No back hangers.
TAGS:
Entry tag should be stapled securely to the upper right hand corner of Picture Displays. Exhibit prints should have entry tags scotch taped to the upper right hand corner.
Data Tags - are required on all photography exhibits in classes 20-70. Data tags should be securely attached to the back of the exhibit. Photos without data tags will not be accepted. Tags are available at the Extension Office or on our website at http://colfax.unl.edu, under the Colfax County 4-H tab.
Interview judging for all photography exhibits will be available Wednesday, July 15. Interview judging is not required but members are encouraged to participate.
DEPARTMENT B, DIVISION 180 - PHOTOGRAPHY BASICS (UNIT 1)
All Unit I entries require Unit I Data Tag. Tags are available at the Extension Office or on our website at http://colfax.unl.edu, under the Colfax County 4-H tab.
Picture Displays:
- Three 4x6 photos mounted on a single horizontal 11" x 14" poster board. Use black or white poster board. No foam board backing should be used.
- Every photo in the picture display must be numbered using a pencil below the picture (for judge's reference only). Numbers should be readable but not distract from the overall display.
- No titles, captions, or stick-on numbers will be allowed.
- Individual photos may be cropped either horizontally or vertically with straight edged scissors. No decorative cuts. Corners must be 90°.
- Photos must be mounted vertically or horizontally.
- Unit 1 Data Tags are required for each photo in the display. Use numbers to identify which photo each data tag corresponds with. Data tags should be securely attached to the back of the exhibit.
Unit I Challenging Photo Exhibit: (Class 7) - This class is intended to encourage creativity, problem-solving skills, and deeper exploration of the use of photography. This class requires taking and exhibiting multiple photos in a single exhibit. Photos should be attached to a single poster board. No foam core backing. Appropriate data tags are required. Each photo of the Level 1 Challenging Exhibit should have a separate Level 1 Data Tag. Data Tags should be numbered with the corresponding photo's number.
CLASS 1 - Fun with Shadows Display or Print - Photos should capture interesting or creative use of shadows. (Activity 4)
CLASS 2 - Get in Close Display or Print - Photo should capture a close-up view of the subject or object. (Activity 8)
CLASS 3 - Bird's or Bug's Eye View Display or Print - Photo should capture an interesting viewpoint of a subject, either from above (bird's eye view) or below (bug's eye view). (Activity 10)
CLASS 4 - Tricks and Magic Display or Print - Photos should capture visual trickery or magic. Trick photography requires creative compositions of objects in space and are intended to trick the person viewing the photo. For example, if someone is standing in front of a flower pot, the pot might not be visible in the image, making it look as if the flowers are growing out of the person's head. (Activity 11).
CLASS 5 - People, Places, or Pets with Personality Display or Print - Photos should have a strong focal point, which could be people, places, or pets. Photos should capture the subject's personality or character. Photos may be posed or un-posed. (Activity 13)
CLASS 6 - Black and White Display or Print - Photos should create interest without the use of color. Photos should show strong contrast and/or textures. Photos may be captured in black and white or captured in color and edited to black and white. (Activity 15)
CLASS 7 - Challenging Photo Exhibit: Telling a Story Display - Exhibit will include three photos which tell a story without words. Photos may show something being created, destroyed, consumed, moving, or growing. Photos should capture the beginning, middle, and end of a single story, project, or event. Display will consist of three 4x6 photos mounted on a single horizontal 11x14 black or white poster board. Each photo in the display must be numbered using a pencil. Numbers should be readable but not distracting from the overall display. No title, captions, or stick-on numbers are allowed. Photos may be mounted vertically or horizontally. Data tags are required for each photo in the display (Activity 14).
CLASS 8 - Picture Display - Entry will consist of three pictures. 4-H member will exhibit ONE PICTURE FROM THREE DIFFERENT CATEGORIES. Categories to be selected from include: 1) animal, 2) building, 3) people, 4) landscape, 5) sports.
CLASS 9 - Building Picture Display - An entry will consist of three pictures of three different subjects which include buildings.
CLASS 10 - Landscape Picture Display - An entry will consist of three pictures of three different subjects which include landscapes.
CLASS 11 - My Favorite Other Picture - Any other favorite photo. Exhibit must be an 8"x10" mounted in appropriate size cut matting (no frames) with a sandwich backing.
CLASS 12 - Then & Now Photo Display - Choose an old photo (at least 20 years old). Find the location and/or subject of the photo and re-enact the old photo. Include old and new photo in the exhibit. The old photo can be a copy rather than the original. Mount on poster board or put in a frame.
DEPARTMENT B, DIVISION 181 - NEXT LEVEL PHOTOGRAPHY (UNIT II)
Level 2 photographers should be utilizing all the skills and techniques they have developed thus far in their photography careers, especially topics covered in Photography Basics and Next Level Photography.
Unit II entries require Unit II Data Tags. Tags are available at the Extension Office or on our website at http://colfax.unl.edu, under the Colfax County 4-H tab.
Portfolios - All portfolios must include the following information:
1) One page max bio
2) Table of contents
3) Year each photo was taken
4) Title for each image
5) Device make and model used to capture each image
6) Reflections for each photo
When writing reflections, youth should focus on what new photography techniques or skills they were practicing when they took the photo, what makes the image successful and what could have been done to improve the image.
Portfolios may be presented in either print or digital formats:
1) Printed portfolios should be presented in a 8.5"x11" three-ring binder or similar book format. Recommended photo size is 8"x10". Matting is not necessary.
2) Digital portfolios may be presented online and must be exhibited along with a single 8.5x11 flyer. Flyers must include a link, URL, or QR code that takes users (judges and fairgoers) to their online portfolio.
Unit II Display Exhibit:
- Three 4"x6" photos mounted on a single horizontal 11"x14" black (preferred) or white poster board. No foam board backing should be used.
- Every photo in the display must be numbered using a pencil below the picture (for judge's reference only). Numbers should be readable but not distract from the overall display.
- No titles, captions, or stick-on numbers will be allowed in classes 20-60.
- Photos must be mounted vertically or horizontally.
- Each photo of the display must include a separate Unit II Data Tag. Data Tag should be numbered with the corresponding photo's number. Data Tags should be securely attached to the back of the exhibit.
Unit II Print Exhibits:
- All exhibit prints must be 8"x10" prints mounted in 11"x14" (outside size) cut matting with a sandwich mat-board backing. No foam board should be used for matting or backing. Mat openings may be rectangular or oval.
- Photos may be horizontal or vertical.
- No frames are allowed.
- All Unit II prints must have a Unit II Data Tag securely attached to the back of the exhibit in the upper right-hand corner.
Unit II Challenging Photo Exhibit: (Class 70) - This class is intended to encourage creativity, problem-solving skills, and deeper exploration of the use of photography. This class requires taking and exhibiting multiple photos in a single exhibit. Photos should be attached to a single poster board. No foam core backing. Appropriate data tags are required. Each photo of the Level 2 Challenging Exhibit should have a separate Level 2 Data Tag. Data Tags should be numbered with the corresponding photo's number.
CLASS 10 - Level 2 Portfolio - Level 2 portfolios should represent the photographer's best work and must include 5-7 different images from the 4-H member's photography career. At least 2 images must have been taken during the current year. The remaining images may have been taken at any time during the member's 4-H experience and may have been previously exhibited. Portfolios may include photos which are exhibited in other Level 2 classes during the same year. Portfolios must include: 1) One page max bio, 2) table of contents, 3) year each photo was taken, 4) title for each image, 5) device make and model used to capture each image, and 6) reflections for each image. When writing reflections, youth should focus on what new photography techniques they were practicing when they took the photo, what makes the image successful and what could have been done to improve the image. SF
CLASS 20 - Creative Techniques & Lighting Display or Print - Photos should capture a creative use of lighting, such as diffused lighting, backlighting, or hard lighting, reflections, or another lighting technique covered in Book 2 Next Level Photography (Activity 3, 4, 5) SF
CLASS 30 - Creative Composition Display or Print - Photos should capture a creative composition using the Rule of Thirds, Golden Triangle, Golden Rectangle or another composition technique covered in Book 2 Next Level Photography. (Activity 6, 7, 8, 9) SF
CLASS 40 - Abstract Photography Display or Print - Photos should be abstract or capture a small piece of a larger subject. Abstract photos may not look like anything in particular but should be able to capture a viewer's attention. (Activity 11) SF
CLASS 50 - Candid Photography Display or Print - Candid photos should capture a special moment or meaningful interaction. Photos should be un-posed. (Activity 10) SF
CLASS 60 - Expression Through Color Display or Print - Photos should capture a creative use of color or a color scheme, such as complimentary, contrasting, monochromatic, warm, cool, primary, secondary, or tertiary. (Activity 13) SF
CLASS 70 - Challenging Photo Exhibit - Pictures with a Purpose - Exhibit will include a series of three photos which show off a product, organization or event. Photos should be captured with the idea of being used in an advertisement or promotion. All three photos must capture the same product, organization, or event. Exhibits will consist of three 4"x6" photos mounted on a single 11"x14" black or white poster board. No foam core backing. Photos may be mounted vertically or horizontally. Data tags are required for each photo in the exhibit. Data Tags should be numbered with the corresponding photo's number. Exhibit should be titled with the name of the product, organization or event featured in the photos. Each photo should be numbered and captioned. Captions should provide context for the viewer - similar to photo captions you might see in a magazine or newspaper. Captions should be readable but not distracting. (Activity 14) SF
CLASS 80 - Framing and Leading Lines Display - An entry will consist of three pictures of three different subjects which include framing (objects such as trees, arches or anything not related to the subject around the top, sides or bottom of photo to direct eye to the well placed subject) or leading lines (any obvious line from the picture edge to a well placed subject), two photos using one technique and one photo using the other technique. (A center/point of interest should be incorporated into the design.)
CLASS 90 - Patterns and Textures Display - Entry will consist of three pictures of three different subjects which include patterns (the repetition of shapes and lines) or textures (shows hidden lines or shapes, patterns or perspectives of objects not generally noticed). Two photos will use one technique and one photo will use the other technique. Special lenses may be used. (A center/point of interest should be incorporated into the design.)
CLASS 100 - Then & Now Photo Display - Choose an old photo (at least 20 years old). Find the location and/or subject of the photo and re-enact the old photo. Include old and new photo in the exhibit. The old photo can be a copy rather than the original. Mount on poster board or put in a frame.
CLASS 110 - My Favorite Other Picture - Any other favorite photo. Exhibit must be an 8"x10" mounted in appropriate size cut matting (no frames) with a sandwich backing.
DEPARTMENT B, DIVISION 182 - MASTERING PHOTOGRAPHY (UNIT III)
Level 3 photographers should be exploring and experimenting with advanced techniques. This may include but does not necessarily require using an SLR camera, manual adjustments, or other advanced equipment. Level 3 photographers should be utilizing all the skills and techniques they have developed throughout their photography career, especially topics covered in Photography Basics, Next Level Photography and Mastering Photography.
All Unit III entries require the Unit III Data Tag. Tags are available at the Extension Office or on our website at http://colfax.unl.edu, under the Colfax County 4-H tab.
Unit III Exhibit Prints:
- All exhibit prints must be 8"x10" prints mounted in 11"x14" (outside size) cut matting with a sandwich mat-board backing. No foam board should be used for matting or backing. Mat openings may be rectangular or oval.
- Photos may be horizontal or vertical.
- No frames are allowed.
- All Unit III prints must have a Unit III Data Tag securely attached to the back of the exhibit in the upper right-hand corner.
Portfolios - All portfolios mush include the following information:
1) One page max bio
2) Table of contents
3) Year each photo was taken
4) Title for each image
5) Device make and model used to capture each image
6) Reflections for each photo
When writing reflections, youth should focus on what new photography techniques or skills they were practicing when they took the photo, what makes the image successful and what could have been done to improve the image.
Portfolios may be presented in either print or digital formats:
1) Printed portfolios should be presented in a 8.5"x11" three-ring binder or similar book format. Recommended photo size is 8"x10". Matting is not necessary.
2) Digital portfolios may be presented online and must be exhibited along with a single 8.5x11 flyer. Flyers must include a link, URL, or QR code that takes users (judges and fairgoers) to their online portfolio.
Unit III Challenging Photo Exhibit: (Class 70) - This class is intended to encourage creativity, problem-solving skills, and deeper exploration of the use of photography. This class requires taking and exhibiting multiple photos in a single exhibit. Photos should be attached to a single poster board. No foam core backing. Level 3 Challenging Exhibit must have one Level 3 Data Tag.
CLASS 10 - Level 3 Portfolio - Level 3 portfolios should represent the photographer's best work. Level 3 portfolios must include 9-11 images from the 4-H member's photography career. At least 3 images should be from the current year. The remaining images may have been taken at any time during the member's 4-H experience and may have been previously exhibited. Portfolios may include photos which are exhibited in other Level 3 classes during the same year. Portfolios must include: 1) One page max bio, 2) table of contents, 3) year each photo was taken, 4) title for each image, 5) device make and model used to capture each image, and 6) reflections for each image.
When writing reflections, youth should focus on what new photography techniques or skills they were practicing when they took the photo, what makes the image successful and what could have been done to improve the image. SF
CLASS 20 - Advanced Techniques & Lighting Print - Photos should show an experimentation or exploration of advanced lighting, such as low-light or silhouette photography or another advanced photography technique, such as astrophotography, underwater photography, or infrared photography. (Activity 3, 4, 5 or 12) SF
CLASS 30 - Advanced Composition Print - Photos should show advanced compositions, such as using diagonal, horizontal, or vertical lines or repeating shapes to frame a subject or lead the viewer's eye through a scene; breaking the rule of thirds to compose a discordant image; or another advanced composition technique covered in Book 3 Mastering Photography. (Activity 6, 7) SF
CLASS 40 - Portrait Print - A great portrait captures not only a person's physical image, but also something of the person's character or personality. Photos may be either formal or informal, but must be of one or more human subjects. (Activity 9) SF
CLASS 50 - Still Life Print - Photos should capture non-moving objects that have been arranged in an interesting way. Photos should demonstrate advanced control over lighting and composition. (Activity 8) SF
CLASS 60 - Freeze/Blur The Moment Print - Photos should capture a subject in motion. Photographers should adjust shutter speed to either freeze or blur the movement. (Activity 11). SF
CLASS 70 - Challenging Photo Exhibit - Photo Joiner - Using Activity 13 as a guide, create a photo joiner. Photo joiners should include more than 15 separate photos. Recommended photo size is 3"x5" or 4"x6". Photos should be securely mounted to an appropriately sized poster board (minimum: 11"x14"; maximum 22"x28"). No foam core backing. A single data tag is required for the exhibit. (Activity 13) SF
CLASS 80 - Framing/Leading Lines/Patterns/Textures Exhibit Print - Enlargement subject may feature framing (objects such as trees, arches or anything not related to the subject around the top, sides or bottom of photo to direct eye to the well placed subject) or leading lines (any obvious line from the picture edge to a well placed subject) or patterns or textures. A center/point of interest should be incorporated into the design.
CLASS 90 - Advanced Action Exhibit Print - Enlargement will feature advanced skill level used to capture action of 4-H'ers subject choice. Subject must show motion.
CLASS 100 - Special Effects Exhibit Print - Selection of special effects. Explain briefly how you took the photo, skills used, techniques used, etc. in order to create the special effect(s).
CLASS 110 - Newsprint/Advertising/Commercial Exhibit Print - Enlargement of newsworthy subject. Copy of appropriate cut line (2-3 sentence description of the photo explaining who, what, where, when, why, or how) for newspaper article, program, annual, advertisement, commercial business project, etc. where photo may appear MUST BE ATTACHED to the front of the lower portion of the mat.
CLASS 120 - My Favorite Other Picture - Any other favorite photo. Exhibit must be an 8"x10"
mounted in appropriate size cut matting (no frames) with a sandwich backing.
CLASS 130 - Then & Now Photo Display - Choose an old photo (at least 20 years old). Find the location and/or subject of the photo and re-enact the old photo. Include old and new photo in the exhibit. The old photo can be a copy rather than the original. Mount on poster board or put in a frame.
DEPARTMENT E - FOODS, NUTRITION & FOOD PRESERVATION
Members may exhibit only in classes under projects carried this year. Each exhibit must include the recipe. Recipe may be handwritten, photocopied or typed. Place the food on the appropriate size disposable plate. Put exhibit in a self sealing bag. Attach entry tag and recipe at the corner of the bag on the outside. Include name of exhibitor on bottom of plate or on another appropriate place of the exhibit. For non-food items attach entry tag to the upper right hand corner of the entry. Additional information including recipes and supplemental information should be identified with 4-H'ers name and county.
Since the exhibits are on display several days, it is necessary to limit exhibits to products which hold up well. Items that require refrigeration will not be accepted, judged or displayed. Food products must be unquestionably safe to eat when they are entered, whether tasted or not. Egg glazes on yeast breads and pie crusts BEFORE baking are acceptable. Glazes, frostings, and other sugar based toppings are also considered safe due to the high sugar content. Eggs incorporated into baked goods or crusts and cheeses mixed into bread doughs are considered safe. Uncooked fruit is not allowed in any exhibit due to spoilage (i.e. fresh fruit tart). All fruit fillings must be cooked. Egg or cream cheese may be baked into your product, but not used as fillings and/or frostings. Meat, dried meat, meat substitute pieces (bacon bits, pepperoni, etc.) or melted cheese on top of food are not allowed in food exhibits. They may result in an unsafe food product by the time the item is judged due to unpredictable heat/and or weather conditions and will be disqualified.
All foods exhibited are to be made from basic ingredients, unless otherwise noted. Do not use a mix. Commercially prepared mixes are ONLY allowed in Cooking 201 Creative Mix Class (Class 2) exhibit and must show how the original product directions were changed to create the new baked food item. Warm foods will not be accepted. Exhibits that include alcohol in the recipe will not be accepted, this includes menu and recipe file exhibits.
DEPARTMENT E, DIVISION 350 - GENERAL
Premiums: Purple, $4.00; Blue, $3.00; Red, $2.50; White, $2.00
CLASS 1 - FOOD SCIENCE EXPLORATIONS - Open to any 4-H'er enrolled in a Foods & Nutrition or Food Preservation project. Show the connection between food and science as it relates to food preparation, food safety, or food production. Exhibit may be a poster or foam core board (not to exceed 22" by 30"), computer based presentation printed off with notes pages, if needed, and displayed in binder, an exhibit display, a written report in portfolio or notebook. Consider neatness and creativity. SF
CLASS 2 - FOODS and NUTRITION Poster, Scrapbook, or Photo Display - Open to any 4-H'er enrolled in a Foods & Nutrition or Food Preservation. This project should involve a nutrition or food preparation technique or career concept/lesson. This might contain pictures, captions, and/or a report to highlight the concept. Exhibit may be a poster or foam core board (not to exceed 22" by 30"), computer based presentation printed off with notes pages (if needed) and displayed in | <urn:uuid:4d351a68-8bae-41e8-b45c-925a5ccb0788> | CC-MAIN-2021-21 | https://extension.unl.edu/statewide/colfax/Photography.pdf | 2021-05-18T13:54:04+00:00 | crawl-data/CC-MAIN-2021-21/segments/1620243989637.86/warc/CC-MAIN-20210518125638-20210518155638-00269.warc.gz | 250,869,704 | 5,680 | eng_Latn | eng_Latn | 0.995416 | eng_Latn | 0.996562 | [
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LOOK TOWARD THE MOUNTAIN, EPISODE 5 TRANSCRIPT
ROB BUSCHER: Welcome to Look Toward the Mountain: Stories from Heart Mountain Incarceration Camp , a series about life inside the Heart Mountain Japanese American Relocation Center in northwestern Wyoming during World War II. I'm your host, Rob Buscher. This podcast is presented by the Heart Mountain Wyoming Foundation and is funded by the National Endowment for the Humanities.
ROB BUSCHER: The fifth episode titled "Commerce in the Camp" will explore how the 10,000 Japanese Americans incarcerated at Heart Mountain developed their own prison economy, with incarceree-run businesses that helped make life inside camp into something that resembled their past lives on the West Coast.
INTRO THEME
ROB BUSCHER: The average American adult works 2,080 hours every year. Over the lifespan that amounts to nearly a third of our waking lives. Aside from the time spent with family, engaging in community activities, and hobbies, most people define themselves through the time they spend at their jobs. Although there were many changes wrought by the evacuation orders, the sudden mass unemployment of the Japanese American community was especially jarring.
ROB BUSCHER: The work culture in camp helped normalize the environment by establishing routines to fill the long days. While the majority of adults volunteered to work, there was an expectation by the WRA that a number of Heart Mountain's daily operations would be fulfilled through incarceree labor. Growing numbers of historians and community activists have begun to criticize this aspect of the wartime incarceration as forced prison labor. Even in 1942 there was criticism over the labor conditions in the temporary assembly centers, where initially incarcerees were not compensated for their work.
ROB BUSCHER: To combat these allegations, camp workers began earning wages on a military payscale that ranged from $12 for unskilled labor to $19 a month for doctors and other specialists - far lower than the market rate compensation for these jobs, but kept low to appease the anti-Japanese sentiments.
ROB BUSCHER: Some found jobs that directly correlated to their skill sets from before the war and worked as store operators, farmers, teachers, journalists, barbers, beauticians, and mess hall chefs in camp. Others sought employment outside the camp as local farm hands or domestic workers. Although they were earning far less than what they had prior to the war, most incarcerees found themselves with a modest disposable income. It was only natural that they would find something to spend it on.
ROB BUSCHER: Japanese Americans had become accustomed to a certain standard of living prior to the incarceration, and many sought to use their limited resources to purchase material goods to make their lives behind barbed wire slightly more bearable. But Heart Mountain, like the other nine War Relocation Authority camps, was located in a remote area with few local amenities.
ROB BUSCHER: The camp barely possessed the basic infrastructure to house and feed their incarceree residents, let alone retail businesses to satisfy their consumer needs. Shopping in nearby Cody or Powell was initially forbidden, with the exception of incarceree workers who were given day-pass leave from camp to purchase essential medical supplies and other specialty goods.
ROB BUSCHER: As travel restrictions were lifted, camp administration began granting shopping passes more liberally to a set number of incarcerees each day. With shopping passes in hand, Japanese Americans contributed as much as $50,000 a year to the economy of Powell. The Wyoming state and local government also benefited financially from the increased sales tax revenue of the camp residents. In 1943 alone, an estimated $12,000 in sales tax revenues were paid on retail purchases from day-leave shopping trips.
ROB BUSCHER: Nevertheless, it remained difficult for incarcerees to get all they wanted from local merchants, even when they had money to spend. Some merchants in the two towns outright refused to do business with Japanese Americans. Although relations with the Powell community were somewhat better, many stores in Cody openly displayed signs that proclaimed "No Japs Allowed." Bacon Sakatani remembers a trip to Cody he took with his schoolmates.
BACON SAKATANI RECORDING FROM DENSHO: They allowed us to go shopping at a couple of nearby towns. So we had an advisor to our group and he said, "oh you guys should go outside to know what the outside looked like." And so one day we got a pass and we got on this bus and went to this town. And we looked around and boy, at this, well many stores had "No Jap" signs. I believe that's the first time I saw the word Japs. And it really scared me. So maybe that was about the first instance where I felt I'm a minority, or I'm the enemy.
ROB BUSCHER: Sam Mihara also remembers the shock of seeing these signs on a shopping trip with his parents.
SAM MIHARA INTERVIEW: After a while the government allowed us to, a few at a time to go into the town to Cody. And I don't recall the exact date, but it was at least 1943, it was at least a year after we got there. And they allowed us to have leave using these approved passes for the day and we were allowed to go into town and do our shopping. But we had to return to camp by the end of the day. So I remember going into downtown on Sheridan Avenue, along the street. By this time my father was almost completely blind, so I was escorting him, describing what's inside each store. The shocker was seeing a sign about every third store, not every store, but about every third store. Saying "No Japs Allowed" or "No Japs." And I'll never forget that. They didn't want us and - some of the stores did not want us in their stores buying. That's one of my memories of the worst experience, seeing the hatred that existed among some of the people there in Cody.
ROB BUSCHER: Former incarceree Shig Yabu remembers some of the other merchants who were not overly friendly, but tolerated the Japanese American shoppers as long as they spent money in their stores.
SHIG YABU RECORDING FROM DENSHO: Alberta Cassein who was my 8th grade teacher in camp, she took a group of kids to Cody. And she was so embarrassed to see a sign that says, "No Dogs or Japs Allowed." But, it didn't take long before the people - the business people of Cody or Powell or any other city. Because that little green paper, money, they welcomed that. At first they were afraid of us, they welcomed us with open hands and says, "come on, buy whatever you like." And that's typical of any business.
ROB BUSCHER: Still, supplies were limited in rural Wyoming and often merchants reserved their highest quality goods for the non-Japanese locals. This made it essential that the camp have some retail shops that sold products and services, and also provided an opportunity to entrepreneurially minded incarcerees who ran these businesses. These included canteens, dry goods stores, shoe stores, a fish market, a rationed goods store, a radio repair shop, dry cleaners, barber shops, and beauty shops - most of which were run by the community enterprises department at Heart Mountain.
ROB BUSCHER: This was not done without controversy, as many prisoners viewed the business leaders as collaborators to the federal government who had imprisoned them. Some incarcerees also felt they were being gouged by the community enterprises, which were charging far higher prices for goods than what they had paid before the war. WRA officials often favored Nisei incarcerees for leadership positions within community enterprises, which caused resentment among the Issei, who often had far more experience in running businesses before the war. The relative inexperience of many Nisei business operators resulted in some of the businesses being poorly run at first, which increased tensions between Issei, the enterprises leadership, and camp authorities. In one extreme case, the general manager of the Tule Lake camp community enterprises department was murdered in 1944 by his fellow incarcerees.
ROB BUSCHER: George Ishiyama was a Nisei from Los Angeles who had an economics degree from UCLA. He was one of the first community enterprises officials in Heart Mountain and would later relocate from camp to work for the WRA in New York and the Midwest. Ishiyama helped write a 1946 report for the WRA that detailed the community enterprises.
GEORGE ISHIYAMA VOICE OVER FROM WRA REPORT: In some centers progress was retarded due to complete ignorance of cooperative organization on the part of WRA enterprises advisers who were equipped with only private business experience. The evacuees in such cases were left to shift pretty much for themselves. The situation was further complicated by the fact that the centers were made up of people from various West Coast communities and the typically individualistic business trustees eyed with suspicion the efforts of others than people from their own communities. They did not want to let others in on the management of the business sometimes, undoubtedly, for purely selfish reasons motivated by hope of private gain. Provincial tendencies in general were further aggravated by political factions that were forming in addition to the traditional Issei-Nisei conflict.
ROB BUSCHER: One solution to overcoming the distrust that many incarcerees felt towards government sponsored enterprises was to establish the stores as cooperatives. Consumer cooperatives are businesses that belong to the people who use them. The central principle of consumer cooperatives is member control and participation. After paying membership dues, patrons receive a dividend of the year-end profits relative to the amount they spend throughout the year. Member/owners also meet periodically to establish policy and elect directors. Directors, in turn, hire managers to administer the cooperative on a day-to-day basis.
ROB BUSCHER: Prior to the incarceration many Issei were familiar with the co-op concept, having previously participated in cooperative farm associations that helped Japanese American growers purchase supplies and market their crops to packer-shippers. The Japanese American packer-shippers in turn sold their goods to fruit-stand operators within the community.
ROB BUSCHER: First Lady Eleanor Roosevelt was a long-time champion of cooperatives and is thought to have suggested that if the camp stores were co-ops owned by the incarcerees there would be more participation. Nine of the ten WRA camps established cooperative agreements for their community enterprises stores. Heart Mountain was the sole exception. There, the divide between Issei and Nisei proved too difficult to overcome as they could not agree on how to set up a cooperative.
ROB BUSCHER: One of the teachers at Heart Mountain high school conducted a study on the best way to set up their cooperative. Members of the community council met to examine the study, and elections were scheduled to approve the plans based on the study's recommendations. But things ran aground, as the WRA report on community enterprises detailed.
VOICE OVER FROM WRA STUDY: When it became known in the committee that the cooperative would be required to pay rental on buildings occupied by them and pay salaries of employees, a bitter debate developed of an anti-WRA nature.
ROB BUSCHER: One faction said the government should handle everything for the cooperative. After all, everyone at Heart Mountain was a prisoner. Why should they have to pay rent on buildings they were forced to use?
VOICE OVER FROM WRA STUDY: Proponents of the cooperative were maligned and discredited. Both factions became involved in machinations and bitter personal attacks. As there was practically no Nisei representation on the committee, the Nisei began to lose interest in the cooperative.
ROB BUSCHER: Despite the failure to create a cooperative, the stores opened and served incarceree customers. They soon became a fundamental part of camp life. Bill Shishima remembers his father working for community enterprises and the low pay he received.
BILL SHISHIMA RECORDING FROM DENSHO: He worked for Community Enterprise. They, I guess, took charge of the PXs. So, he went around, maybe, he collected the money or something, but he worked in Community Enterprise there. So, he probably got sixteen dollars a month. But the professionals like the doctors and the teachers got nineteen dollars a month, and the pure laborers got twelve dollars a month. Just to let you know what the pay was during, way back in the 1940s, the army private, the lowest rank in the army, got twenty-one dollars a month. So, it gives you an idea of what the camp life was.
ROB BUSCHER: Also included under the umbrella of the community enterprises were various services, such as shoe and radio repair, barbers, and beauty shops. Some services such as dry-cleaning required specific machinery that would have been too costly to procure for the temporary camp population. On Oct. 24, 1942, the Sentinel reported that Powell Laundry Company was contracted by community enterprises to handle laundry and dry-cleaning services. The increased demand on their business also necessitated hiring incarceree workers who were paid full wages for their time.
ROB BUSCHER: The leaders of the community enterprises were thought of as some of the most important people at Heart Mountain. Because of their business successes in camp many would be given the opportunity to resettle in cities outside of camp during the war, often taking jobs affiliated with the WRA. One was George Ishiyama, the Nisei who helped write the WRA's study of community enterprises after the war. Ishiyama was incarcerated at both Topaz and Heart Mountain where he helped establish the enterprises before he was eventually allowed to relocate to New York in 1943.
ROB BUSCHER: As an incarceree, Ishiyama held an inordinate amount of influence, demonstrated by his ability to contact federal government leaders directly. In 1942, Ishiyama sent a letter to Paul McNutt, the chairman of the War Manpower Commission, urging him to consider incarcerees as workers outside the camps.
GEORGE ISHIYAMA VOICE OVER: I do not know if you are aware of the tremendous manpower that lies dormant within these projects. This terrible waste of human energy, to my way of thinking, especially in the time of war, is as much an act of sabotage as any direct act to 'throw a monkey wrench' into the mechanization set up for the effective prosecution of this war. It is indeed a deplorable situation when industry and agriculture are so sorely in need of efficient labor that more constructive use is not being made of this vast source of human energy.
ROB BUSCHER: McNutt had previously served as governor of Indiana and past Democratic presidential candidate hopeful. Ishiyama's ability to reach out to him directly reflects the additional privileges granted to community enterprises leadership.
ROB BUSCHER: Thomas Sashihara was another community enterprises trustee. Sashihara was a pharmacist in Los Angeles who in 1935 sued the state of California when they attempted to deny his license to practice. Sashihara ran a series of businesses in Los Angeles before he was incarcerated. Soon after the Pearl Harbor bombing, Sashihara was arrested by the FBI and detained at the Justice Department camp in Tuna Canyon, California.
ROB BUSCHER: Normally being held in a Justice Department camp condemned an incarceree to being a permanent outsider in Heart Mountain. But Sashihara became one of the leaders of the community enterprises, as well as an official at the Heart Mountain Golf Club. He was a Christian, which usually gave prisoners an advantage with the camp authorities. By the time he was released in 1944, Sashihara was considered one of the most well connected people in Heart Mountain. He relocated to Cleveland where he spent the rest of the war years working with the WRA to help evacuees find jobs outside the camps.
ROB BUSCHER: Genichiro Iwasaki and his brothers owned a chain of grocery stores in Los Angeles before the war. Like Sashihara, Iwasaki was arrested by the FBI after Pearl Harbor and sent to Tuna Canyon with other community leaders before he eventually arrived in Heart Mountain. Together Ishiyama, Iwasaki, and Sashihara helped make the Heart Mountain stores successful in providing most of the essential goods needed by the incarcerees. But acquiring some specialty items required outside assistance. Sam Mihara remembers the store's limited selection as a reason why incarcerees would look elsewhere for their shopping.
SAM MIHARA INTERVIEW: There was a small store at the camp. It was located on top of the hill going up on the main road, Road 19. And it was a very small store and I don't recall the type of goods that were sold. My recollection is, though, that it was very limited. People wanted to buy things and it wasn't available. I do remember my mother buying a number of things on the Sears catalog. Which made the appearance of the camp look interesting because everyone seemed to be wearing the same kind of clothing, so you know where you got it.
ROB BUSCHER: Toshi Nagamori Ito remembered how her father used mail order catalogs to make the family's life at Santa Anita a little bit easier.
TOSHI NAGAMORI ITO RECORDING FROM DENSHO: They had a long trough at Santa Anita, and spigots, and this was all outside. They had hot and cold running water, but there was nothing to catch the water to do your wash. So my father ordered a galvanized tub from Sears Roebuck, and we would put our dirty wash in there. And he also ordered a Red Flyer wagon, and we would put the washboard and the tub on this little wagon and our clothes, and take it down to the washing shed. And we would do our wash on the scrub board, and my father came down with us and he wrung out the towels and the sheets for us. And my mother and I did the rinsing and the washing. Lots of people couldn't afford to buy a galvanized tub, so our galvanized tub and washboard was borrowed quite often.
ROB BUSCHER: Although the location of Heart Mountain was not known to the incarcerees at Santa Anita, Ito guessed they would be sent somewhere cold next.
TOSHI NAGAMORI ITO RECORDING FROM DENSHO: I had a brief job of circling clothing in the Sears Roebuck catalog. And I circled thermal underwear. So I told my dad, and he said, "See? We're gonna be sent to a cold place."
ROB BUSCHER: She was right. As summer in the high desert of northwestern Wyoming turned to fall and then winter, the incarcerees from California were shocked by the harshness of the cold weather and the bitter winds that whipped in from the west. They lacked proper clothing to make the conditions even remotely tolerable. Although the government did eventually provide military surplus clothing, the coats they supplied were ill-fitting and made of coarse fabric that was uncomfortable to wear.
ROB BUSCHER: Mail-order catalogs from Sears Roebuck, Montgomery Ward, and J.C. Penney offered better alternatives to those who could afford them. Suzie Sakai remembered ordering woolen pea coats for her and her family.
SUZIE SAKAI RECORDING FROM DENSHO: These barracks were not insulated, of course, and every time the snow fell, the next morning when you woke up, there were ridges of snow within your unit. The window sills would be piled with snow, and areas around the window and around the doors would all be icy. The problem there in the wintertime was then that you had to run out for the bathroom and go out to the dining room three times. It was pretty rugged living that first winter. I remember they issued us these navy pea coats to wear. At least our family didn't come prepared for that kind of winter. So the busy place was where you could find the Montgomery Ward and Sears Roebuck catalogs, and people were busy ordering especially warm coats and underwear for winter wear because if you came from Southern California, you certainly weren't prepared for the kind of weather that we were facing.
ROB BUSCHER: George Yoshinaga and his family came from San Jose, which rarely had cold weather.
GEORGE YOSHINAGA RECORDING FROM DENSHO: But then that's right after that the weather was hot and then it got cold and we weren't really equipped and if it wasn't for the mail order catalogs like Montgomery Ward and Sears Roebuck, we would have froze to death 'cause we were able to order through the mail.
ROB BUSCHER: As Kazuo Shiroyama recalled, the incarcerees had to be a boon for the catalog companies.
KAZUO SHIROYAMA RECORDING FROM DENSHO: Everybody started ordering winter clothing from the mail order catalogs, Sears Roebuck or Montgomery Ward and Spiegel. The mail order companies did tremendous business from all of us in all the ten camps.
ROB BUSCHER: Bill Shishima remembered getting sports equipment from the catalogs.
BILL SHISHIMA RECORDING FROM DENSHO: We were able to purchase our snow skates from either Sears Roebuck or Montgomery Ward, or JC Penney's. Those were the catalog companies on those days. So we had to order through the mail, so we looked forward to getting it. After we got it, oh, it was really fun in the snow. Cold, but it's fun.
ROB BUSCHER: Because the barracks had no indoor plumbing, incarcerees had to brave the cold and walk to the nearest latrine. As a result, many of the prisoners found a new way to relieve themselves. Sam Mihara, who's now a board member of the Heart Mountain Wyoming Foundation, remembers his mother had a chamber pot for their barrack that she ordered from a catalog.
SAM MIHARA INTERVIEW: Yeah, well, I remember using a device. It was essential because of the weather outside during the winter, you couldn't take that awful cold and the blowing snow to go potty. And that was a great relief to be able to do that.
ROB BUSCHER: Unfortunately, not everyone had the resources to order goods from the outside, as John Nakada remembers.
JOHN NAKADA RECORDING FROM DENSHO: We were able to buy things, through Sears Roebuck and Montgomery Ward but most of the people didn't have enough money to buy things so we couldn't buy too much.
ROB BUSCHER: Many of the elder Issei incarcerees were physically unable to work, but even the prisoners who were gainfully employed at Heart Mountain had trouble making ends meet sometimes. Camp jobs provided limited wages through government checks that were sometimes paid months late. This necessitated the creation of a social welfare department to help incarcerees purchase the basic necessities that were not provided to them by the WRA.
ROB BUSCHER: Dr. Yoosun Park is a professor at Smith College whose research entails social work in the incarceration camps. Dr. Park shares her perspective on the welfare department's cash assistance program.
YOOSUN PARK INTERVIEW: People had to work because from the beginning, the WRA's reigning philosophy was that everyone had to work and earn a living. Even though the pay rate was ridiculous. But nobody got paid for months. But even if you didn't get paid for months, if you were on the books for having a job and being owed money then you weren't eligible for getting welfare aid. You know, they're absolutely impoverished. They have zero money left. They've been working. They haven't been paid and will not get paid for another three months, let's say. They should be eligible for cash aid, which also comes much later, but they're declared ineligible. Also for things like clothing allowance because technically they're working and they have a salary coming in. Anything that was given was for the most part done begrudgingly. The aid was never enough.
ROB BUSCHER: In addition to the retail businesses operated by community enterprises at Heart Mountain, some enterprising incarcerees used their entrepreneurial skills to establish their own service businesses in camp. Before community enterprises began operating barber and beauty shops in March 1943, barbers and beauticians were left to ply their trade among those willing to pay for their services. The announcement of the beauty shop opening at block 25-28 was such a to-do that the following bulletin was included as a special addition to the Heart Mountain Sentinel published March 11.
VOICE OVER SENTINEL BULLETIN: The beauty shop at 25-28 is now open for business daily except Saturday afternoons and Sundays. Four licensed operators; Toshiko Terry Hayashi, Shizuko Bernice Hinaga, Grace Sakamoto and Kimiko Tani, are ready to receive appointments at the shop which is under the management of Hisako Ohashi. Girls are asked to bring their own towels and combs temporarily.
ROB BUSCHER: Despite the added amenities, some incarcerees chose to save money by cutting their own hair, as Sam Mihara remembers.
SAM MIHARA INTERVIEW: I vaguely remember the barbershop. Although I also recall my mother cutting my hair because money wasn't readily available. Whatever money we were able to obtain we had to spend it on clothing. But yea I
recall my mother cutting my hair on occasion. Nothing really professional looking, but I have no choice.
ROB BUSCHER: Not everyone chose to work within the community enterprises shops, which is evident from Project Director Guy Robertson's letter in the March 30 issue of the Sentinel.
GUY ROBERTSON VOICE OVER: Private practice by barbers and beauty operators within the center should now be discontinued. WRA regulations clearly prohibit the conduct of any private enterprises within the center and the laws of Wyoming provide that only those regularly employed under WRA regulations may practice without first obtaining a state license and meeting all other requirements set up by the center. Residents of the center are, therefore, requested to patronize the shops that have been provided for them at considerable cost and to discourage private practice by not supporting it and by reporting any violations to this office.
ROB BUSCHER: Despite the WRA regulation prohibiting private enterprise, many continued to operate their own small businesses. Some incarcerees who specialized in food production prior to the war continued manufacturing their goods in camp, like the Kito family's mochi business or the Heart Mountain tofu factory that Frank Emi worked at, which was discussed in the previous episode.
ROB BUSCHER: Brian Kito is the grandson of Fugetsu-do founder Seiichi Kito, and third generation owner of the family mochi business. Although the business records from their time at Heart Mountain have been lost, Brian guesses that his family ran their mochi operation on a barter and trade basis.
BRIAN KITO INTERVIEW: My assumption would be that it was probably free. But, I mean you know the Japanese customs right? Nothing goes for free, right? There's always a payback culturally. So I kind of think that's how it was set up. Because they didn't have money when they came out of camp.
ROB BUSCHER: In fact, when the Kito family left Heart Mountain they slept at the Koyasan Buddhist Temple in Little Tokyo to save money until they had enough to buy back their mochi making equipment. Brian offers another explanation for why the mochi business in camp was unlikely to have been a cash operation.
BRIAN KITO INTERVIEW: I'm sure they worked together as a community. You know, grandpa was making them mochi and he needed help to get enough sugar. They would bring part of their sugar rationing. Of course those families were first in line I would imagine. They're giving up part of your sugar ration, I'm sure grandpa took care of them to make sure they got mochi in return or manju in return. You know, I think that's kind of how it worked, and maybe some families had certain things that they bartered. I'm sure in camp that's how most of it worked in the early days, before they could actually get stuff brought in.
ROB BUSCHER: Others like George Oyama explored new opportunities in camp. George Oyama earned a degree in chemical engineering from the University of California at Berkeley and then moved to Los Angeles, where he and a friend started a successful company called Modern Food Products. Soon after arriving at Heart Mountain, Oyama planned to open a pottery factory that would supply the camp and outside businesses with dishes and other kiln-fired products while also providing employment opportunities to his fellow incarcerees.
ROB BUSCHER: The WRA took interest in Oyama's project, and even promoted it through a propaganda photograph that was widely circulated showing his son at work in the factory. The caption for the photograph reads.
VOICE OVER WRA PHOTO CAPTION: In the ceramics plant at the Heart Mountain Center, a careful analysis of clay from the surrounding hills is being made to determine the best material for use in the Ceramics Plant, where dishes for this and other relocation centers will be made. Chemical analysis of the clay is being made by Clem George Oyama. Clem was formerly a chemist in his father's cosmetics plant in Los Angeles, California.
ROB BUSCHER: Oyama had aspirations to employ 100 or more, but plans for the factory fizzled after the relocation program started in earnest. Instead, Oyama teamed with art instructor Daniel Rhodes to turn the program into one that allowed incarcerees to use the existing kilns for their own projects. Pottery produced using Oyama's kilns are renowned as some of the finest ceramic art made during the incarceration.
ROB BUSCHER: Minnie Negoro was a pottery artist who worked under Oyama and Rhodes' program. She would later teach at multiple universities on the East Coast until she was hired to launch the University of Connecticut's ceramics program. Oyama's daughter, Pat, was also a frequent user of the pottery kilns. After the war, she would study under Rhodes at Alfred University in New York and develop her own pottery career in northern California, where she is still active today.
ROB BUSCHER: The Oyama family eventually moved to Denver in May 1943 where Oyama's sister, the Nisei writer Mary Oyama Mittwer, had moved just a few months earlier. In Denver the entrepreneurial spirit that Oyama brought to the pottery program continued after the war, where he teamed up with a friend from Sacramento to open a grocery store and later developed a patented process for growing sprouts from mung beans.
ROB BUSCHER: In episode 3 of this series we explored how some incarcerees took jobs harvesting crops outside of camp that were necessary for the war effort. While doing their bit for the country may have been a factor to some, most who sought outside employment did so for financial reasons. The $12 to $19 a month that incarcerees received for working camp jobs was simply not enough to support a family.
ROB BUSCHER: Some Heart Mountain incarcerees left to work in hotels in rural Michigan, downtown Chicago, and the East Coast. Others worked on farms in Nebraska and New Jersey, or war industry factories in Utah. Work outside camp was appealing for several reasons. George Hanada, who traveled to Montana to participate in the sugar beet harvest remembers.
GEORGE HANADA RECORDING FROM DENSHO: Well, I wanted to get away, and also to make some money. They would hire people in camp, I think the low pay was twelve dollars a month, twelve dollars a month! And the next category was fourteen or something like that. That was for semi-skilled, and then the top was eighteen dollars, I think, a month, and that was for professionals like doctors and dentists and administrative workers and stuff. I mean, that was, that's for a month, now.
ROB BUSCHER: At times, the Japanese American workers faced discrimination from local residents or their employers. Similar to the issues they faced in Cody, some businesses refused to serve them. Hanada remembers a few incidents.
GEORGE HANADA RECORDING FROM DENSHO: Well, the guy came down the road, and stopped while we were topping sugar beets, and looked at us, and then pointed his gun and shot at us, but he missed us. Like, like maybe a couple of feet away. I guess it was a double-barrel shotgun, and the second shot, he hit us. And then, of course, he had to reload, so we ran after him, and he jumped in his truck and took off down the road a ways. And then he stopped and loaded his gun again, but I guess he was kind of nervous because he was having a little problem loading it. So we ran after him again and he kind of had some second thoughts about it, I guess, and he took off.
GEORGE HANADA RECORDING FROM DENSHO: The guy that hired us was a Russian guy, and he was real helpful. I mean, he really did a lot for us, you know. Worked for him for about three weeks, I don't think it was even a month that we were there. That was a hard-working family, too. And even when we came back, when we left there, coming back to camp, we had to make a transfer on the bus. We went to Billings, Montana, from where we were, and we did some shopping there and had a real good meal. And we went to a place called Deaver, that was the changeoff where you change buses to get off, to go to Heart Mountain. And we had a problem with a bunch of young rabble-rousers, you know.
GEORGE HANADA RECORDING FROM DENSHO: Well, in this particular case, the biggest guy, he was going to pick a fight with one of the guys, and I was the smallest guy so he wanted to fight me, you know. And I said, "Fine, I'll take you on." And he kind of changed his mind, because I think like I was kind of too willing to. That was the only two bad experiences we had working, working out of camp. I know some guys had some real tough times, you know.
GEORGE HANADA RECORDING FROM DENSHO: Usually when you went out to work for somebody, they usually treated you pretty good. They didn't give you a hard time or anything. Because we went out to Denver a few times and worked in the hotels or produce market, or even made munitions boxes. And everyone we worked for treated us fairly well you know.
ROB BUSCHER: Mits Koshiyama also left camp to harvest sugar beets. He remembered encountering immigrants from another country that was at war with the United States – Germany – but unlike the Japanese Americans, German immigrants and their American-born descendants remained free to run their businesses. That didn't make sense to him.
MITS KOSHIYAMA RECORDING FROM DENSHO: "Well, first we went to Billings, Montana, and did sugar beets. You know the funny thing there, Montana and Wyoming had a lot of German farmers. A lot of German families running the cities. We didn't know that until we got there, and they told me that they were, their parents were immigrants from Germany. And we said, "Gee, these people are free people, and Germany's at war with America, too." And I said, "Isn't that strange? You know, doesn't make sense."
MITS KOSHIYAMA RECORDING FROM DENSHO: But the German farmers were good to us. One of the brothers was young enough to be in the army, but he wasn't in the army because he was farming - he deferred. But his sugar beet crop was the poorest crop you ever saw in your life. His sugar beets were like carrots. But we didn't make any money. Work all day and we didn't probably make a dollar. Worked hard, but the sugar beets were so poor. But he says, "You know something? I might have the poorest sugar beets in Montana, but they got the most sugar contents." He said, "That's what counts," he says. We said, "Well, what about us? We're not making any money." I says, "I'd rather have big sugar beets with the less sugar content so we could make a few dollars." Well, you don't argue with those kind of farmers you know. But the older brother, he was a pretty good guy. And he took good care of us.
MITS KOSHIYAMA RECORDING FROM DENSHO: So later we went to Idaho, and we went to work for another German farmer. I remember his name. His name was Hardin, H-a-r-d-i-n. And he was pretty good. He was very happy to see us come and do his potatoes and sugar beets. We worked hard there. While we were working there, we heard about this Chinese restaurant in Idaho - I think it was in Twin Falls. So we said, "Oh, boy. Let's go have dinner over there at Twin Falls Chinese restaurant when the crops are through." So we worked hard for about a month, and we went over there, and we sat down at this restaurant, and the funniest thing, this waitress kept walking back and forth, serving everybody else. Totally ignored us. So we said, "Gee, something funny. What's going on? Where was this Chinese owner, anyway?" I guess he was hiding in the kitchen someplace.
MITS KOSHIYAMA RECORDING FROM DENSHO: Pretty soon the waitress after the longest time, seemed like hours, she came to our place and said, "Sorry, but you know something? Our boss said he doesn't serve Japs." So two of the guys I was with, oh they got mad. Said, "Hey, you know what? Let's tear this place apart." Well, I said, the other guys who were older said, "No. We'll be the losers. Let's not do anything rash." So we left. But it wasn't only the white people, white Americans that discriminated against us. It was Asians, too. So I know it's hard to believe, but that's exactly what happened. So we finished the crop there. We went back to Heart Mountain. We were on a seasonal leave. You know we just had a certain amount of time to harvest the crop. Soon as the crop was over, we were supposed to go back to camp.
ROB BUSCHER: Koshiyama didn't leave camp for work the following year. He was among the 62 Heart Mountain incarcerees who were arrested, tried, and convicted for resisting the draft.
ROB BUSCHER: The appetite for Japanese American workers would continue even after it became known that the camp was going to close and most incarcerees would head back to the West Coast. A notice in the May 22, 1945 edition of the Sentinel demonstrated the demand.
VOICE OVER FROM SENTINEL ARTICLE: The Great Western Sugar company has offers in the Lovell and Billings areas for sugar beets. This is an opportunity for family relocation. Rates will be $13 per acre for blocking and thinning, $4 for hoeing and $3 for weeding. Families interested should contact the relocation division.
ROB BUSCHER: Dillon Myer and the WRA leadership had a larger plan for the incarcerees beyond sending them on temporary jobs. In his own words, Myer intended to "scatter" the Japanese American community across the country in order to "solve a serious racial problem by having them . . . bunched up in three or four states."
ROB BUSCHER: Although the WRA was successful in dispersing the community elsewhere across the country, few Japanese Americans permanently resettled in Wyoming. The tense relationship between the incarceree population and the local community had much to do with their inability to do so. Although many locals bought into the anti-Japanese propaganda narrative, the financial benefits of Heart Mountain were impossible to deny. Nearly all of the $5 million spent on Heart Mountain's construction remained in the local economy. Between the combined spending of the WRA and incarcerees themselves, the state of Wyoming gained approximately $500,000 a year in the years it was operated.
ROB BUSCHER: As we explored earlier in this episode, the neighboring towns of Cody and Powell, had complicated relationships with Heart Mountain residents. Cody was a tourist town and the eastern gateway to Yellowstone National Park. It was the least hospitable of the two towns, where signs on local businesses often displayed their hostility to Japanese Americans, barring them from entry.
ROB BUSCHER: Powell was primarily agricultural, and there had even been a few Japanese American farming families who settled the area before the war. Despite alarmist editorials in the Powell Tribune at the announcement of the camp, the town was more welcoming by comparison.
ROB BUSCHER: Some of the first workers to leave Heart Mountain found jobs in both towns. One incarceree went to work for a local print shop in early 1943, while another worked at a furniture company. The following day, six more prisoners went to work at a Cody bakery or as domestics in local homes. While many businesses in the local communities needed workers, many of the city residents objected to the presence of incarcerees in their town. In May 1943, the councils of Cody and Powell passed a resolution that said.
VOICE OVER COUNCIL RESOLUTION: After careful consideration of the problems arising by virtue of the Japanese in the relocation center at Heart Mountain visiting in the communities of Powell and Cody, and with the principal idea in mind of avoiding any trouble or difficulty in the future, it was unanimously agree by all members of the town council in each of these communities that the visiting of the Japanese in the towns of Powell and Cody be held to an absolute minimum; that no visitor's passes be issued except when absolutely necessary and that they be accompanied by proper or authorized escorts; that no permanent or so-called indefinite leaves be extended to the Japanese for visiting or working in the communities of Powell or Cody; that this request in no way interfere with or discourage those Japanese on temporary leaves who are engaged in gainful employment essential to the war effort, and particularly, necessary labor on ranches or farms.
ROB BUSCHER: Eventually, objections to the presence of the Japanese Americans dissipated, and throughout the rest of the war, notices appeared in the Sentinel seeking more workers for local homes and businesses. Hostility only went so far when there was a war to be won and jobs to be filled.
ROB BUSCHER: Although Japanese Americans were given means of economic production in camp, the wartime incarceration was entirely detrimental to the community's long term financial prospects. Wages from both the camp jobs and work outside of Heart Mountain were far lower than what most would have earned in their established careers had they not been imprisoned during the war years.
ROB BUSCHER: The vast majority of Issei business owners and farmers lost everything they worked to build in the decades they resided in the United States. Many of the lucky few who did own their properties were coerced into selling their land and real estate for a fraction of the actual value. If the incarcerees who previously owned farm lands that now span wealthy areas like San Jose and Orange County had waited to sell until the tech boom, they could have easily retired as millionaires.
ROB BUSCHER: For the Nisei incarcerees who were recent college graduates or were otherwise early in their careers, the incarceration stunted their progress for years to come. By taking jobs with lower starting salaries coming out of camp, this lowered the total expected earnings throughout the span of their careers. While many within the Japanese American community did ultimately succeed in achieving an upper middle class lifestyle in the postwar era, their incarceration experience left another scar in the form of trauma-induced hoarding, which is common among incarceration survivors.
ROB BUSCHER: Although the Japanese phrase "mottai nai " meaning waste nothing had long been associated with Issei frugality, some Nisei took this practice to an unhealthy level by refusing to discard even the most useless objects in case it might be used again in the future. For a population who lost all of their personal belongings during the forced removal, bringing only what they could carry, the traumatic memory of loss fueled this unhealthy behavior.
ROB BUSCHER: Look Toward the Mountain is presented by the Heart Mountain Wyoming Foundation and is funded by the National Endowment for the Humanities. Written by Ray Locker and Rob Buscher. Produced and Edited by Rob Buscher. Voice overs sourced by Darrell Kunitomi. Special thanks to Densho: The Japanese American Legacy Project. Many of the oral histories used in this podcast series were provided by Densho. Visit the Heart Mountain website for a full list of credits. Join us for the next episode titled Organizing Resistance. | <urn:uuid:201ba1a2-196b-4929-8655-c13cc4c76510> | CC-MAIN-2021-21 | https://www.heartmountain.org/wp-content/uploads/2021/03/LOOK-TOWARD-THE-MOUNTAIN-Episode-5-Transcript.pdf | 2021-05-18T13:47:45+00:00 | crawl-data/CC-MAIN-2021-21/segments/1620243989637.86/warc/CC-MAIN-20210518125638-20210518155638-00268.warc.gz | 762,260,165 | 9,452 | eng_Latn | eng_Latn | 0.999069 | eng_Latn | 0.999438 | [
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ALAWA PRIMARY SCHOOL
POLICY
TITLE OF POLICY: Food Allergy Awareness Policy
EFFECTIVE DATE: Term 1 2017
LAST REVIEW DATE: 2021
NEXT REVIEW DATE: February 2023
TARGET AUDIENCE: Staff, Parents, Students and Carers
1. Aims
Alawa Primary School aims to provide a safe and supportive environment for all students. Food allergies can be life threatening. The risk of accidental ingestion of foods can be reduced in the school setting if schools work with students, parents and doctors to minimise risks and provide a safe educational environment for food-allergic students.
Our aim is to develop policies and practices which keep students who have food allergies safe without unnecessarily isolating or excluding them from school activities or creating an unnecessarily restrictive school environment. A key component of this Food Allergy Awareness Policy is to ensure optimal education of school staff about recognising and responding to a child having an allergic reaction.
2. Family responsibilities
- Notify the school of the child's allergies.
- Provide up to date emergency contact information.
- Provide written medical documentation, instructions and medications as directed by a physician (qualified allergist or other doctor with specialist knowledge in food allergy), using the appropriate Australian Society of Clinical Immunology Allergy Food Allergy Action Plans. Include a coloured photo of the child on written form.
- Work with the school core team to implement a Health Care Plan, EpiPen/Anapen Student Information Form and Student Risk Minimisation Plan that accommodates the child's needs throughout the school day as well as during school excursions.
- Provide properly labelled medications and replace medications after use or before expiration.
- Educate the child in the self –management of their food allergy including:
- safe and unsafe foods
- strategies for avoiding ingestion of unsafe foods
- symptoms of allergic reactions
- how and when to tell an adult they may be having an allergy related problem
- how to read food labels (age appropriate)
3. School responsibilities
- Be knowledgeable about and follow The Administration of medications to students with notified medical conditions policy and procedures.
- Review the health records submitted by parents and the student's doctor.
- Identify a core team to work with parents and the students (age appropriate) to design and implement the prevention plan. The core team to include the class teacher, Special Education Teacher and staff designated to administer medications.
- Changes to the Health Care Plan, EpiPen/Anapen Student Information Form and Student Risk Minimisation Plan to promote food allergy management should be made with input from core team members.
- Ensure that school personnel designated to administer medications, including the use of an EpiPen, are properly trained in recognising and responding to a child having an allergic reaction.
- Ensure that medications are appropriately stored and an emergency kit is available. Medications kept in an easily accessible secure, but not locked, location central to designated school personnel.
- Ensure that all staff members who interact with the student understand the food allergy, can recognise symptoms and know what to do in an emergency.
- Ensure that all staff members know that copies of all Health Care Plans can be found on wall in staff room (including relief teachers).
- Ensure that all teachers have copies of their students Health Care Plans in their program.
- All relief teachers will receive a folder which has student Health Care Plans
- Be prepared to handle a reaction and ensure that there is a staff member available who is properly trained to administer medications during the school day regardless of time or location.
- Teach classmates of children with food allergies about food allergies and prevention strategies ie not sharing food and placing all food items into the bin once finished.
- Review Health Care Plan, EpiPen/Anapen Student Information Form and Student Risk Minimisation Plan with parents and response of staff members with the core team after a reaction has occurred.
- Include food allergic student in school activities. Students should not be excluded from school activities solely based on their food allergy. Discuss excursions, camps etc with the family of the food-allergic child to decide appropriate strategies for managing the food allergy.
4. The Student's Responsibility
- Should not trade food with others and should only eat food organised by the parent/carer.
- Should not eat anything with unknown ingredients or known to contain the food(s) they are meant to avoid.
- Should be encouraged to be assertive (based on their developmental level) about the food(s) they are avoiding by informing peers, teachers and friends.
- Students should report circumstances where they felt unsafe with regard to their food allergy or report bullying or threatening behaviour within the school to their teacher and parents.
Should notify an adult immediately if they feel the symptoms of an allergic reaction or if they eat something they believe may contain the food(s) to which they are allergic.
Review Date: Term 1 2023
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Dobyns, The Street
english.emory.edu/classes/paintings&poems/street.html
The Street
Stephen Dobyns
Across the street, the carpenter carries a golden board across one shoulder, much as he bears the burdens of his life. Dressed in white, his only weakness is temptation. Now he builds another wall to screen him.
The little girl pursues her bad red ball, hits it once with her blue racket, hits it once again. She must teach it the rules balls must follow and it turns her quite wild to see how it leers at her, then winks.
The oriental couple wants always to dance like this: swirling across a crowded street, while he grips her waist and che slides to one knee and music rises from cobblestones--some days Ravel, some days Bizet.
The departing postulant is singing to herself. She has seen the world's salvation asleep in a cradle, hanging in a tree. The girl's song makes the sunlight, makes the breeze that rocks the cradle.
The baker's had half a thought. Now he stands like a pillar awaiting another. He sees white flour falling like snow, covering people who first try to walk, then crawl, then become rounded shapes: so many loaves of bread.
The baby carried off by his heartless mother is very old and for years has starred in silent films. He tries to explain he was accidentally exchanged for a baby on a bus, but he can find no words as once more he is borne home to his awful bath.
First the visionary workman conjures a great hall, then he puts himself on the stage, explaining, explaining: where the sun goes at night, where flies go in winter, while attentive crowds of dogs and cats listen in quiet heaps.
Unaware of one another, these nine people circle around each other on a narrow city street. Each concentrates so intently on the few steps before him, that not one can see his neighbor turning in exactly different, yet exactly similar circles around them: identical lives begun alone, spent alone, ending alone--as separate as points of light in a night sky, as separate as stars and all that immense black space between them.
Balthus, The Street (1933)
Oil on canvas, approximately 6 feet x 10.5 feet. Museum of Modern Art, New York City. | <urn:uuid:0a93150f-e412-4843-a52a-1a1f25a9a2a9> | CC-MAIN-2021-21 | https://jerrywbrown.com/wp-content/uploads/2014/10/Dobyns-The-Street.pdf | 2021-05-18T13:40:27+00:00 | crawl-data/CC-MAIN-2021-21/segments/1620243989637.86/warc/CC-MAIN-20210518125638-20210518155638-00271.warc.gz | 325,478,193 | 486 | eng_Latn | eng_Latn | 0.998602 | eng_Latn | 0.999138 | [
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Tangi ā te ruru, kei te hokihoki mai e, E whakawherowhero i te pūtahitanga….
The cry of the morepork keeps coming back to me, It is hooting out there where the paths meet….
Beginning lyrics to waiata "Te Hokinga Mai"; composed by Te Taite Cooper and Father Mariu (1986)
ABOUT THE RURU
The ruru (morepork, Ninox novae-zelandiae) is our only surviving native owl. 1 At an average height of 29 cm, ruru are recognised by their predominantly brown and white speckled plumage, and wide, round yellow‑green coloured eyes. They live in densely forested areas, both native and exotic, using older trees like pines, macrocarpa, gums, and our larger native podocarps (i.e. tōtara, kahikatea, miro, mataī) as important nesting and roosting areas. Their preferred food items are insects such as the pūriri (moth), but occasionally include:
RELATIONSHIPS WITH THE RURU
* small birds such as tauhou (silver eye)
* small mammals such as pekapeka (native bat) and rodents (rats and mice).
1 Another of our owls, whēkau (the laughing or white-faced owl; Sceloglaux albifacies) is believed to have become extinct somewhere between 1910 and 1940.
A lot of the thinking in this paper has come from personal experience and discussions with our own whānau. We are currently beginning a journey exploring how we can help our ruru, and the ideas explored in this paper would not have been possible without our whānau and tribal members at the Poukai of three Waikato marae – Ngā Tai e Rua, Maurea and Waingaro. Ngā mihi nui ki a koutou.
– Ngā mihi Rangi, Cheri, and Huriwai
The relationship of our people with the ruru is a complex one borne out of a deeply spiritual connection that places the bird as both a messenger (usually with sombre news), and as an important kaitiaki (guardians) for hapū (subtribes) and iwi (tribes) across the motu (country). Tangata whenua (indigenous people) across the world have a similar relationship with their own owls, highlighting the owl family (Strigiformes) as a universally important one for many first nations people.
Reasons why the owl is revered (and sometimes feared) universally by indigenous groups are just as complex as the relationships themselves. But it could be argued that some of its characteristics distinguish it from other native birds:
* the physical presence of the bird – big wide eyes glowing in the dark
* its haunting 'kou-kou' call
* its silent movement through the bush – owls do not make the same beating wing sounds as other birds
* it normally appears only at night.
As with all our native animals and plants, the ruru has an important role to play in the development and evolution of our culture as sources of inspiration for:
* the sounds, rhythms, and inflections we make in our waiata (songs), karanga (ceremonial call), and reo (language)
* the ways in which we graphically depict our stories and histories in carvings, weaving, and more contemporary artwork forms
* the ways in which we move, as is seen in wero (challenge) and other forms of mau rākau (weilding of weapons) and kapa haka (Māori performing group, including poi (poi dance)).
It is because of this dynamic and multi-layered relationship that ruru are important species for riparian and wetland restoration. This relates primarily to the way in which they are considered and accommodated within the broader goals of freshwater restoration as they are largely considered a terrestrial/bush bird.
HOW ARE RURU CONNECTED TO WETLAND RESTORATION?
Ruru are not your typical repo (wetland) bird like the matuku (Australasian bittern), kōtare (sacred kingfisher), and pūweto (spotless crakes). They are a 'forest dwelling bird', implying a disconnection with the immediate wetland environment. However, the tall trees and dense scrub associated with swamp forests surrounding wetlands are recognised by many whānau (families) as important habitats for ruru. Kōrero (conversation) shared with the authors also note that te reo o te repo (the language of the wetland) include their distinctive night calls. The seemingly disparate relationship between ruru and repo is, therefore, challenged by the relationships recognised by tangata whenua between the bird and repo species.
* These trees are connected directly to the wider habitat considered by kaumātua (elders) as important for matamata (whitebait) spawning.
* These same areas of spawning habitat are recognised as important habitat for matuku, kōtare, kahu (swamp harrier), long-fin tuna (freshwater eel), and a wide range of important weaving plants including harakeke (NZ flax), kuta/ngāwhā (giant spike sedge), and wīwī (rushes).
* Returning to the surrounding swamp forest we see connections to tuī (also connected to the harakeke as a food source), korimako (makomako/bellbird), riroriro (grey warbler), tauhou, pekapeka, and insects.
* Information shared from tribal members in the lower Waikato highlight whakapapa (connection) links between ruru and specific trees connected with pūriri moth that are found in the shrub layer and sub-canopy of lower Waikato swamp forests.
* And finally, returning full cycle to a predator of tauhou, pekapeka, and insects, the ruru. It is important to note that ruru whakapapa can also move in the opposite direction towards mountain ranges, into gullies, and along the coast.
It is not difficult then to understand why it is a challenge for whānau to separate freshwater, from wetlands, from (dry) land – the connections know no boundaries like those prescribed and often enforced through statute and policy.
97
WHAT CAN WE DO TO HELP OUR RURU?
* Consider carefully before felling/removing big rākau (trees) near your marae (meeting house), whare (home), and whenua (land). any ruru activity, particularly around breeding and
These trees may potentially be nesting and roosting sites for the birds. Monitor the tree for nesting season (Sept–May).
* Kōrero (speak) with kaumātua (elders) and
whānau (family) about plants or trees that may connect the ruru to wetland animals and fish. Are there particular native plants that could attract insects and so increase that food source for the ruru? What can be planted as roosting-spots around the wetland? It is important that these trees and plants are factored appropriately into plans for riparian and swamp forest restoration.
* Always accommodate mammalian control in sites where you are trying to encourage the return of birds like ruru (and including matuku and pūweto).
* Protect swamp forest remnants and, where possible, enhance them with additional buffer plantings.
The more habitat available to them, the greater the potential for breeding and nesting successfully.
* Learn as much as you can about what they mean to your hapū/iwi.
Cats, stoats, ferrets, possums, and rats are important predators of the birds, their chicks, and their eggs. Because ruru sometimes nest and forage on the ground, this makes the risk of predation greater.
This is not only an exercise in finding solutions to enhance ruru's health and wellbeing, but also about protecting your own unique dialects (mita), names, and mātauranga (knowledge) about the ruru and its whakapapa.
WANT TO LEARN MORE?
Note: If you are having problems with the hyperlinks below, try copying and pasting the web address into your browser search bar.
There are few publications available specifically about the ruru and its relationship with tangata whenua (indigenous people). However, the following websites provide useful and important ecological information. They are a good starting point for any restoration, protection, and enhancement work you may want to initiate.
Useful websites
DOC: http://doc.govt.nz/nature/native-animals/birds/ birds-a-z/morepork-ruru www.doc.govt.nz/nature/native-animals/birds/birdsa-z/morepork-ruru/stories
Communities working to save their ruru:
www.radionz.co.nz/national/programmes/ ourchangingworld/audio/201785989/citizen-sciencegiving-ruru-a-helping-hand
NZ Birds Online: http://nzbirdsonline.org.nz/species/ morepork
Wingspan: www.wingspan.co.nz/birds_of_prey_new_ zealand_morepork_native_owl.html.
This website also shares information about some traditional relationships tangata whenua have with ruru:
www.wingspan.co.nz/maori_and_birds_of_prey.html www.wingspan.co.nz/maori_and_raptor_weather_ forecasts.html www.wingspan.co.nz/maori_mythology_ and_the_ ruru_morepork.html
Image related credit
Ruru lino print: He Putea Kōrero [kit] is a collection of picture cards and verses of New Zealand native animals illustrating the Māori alphabet to help extend the use of Te Reo Māori in Kohanga Reo, Kura Kaupapa Māori, Bi-lingual Units in schools and Māori language at all levels. Artwork by Te Maari Gardiner and Gabrielle Belz. Published by Whanganui [N.Z.]: Te Puna Publications, 1989. Format: 15 picture cards and 1 verse booklet in envelope 32 cm x 32 cm.
Contact details for Cheri
Email: email@example.com
99 | <urn:uuid:35d900a4-a976-453e-8f5b-197fe724b428> | CC-MAIN-2021-21 | https://www.landcareresearch.co.nz/uploads/public/Publications/Te-reo-o-te-repo/5_3_Fauna_Ruru.pdf | 2021-05-18T13:48:56+00:00 | crawl-data/CC-MAIN-2021-21/segments/1620243989637.86/warc/CC-MAIN-20210518125638-20210518155638-00270.warc.gz | 805,561,677 | 2,181 | eng_Latn | eng_Latn | 0.953152 | eng_Latn | 0.984346 | [
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TEACHER RECORDING FORM
Child's First Name:
___________________ Child's Last Name:
___________________
Date of Observation:
___________________ Age: __years
___months
Gender:
M F
Teacher:
___________________ School:
___________________
Time Started:
___________________ Time Ended:
___________________
Describe the challenging behavior.
1. What happened BEFORE the behavior occurred?
Child was told or asked to do something.
Child was playing alone.
Child was changed or ended activity.
Attention was given to other child/children.
Child was told "no," "don't," or "stop."
Child was faced with difficult task/other.
Object was removed from child.
Object was out of reach of child.
Child was moved from one activity/location to another.
2. What happened AFTER the behavior occurred?
Teacher gave social attention.
Teacher punished or scolded.
Teacher gave an object/activity/food.
Teacher delayed request or demand.
Teacher withdrew request or demand.
Teacher gave assistance/help.
Teacher removed child from activity or area.
Teacher ignored behavior.
Teacher put child in "time out."
Other: _____________________________
3. What was the purpose of child behavior?
To get/To obtain:
Activity
Object
Person
Help
Place
Attention
Food
Other
To get out/avoid:
Activity
Object
Person
Demand/Request Place
Attention
Food
Transition
Other
4. Possible Setting Event/Lifestyle Changes
Lack of age-appropriate language Unexpected loss/change in activity/object Sickness
Absence of a Person
Absence of fun activities/toys
Too hot/cold
Uncomfortable clothing
Lack of sleep
Loud noise
Extreme change in routine
Medication side effects
Hunger
TIPS: Try to be as specific as possible. Consider how others responded to the child's behavior of concern. | <urn:uuid:f9202f63-88c7-4653-870f-8fe16d9e36dd> | CC-MAIN-2021-21 | http://www.elcnwf.org/pdf/ELCNWF-Teacher-Recording-Form.pdf | 2021-05-18T14:46:25+00:00 | crawl-data/CC-MAIN-2021-21/segments/1620243989637.86/warc/CC-MAIN-20210518125638-20210518155638-00270.warc.gz | 63,892,430 | 372 | eng_Latn | eng_Latn | 0.981496 | eng_Latn | 0.99737 | [
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Date:
March 31, 2010
MISSOURI BOTANICAL GARDEN INVITES CITIZENS TO HELP NAME MORE THAN 30 TRIBUTARIES IN THE DEER CREEK WATERSHED
Names Will Be Officially Recognized by the Missouri and U.S. Boards of Geographic Names
(ST. LOUIS): As part of the Missouri Botanical Garden's ongoing interest in improving water quality in the Deer Creek watershed, the St. Louis community is invited to help name over 30 unnamed tributaries in Deer Creek. All naming recommendations from the "Deer Creek Tributaries Naming Project" approved by local municipalities and endorsed by St. Louis County and the St. Louis Metropolitan Sewer District will be submitted to the Missouri Board of Geographic Names. Project results will be showcased at an international geographic naming conference in the fall. The deadline for submissions is Jun. 30.
To participate, visit www.deercreekfriends.net and view a map with currently named and unnamed tributaries in the watershed. Once you have identified the tributary you would like to name, follow the directions to fill out an online submission form. All names receiving final approval by the U.S. Board of Geographic Names will be listed in the Geographic Names Information System and may be included on future publications of U.S. Geographical Survey topographical maps.
Deer Creek originates in Creve Coeur and flows southeast nearly 11 miles before it enters the River des Peres in Maplewood. It encompasses multiple municipalities including Creve Coeur, Des Peres, Frontenac, Ladue, Clayton, Warson Woods, Glendale, Rock Hill, Brentwood, Webster Groves, Maplewood and Richmond Heights. The watershed includes Deer Creek, as well as its tributaries Two-Mile Creek, Black Creek, Sebago Creek, Shady Grove Creek, Rock Hill Creek, and Hampton Creek.
(over)
ADD ONE: Deer Creek Naming
Water quality in the Deer Creek watershed is threatened by many factors. Some of these may include run-off during storm events from impervious surface areas, yard waste in streams, pet manure, invasive species, trash, and/or road salt. These factors can lead to increased water pollution, sedimentation, infrastructure damage, erosion and creek widening resulting in property loss, flooding and property damage. The Missouri Botanical Garden seeks to improve water quality through the Deer Creek Watershed Alliance. Partial funding is provided by the U.S. EPA through the Missouri Department of Natural Resources and matching contributions will allow the Garden and partners to reduce organic waste pollution in the watershed through public outreach and the implementation of bioretention and other green infrastructure methods.
To learn more about the Deer Creek Watershed Alliance, participate in the "Deer Creek Tributaries Naming Project," or sign up for monthly newsletters, visit www.deercreekfriends.net.
# # #
NOTE: Digital images available by request. Download media materials at www.mobot.org/press.
The Missouri Botanical Garden's mission is "to discover and share knowledge about plants and their environment in order to preserve and enrich life." Today, 151 years after opening, the Missouri Botanical Garden is a National Historic Landmark and a center for science, conservation, education and horticultural display. | <urn:uuid:eb7503cb-12d0-48eb-a65b-4710a565f0e0> | CC-MAIN-2021-21 | https://www.mobot.org/events/Assets/10059DeerCreek.pdf | 2021-05-18T14:55:13+00:00 | crawl-data/CC-MAIN-2021-21/segments/1620243989637.86/warc/CC-MAIN-20210518125638-20210518155638-00270.warc.gz | 845,517,777 | 669 | eng_Latn | eng_Latn | 0.983516 | eng_Latn | 0.986365 | [
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Lesson 8 Parallel And Perpendicular Lines Wordpress
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Lesson 8: Parallel and Perpendicular Lines Classwork Exercise 1 1. a. Write an equation of the line that passes through the origin that intersects the line 2 +5 =7 to form a right angle. b. Determine whether the lines given by the equations 2 +3 =6 and = 3 2 +4 are perpendicular. Support your answer.
Lesson 8 Parallel And Perpendicular Lines Wordpress Lesson 8: Parallel and Perpendicular Lines Lesson 8: Parallel and Perpendicular Lines Classwork Exercise 1 1. a. Write an equation of the line that passes through the origin that intersects the line 2 +5 =7 to form a right angle. b. Determine whether the lines given by the equations 2 +3 =6 and = 3 2 +4 are perpendicular. Support your answer. c.
[Book] Lesson 8 Parallel Lesson 8: Parallel and Perpendicular Lines Classwork Exercise 1 1 a Write an equation of the line that passes through the origin that intersects the line 2 +5 =7 to form a right angle b Determine whether the lines given by the equations 2 +3 =6 and = 3 2 +4 are perpendicular Support
Lesson 8 Parallel And Perpendicular Lines Wordpress Lesson 8: Parallel and Perpendicular Lines Classwork Exercise 1 1. a. Write an equation of the line that passes through the origin that intersects the line 2 +5 =7 to form a right angle. b. Determine whether the lines given by the equations 2 +3 =6 and = 3 2 +4 are perpendicular. Support your answer. c. Lesson 8: Parallel and Perpendicular Lines
Lesson 8 Parallel And Perpendicular Lines Wordpress Iftwo nonverticallines are perpendicular, then the product oftheir slopes is —1. If the slopes of two lines have a productof —I, then the lines are perpendicular. ... Microsoft PowerPoint - Lesson 3-8 (Slopes of Parallel and Perpendicular Lines) Author: heirigsm Created Date:
Lesson 3-8 (Slopes of Parallel and Perpendicular Lines) This lesson unit is intended to help you assess how well students understand the relationship between the slopes of parallel and perpendicular lines and in particular, to help identify students who find it difficult to: • Find, from their equations, lines that are parallel and perpendicular. • Identify and use intercepts.
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lesson parallel and perpendicular lines worksheet 8 ... Finding the equations of parallel and perpendicular graphs passing though given points. Includes:- Starter, examples for pupils, differentiated worksheet, worksheet answers, homework task and extension plenary.
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32 Top Parallel And Perpendicular Lines Teaching Resources Parallel lines are always the same distance apart for their entire length. Perpendicular lines cross each other at right angles. Watch the video to discover the difference between parallel and...
What are parallel and perpendicular lines? - BBC Bitesize Start studying Lesson 11: Parallel and Perpendicular Lines Unit Page 9/13
Test. Learn vocabulary, terms, and more with flashcards, games, and other study tools.
Lesson 11: Parallel and Perpendicular Lines Unit Test ... Gina Wilson Parrallel And Perpendicular Lines - Displaying top 8 worksheets found for this concept.. Some of the worksheets for this concept are Parallel perpendicular or neither color work gina wilson, Homework 11 parallel and perpendicular lines gina wilson, Parallel and perpendicular lines, Homework 11 parallel and perpendicular lines gina wilson, Homework 11 parallel and perpendicular ...
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Cards This activity includes 24 task cards (with or without QR codes) in which students will review the following concepts: 1) Determine whether lines are parallel, perpendicular, or neither given ordered pairs. 2) Determine whether l. Subjects:
Parallel And Perpendicular Lines Grade 3 Worksheets ... Start studying Geometry A Unit 4: Parallel And Perpendicular Lines Lesson 4: Parallel And Perpendicular Lines. Learn vocabulary, terms, and more with flashcards, games, and other study tools.
Geometry A Unit 4: Parallel And Perpendicular Lines Lesson ... Title: Lesson 6'6 Parallel and Perpendicular Lines 1 Lesson 6.6 Parallel and Perpendicular Lines. Graph the equations ; y 3x ; y 3x 2 Page 11/13
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PPT – Lesson 6'6 Parallel and Perpendicular Lines ...
Lesson 19 is a math test prep lesson that explains graphing parallel and perpendicular lines, as well as how to check if two lines are parallel or perpendicular and how to find the equation of a line that is parallel or perpendicular to a given line, as part of the Algebra material that many state exams cover.
Lesson 19: Parallel and Perpendicular Lines Since slope is a measure of the angle of a line from the horizontal, and since parallel lines must have the same angle, then parallel lines Page 12/13
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Download Free Lesson 8 Parallel And Perpendicular Lines Wordpress
have the same slope — and lines with the same slope are parallel. Perpendicular lines are a bit more complicated.
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Science education: a personal perspective
* The isssue: science in society
* Educational attainment targets
* Research findings
* Experience from project work
* Toward future activities
Position of science teaching: thoughtful decisions
* Not only do we wish the students to "know that"
* and know "how we know that"
* but also "know what to do after knowing that"
thoughtful decisions: decision made while beeing conciously aware of the guiding values and current knowledge relevant to the issue
Aikenhead 1980; 1985
Position of pedagogy/ psychology of learning: Self-directed learning
* "a process in which individuals take the initiative, with or without the help of others, to diagnose their learning needs, formulate learning goals, identify resources for learning, select and implement learning strategies, and evaluate learning outcomes"
Knowles 1975
Position of ethics in the sciences: decisionmaking and ethical reasoning
* Scientists are especially qualified and have a responsibility to make statements about new technological developments because they father them and therefore have a greater understanding of them.
* However, to value aims, goals and consequences with regard to their desirability or acceptability scientists have by no means greater competence or authority than other citizens. B. Skorupinski 1999
Understanding Science is:
* To recognise science as a methodical endeavour for knowledge and a social system for acting
* To recognise problems in the field of new technologies as interdisciplinary problems which could be solved only in an interdisciplinary effort
Understanding Science is:
* To identify and take into account the difference between technological approach and problem oriented approach for solving problems
* To use – besides factual and instrumental knowledge – ethics as a means of reflection
Scientists and engineers should be the ones to decide on future applications of biotechnology /
Students´ view: A workshop for the future should ... regular classes
prepare
complement
be independant of
100%
Basic structure of our research and development approach
Field research
approaching schools agreeing upon mutual educational aims
initiation of project work integrating researchers into the learning environment termination of project
communicative validation
Mode of intervention
evaluation
Realisation of project work at Gymnasium Bammental near Heidelberg (Lifelong Learning)
Lifelong Learning: climate change
1. Chemical experiments „climate conservation"
2. Climate change: models and calculations
3. Comparing the US and GB in dealing with the Kyoto protocol
4. Canada und France – how are the francophone countries dealing with the topic?
5. Regional aspects: What do our fellow citicens know about the Kyoto protocol, and how do they deal with the issue?
What will be the climate in the year 2050? And how can we make people feel it?
Toward future activities....
* organising a discourse open to schools, Institutions, scientists, industries, ...
* identification of relevant themes differentiation for various age groups/ types of school
* project work authentic learning outside the class room
* constituents for teacher education materials for science and ethics teachers | <urn:uuid:513aa97c-9d33-4c3c-91db-c1b622f1175d> | CC-MAIN-2021-21 | http://carboeurope.org/ceip/education/die/Example_DE_Science%20live%20Heidelberg_Schallies.pdf | 2021-05-18T15:02:15+00:00 | crawl-data/CC-MAIN-2021-21/segments/1620243989637.86/warc/CC-MAIN-20210518125638-20210518155638-00270.warc.gz | 9,370,637 | 620 | eng_Latn | eng_Latn | 0.975967 | eng_Latn | 0.992758 | [
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Principal: Michael Koutsoukos
When families give feedback try to:
* Notice your child's good efforts and strategies and praise them.
Deputy Principal: Melissa Mundy
Wellbeing Leader: Steve Hetherington
Senior Leader Curriculum: Victoria McKinnon
Chairperson Governing Council: Julia Mustac
Term 1 – 26 th March, 2021
From the Deputy Principal
Carol Dweck, psychologist, has researched how praise can impact a child's ability to develop a growth mindset. While praise such as 'You're so smart' might provide a short feeling of happiness, it suggests to the child that intelligence is fixed. Instead, if we say 'Your learning shows effort and persistence' this demonstrates that intelligence can be improved through hard work and determination.
* Be specific about the praised behaviours and reinforce this behaviour with your feedback.
* Talk explicitly and in detail about the strategies your child has used. Comment on which strategies were helpful, and which were not.
* Use praise to link the outcomes of a learning task to your child's efforts.
* Ask your child to explain his or her work to you.
When families give feedback try not to:
* Offer praise for trivial accomplishments or weak efforts.
* Let your child feel ashamed of learning difficulties. Instead, treat each challenge as an opportunity for learning.
* Inflate praise, particularly for children with low self-esteem.
* Say, "You are so smart." in response to good work. Instead, praise the work your child has done (e.g., "Your writing is very clear" or "Your problem solving helped you work out many answers").
At Morphett Vale Primary School, using the Seesaw app provides a powerful opportunity to offer feedback that will empower the students to continue to strive for success and grow their intelligence. I am always proud of the achievements of all of the students at Morphett Vale Primary School and will endeavour to provide them with feedback that will empower them to keep trying and to have a go even when learning is challenging.
Take the time to talk with your child/ren about the learning you see on Seesaw and remember to talk about effort and learning rather than ability.
_______________________________________________________________________________________
Harmony Day
Kiowa Woodland - PCW
I wanted to wish you all a happy and safe Easter. Easter has me thinking how we could bless each other, so I googled some ideas. Here are a few of my favourites:
Bake someone something yummy.
Go visit someone and have a good chin wag,
Do some jobs with or for someone, because you can.
Pay for something for a stranger. Be kind and encourage someone who is struggling.
Tell someone close and someone far away why you love them.
I like to leave you with a lovely statement from Katie McGahan about Easter
"The very first Easter taught us this, that life never ends and love never dies"
Blessings to each other and every one of you.
Kiowa Woodland (PCW)
2021 House Captains
Congrats to those students who have been selected to represent their house colour for this year's sports day which will be held on Friday week 2, Term 2 (7th of May).
STURT (Red)
Captains: Nicholas Jones & Cynthia
Popplewell-O'Neil
Vice Captains: Summer Biglands & Jackson Zimmerman
MORPHETT (Blue)
Captains: Jamie Goodland & Kayla Kerr Vice Captains: Malak Chehade & Chase Kelly
LIGHT (Yellow)
Captains: Mikayla Mustac & Lilly Williams Vice Captains: Thomas Barber & Ciena Sammut
FLINDERS (Green)
Captains: Bailey Winter & Phoenix Collins Vice Captains: Matilda Proctor & Iggy Buckle
Mr Miller & Miss Rice
Our Excursion to the Botanic Gardens, Marshmallow Playground, Himeji (Japanese) Garden
On Wednesday 10th of March, Mr. Miller's class and Miss. Rice's class went on an excursion to the Botanical Gardens. The classes explored different plants and trees. During their time at the Botanical Gardens, the two classes went to an indoor rainforest to describe what the different plants looked like. The students also commented that inside the building was very humid and that it made them sweat. Each class had a guided tour that explored the multiple ways the indigenous culture used the various plant adaptations to help them with their day to day lives. After that, the students took the bus to the Marshmallow Playground. They had their recess there as well. Soon after, Miss. Rice's class walked to the Himeji Garden (Japanese Garden). The Japanese
_______________________________________________________________________________________
Garden is a peaceful place and it is requested that there shouldn't be any loud noises. Then later, Miss. Rice's class and Mr. Miller's class swapped destinations so Mr. Miller's class went to the Japanese Garden and Miss Rice's class returned to the Marshmallow Playground. After Mr. Miller's class returned, the two classes went back to school as it was the end of the excursion. Kiza, Kayla
Math Investigation! (Fridays)
On Fridays, Mr Miller's class and Miss Rice's class meet up to do a math investigation. These investigations always include a problem that relates to what we are learning in maths and that has multiple answers. We always need to check if our own answer is right by using different strategies.
Another math investigation was about area. We were required to measure the basketball court for a possible location for our school concert. This required us to measure the perimeter of the court so we could calculate the area. The problem was we were only given a piece of string that was 1 meter in length. We had to problem solve in order to figure out how we were going to measure an entire basketball court with a piece of string. Some students were
quick to measure out only half a court then double. Some measured the distance between the metal poles then added all the poles together.
Samples of what we have done in the investigations are:
We had the $10,000 word challenge. Each letter was assigned a value (A = $100, B = $200 etc). We started by working out the value of our name. Mine was $7500 then we could do all sorts of different words like Australia $10,200 classroom $11,100 smartboard $11,100. I used column addition again.
Early in the term we had the "Million Dollar Challenge" where we had to spend $1,000,000 on items. Mine equalled up to $215,402. You could buy all sorts but weren't actually buying these items. I
We tried to open Miss Rice's grandpa's suitcase. The suitcase has been locked since WW2 and the only clue to open it involved the numbers in a 2 by 2 grid that had to equal 100. A lot of us used column addition as a strategy to work out this problem.
_______________________________________________________________________________________
bought a caravan, pool water slide, dogs and all different types of stuff.
Bella
Tuesday Morning Fitness
Mr. Miller and Mr. Plush have organised fitness on Tuesday mornings for us to get some extra running in.
Then we did different types of stretches, lunges, arm circles, jogging on the spot, hands touching our feet and squats. Mr Plush wanted us to do five laps around the football oval. This would equal to 2kms.
Our warmup involved running to the football post and back.
When we were very tired, we put our hand on our heads to help us breathe.
For the next three weeks we are working towards running 3kms which is seven and a bit laps. These first three weeks are focused around the SAPSASA cross country event coming up.
By Curtis and Michael
Mother's Day Stall
The MVPS Fundraising Committee are preparing for our annual Mother's Day Stall to be held at the start of Term2.
Volunteers to help on the day are greatly appreciated. If you would like to volunteer, please leave your name and number at the front office attention to:
Fundraising Committee-Mother's Day Stall and someone will contact you.
The Mother's Day Stall for 2021 will be held on Tuesday the 4 th Of May
The children will be allowed to spend up to $10 this will allow the children to purchase 2 gifts if it is needed.
Gifts range from $2 to $6
We will also be having our raffle which will be $2 each or 3 for $5 these can be purchased on the day,each child will receive a free ticket.
We ask that your child's spending and raffle money be sealed in an envelope and given to the class teacher by Monday 3 rd of May.
Please send a plastic bag into school with your child/children so they have something to put their gifts into.
Sports Day
Sports Day merchandise and sausages ($2.50) can be pre-purchased through the QKR app
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How are you feeling today?
happy
MENTALLY
HEALTHY
SCHOOLS
anxious
sad
angry
excited
6 things you can do to help you feel good
Talk to someone you trust about how you're feeling
Listen to your favourite music
Keep active - run around or play games
Go outside and get some fresh air
Eat lots of healthy food
Have a good night's sleep
Z
Z
Need someone to talk to?
Call Childline for free 0800 1111
In an emergency, text SHOUT 85258
Z | <urn:uuid:b8e1a60c-4988-4488-bd5a-6cc69bfc228b> | CC-MAIN-2021-21 | https://www.marchesacademytrust.co.uk/wp-content/uploads/sites/3/2021/01/poster-pupils-wmhd.pdf | 2021-05-18T12:58:46+00:00 | crawl-data/CC-MAIN-2021-21/segments/1620243989637.86/warc/CC-MAIN-20210518125638-20210518155638-00273.warc.gz | 831,505,663 | 123 | eng_Latn | eng_Latn | 0.983966 | eng_Latn | 0.983966 | [
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In maths this week, we are going to be looking at fractions, decimals and percentages.
Lesson 1
Watch this short video - https://vimeo.com/420690848 - which will go over solving two step equations.
The questions for this lesson can be found here:
https://resources.whiterosemaths.com/wp-content/uploads/2020/05/Lesson-1-Fractions-topercentages-2019.pdf
You can still answer the questions in your book.
Lesson 2
Watch this short video - https://vimeo.com/420690973 - which covers finding pairs of values.
The questions for this lesson can be found here:
https://resources.whiterosemaths.com/wp-content/uploads/2020/05/Lesson-2-Equivalent-FDP2019.pdf
You can still answer the questions in your book.
Lesson 3
Watch this short video - https://vimeo.com/420691109- which covers converting metric measures.
The questions for this lesson can be found here:
https://resources.whiterosemaths.com/wp-content/uploads/2020/05/Lesson-3-Order-FDP-2019.pdf
You can still answer the questions in your book.
Lesson 4
Watch this short video - https://vimeo.com/420691195 - which covers miles and kilometers.
The questions for this lesson can be found here:
https://resources.whiterosemaths.com/wp-content/uploads/2020/05/Lesson-4-Percentage-of-anamount-2-2019.pdf
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DISEASE OUTBREAKS
PUBLIC HEALTH EPIDEMICS AND PANDEMICS
Learn the basics about the spread of infectious diseases and what you can do to protect yourself, your family, and your community.
know the difference
OUTBREAK: WHEN A DISEASE OCCURS IN GREATER NUMBERS THAN EXPECTED IN A COMMUNITY, REGION OR DURING A SEASON, IT IS CALLED AN OUTBREAK.
EPIDEMIC: WHEN AN INFECTIOUS DISEASE SPREADS RAPIDLY TO MANY PEOPLE.
FOR EXAMPLE, A LARGE NUMBER OF PEOPLE ARE EXPECTED TO "CATCH" THE FLU EACH YEAR. IN RESPONSE TO THIS EXPECTATION, VACCINES ARE ORDERED AND STOCKPILED BY PHARMACIES, CLINICS, AND HOSPITALS. HOWEVER, WHEN THE NUMBER OF CASES PROPEL TO AN UNEXPECTED OR UNPREDICTABLE LEVEL, IT IS THEN CONSIDERED AN EPIDEMIC.
A PANDEMIC IS A GLOBAL DISEASE OUTBREAK.
The best thing you can do to be prepared for an epidemic or pandemic is to stay alert and informed. Pay attention to press releases and interviews when physicians or health district officials are involved.
The following tips may also help you to be prepared:
* Follow directions from public health and emergency management officials.
* Wash your hands regularly. Germs are spread through interactions with other people and surfaces. Clean hands helps to prevent spreading.
* Cover your mouth and nose when coughing and sneezing. Many illnesses are air-borne, meaning they can be spread through the air by coughing and sneezing.
* If you are sick, do not go to school or work. Containing the illness is the first step to preventing its spread.
FLU FA C T S
THE FIRST AND MOST IMPORTANT STEP IN PREVENTING FLU IS TO GET A FLU VACCINATION EACH YEAR. CDC ALSO RECOMMENDS EVERYDAY PREVENTIVE ACTIONS TO HELP SLOW THE SPREAD OF GERMS THAT CAUSE RESPIRATORY ILLNESSES, LIKE FLU: * STAYING AWAY FROM PEOPLE WHO ARE SICK, * COVERING COUGHS AND SNEEZES, * FREQUENT HANDWASHING
THE FLU IS A HIGHLY CONTAGIOUS RESPIRATORY ILLNESS CAUSED BY INFLUENZA VIRUSES THAT INFECT THE NOSE, THROAT, AND LUNGS. IT CAN CAUSE MILD TO SEVERE ILLNESS, AND AT TIMES CAN LEAD TO DEATH.
MOST VIRUSES ARE SPREAD THROUGH THE AIR IN SNEEZES, COUGHS, OR EVEN BREATHS. GERMS CAN ALSO SPREAD IN SWEAT, SALIVA, AND BLOOD.
THESE DROPLETS CAN LAND IN THE MOUTHS OR NOSES OF PEOPLE WHO ARE NEARBY. LESS OFTEN, A PERSON MIGHT ALSO GET FLU BY TOUCHING A SURFACE OR OBJECT THAT HAS FLU VIRUS ON IT AND THEN TOUCHING THEIR OWN MOUTH, EYES OR POSSIBLY THEIR NOSE.
MOST COMMON SYMPTOMS ARE CHILLS, FEVER, RUNNY NOSE, SORE THROAT, MUSCLE PAINS, HEADACHE (OFTEN SEVERE), COUGHING, WEAKNESS/FATIGUE AND GENERAL DISCOMFORT. | <urn:uuid:984957fc-057a-4df2-b23c-81aed12e4939> | CC-MAIN-2021-21 | https://www.waco-texas.com/userfiles/cms-healthdepartment/file/Disease%20Outbreaks%20FINAL%202(3).pdf | 2021-05-18T14:48:24+00:00 | crawl-data/CC-MAIN-2021-21/segments/1620243989637.86/warc/CC-MAIN-20210518125638-20210518155638-00273.warc.gz | 1,026,497,878 | 719 | eng_Latn | eng_Latn | 0.678791 | eng_Latn | 0.940345 | [
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THE MASS – Lesson 3a
The Origin of the Mass/Opening the Door
THE ORIGIN OF THE MASS. Almost two thousand years ago, on the night before he died, Jesus of Nazareth celebrated the Passover meal with His disciples. They gathered in an upper room in Jerusalem. Scripture (the Holy Bible) tells us that at the end of the meal, Jesus suddenly departed from the well-known ritual. He took the bread into His hands, said a blessing over it, then broke it as His disciples watched. Jesus gave the pieces to the saying to them, "Take, eat; this is my body". Jesus then took a cup filled with wine and gave thanks to God for its contents. He said to them, "This cup which is poured out for you is the new covenant of my blood". "Do this, as often as you drink it, in remembrance of me".
Jesus declared an "new" covenant (agreement, contract, promise) between God and humanity. Like the Pascal meal that he celebrated on that night with His disciples, this New Covenant will be celebrated by the followers of Jesus until he comes again. It is this New Covenant that we celebrate each time we come to Mass.
OPENING THE DOOR. There is great symbolism in the doors of a church. Sometimes they include frescoes (paintings) depicting the whole of salvation history on them. Sometimes you will see the image of Christ holding a lamb on His shoulders painted or depicted in stained glass over the front doors of the church. This reminds us that Jesus said, "I am the door; if any one enters by me, he will be saved, and will go in and out and find pasture".
DID YOU KNOW? The Passover meal, commonly called the Seder meal today, is a Jewish ritual meal that once a year commemorates and celebrates the Passover, God's liberation (freeing) of the Jewish people from slavery in Egypt. The meal is a simple one of wine, unleavened bread (bread made without yeast), herbs, and a Passover lamb.
In the ancient liturgy (a tradition that sill exists in the Eastern Catholic and Orthodox churches), there was a point at which the deacon would call out to the congregation, The doors, the doors!" The ushers would ensure that the doors had been barred so the uninitiated could not enter or be present to witness the sacred mysteries that were about to unfold.
REVIEW QUESTIONS.
1. When was the first Mass celebrated?
2. Who was the first person to celebrate a Mass?
3. What do church doors symbolize?
4. What do you think our New Covenant with God means for us?
THE NEXT TIME YOU ATTEND MASS. Here is a question you should ask yourself as you approach or pass through the church doors: WHAT IS IT THAT JESUS IS GOING TO SAVE ME FROM? | <urn:uuid:b134cf5f-9953-4c1d-8620-c375b947a5e2> | CC-MAIN-2023-40 | https://stjohnvillapark.org/files/docs/THE_MASS_-_L3a_-_Origin_of_the_Mass-Opening_the_Door.pdf | 2023-09-25T13:43:17+00:00 | crawl-data/CC-MAIN-2023-40/segments/1695233508977.50/warc/CC-MAIN-20230925115505-20230925145505-00144.warc.gz | 591,529,218 | 590 | eng_Latn | eng_Latn | 0.999176 | eng_Latn | 0.999176 | [
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One of the best ways to increase energy is to balance your meals and snacks with adequate proteins, healthy fats, and wholesome carbs. Retrain your brain to stop counting calories and start focusing on the NUTRIENT DENSITY and BALANCE of your meal.
Balanced meals help to ward off blood sugar and hormonal swings, improve digestion, and keep you nice and satisfied for hours.
HOW IT'S DONE:
- First, choose your wholesome carbs by filling at least half your plate with low starch veggies, and if desired a small amount of sweet potatoes, peas, or whole grains like quinoa or brown rice.
- Second, be sure your meal has a source of healthy fat such as olive oil, avocados, coconut, nuts, seeds, whole organic eggs or salmon.
- Finally, include a clean protein source from organic/grass fed/wild animal protein (chicken, beef, eggs, etc.) or beans, nuts, seeds for a vegetarian choice.
Below are some examples of meal swaps to help you get more energy in your day. You'll be amazed at what a few easy swaps can do...
Breakfast
TYPICAL BREAKFAST #1
Bowl of cold cereal, skim milk, fruit
What Went Wrong?
Cold cereal typically refined and high carb/glycemic, skim milk high glycemic. Not enough balance protein and fat
GURU UPGRADE
Chopped apples, diced avocado, crushed walnuts, hemp seeds, coconut flakes; unsweetened almond or coconut milk
Nutritional Bonus
Low glycemic, natural fiber, healthy fats, protein, magnesium, vitamin C
TYPICAL BREAKAFST #2
Scrambled egg whites (using cooking spray); Low carb English muffin
What Went Wrong?
No healthy fats, processed bread, missing good nutrients in egg yolk
GURU UPGRADE
Whole scrambled eggs (2), cooked in 1 tsp of butter, ghee or coconut oil, mushrooms, spinach, 1 slice Ezekiel bread (optional)
Nutritional Bonus
Low glycemic, natural fiber, healthy fats, protein, potassium, calcium, iron, vitamin A
Lunch
TYPICAL LUNCH #1
Salad with lettuce, carrots, cucumber, croutons, low fat dressing
What Went Wrong?
No protein or fat to balance blood sugars. Needs more variety of veggies, low fat dressing with additives and preservatives, sugar or artificial sweeteners
GURU UPGRADE
Salad with lettuce, spinach, carrots, cucumber, broccoli, leftover chicken or salmon/beans, homemade salad dressing with olive oil
Nutritional Bonus
Low glycemic, natural fiber, healthy fats, protein, tons of antioxidants, vitamins and minerals including magnesium, folate, potassium, vitamin C, iron, omega 3s
TYPICAL LUNCH #2
Turkey sandwich on low carb bread, low fat mayo, baked potato chips What Went Wrong?
Processed bread and chips, low nutrient value, no healthy fats, low vegetable count
GURU UPGRADE
Turkey, avocado, sprouts, shredded cabbage or carrots, drizzled with olive oil and lemon juice or vinegar; packed into blanched collard wrap, Romaine, or whole grain sprouted bread
Nutritional Bonus
Whole food ingredients, more veggies, healthy fats, vitamin C, fiber, vitamin K, beta carotene, antioxidants
Snack
TYPICAL SNACK #1
Fiber One Bar
What Went Wrong?
Artificial sweeteners, food dyes, added fibers, processed soy, other preservatives
GURU UPGRADE
Kits Organic bar, or handful dried fruit and raw or toasted nuts/seeds, homemade granola
Nutritional Bonus
Pure ingredients – only fruit, nuts. Provides healthy fats, magnesium, fiber, wholesome protein, folate, B vitamins, zinc
TYPICAL SNACK #2
90 calorie Yoplait Yogurt
What Went Wrong?
Artificial sweeteners and dyes, hormones/antibiotics, possible GMO
Guru Upgrade
Organic, grass fed whole milk plain cow, goat or sheep or coconut yogurt; fresh fruit
Nutritional Bonus
Pure ingredients, fats for satisfaction, antioxidants and fiber in fruit, calcium, protein
Looking for more great info? Join our private facebook group Nutrition and Energy Boost for Busy Women. We can also be found on Instagram, Twitter, or Pinterest! | <urn:uuid:e156296c-9dbc-43d6-b3c6-dca766af69f2> | CC-MAIN-2023-40 | https://programs.nourishinggurus.com/wp-content/uploads/2017/01/Energizing-Meal-Makeover-1.pdf | 2023-09-25T12:11:26+00:00 | crawl-data/CC-MAIN-2023-40/segments/1695233508977.50/warc/CC-MAIN-20230925115505-20230925145505-00142.warc.gz | 523,545,704 | 917 | eng_Latn | eng_Latn | 0.974985 | eng_Latn | 0.988472 | [
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What's happening in my field?
BRITISH FARMERS ARE PROUD TO CARE FOR THIS LANDSCAPE FOR US ALL TO ENJOY
This field is often used to grow food for
COWS AND SHEEP
Farmers use a baler to create bales of hay that are all different shapes and sizes.
Oh hay there, did you know ?
Hay is cut grass that has been dried in the sun before being baled.
Farmers also feed cows silage to make sure they get a healthy, balanced diet. Silage is made from cut grass, but it is fermented.
Scan with your phone camera for fun factoids
THESE FIELDS
PRODUCE
YOUR FOOD,
PLEASE KEEP TO
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What's Happening in Little Apples
Week Commencing 18 th September 2023
Here is an overview of what the children will be learning this week:
The children have started their new topic about transport.
We have talked about what we already know and what we would like to find out more about. Aeroplanes are a very popular choice and the children had the following questions:
"Who is in charge of the plane?"
"Where do we catch a plane from?"
"Who has been on an aeroplane?"
"What can you do on an aeroplane?"
To help answer these questions we will be carrying out a variety of aeroplane themed activities.
Role Play
We will be making a large role play airport and aeroplane so the children can go on holiday.
Maths
The children will be making their own planes out of cardboard and sticks and will throw them to see how far they fly. The children will then use different units (i.e. footsteps) to see how far the planes flew. The vocabulary they will be encouraged to use is 'longer', 'shorter', 'longest', 'shortest'.
The children will also be identifying numbers and the staff will be taking them on a number hunt.
Literacy
The children will be sharing the following books.
To support our vehicles topic.
A fabulous book to help us learn forest schools rules.
We will be using this book for the first four weeks of term. It is about everyone being different. | <urn:uuid:df3a3390-5f09-4193-9f7b-10907029c0c7> | CC-MAIN-2023-40 | https://speenschool.com/wp-content/uploads/2023/09/Little-Apples-weekly-update-18.9.23.pdf | 2023-09-25T12:02:54+00:00 | crawl-data/CC-MAIN-2023-40/segments/1695233508977.50/warc/CC-MAIN-20230925115505-20230925145505-00146.warc.gz | 593,709,154 | 303 | eng_Latn | eng_Latn | 0.999611 | eng_Latn | 0.999717 | [
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Models of Pluralism- text study and small group work
This activity has two goals: 1) to provide the participants with various models of pluralism and to help them explore these models by studying Jewish texts, and 2) to continue processing their experiences of pluralism and peoplehood in light of the models.
Timing: 30 mins
In this section the group is split into sub-groups of no more than five participants.
Each small group is given a study text and a set of instructions. If necessary, the same text can be given to more than one group. During the small-group activity, staff members should circulate among the groups, answering questions, helping them with the text study and stimulating discussion.
Instructions
1. Below is a story about Jewish conflict-resolution and coexistence. Read the story out loud in your group, stopping every so often to make sure everyone understands what's happening.
2. Discuss the story using the questions below.
3. If you had to give a name to the model of conflict resolution and coexistence illustrated by the story, what would it be?
4. Which of your day to day experiences reflect events or processes that fit into this model, or that could be dealt with using this model?
5. How would the Jewish people look if this model were to dominate? Would the value of "Klal Israel" be strengthened or weakened by it?
1) THE STORIES
After the destruction of the Second Temple by the Romans in 70 CE, the Jewish community in the Land of Israel retained a degree of autonomy and was governed according to Jewish law. The experts on Jewish law were the Rabbis (otherwise known as sages or wise men) who invested all their energies in learned discussions in an attempt to arrive at the correct interpretations of the law. The story below recounts one of these discussions, a debate between Rabbi Eliezer, who interprets the law in one way, and the rest of the Rabbis who disagree with him.
On that day Rabbi Eliezer brought forth every imaginable argument, but the Rabbis did not accept any of them. Finally he said to them, "if the Law agrees with me, let the carob tree prove it!" Sure enough, the carob tree uprooted itself and moved one hundred feet. "No proof can be brought from a carob tree," they retorted.
Again he said to them, "if the Law agrees with me, let the stream prove it!" Sure enough, the stream flowed backward. "No proof can be brought from a stream," they retorted….
Again Rabbi Eliezer said to the sages, "if the Law agrees with me, let it be proved from heaven!" Sure enough, a divine voice cried out, "why do you dispute Rabbi Eliezer, with whom the Law always agrees?"
But Rabbi Joshua stood up and protested, "It [the Torah] is not in heaven! We pay no attention to divine voices, because long ago, at Mount Sinai, You wrote in the Torah, 'make your decisions according to the majority.'"
Rabbi Nathan met the prophet Elijah and asked him, "What did the Holy One do at that moment?" Elijah: "He laughed, saying, 'My sons have defeated me, my sons have defeated me.'"
Babylonian Talmud, Bava Metzia 59b
Discussion questions:
* The rabbis are engaged in a debate about what may and may not be done in a Jewish community. We won't go into the details of the issue at stake. Rather, what kind of arguments does each side bring? What proofs do they use?
* Why does Rabbi Eliezer feel he has the right to decide?
* Why do the others feel he is wrong?
* How is the debate ultimately resolved?
* Does the text present this resolution in a positive or negative light?
* How do you feel about this way of resolving conflicts? What are the advantages and disadvantages?
Today, if we want to know on what day a particular holiday falls, we look at a calendar that is worked out years in advance. Until about 1500 years ago, this was not the case. Rather, around the beginning of each month, people would search the sky for the new moon. The sighting of the moon signified the start of the new month (the Jewish calendar is a lunar one). When the new moon was sighted, the witnesses would pass on the news to the Sanhedrin (the Jewish Supreme Court), which had the exclusive power to regulate the calendar. If the sighting
was reliable, Rabban Gamliel, the head of the Sanhedrin, declared that day to be the first of the month. From this point, the dates of all the holidays could be reliably calculated (for example, if today were the 1 st of Tishri, you would know that Yom Kippur – 10 th Tishri – must fall in nine days time).
On one occasion, two witnesses came and said, "We saw the new moon at its proper time," but on the night that should have been a New Moon it was not visible. However, by that time Rabban Gamliel had accepted the witnesses' testimony, and had already declared the New Moon. Rabbi Dosa ben Horkinas said, "They are false witnesses." Rabbi Joshua said to Rabbi Dosa, "I agree with what you say."
Then Rabban Gamliel sent word to Rabbi Joshua: "I order you to come to me with your staff and your money on the day that according to your reckoning should be Yom Kippur."
Rabbi Joshua went to Rabbi Dosa ben Horkinas, who said to him, "If we call in question the decisions of the court of Rabban Gamliel, we may well question the decisions of each and every court that has arisen since the days of Moses until now."
Hearing that, Rabbi Joshua took his staff and his money, and went to Yavneh to Rabban Gamliel on the day on which, according to his reckoning, Yom Kippur fell.
As soon as Rabban Gamliel saw him, he rose up from his chair, kissed Rabbi Joshua on his head, and said to him, "Come in peace my master and my disciple – my master in wisdom and my disciple because you adopted my decision. Blessed is the generation in which men of great distinction obey those of little distinction."
Mishnah Rosh HaShanah
Discussion questions
* What is the bone of contention between Rabban Gamliel and Rabbi Joshua, one of the most respected sages of the generation?
* What does Rabban Gamliel hope to prove when he orders Rabbi Joshua to appear before him? (According to Jewish law, it is forbidden to carry a staff or money on Yom Kippur).
* Why does Rabbi Dosa advise Rabbi Joshua to obey? What principle is he trying to defend?
* What would have been the implications if Rabbi Joshua had refused to obey?
* How would you describe Rabban Gamliel's method of winning the argument?
* How do you feel about this way of resolving conflicts? What are the advantages and disadvantages?
* * *
Aaron was Moses' brother. He was known as a "people person", tending to the needs of the people of Israel during the Exodus from Egypt, in contrast to Moses whose primary responsibility was receiving God's revelation and communicating it to the people. Hillel was a rabbi in the period of the Second Temple (first century BCE), known for his tolerance and his lenient attitude to Jewish observance.
Hillel said: Be of the disciples of Aaron, loving peace and pursuing peace, loving human beings and bringing them near to Torah.
Loving peace. What does this mean? It means that a man should love to foster peace in Israel between human beings, just as Aaron loved to foster peace in Israel between human beings.…
When two men had quarreled with each other, Aaron would go and sit with one of them and say, "My son, see what your companion is doing! He beats his breast and rends his clothes as he moans, 'Woe is me! How can I lift my eyes and look my companion in the face? I am shamed before him, since it is I who offended him.'" Aaron would sit with him until he had removed all rancor from his heart.
Then Aaron would go and sit with the other man and say likewise, "My son, see what your companion is doing! He beats his breast and rends his clothes as he moans, 'Woe is me! How can I lift my eyes and look my companion in the face? I am shamed before him, since it is I who offended him.'" Aaron would sit with him until he had removed all rancor from his heart.
Later, when the two met, they would embrace and kiss each other.
Avot de-Rabbi Natan
Discussion questions
* What was effective about Aaron's way of fostering peace?
* In what ways is his method problematic?
* How does Aaron's method help resolve the conflict (the issue at stake) between the two men? Or does he avoid resolving it?
* How do the parties feel (in themselves and about each other) after Aaron's intervention?
* How would a community look if this method of conflict resolution dominated?
* "Peace" is the dominant value in this text. What important values in conflict resolution are neglected?
* How do you feel about Aaron's way of fostering peace?
* * *
The school of Shammai and the school of Hillel were opposing schools of Jewish study and law in the time of the Second Temple (1 st century BCE) and thereafter.
Although the school of Shammai and the school of Hillel were in disagreement – what one forbade the other permitted – nevertheless, the school of Shammai did not refrain from marrying women from the families of the school of Hillel, nor did the school of Hillel refrain from marrying those of the school of Shammai. This should teach you that they showed love and friendship toward one another, thus putting into practice the injunction "Love ye truth, but also peace."
Babylonian Talmud, Yevamot 14b
Discussion questions
* What were the Schools of Hillel and Shammai in disagreement over?
* Was the disagreement between them general or specific?
* What is significant about the fact that the two schools were prepared to marry with each other? What can we learn about the relations between them and their feelings about each other?
* What basis is there for coexistence apart from agreement over certain issues?
* Is it actually possible to "love truth and also peace"? Are there times when one of these values becomes more important than the other?
* How did the two schools resolve the disagreements between them? Or, if they didn't resolve the issues, what impact did this have on their relationship?
* What advantages and disadvantages are there to this approach of "agreeing to disagree"? How do you feel about this method of coping with conflict?
* * *
2) Group presentation and discussion
The goal of this section is to discuss and evaluate the various models of pluralism, assessing their relevance and implications for the Jewish people. The section enables the participants to learn from each other and helps them pull together the loose ends of the learning process so far.
Timing: 30 minutes
This section should be run with the entire group in one room.
The small groups return to the main group and sit in a circle. Each sub-group briefly presents the story it studied, the model the story represents, some of the day to day experiences that fit into the model, and how they feel about the model.
The facilitator now leads a discussion, focussing on the following points:
What are the advantages and disadvantages of each model?
How would Israel look if a given model of pluralism were to be adopted?
Which is the ideal model (if there is one?) How should Israelis settle their differences and coexist with each other?
Which is the ideal model for your Jewish community?
How does the reality of your community match up to this ideal?
What can your community/you learn from how Israel deals with the issue of conflict and co-existence?
What do you/your community have to teach Israel in this area?
3) Conclusion
The facilitator wraps up the discussion, and invites each participant to think of a closing statement to sum up their feelings about pluralism and peoplehood. The statement can be a word, a sentence or a question, and can relate to:
An experience they've had
A lesson they've learnt
An insight they've gained
A feeling they've felt
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Laboratory 3 Spectrophotometric Analysis of Membrane Stability
in Beet Root Cells
I. Introduction
All cells are surrounded by a plasma membrane composed of phospholipids and proteins. Additional membranes in eukaryotic cells are used to divide the cytoplasm into discrete functional compartments and to confine various metabolic processes to these compartments. Thus, the genetic material in the nucleus is separated from the cytoplasm by the nuclear envelope, the enzymes needed for respiration, photosynthesis, and oxidative processes are localized to specific organelles by the mitochondrial, chloroplast, and peroxisomal membranes, and the various protein modification and targeting reactions are confined by the membranes of the endoplasmic reticulum and the Golgi complex. In plant cells, there is usually a large central vacuole surrounded by a tonoplast membrane. The purpose of this laboratory session is to study the effects of various physical factors on the stability of these membranes using beet root cells as a model system. Beet root cells contain a pigment called betacyanin in the central vacuole. Damage to the tonoplast membrane and the plasma membrane will lead to the release of betacyanin into the surrounding solution, where it can then be detected quantitatively using a spectrophotometric assay.
As part of this lab, you will:
- prepare a series of beet root tissue segments
- visualize the location of betacyanin in beet root cells by light microscopy
- expose beet root segments to various physical or chemical treatments that can damage cellular membrane
- use a simple colorimeter or spectrophotometer to construct an absorption spectrum for betacyanin
- measure the amount of betacyanin released after each treatment quantitatively using the spectrophotometer
- prepare graphs and tables of different types as a way of summarizing the data.
- learn how to present results in the style of a scientific journal article
As you carry out the experiments, make notes, record your observations, and write down your measurements and calculations. This experiment is adapted from one originally described in Choinski, Jr., J. S. (1992) Experimental Cell and Molecular Biology, 2/e. WCB/McGraw Hill, Boston, MA.
II. Pre-Lab Preparation
Read the Introduction, Background Information, and Experimental Procedures for this laboratory session. Also read the sections of your Cell Biology textbook which deal with light microscopy and basic cell structure. After preparing for the lab, you should be able to answer the following questions.
A. What features distinguish a plant cell from an animal cell?
B. What are the functions of the central vacuole of a plant cell?
C. What is betacyanin? Why might some plant cells accumulate this compound?
D. What is the difference between an in situ and an in vitro assay?
E. List the four major types of biochemical assays.
F. What is the difference between the specificity of an assay and the sensitivity of an assay?
G. What is the difference between absorbance and fluorescence?
H. What is an absorption spectrum?
I. Why are absorbance measurements usually done at the wavelength of maximal absorbance?
J. What is the Beer-Lambert Law?
K. What should be included in the "blank" or reference solution that is used to set a spectrophotometer to zero absorbance?
L. What is the structure of a plasma membrane?
M. Why might heating or freezing damage a plasma membrane?
N. Why would exposure to a detergent or an organic solvent damage a plasma membrane?
O. Give the formulas for calculating the mean, variance, and standard deviation of several replicate values.
III. Background Information
A. Plant Cells
Plants are composed of eukaryotic cells, and so each cell contains a nucleus, an endomembrane system, and various membrane-bound organelles. However, most plant cells differ from other eukaryotic cells in two major ways: 1) they are surrounded by a rigid cell wall composed of cellulose and other polysaccharides; and 2) they contain a large central vacuole (Figure 3.1).
The central vacuole is a large storage compartment surrounded by a membrane called the tonoplast. Like other membranes, this boundary layer is composed of phospholipids and proteins. Water can move back and forth across the tonoplast membrane by osmosis but other solutes and ions are transported from one side of the membrane to the other by specific carriers. The interior of the central vacuole contains water, relatively high concentrations of ions, and various other water-soluble compounds. The vacuole serves as the primary storage site for many plant pigments including betacyanin. Betacyanin is a reddish-purple colored molecule that gives beet roots their distinctive color. It is commonly added to strawberry ice cream or yogurt to make the product more colorful (Figure 3.2).
The central vacuole also serves as a waste compartment for degraded molecules and cellular debris. The central vacuole is formed by the coalescence of smaller vacuoles and so varies in size as plant cells grow and mature. In young cells that are actively dividing, the central vacuole is relatively small. In older cells, such as those in storage tissues like roots or in photosynthetic tissues like leaves, the central vacuole is much larger. The relative volumes of various plant organelles in young and mature cells are given in Table 3.1.
Table 3.1. The Relative Volumes of Organelles in Plant Cells
4
B. Biochemical Assays
The molecules found in a living organism, such as the beet root pigment betacyanin, can be analyzed in two general ways. The first is through in situ studies, that is, through the use of whole cells or tissues whose structure has been altered as little as possible by experimental manipulation. Because cells are usually quite small in size, in situ biochemical analysis is often coupled to light or electron microscopy. The second is through in vitro studies, that is, through the use of cells or tissues that have been disrupted and fractionated in one way or another into different chemical classes. This approach is commonly used in cell biology because it permits both the quantitative analysis of biomolecules and their complete purification and characterization. However, in vitro studies must ultimately be coordinated with other types of experiments to give an accurate picture of cell structure and function.
To detect, quantify, or isolate a particular type of molecule, it is necessary to have a method or procedure for measuring it. This procedure is called an assay. Although many different assays are used in biology, they fall into four major categories: 1) spectrophotometric assays, 2) radiochemical assays, 3) activity assays, and 4) immunological assays.
1. Spectrophotometric assays. This type of assay involves exposing molecules to light and then measuring either the resulting absorption or fluorescence. Light absorption or fluorescence may result directly from the intrinsic chemical properties of the molecules of interest. Alternatively, they may occur indirectly as a result of treating the molecules of interest with other compounds which react with them to create new chemicals that exhibit absorption or fluorescence.
2. Radiochemical assays. This type of assay is based on the incorporation of a radioactive isotope such as 3 H, 14 C, 32 P, or 35 S into the molecules of interest. The molecules then can be detected or traced through the release of energy in the form of beta-particles (high-energy electrons) or gamma-radiation.
3. Activity assays. This type of assay involves measuring the activity or effect of the molecules of interest. Most enzymes are detected by their ability to catalyze a specific chemical reaction and most transport proteins are detected by their ability to bind a substrate or to translocate it across a cellular membrane. In these cases, the amount of the molecule of interest (the enzyme or binding protein) is inferred from the amounts of other molecules (for example, an enzyme's substrates or products).
4. Immunological assays. This type of assay is based on the use of antibody proteins that bind specifically to the molecules of interest. Binding of antibodies may lead to the formation of a visible precipitate, a radioactive complex, or an enzyme-linked complex that can catalyze a chemical reaction.
In using any type of assay, four major factors need to be considered: 1) specificity, 2) sensitivity, 3) quantitative characteristics, and 4) convenience and reproducibility.
1. Specificity. The usefulness of an assay depends in part on the number of different biomolecules that give a positive result. The spectrum of reactive molecules may be relatively broad (for example, all phospholipids) or relatively narrow (for example, only proteins that catalyze the oxidation of lactate).
2. Sensitivity. The value of an assay also depends on quantitative range within which a positive reaction occurs. Some assays are relatively insensitive and require milligram (10 -3 g) or
5
millimole (10 -3 mole) amounts of material. Other assays are more sensitive and can detect molecules in the microgram (10 -6 g) or micromole (10 -6 mole) range, the nanogram (10 -9 g) or nanomole (10 -9 mole) range, or even the picogram (10 -12 g) or picomole (10 -12 mole) range. The sensitivity of an assay is often affected by other molecules in the solution such as hydrogen ions, salts, or detergents.
3. Quantitative characteristics. For an assay to be used quantitatively, there must be a direct relationship between the amount of the molecule being assayed and the reaction or response that is detected. Most assays give a linear response only within a limited range of amounts. Assays that give nonlinear responses are much more difficult to use.
4. Convenience and reproducibility. Ideally, an assay should be relatively easy and inexpensive to perform, and should give results that are consistent from experiment to experiment. High costs or complex protocols may make it difficult to carry out large numbers of assays, and poor reproducibility may make the data meaningless.
The choice of assays for a given experiment depends on the questions to be answered and the molecules to be detected. No assay procedure is ever perfect, and even published protocols often must be modified to fit a particular experimental situation.
C. Spectrophotometric Assays
Of the assays used for detecting biomolecules, spectrophotometric assays are the most common. A simple spectrophotometric assay for beet betacyanin will be used in this experiment to measure the integrity of beet root cellular membranes. Spectrophotometric assays are based on the interactions of light with specific molecules. Light is a form of electromagnetic radiation and can interact with matter in a number of different ways, leading to differences between the incident radiation and the transmitted radiation. For spectrophotometric biochemical assays, the most important interactions are absorption, which leads to a change in the intensity or amplitude of the transmitted light, and fluorescence, which leads to a change in the energy or wavelength of the transmitted light so that it has a different color.
Each molecule can be thought of as having a series of alternative electronic states (Low energy and high energy), which are determined by its chemical structure (Figure 3.3). Prior to exposure to light, most molecules will be in their lowest energy or ground state. Upon irradiation with light, some of the molecules may absorb light energy, elevating them to a higher energy or excited state. These excited molecules can then go through a process of relaxation and return to the ground state. Relaxation can occur in two ways: 1) by internal conversion, which involves gradual dissipation of the absorbed energy by transferring it to other molecules or the solvent; and 2) by fluorescence, which involves releasing the energy as a burst of electromagnetic radiation at a lower energy (longer wavelength). Internal conversion is much more common than fluorescence, particularly for those molecules found in living
6
organisms. Both light absorption and relaxation are very rapid processes whose speed is usually measured in nanoseconds (10 -9 seconds) or picoseconds (10 -12 seconds).
Absorption of light can only occur if the energy of the incident radiation exactly matches the energy difference between the ground state of the molecules of interest and one of the excited states. Since the energy of light is related to its wavelength, this means a molecule can only absorb light of certain wavelengths. A graph showing the amount of light absorption as a function of wavelength is called an absorption spectrum. Because there are actually several alternative forms at each electronic state or level, an absorption spectrum usually consists of a series of relatively symmetrical peaks (Figure 3.4).
The absorption characteristics of a particular molecule can be summarized in terms of the wavelengths at which there is maximal absorption (λmax values). In most cases, quantitative measurements are done at these wavelengths because that is where the assay is most sensitive. Those molecules that exhibit fluorescence following light absorption have both a characteristic absorption spectrum and a characteristic emission spectrum. The latter spectrum indicates the wavelengths of the fluorescent light and usually consists of one or two relatively broad peaks.
D. Quantitation of Absorbance
The total amount of light absorbed at any particular wavelength (the absorbance) is determined by three factors: 1) the absorption characteristics of the molecules of interest; 2) the pathlength or distance through which the light must travel; and 3) the concentration of the absorbing molecule. The absorption of light is usually measured in an aqueous solution, where the intensity of the light passing through the sample decreases exponentially with the thickness of the water layer. The intensity of the light passing though the sample also decreases exponentially with the concentration of the solute. These factors are summarized in the following expression, which is called the Beer-Lambert law:
where A is the absorbance of the solution, Io is the intensity of the incident light, and I is the intensity of the transmitted light; E is the molar extinction coefficient; c is the concentration of the absorbing solute; and l is the pathlength of the light.
The concentration of the solute (c) is usually expressed in moles/liter (M) and the pathlength of light (l) is expressed in cm. The molar extinction coefficient (E) is an intrinsic characteristic of each molecule at a particular wavelength. It is numerically defined as the absorbance of a 1.0 M solution of the molecule of interest in a 1.0 cm light path. Because E has the units of liter cm -1 mole -1 , absorbance itself is a parameter with no units. The larger the value of E, the more a compound absorbs at a particular wavelength.
Because molecules vary in structure and have different electronic states, they have characteristic absorption or emission spectra and unique extinction coefficients. Some biologically-important compounds absorb light in the visible region of the spectrum (400-700 nm), some in the ultraviolet (UV) region of the spectrum (200-400 nm), and some in the infrared (IR) region of the spectrum (700-1000 nm). Fluorescence usually occurs in the visible or infrared region. Biochemical assays for biomolecules are usually based on absorption in the UV or visible region and fluorescence in the visible region.
Quantitative assays based on the absorption or fluorescence of light are usually performed using a spectrophotometer or spectrofluorometer. These instruments usually compare the absorption or fluorescence of a solution containing the compound of interest (the experimental sample) to one that does not contain that compound (the reference sample or blank) (Figure 3.5). The difference in amount of light absorbed or emitted can be expressed as an absorbance value, a percentage of the incident light transmitted, or a relative fluorescence.
Light is produced from a lamp, which usually has a tungsten filament bulb for light in the visible region and a deuterium discharge bulb for light in the UV region. The light then enters a monochrometer, which splits the light into different wavelengths using a prism or diffraction grating. Light of a selected wavelength then passes into the sample compartment. Some spectrophotometers are single-beam instruments which have only one light path. The reference and experimental samples are compared by moving first one into the light path and then the other. Other spectrophotometers are double-beam instruments in which the monochromatic light is split into two beams that pass simultaneously through the reference and experimental samples. Light transmitted by a sample then enters a detector, which is usually a photomultiplier tube that converts light energy into an electric current. The current coming from the experimental sample is compared with that coming from the reference sample and the result displayed on a digital or analog meter, a cathode ray tube, or a recorder. Fluorescence measurements are made in a similar way. A spectrofluorometer has the same basic components as a spectrophotometer, but it also has a second monochrometer to select the wavelengths of emitted light that are detected and used in the measurements. In most spectrofluorometers, the detector is positioned at a 90 degree angle from the sample to avoid the effects of normal transmitted light. Many different types of spectrophotometers and spectrofluorometers are commercially available.
The instrument should be used in the following way:
1. Be sure the power cord is plugged into a grounded 120 Volt outlet.
2. Turn on the power switch on the back of the instrument. The instrument will go through a short power-up sequence that takes about 2 minutes. Then allow the instrument to warm up for 15 minutes before taking any readings.
3. Press the A/T/C button on the key pad to select absorbance.
4. Press the nm(UP) or nm(DOWN) buttons on the key pad to select the wavelength to be used.
5. Lift up the cover of the sample compartment and insert a test tube or plastic disposable cuvette containing the reference solution. Be sure to wipe the outside of the tube or the cuvette first with a Kim-Wipe to remove any liquid or fingerprints. Be sure to insert the cuvette correctly so that light passes through the clear walls. Close the cover of the sample compartment.
6. Press the 0 ABS/100% T button on the key pad to set the instrument to 0 absorbance. The zero reading will appear on the LCD display.
7. Remove the tube or cuvette with the reference solution and insert another tube or cuvette containing the sample solution. Again, be sure the outside is clean and is oriented correctly.
8
8. The absorbance of the solution will appear on the LCD display. Record the number in your lab notebook.
9. Continue to take readings as necessary.
IV. Experimental Procedures
This experiment involves several parts. To carry out the lab work efficiently, it will be helpful to divide up the tasks within the group and to work on one part of the experiment while you are waiting for something to happen with another part of the experiment. For example, you can look at the slides of the beet root cells microscopically while washing the beet root segments or determining the absorption spectrum of betacyanin. Someone can determine the absorption spectrum of betacyanin while others are doing the beet root treatments.
The following is a flow chart for this laboratory session:
Preparation of Beet Root Tissues (Section IVA)
Microscopic Examination of Beet Root
Treatment of Beet Root Segments
Cells (Section IVB)
(Section IVC)
Determination of the Absorption Spectrum of
Measurement of Betacyanin Released from
Betacyanin (Section IVD)
Beet Root Segments (Section IVE)
Preparation of Figures and Tables
(Section IVF)
A. Preparation of Beet Root Segments
The objective of this part of the lab is to prepare a series of beet root segments that can be used to study the integrity of the cellular membranes under different conditions. Breakage of the cellular membranes in these segments will lead to the release of betacyanin, which can then be measured in a spectrophotometer.
1. Select a large red beet root and wash it carefully with cold tap water. Rinse the root several times with distilled water and dry it with paper towels.
2. Using a cork borer about 1/4 inch in diameter, remove a series of core samples. You will need enough root tissue to make about 40 cylindrical tissue samples that are 2 cm in length. Using a ruler and a single-edge razor blade, divide the cored material into a series of 2 cm segments.
3. Once about 40 segments have been prepared, place them in a 250 ml beaker of tap water and wash the segments under running tap water for about 10 minutes to remove any betacyanin from the cut surfaces.
4. Remove the beet root segments from the beaker and pat them dry with a paper towel.
B. Microscopic Observation of Beet Root Cells
The objective of this part of the experiment is to locate betacyanin in beet root cells and to visualize the central vacuole. This will be done as a demonstration. Refer back to Laboratory 2 (Introduction to Microscopy) for more information about light microscopy.
1. Leica DME microscopes like those you used last week will be set up on the side benches with slides of wet mounts of thin sections of beet root tissue.
2. Look at the slide with the beet root tissue suspended in water at a magnification of 400X. Make a drawing of what you see. Indicate the total magnification and include a description of your observations next to the drawing. Where is the reddish-purple betacyanin pigment located?
Distilled Water:
3. Now look at the slide with the beet root tissue in a drop of 2.0 M NaCl. Make a drawing of what you see. Indicate the total magnification and include a description of your observations next to the drawing. What happened to the cells in the presence of the NaCl? What does this tell you about the location of the betacyanin?
2.0 M NaCl:
4. What is the significance of your observations of beet root tissue in distilled water and 2.0M NaCl?
C. Treatment of Beet Root Segments
The objective of this part of the experiment to treat the beet root segments in various ways that are likely to cause damage to the membranes and result in the release of betacyanin. The treatments will include: 1) freezing and thawing; 2) heating at various temperatures for one minute; 3) exposure to organic solvents; and 4) exposure to detergents. Three replicates of each treatment will be performed in order to test for the consistency of the results.
1. As a control for this experiment, set up a series of three (3) 13 x 100 mm tubes and label them 25-1, 25-2, and 25-3. The samples in these tubes will be held at room temperature (about 25 o C) and the absorbance due to any betacyanin in them will be subtracted from the other samples. Using a 5 ml pipet and a green pipet pump, add 5 ml of distilled water to each tube.
2. With forceps, carefully pick up one of the 2 cm beet root segments and transfer it to the tube labeled 25-1. Repeat the process with two more segments and added them to the tubes labeled 25-2 and 25-3. Allow the tubes to sit at room temperature for at least 30 minutes. Periodically, cover the top of each tube with a piece of Parafilm and invert it several times to mix the segment with the solution.
3. For the freezing/thawing (F/T) treatment, transfer some crushed dry ice to a 100 or 150 ml beaker. With a forceps, carefully pick up one of the 2 cm beet root segments and bury it in the dry ice. Repeat the process with two more segments. Allow the segments to sit in the dry ice for 10 minutes.
4. Set up a series of three (3) 13 x 100 mm tubes and label them F/T-1, F/T-2, and F/T-3. Using a 5 ml pipet and a green pipet pump, add 5 ml of distilled water to each tube.
5. Remove one of the frozen segments with a pair of forceps and place it in the tube labeled F/T-1. Then remove the other segments and place them in the tubes labeled F/T-2 and F/T-3. Allow the segments to remain in the tubes at room temperature for at least 30 minutes. Periodically, cover the top of each tube with a piece of Parafilm and invert it several times to mix the segment with the solution.
6. For the heating experiment, set up a new series of 18 13 x 100 mm test tubes. Label the tubes as follows:
75-1
75-2
75-3
Add 5 ml of distilled water to each tube.
7. Add approximately 900 ml of water and a stir bar to a 1000 ml beaker. Place a thermometer in the beaker and heat the water with continuous stirring on a hotplate until the temperature reaches 75 o C. Carefully remove the beaker from the hot plate and set it on the bench top. With a forceps, place three of the 2 cm beet root segments in a tea strainer. Close the strainer and hold it in the hot water for exactly 1 minute. Then open the strainer and place one segment in the tube labeled 75-1, one in the tube labeled 75-2, and one in the tube labeled 75-3.
8. Allow the water to gradually cool on the bench top and check the temperature periodically. When the temperature drops to 70 o C, expose three beet root segments to this temperature for 1 minute using the tea strainer and add them to tubes 70-1, 70-2, and 70-3. When the temperature drops to 65 o C, expose three beet root segments to this temperature for 1 minute and add them to tubes 65-1, 65-2, and 65-3. Continue the process until you have done all of the heat treatments.
9. Allow all of the tubes to sit at room temperature for at least 30 minutes. Periodically, cover the top of each tube with a piece of Parafilm and invert it several times to mix the segment with the solution.
10. For the organic solvent treatment, set up a new series of six (6) 13 x 100 mm tubes. Label the tubes as follows:
Add 5 ml of 95% ethanol (E) to the first three tubes and 5 ml of 70% isopropanol (I, rubbing alcohol) to the second three tubes.
11. With a forceps, carefully pick up one of the 2 cm beet root segments and transfer it to the tube labeled E-1. Repeat the process with two more segments and add them to tubes E-2 and E-3. In the same way, add 2 cm beet root segments to tubes I-1, I-2, and I-3. Allow the tubes to sit at room temperature for at least 30 minutes. Periodically, cover the top of each tube with a piece of Parafilm and invert it several times to mix the segment with the solution.
12. For the ionic detergent treatment, set up a new series of three (3) 13 x 100 tubes and label them SDS-1, SDS-2, and SDS-3. Add 5 ml of 1% sodium dodecyl sulfate (SDS) to each tube. SDS is an ionic detergent commonly used in cell biology to denature proteins and to disrupt cellular membranes.
13. With forceps, carefully pick up one of the 2 cm beet root segments and transfer it to the tube labeled SDS-1. Repeat the process with two more segments and add them to tubes labeled SDS2 and SDS-3. Allow the tubes to sit at room temperature for at least 30 minutes. Periodically, cover the top of each tube with a piece of Parafilm and invert it several times to mix the segment with the solution.
14. For the nonionic detergent treatment, set up a new series of three (3) 13 x 100 tubes and label them TX100-1, TX100-2, and TX100-3. Add 5 ml of 1% Triton X-100. Triton X-100 is a nonionic detergent commonly used in cell biology to extract proteins from cellular membranes.
15. With forceps, carefully pick up one of the 2 cm beet root segments and transfer it to the tube labeled TX100-1. Repeat the process with two more segments and add them to tubes labeled TX100-2 and TX100-3. Allow the tubes to sit at room temperature for at least 30 minutes. Periodically, cover the top of each tube with a piece of Parafilm and invert it several times to mix the segment with the solution.
16. The time during which the treated beet root segments sit in water is not too critical, but it should be about the same for all of the treatments.
D. Determination of the Absorption Spectrum of Betacyanin
The exposure of the beet root segments to different treatments will result, in some cases, in the release of betacyanin into the surrounding solution. To measure the amount of this compound in the solution quantitatively with a spectrophotometer, you will need to know what wavelength to use. The objective of this part of the lab is to construct an absorption spectrum of betacyanin and to determine the wavelength of maximal absorbance. You will do this by measuring the absorbance of a betacyanin solution at 20 nm intervals from 440 nm to 620 nm. You should do this part of the experiment while the treated beet root segments are sitting for 45 minutes in water or the other solutions.
1. Turn on a Genesys 20 spectrophotometer and allow it to warm up for 15 minutes. The instructor will demonstrate how to use this type of instrument and show you which cuvettes to use.
2. To determine the absorption spectrum of betacyanin, you will use a beet root extract that was prepared by the instructor. Some chunks of beet root were combined with water and homogenized in a blender to disrupt the cells. The resulting liquid was filtered first through cheesecloth and then through filter paper.
3. Using a plastic transfer pipet, transfer about 3 ml of distilled water to one plastic cuvette and about 3 ml of the beet root extract to another plastic cuvette. The first cuvette will serve as a "blank" or reference solution and the second will be the experimental solution.
4. Set the spectrophotometer to a wavelength of 440 nm. Place the cuvette with the water into the sample compartment and set the instrument to zero absorbance. Remove the cuvette and replace it with the cuvette containing the beet extract. Measure the absorbance of the solution and record your results in the following table.
5. Remove the cuvette with the beet extract and reset the wavelength of the instrument to 460 nm. Insert the cuvette with the water and set the absorbance again to zero. Remove the cuvette, replace it with the cuvette with the beet extract, and measure the absorbance at this new wavelength.
6. Repeat the process of measuring the absorbance of the beet extract at 20 nm intervals until you get to a wavelength of 620 nm. NOTE: YOU WILL NEED TO RESET THE INSTRUMENT TO ZERO ABSORBANCE WITH THE REFERENCE SOLUTION EACH TIME YOU CHANGE THE WAVELENGTH.
Table ___ Absorption Spectrum of Betacyanin
7. When all of the absorbance values have been determined, use a piece of linear graph paper or Excel to make a graph in which you plot absorbance on the Y axis as a function of wavelength on the X axis. Determine the wavelength of maximal absorbance and use this wavelength for the rest of the experiments today.
Wavelength of Maximal Absorbance = ___________nm
E. Measurement of Betacyanin Released from Beet Root Segments
The objective of this part of the experiment is to measure the amount of betacyanin released from the beet roots after the various treatments. The absorbance values for the replicate samples will be averaged to get a mean. The value for the control samples 25-1, 25-2, and 25-3 will be subtracted from the other values to determine the specific effect of each treatment. The maximum absorbance that can be read accurately with the Genesys 20 spectrophotometers is 2.0. Samples with higher absorbance values will usually cause the instrument to read >2.XXX and to flash on and off. If you find that a particular sample is too dark to read accurately you will need to make a dilution of it (as described in #4).
1. Set the Genesys 20 spectrophotometer to the wavelength found to give the maximal absorbance with the beet root extract. Using the reference cuvette that contains just water, reset the instrument to zero absorbance.
2. After each of the treated segments has been allowed to sit in the surrounding aqueous solution for at least 30 minutes, transfer the liquid to a cuvette and read the absorbance. You can either carefully pour the liquid from the tube into the cuvette or transfer the solution to the cuvette with a plastic transfer pipet. It is not necessary to rinse out the cuvette between replicate samples, but do rinse it with water between different samples.
3. Read the 25 o C samples first since these are the controls. For each treatment, record the absorbance values for the three replicate beet root segments and calculate the mean. Then subtract the value for the 25 o C control samples from all of the other treatments to get the net absorbance due to each type of treatment. Then calculate the standard deviation for the replicates of each treatment. Record this information in the following table.
Table _____
Absorbance of Betacyanin Solutions at ______ nm after Various Treatments
4. The maximum absorbance that can be read accurately with the Genesys 20 spectrophotometers is 2.0. Samples with higher absorbance values will usually cause the instrument to read >2.XXX and to flash on and off. If you find that a particular sample is too dark to read accurately and give an absorbance >2.0, make a 1/10 dilution of it. Add 4.5 ml of water to another clean tube and then add 0.5 ml (500 μl) of the sample to it. Mix the solution carefully and then read the absorbance again. Be sure to rinse out the cuvette with water first. To calculate the absorbance of the original solution, multiply the observed absorbance by 10. If you diluted any of the samples, indicate which were diluted and record the calculated absorbance value for the original solution.
F. Preparation of Tables and Graphs
The data obtained in an experiment such as this one can be summarized in several ways. For quantitative results, the most useful methods are as tables or figures (graphs). Tables compress data into a compact form while figures express data visually. In a scientific paper, a particular data set might be presented as a table or a figure but never as both. The objective of this part of the experiment is to summarize the results for the release of betacyanin from beet root tissues. The various references in the section on Lab Reports all give good advice on the preparation of tables and graphs. You can either make graphs using photocopies of graph paper or using a software program like Excel that you learned about in Laboratory 1. Include a copy of the graph after this page in your manual. However, for your paper you will need to create your graphs in Excel.
1. Since the freeze/thaw, solvent, and detergent treatments are single independent treatments, the best approach to presenting the data is to make either a table or a bar graph. Use the values for the net absorbance after each treatment and fill in the following table. Note that in a table, values for the same property are presented in vertical columns.
Table _____ (Include a title) _____________________________________________________
*n=3
2. An alternative way to presenting the same data might be as a bar graph, in which you plot the net absorbance at a certain wavelength on the Y axis as a function of each treatment on the X axis. Bar graphs work well if you have discrete independent variables such as different treatments. Be sure to include both the mean and the standard deviation for each treatment.
3. To determine which would be better to include in your paper think about what you want to be able to tell your reader based on the data. If there are trends you want to be able to point out a graph may be more appropriate than a table. However, if they need the data itself to make sense of what you plan to describe then it might be better to include a table
4. Since the temperature experiment involved a constant exposure time (1 minute) at different temperatures, the data from this experiment might best be presented as a graph in which you plot net absorbance at a certain wavelength on the Y axis as a function of temperature on the X axis. Using a piece of linear graph paper, create a graph of this type. If you use Excel to make this graph, be sure to use an X-Y scatter plot. Be sure to include both the mean and the standard deviation for each temperature.
5. Based on these summaries of the data, which treatment caused the most damage to the cellular membranes? What were the effects of different temperatures on membrane stability?
G.Post Lab Analysis
In addition to a data sheet for Lab 3, you will write up the Results section for Lab 3.
The Results section should provide a summary of the results. It should consist of a written text that refers to individual figures and tables where appropriate. This section comprises the crux of the research and so is the heart of the paper. The legends/captions of the figures and tables contain useful information about experimental details and procedures, the number of replicates used, and sometimes, interpretive information. As you gain more experience, this is often the section that you will look at before reading (or not reading) the rest of the paper. To understand a figure you should be able to redraw it and explain it in words understandable to anybody. This is largely the purpose of the text of the Results section. In a well-written paper, the conceptual flow of the series of experiments will also be included in the text of the Results section. Some papers present Results without extensive discussion; others contain extensive discussion in the results. The Results section is often divided into carefully labeled subsections.
Results Section Checklist
Body (text) in which you describe the data in each visual:
- Describe the trend, rather than listing the actual numbers
- Refer to each table and figure by number in parentheses at the end of the first sentence in which you describe that visual
- Do not give possible explanations for the results
Visuals (tables and graphs):
- Do not include raw data; instead reduce and summarize the data
- Do not include both a table and a figure for the same data.
- Position the visual immediately after the paragraph in which you first describe it
- Give each figure and table a caption that consists of a number and a short, descriptive title. The title should enable the reader to understand the visual without having to refer to the body of the Results section.
Figure captions go below the figure
Table captions go above the table
The following results section illustrates several key points to remember when writing a results section.
The results are from the following article:
Frost, C.J., Nyamdari, B., Tsai, C.J., and Harding, S.A. 2012. The Tonoplast-Localized Sucrose Transporter in Populus (PtaSUT4) Regulates Whole –Plant Water Relations, Responses to Water Stress, and Photosynthesis. PLOS One. 7(8): e44467.doi: 10.1371/journal.pone.0044467.
The full-text version of this article can be found at:
http://journals.plos.org/plosone/article?id=10.1371/journal.pone.0044467#s3
Results are described in text, not only in figures or tables.
Tables and Figures are referenced in parentheses.
Results are written in past-tense.
Results are
subdivided
into clearly
labeled
subsections.
Table numbers
and Titles are
ABOVE Tables
Figure numbers and
Titles are BELOW
Figures
Figures and tables
show a summary of
the data rather than
raw data
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The Babas & Nyonyas
The Peranakans, or commonly known as Babas and Nyonyas, are decendants of the 16th century Chinese immigrants. The community was formed during a time when single male migrants married local women. These local women were often Batak, Burmese or Siamese. A few Babas went back to China to marry or brought their Chinese wives out, but these were few and far in between. Chinese women only began emigrating in larger numbers in the early 20th century.
The Baba community in Malacca is the oldest, while that of Penang was formed in the late 18th and 19th century. They were a prominent community of acculturated Chinese unique to this part of the world, especially in the Straits Settlements (Penang, Malacca and Singapore) hence its other name, the Straits Chinese. Adopting selected ways of the local Malays and later, the colonial British, the Peranakans had created a unique lifestyle and customs which had not only left behind a rich legacy of antiques but its cultural influences like cuisine, clothing, and language are still evident in Penang today.
Dinner at Pinang Peranakan Museum
The Pinang Peranakan Museum symbolizes the legacies of Peranakan and herald the preservation of one-of-its kind architecture. The architecture of this building is very unique as it incorporates Chinese carved-wood panels with English floor tiles and Scottish iron-works. It is built at the end of the 19th century by one of local history's famous personalities, the 'Hai Kee Chan' or Sea Remembrance Store had once served as the residence and office of Kapitan Cina Chung Keng Kwee. Having survived the many decades of neglect and decay, the mansion has now been restored to its former glory of a stately home.
There are over 1,000 pieces of antiques and collectibles of the era on display at the upper level. Each item in this mansion speaks for itself. You have to come and see by yourself this amazing heritage!
The quaint mansion and its grounds are available for intimate dinner, private gatherings and special events for a group of 20 – 100 persons.
ENCHANCEMENTS
Guests to arrive at the museim in thrishaws
'Happy Coats' with corporate logo embroidered to be given out as an invitation to the dinner
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Lesson 19: Galvanometers & Electric Motors
Galvanometers and electric motors are both based on the same basic principle of an external magnetic field exerting a force on a current carrying wire.
* The difference is in how far the device is allowed to move.
- Galvanometers are typically used inside meters (e.g. voltmeters), so the device is only supposed to move a little bit, usually against a restraining spring.
- Motors must be able to move freely and rotate through complete 360 o turns.
Galvanometers
Without getting in to all the details of the connections to a meter, the basic parts of a galvanometer are a coil of wire in a magnetic field.
* Although this coil of wire will usually go around and around a bunch of times in a real galvanometer, my diagrams will only show a single loop for simplicity.
* The external magnetic field could be made by two separate magnets, a horseshoe magnet, or an electromagnet; it doesn't really matter.
* The electron flow current is flowing into and out of the loop as shown by the arrows.
* Each section of the wire is labeled by letter so we can keep track of what is happening in each section of wire.
Section "a"
* This is the first section of wire truly in the magnetic field. Since it is parallel to the magnetic field (North to South), there will be no magnetic force exerted on this section.
Section "b"
* The current is traveling up towards the top of the page in this section of wire.
* Using the third hand rule for this section, the magnetic force is acting out of the page.
Section "c"
* Again, the wire is parallel to the magnetic field, so there is no magnetic force acting on it.
Section "d"
* The current is now moving towards the bottom of the page in this section of wire.
* Using the third hand rule the magnetic force is acting into the page.
Section "e"
* This is the last section of wire before the current exits the magnetic field.
* It is parallel, just like "a", so there is not magnetic force.
So, if we look at the overall magnetic forces acting on the coil...
c
Now imagine looking at this edge on (like if you held this page flat in front of your eyes).
* The whole thing is trying to twist itself around.
* If we hooked this up to a spring that pushed back, calibrated with a specific spring constant, we could measure things like the current flowing through the wire depending on how far it pusghed the spring.
Example 1: A galvanometer has been built following the sketch shown in Illustration 2. The length of wire at b and d are each 3.8 cm long. A spring (k = 87.6 N/m) that tries to hold back the motion of the galvanometer is pushed 0.0055 m when current flows through the galvanometer. If the external magnetic field is 1.25 T, determine the current flowing in the wire.
The restoring force of the spring (
Hooke's Law
) is balanced against the magnetic force twisting the wires. Remember that since there are two sections of the wire, each 3.6 cm long, the entire
length of wire in the magnetic field is 7.6 cm, converted to 0.076 m.
Electric Motors
The defining characteristic of an electric motor is that it must be able to rotate freely through a complete circle and keep on turning.
*
To do this, we take the basic design of a galvanometer and modify it to allow it to turn.
* We will use specific names to refer to the parts of a motor:
- Stator: an electromagnet or permanent magnet that creates the external magnetic field.
- Armature: the coil of wire that the current flows through. It will often have many coils inside the external magnetic field before it exits. Armatures are sometimes called rotors.
- Commutator: a ring of metal with a split down the middle that allows current to flow to the armature while still letting it turn freely.
The only part that is really different from the galvanometers is that an electric motor has a commutator.
* Imagine looking edge on at the galvanometer again. There are two wires that need to be connected to something.
* The wires are each connected to one side of the spit ring commutator (can't see them in the diagram).
* There are wire brushes (shown in grey, they actually can look like SOS scrubbing pads) connected to a the terminals of a battery touching each side of the ring so that on is negative and one is positive. The brushes do not move (Illustration 3a).
* As the armature spins, the spit ring rotates as well (Illustration 3b).
* When we hit a gap in the middle of the ring, no current is flowing and the armature continues to spin because of its inertia (Illustration 3c).
* Then there is a connection again and the armature continues to spin (Illustration 3d).
* This arrangement guarantees that current will always flow in on the left and out on the right.
When we use this setup as an electric motor, we have electricity as the input and we get mechanical energy (the rotating armature) as an output.
* In the next lesson we will look at how reversing this changes a motor into a generator.
Homework
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Published on Genders & Sexualities Alliance Network (https://gsanetwork.org)
Home > Resources > Creating Inclusive GSAs > Straight Allies
Straight Allies
What Every Super-Rad Straight Ally Should Know
One of the most unique aspects of the Gay-Straight Alliance model is that it brings together LGBTQ individuals and straight allies to combat homophobia. Here are some ways to encourage straight allies (or potential allies) to become more actively and effectively involved in your GSA.
TEN WAYS HOMOPHOBIA AFFECTS STRAIGHT PEOPLE
1. Homophobia forces us to act "macho" if we are a man or "feminine" if we are a woman. This limits our individuality and self-expression.
3. Homophobia makes it hard to be close friends with someone of the same sex.
2. Homophobia puts pressure on straight people to act aggressively and angrily towards LGBTQ people.
4. Homophobia often strains family and community relationships.
5. Homophobia causes youth to become sexually active before they are ready in order to prove they are "normal." This can lead to an increase in unwanted pregnancies and STDs.
6. Homophobia prevents vital information on sex and sexuality to be taught in schools. Without this information, youth are putting themselves at a greater risk for HIV and other STDs.
8. Homophobia makes it hard for straight people and LGBTQ people to be friends.
7. Homophobia can be used to hurt a straight person if they "appear to be gay."
9. Homophobia along with racism, sexism, classism, etc. makes it hard to put an end to AIDS.
10. Homophobia makes it hard to appreciate true diversity and the unique traits that are not mainstream or "normal."
For more info, see Homophobia: How We All Pay the Price, edited by Warren J. Blumenfeld, Boston: Beacon Press: 1992.
"HOMOWORK": WAYS TO FIGHT HOMOPHOBIA AS A STRAIGHT ALLY
1. Organize discussion groups in class or after school to talk about the "Ten Ways Homophobia Affects Straight People."
3. Bring up LGBTQ issues in conversations with friends or discussions in class.
2. Always use neutral labels like "partner" or "significant other" instead of "boyfriend," "girlfriend," etc. when writing papers or talking to others.
4. Interrupt anti-LGBTQ jokes, comments or any other behaviors that make homophobia appear OK.
6. Don't make assumptions about peoples' sexual orientations or gender identities. Assume there are LGBTQ people in all classes, sports, meetings, daily life, etc.
5. Put LGBTQ-positive posters in the halls and classrooms or wear shirts, buttons, etc. that promote tolerance.
7. Don't assume that "feminine-acting men" and "masculine-acting women" are not heterosexual.
8. Don't assume that "macho males" or "feminine females" are heterosexual.
Download the pdf version
[1]
. Source URL: https://gsanetwork.org/resources/creating-inclusive-gsas/straight-allies#comment-0
Links
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Trans-disciplinary Research Workshop – Big Data Applications Dr. Reynold Cheng
Aim
We are entering the "Age of Big Data" – an extremely large amount of information is created every day, which is revolutionizing science and technology, governments, economy, and international development. Many sources contribute to the Big Data, including the Internet, Wikipedia, social networks (e.g. Facebook), micro blogs, mobile phones, and cameras. The goal of this project is to engage students in examining the critical issues that they could encounter in the Age of Big Data. We will examine how Big Data is affecting our society and daily lives. We will perform an in-depth study on existing Big Data applications, and will develop a Big Data application.
Content
We will first give an overview about Big Data. We will examine the benefit of Big Data in different areas. We will also study the resulting social, legal, security and privacy problems (e.g., the recent responses about the Right to be Forgotten). Students will then develop a proposal about a novel or groundbreaking Big Data application. The application can be about the following:
- A novel Big Data application that will be very useful to special domain (e.g., medical science);
- An application that makes use of a vast amount of information to facilitate the student's research; or
- An application that has been implemented in other places over the world, but has not been used in Hong Kong.
The proposal should aim at convincing individuals, research communities, enterprises, or authorities to adopt the suggestion in making use of the proposed application. Specifically, the proposal should give:
1. A detailed discussion of the application, explaining:
a. What data would be used?
b. How would the data be used?
c. How should the solution be implemented?
d. How to organize and store the data to be used in the application?
2. A background survey on related applications that have been previously proposed and used. Compare and contrast their advantages and disadvantages.
3. An analysis of the following aspects about the application:
a. Is it making our life better?
b. Would it affect people's privacy?
c. What is its impact on moral and social values?
d. Is the application reliable and secure to use?
Organization
The workshop consists of two 3-hour sessions, to be held on 17 th and 31 st March 2017 respectively. There will be readings, intense discussions, proposal writing, as well as poster presentation. Students in groups of 3-4 will at the end of the first workshop be required to draw up a concept plan (3 to 5 pages) on how to apply Big Data methods to their own research. The assignments would be submitted before the start of the second workshop. The teacher will give feedback to students during the second workshop, and guide them to produce their work into posters.
There will be a selection of the posters to enter the Trans-disciplinary Challenge Award Competition tentatively scheduled for the afternoon of May 12, 2017.
Workshop Registration
This workshop is limited to a maximum of 30 students. Prerequisite: creativity, and passion to develop big data applications! Experience in handling large databases a plus, but not necessary.
Tasks
Each group of students will prepare a 3-page proposal showing a good understanding of the issues addressed in the workshop and how they apply to the student's research area(s); and develop a poster from the proposal to compete for the Trans-disciplinary Challenge Award.
Outcomes
At the end of the workshop, students will develop and demonstrate their awareness of the following:
1. How Big Data impacts different aspects of the society;
2. Effect of Big Data on social and moral values;
3. Protection of personal data, or new kinds of data appearing in the future; and
4. Basic principles of organizing and searching Big Data. | <urn:uuid:b3fd0538-caa6-4887-984f-1be07b6793ab> | CC-MAIN-2017-09 | http://www.gradsch.hku.hk/gradsch/f/page/676/Big_Data__Workshop_Info_20170317_31.pdf | 2017-02-20T14:11:31Z | crawl-data/CC-MAIN-2017-09/segments/1487501170562.59/warc/CC-MAIN-20170219104610-00502-ip-10-171-10-108.ec2.internal.warc.gz | 431,723,088 | 778 | eng_Latn | eng_Latn | 0.99823 | eng_Latn | 0.998274 | [
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Implementation Plan
2016-2017 Why? Alignment with Program Commitments
Rationale - Kindergarten
1. Curriculum Commitment 2: sequence and pace curriculum both horizontally and vertically
2. Instruction Commitment 3: ongoing data-driven dialogue to influence instruction and instructional practices
3. Assessment Commitment 1: utilize qualitative and quantitative assessment measures
The Common Core Learning Standards address students being able to craft written responses to both literary and informational texts. The skills embedded in writing a response to a text should be scaffolded vertically. Literacy will be incorporated into all content areas. Organizers such as the C-C-E triangle will be continue to be utilized to assist students with organizing their thoughts. Instructional activities will also be implemented to supplement areas in math where gaps exist: fractions, time and money.
Potential Roadblocks, Challenges, and Unintended Consequences:
Students who are not developmentally ready to read and write until a certain point. Ensure that Orton Gillingham and guided reading are continually instructed, along with the two domains.
Solutions:
Draw pictures, label with letters/sounds until words and sentences can be written. Plan with the district literacy team to maintain consistency K-3.
Implementation Plan
Page 2, 2016-2017 Why? Alignment with Program Commitments
Rationale - Kindergarten
1. Curriculum Commitment 2: sequence and pace curriculum both horizontally and vertically
2. Instruction Commitment 3: ongoing data-driven dialogue to influence instruction and instructional practices
3. Assessment Commitment 1: utilize qualitative and quantitative assessment measures
Targeting writing weaknesses is a Hillview Literacy Team goal. The Common Core Learning Standards address students being able to craft written responses to both literary and informational texts. The skills embedded in writing a response to a text should be scaffolded vertically. Organizers such as the claim/evidence triangle assist students in organizing their thoughts.
Solutions:
Draw pictures, label with letters/sounds until words and sentences can be written.
Plan with the district literacy team to maintain consistency K-3.
Potential Roadblocks, Challenges, and Unintended Consequences: Students who are not developmentally ready to read and write until a certain point. | <urn:uuid:ea878b18-532a-4127-989a-6fb4db79bfa1> | CC-MAIN-2017-09 | http://lancasterschools.org/cms/lib/NY19000266/Centricity/Domain/1061/BPT%20commitments%20for%20grade%20K%20JAS%202016%202017.pdf | 2017-02-20T13:35:23Z | crawl-data/CC-MAIN-2017-09/segments/1487501170562.59/warc/CC-MAIN-20170219104610-00502-ip-10-171-10-108.ec2.internal.warc.gz | 149,690,829 | 462 | eng_Latn | eng_Latn | 0.990793 | eng_Latn | 0.990951 | [
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FIND YOUR SPARK
2023 Children'S BOOK WEEK
Readers of all ages can join in the fun of Children's Book Week with this year's challenge.
The 2023 theme, Read Books. Spark Change. encourages you to think about books as a spark for positive change. This change can take place inside yourself and/or within your community (ex: your family unit, your classroom, school, neighborhood, town, city).
HOW IT WORKS.
■ Follow the steps to find your newest spark or dive deeper into something you already love, a thing that inspires you.
CHALLENGE
STEP 1: HUNT
STEP 1: HUNT
Use this Scavenger Hunt to find books that inspire, entertain, and inform. Browsing and talking are amazing ways to discover new books and the spark they can bring.
Take a trip to several places or shelves where lots of books live—your public library, school library, bookstore, home—or talk to friends and family for recommendations. Use the checklist below to find at least five different books.
■ A book about an invention
■ A book about exploring a new place
■ A book about making something with your hands
■ A book with recipes
■ A book about a real life person
■ A book about a character who makes a difference
■ A book where a character gets a bright idea
■ A book about the future
■ A book featuring a team that works together
■ A book about your favorite talent or ability
■ A book with an interesting cover which made you want to read it
■ A book with different perspectives (from different characters or times, for example)
■ A book that tells of a change in the past which has made our lives better today
■ A book about __________________ (your choice)
Collect a book (or title of a book) for as many of these as you would like and then pick the one(s) you want to read! Don't forget to put the other books back where they belong!
Did you find at least 5 books? Share your list of books with us and get a special certificate and message!
What is the absolute best way to celebrate Children's Book Week? To read of course! Pick one or more of the books from your scavenger hunt or reread an old favorite. What does it spark for you? What does it inspire? Use these questions to figure it out!
Find Your Spark: Book Q&A
■ What book did you read? Who wrote or illustrated the book?
■ If you had to pick one thing about the book to tell someone else, what would you tell them?
■ Who was your favorite character in the book?
■ What thing did the character do that made them your favorite?
■ What talent or ability did one of the characters have that you can identify with? What was a talent or ability you wish you had?
■ Is there an action the character(s) take that inspired you to do something similar?
■ Did the story show you something new that you had never thought or heard about before?
■ Did the cover art of the book inspire you in a particular way?
STEP 3: MAKE
Create Your Spark
Take the spark you found and turn it into something you can share. Did you discover a few different sparks in the books you read? Think of ways to connect them.
For example, if I read a book about trucks, one about plants, and a third about superheroes. I could find that my spark is to be a superhero in my neighborhood by helping plant small gardens and using a small toy truck as a tool to accomplish this. Or, I could also find my spark by asking adults to help me petition for more gardens in my town or city where trucks can help bring soil to empty lots and create community gardens so I can be a green superhero.
Other ideas on how to put you spark into action:
■ Tell a friend, make a plan for change together
■ Write a poem, this can inspire others into action
■ Ask an adult to help you with a petition to help spread your message of change
■ Create a poster to raise awareness for your spark or idea
■ Create a video to share with family and friends
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1 of 2
Tiny optical frequency clock measures time accurately to 270 quintillionths of a second
May 9, 2016 by Matthew Chin in Physics / General Physics
The optical clock developed by UCLA Engineering researchers is the small black strip between the two black cylinders.
Researchers at the UCLA Henry Samueli School of Engineering and Applied Science have created an optical clock that's just 1 cubic centimeter—small enough to fit on a standard silicon chip—and can track time intervals with precision to 270 quintillionths of second. (One quintillionth is equivalent to 1 times 10 to the negative 18th power, or 0.000000000000000001.)
Today's most accurate clocks, atomic clocks, are used to keep time for the Internet and satellite communications, and help astronomers detect Earth-like planets beyond our solar system. Their accuracy—to "only" within a tenth of trillionths of a second, or 1 times 10 to the negative 13th power—is based on the naturally occurring frequencies of atoms that respond to radiation. The atomic frequencies can be expressed as a "frequency comb," a series of evenly spaced vertical lines of light produced by the atoms under radiation into microwave frequencies that are accessible to the electronic instruments that ultimately turn those readings into accurate measurements of time.
Previous optical clocks were much larger than the new one developed at UCLA: They used large fiber lasers that needed to be housed in equipment about the size of a desktop computer. The UCLA team was able to shrink the mechanism significantly to 1 cubic centimeter by using a process similar to how silicon chips are made. The new clock's precision approaches the world's best frequency standards.
The clock could lead to more precise measurements of space and time, an area known as attosecond physics, and could have applications in optical, wireless and space-based communications. For example, it could be used to measure the movement of atoms, or to discern the movement of distant objects far beyond our solar system.
"If incorporated with other technologies into infrared telescope observatories, this device can enable the detection of Earth-like planets and celestial objects 100 times smaller than that, which was previously impossible," said Shu-Wei Huang, a UCLA Engineering scientist and the project's lead author. The research was published in Science Advances. Chee Wei Wong, a UCLA associate professor of electrical engineering, is the project's principal investigator.
"Measuring the time it takes for a pulse of light to reflect from an object and return back to us also tells us a distance," Wong said. "This could help in precision laser distance ranging, such as in sensing for self-driven automobiles and aerial vehicles."
Wong said the laser clock could help generate ever-shorter pulses of light, which would be useful for watching the motion of electrons or detecting trace hazardous materials from faraway distances.
The new clock could also help further refine the absolute value of "fundamental constants," numbers that are thought to be same throughout the universe—for example, the strength of electromagnetic interactions between electrons and other elementary particles.
Wong said because the clock is cast on a silicon chip, it is more reliable than the previous, larger model, which required additional stabilization and control electronics to work.
The paper's other authors are Jinghui Yang of UCLA, Mingbin Yu and Dim-Lee Kwong of Singapore's Institute for Microelectronics , and Bart McGuyer
5/10/2016 2:09 PM
2 of 2
and Tanya Zelevinsky of Columbia University.
More information: S.-W. Huang et al. A broadband chip-scale optical frequency synthesizer at 2.7 x 10-16 relative uncertainty, Science Advances (2016). DOI: 10.1126/sciadv.1501489
Provided by University of California, Los Angeles
"Tiny optical frequency clock measures time accurately to 270 quintillionths of a second" May 9, 2016 http://phys.org/news/2016-05-tiny-optical-frequency-clock-accurately.html
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ENTRY POINT: Teachers to present a speech dressed as a famous person, speaking about their life and work.
EXIT POINT: Children present their speech dressed as a famous person, a vote is carried out to decide on the most significant historical character to the children.
HISTORY
To study over time how several aspects of national history are reflected in the locality
- To study the life and works of Viking people.
To study the Viking and Anglo-Saxon struggle for the Kingdom of England until the time of Edward the Confessor, including:
- Viking raids and invasions.
DT - Famous Inventors
Learning Objectives:
- To learn about great artists, architects and designers in history including a range of inventors—Thomas Edison, Graham Bell, Isambard Kingdom Brunel
ART -
Learning Objectives:
- To learn about great artists, architects and designers in history including Vincent Van Gogh.
- To improve their mastery of art and design techniques, including drawing, painting and sculpture with a range of materials [for example, pencil, charcoal, paint, clay]
Cycle A - Summer: They Made A Difference (Objectives)
SCIENCE -
Learning Objectives:
FORCES and MAGNETS - link to Hans Christian Oersted (electromagnets)
- Compare how things move on different surfaces
- Observe how magnets attract or repel each other and attract some materials and not others
- Notice that some forces need contact between two objects, but magnetic forces can act at a distance
- Compare and group together a variety of everyday materials on the basis of whether they are attracted to a magnet, and identify some magnetic materials
- Describe magnets as having two poles
- Predict whether two magnets will attract or repel each other, depending on which poles are facing.
SOUND WITH LINKS MADE TO EDISON
- Identify how sounds are made, associating some of them with something vibrating
- Recognise that vibrations from sounds travel through a medium to the ear
- Find patterns between the pitch of a sound and features of the object that produced it
- Find patterns between the volume of a sound and the strength of the vibrations that produced it
- Recognise that sounds get fainter as the distance from the sound source increases.
MUSIC - Singing Games
Learning Objectives:
- Pupils should be taught to sing and play musically with increasing confidence and control.
- Pupils should learn to sing and to use their voices, to create and compose music on their own and with others.
GEOGRAPHY -
Learning Objectives: N/A
COMPUTING -
Learning Objectives:
- To understand computer networks
- To create opportunities for collaborative projects using digital communication (email, skype)
- To use digital communication tools safely, responsibly and sensibly
ENTRY POINT: Teachers to present a speech dressed as a famous person, speaking about their life and work.
EXIT POINT: Children present their speech dressed as a famous person, a vote is carried out to decide on the most significant historical character to the children.
HISTORY - Possible Activities
- MURTON PARK VISIT - VIKINGS
- Study of York and how it has changed over time including a study of maps (CCGEOG)
- Eric Bloodaxe as famous person.
- Study York as a Viking town—clothes, food, general lifestyle, buildings.
- CCL: Lindesfarne—Act out Viking raid
DT -
Possible activities:
- Famous inventors marketplace
ART -
Possible activities:
- Starry Night using black paper to create silhouette.
- Group Sunflowers Collage
- Make individual waterlilies to create a display.
- Paint a version of Wheatfield with Crows.
Cycle A - Summer : They Made A Difference (Activities)
SCIENCE -
Possible activities:
MAGNETS
- Classify materials based on a variety of properties, beginning with magnetism and becoming more complex.
- Investigate which materials a magnet will still attract a metal paperclip through.
- Children make own compasses.
- Children explore attraction and repulsion of magnetic poles.
SOUND
- Survey and record different sounds.
- (CCC) Data-logger to record sound of a drum at various distances.
- Problem solving—where in the school would be the best places for fire alarms?
- Carousel of activities relating to sound and vibration.
- Explore where sound goes in a listening circle.
- Children act out a sound wave.
- Carousel of activities for altering the loudness of a sound. Fair testing—how does the height from which a tube is dropped affect the loudness of the sound produced?
- Carousel of activities to explore pitch. Fair testing—does the length of an elastic band affect the pitch of the sound produced?
MUSIC - Singing Games
Possible activities:
- Learn songs by famous artists to perform at Exit Point.
- Musicians Marketplace lesson.
- Play singing games as part of warm-ups for practising songs.
- Children create their own singing game.
GEOGRAPHY -
Possible activities: N/A
COMPUTING -
Possible activities:
- Make a physical network in class with string and wool.
- Use hyperlinks in Powerpoint/Smart to show how one program can link to another.
- Set up a Skype link with a class within school and work collaboratively (possibly a market place session between classes).
- Send emails through a school account adding pictures and understanding the size of the image and attachments. | <urn:uuid:fc3e3ddc-c510-4fcd-868d-cf5d2722e0c9> | CC-MAIN-2017-09 | http://www.scarcroft.york.sch.uk/site/userfiles/File/PDFS/Curriculum%20Plans/Topic/Year%203%20&%204%20-%20They%20Made%20A%20Difference.pdf | 2017-02-20T13:45:57Z | crawl-data/CC-MAIN-2017-09/segments/1487501170562.59/warc/CC-MAIN-20170219104610-00494-ip-10-171-10-108.ec2.internal.warc.gz | 593,064,504 | 1,106 | eng_Latn | eng_Latn | 0.995632 | eng_Latn | 0.99573 | [
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Implementation Plan
2016-2017 Why? Alignment with Program Commitments
Rationale – First Grade
1. Curriculum Commitment 2: sequence and pace curriculum both horizontally and vertically
2. Instruction Commitment 3: ongoing data-driven dialogue to influence instruction and instructional practices
3. Assessment Commitment 1: utilize qualitative and quantitative assessment measures
What?
How?
again.
the
The Common Core Learning Standards address students being able to craft written responses to both literary and informational texts. The skills embedded in writing a response to a text should be scaffolded vertically. Literacy will be incorporated into all content areas. Organizers such as the C-E-E triangle will be continue to be utilized to assist students with organizing their thoughts. Instructional activities will also be implemented to supplement areas in math where gaps exist: fractions, time and money.
Who?
When?
Support
Who Does It? | <urn:uuid:4d5ac0c2-ed28-4f87-be64-ffaf68a47c30> | CC-MAIN-2017-09 | http://lancasterschools.org/cms/lib/NY19000266/Centricity/Domain/1061/BPT%20commitments%20for%20grade%201%20JAS%202016%202017.pdf | 2017-02-20T13:35:16Z | crawl-data/CC-MAIN-2017-09/segments/1487501170562.59/warc/CC-MAIN-20170219104610-00496-ip-10-171-10-108.ec2.internal.warc.gz | 140,541,387 | 190 | eng_Latn | eng_Latn | 0.990037 | eng_Latn | 0.990037 | [
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Physics
Lesson 1
Matter
A. Choose the correct answer:
1. If the molecules are very close to each other in a substance, then it is a
a. solid
b. liquid
c. gas
d. none of these
2. Anything that occupies space and has mass is called
a. solid
b. liquid
c. gas
3. Gases do not have
a. fixed shape only
d. matter
b. fixed volume only
c. both fixed shape and volume
d. fixed matter
4. substance that are hard and do not flow are called
a. matter
b. solids
c. liquids
5. the substance that have the same shape as of the container are
a. solid
b. liquid
c. gases
d. none of these
B. write True of False against the following. If false correct the statement.
1. Water has a definite shape.
Corrected statement: Water has no definite shape.
Or
Solid has a definite shape.
2. Molecules in a solid are tightly packed.
3. Matter has mass but no volume.
Corrected statement: Matter has mass as well as volume.
4. A given mass of gas can be packed into a small cylinder.
True
5. Liquids take the shape of the container in which they are kept. True
C. Match column A with those in column B
Column A
Answers. ( 1- d ) , ( 2- a ), (3- b ), (4- e), (5- c)
D. Answer the following questions.
Column B
False
True
False
1. What is Matter?
Ans: Any substance that occupies space and has mass is called matter.
There are three states of matter:
Solid, liquid, gaseous
2. How is the shape of a solid different from a liquid?
Ans: In solids, molecules are tightly packed. So they don't have space to move and therefore they have fixed shape. Whereas liquids have more intermolecular space and therefore its molecule can move around. So liquid don't have fixed shape.
3. With the help of simple diagrams show the arrangement of the molecules in a solid, liquid and gas.
Ans:
4. State two characteristic of a gas.
Ans: Characteristics of gas:
1) The molecules in a gas are very loosely packed and far away from each other.
2) They neither have a definite shape nor volume. They occupy the space available.
3) They can be compressed into a small space.
5. Identify the states of following matters:
a. a metal rod - solid
b. cold drink - liquid
c. petrol fumes
- gas
d. a sugar cube
- solid
e. milk
- liquid
f. oxygen
- gas
g. wood
- solid
h. a bowl of soup - liquid
i. an eraser
- solid
Definition:
1. Matter : Anything that has mass and occupies space is called matter.
2. Atom : Atom is tiny invisible particle which cannot exist independently.
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"I hope we will use the Net to cross barriers and connect cultures."
Sir Tim Berners-Lee, British inventor of the World Wide Web
1. The Internet Discussion
1. What is the Internet? How does it work?
2. How much of your time is spent on the Internet? Do you think this is too much?
3. What are the different things you use the Internet for?
4. What are your favourite websites? How do you use the Internet for entertainment?
5. What do you like most about the Internet? What do you like the least?
6. How is the Internet different today compared to the first time you used it?
7. How has the Internet affected communication between people?
8. How has the Internet changed the world? How has it made it better? Are there any ways that it has made it worse?
2. The Internet Vocabulary
* to surf the net (verb, idiom) – to browse the Internet.
* internet service provider (ISP) (noun) – a company that provides internet services to residential customers and businesses.
* the dark web (noun) – a hidden part of the Internet only accessible with special browsing software, allowing website owners to remain anonymous or untraceable by authorities.
* cybersecurity / internet security (noun) – security measures taken to protect users when using the Internet.
* cyberbullying, cyberbully (nouns) – bullying that takes place on the Internet; someone who uses the Internet to bully others, often anonymously.
* browsing history (noun) – a record saved on your web browser of all the websites you visit.
Using the vocabulary words above, complete the following sentences (remember to use the correct form of the word, e.g. verb conjugation or plural noun):
1. Everyone needs to learn about to protect them from the new generation of online criminals.
2. I can spend hours just looking at random websites.
3. In order to avoid , you should not upload any embarrassing photos of your child onto your social media account.
4. My internet stopped working so I had to ring my , but all they said what that they are aware of the problem and are dealing with it. That was five days ago!
5. The police warned parents that drug dealers have started to use to sell drugs to children.
6. The politician was forced to resign when his was made public by hackers. The FBI have also called him in for questioning.
The Internet vocabulary comprehension questions
1. When do you surf the net most?
2. Who is your ISP? Are you happy with them?
3. What have you heard about the dark web? Does it concern you in any way?
4. What kind of cybersecurity precautions do you take?
5. Why is cyberbullying such a problem at schools these days?
6. How would you feel if your browsing history were made public?
3. Video: The World Wide Web
You are going to watch a video by TED Ed called "What is the world wide web?"
Watch the video here: https://yourenglishpal.com/blog/esl-conversation-lesson-plan-internet/
While you watch the video, answer the following questions:
Multiple choice
1. How many people use the World Wide Web every day? a) millions b) billions
c) trillions
2. What is the Internet? a) multiple computers b) an information sharing network c) a place to save information
3. What is the most common use of the Internet? a) email b) file transfer c) accessing the www
4. What is a domain name?
a) your house address b) a website address
c) the webhost address
Sentence completion
5. Information saved on websites is in web , such as HTML or JavaScript.
6. A is used to decode all the information on a website so we can see the words, images and videos.
7. The world wide web is a that allows people to communicate with each other.
8. Nobody the web; it belongs to everyone.
Short answer
9. Who do we have to pay to gain access to the web?
10. Who do we have to pay to rent web space?
11. Hyperlinks allow the web to operate on the same lines as what?
12. The web reflects both the wider society and what?
4. The Internet Conversation Questions
1. How can the Internet be dangerous? Are there any types of websites you think should be banned? Why?
2. What privacy and security concerns do you have about the Internet?
3. What kind of criminal activities has the Internet enabled?
4. How can parents make sure their children are safe when they use the Internet?
5. How do some political groups or governments use the Internet to manipulate or oppress people?
6. What would happen if the Internet suddenly stopped working? Could you survive without it?
7. How much of your life is dependent on the Internet? What can you do with no Internet?
8. How will the Internet be different in the future? What new things will we be able to do thanks to the Internet?
5. The Internet Writing Task
Write about your opinion of the Internet. Try to use some of the vocabulary you learned earlier in this lesson. In your answer, you could include some of the following topics:
* What you use the Internet for.
* How the Internet has changed our lives.
* The dangers of the Internet.
Alternative exam practice question:
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Implementation Plan
2016-2017 Why? Alignment with Program Commitments
Rationale – Third Grade
1. Curriculum Commitment 2: sequence and pace curriculum both horizontally and vertically
2. Instruction Commitment 1: ongoing data-driven dialogue to influence instruction and instructional practices
3. Assessment Commitment 1: utilize qualitative and quantitative assessment measures
Designing and implementing cohesive ELA instruction is paramount to student success as learners. The Common Core Learning Standards require students to be able to support thinking with text evidence, as well as craft written responses to both literary and informational texts. Literacy will be incorporated into all content areas. Our goals for this year aim to align and sequence instructional resources to help our students meet the standards. Gaps have been identified within the Common Core Math standards. Our work will aim to fill the gaps with appropriately placed supplemental materials throughout the year. We will use on-going, data-driven dialogue to guide our decisions. | <urn:uuid:dd8c8e22-9b3a-40a3-a6ec-634b901d511f> | CC-MAIN-2017-09 | http://lancasterschools.org/cms/lib/NY19000266/Centricity/Domain/1061/BPT%20commitments%20for%20grade%203%20HV%20%202016%202017.pdf | 2017-02-20T13:34:27Z | crawl-data/CC-MAIN-2017-09/segments/1487501170562.59/warc/CC-MAIN-20170219104610-00503-ip-10-171-10-108.ec2.internal.warc.gz | 147,106,821 | 199 | eng_Latn | eng_Latn | 0.989584 | eng_Latn | 0.989584 | [
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Solidarity Economy Briefs: ECONOMY OF ABUNDANCE
The U.S. Solidarity Economy Network stands in solidarity with the Occupy Wall St. movement. As a network of groups, activists and solidarity economy practitioners, we seek to transform our economic system into one that puts people and planet front and center – an economy for the 99%. Another World is not only possible, it already exists, in many, many forms. The solidarity economy, grounded in principles of solidarity, participatory democracy, sustainability, equity in all dimensions, and pluralism (not a one-size-fits-all model) is a fast growing global movement. We offer these Solidarity Economy briefs to provide a glimpse into some of the aspects of the solidarity economy that exist all around us.
WHAT IS ITS AIM?
"The economy" that dominates our lives is an economy of scarcity – because only things that are scarce can be sold at a profit, and only profitable things are considered valuable, only scarce things are considered valuable. So, there's an incentive to make things scarce. In this economy, it makes sense to keep people homeless next to empty houses, to keep people starving while millions of tons of food are thrown away, to have millions of people working overtime for fear of losing their jobs while others are unemployed, to make entire nations suffer so that shareholders get their dividends, to create a dead zone in the Gulf of Mexico so that more subsidized corn can be grown by large agribusinesses and be used as fuel rather than food. The Hopi people have a word for this, it's "koyaanisqatsi," world out of balance.
An "economy of abundance" seeks to overturn this logic of scarcity, insecurity and fear. It creates social institutions that value and foster mutual support and abundance, that value people over profits, use values over exchange (money) values, the living over the dead. It seeks to create the condition when all people, no matter their backgrounds, can thrive, both now and in the future, and an abundance of plant and animal species can likewise thrive.
HOW DOES IT WORK?
A fundamental part of an economy of abundance consists of overcoming contradictions between employers and employees, between sellers and buyers, between producers and consumers, between polluters and the rest of us. A key way of doing this is through changing the rules of property.
Abundant jobs
If workers are co-owners of a business (a worker cooperative), then they do everything in their power to keep their workplaces. In a temporary economic downturn, they may all work less so that all have some income. If their product no longer appears viable, they look for ways to change that product or to produce something new in order to retain their jobs. If there are
numerous cooperatives in a place (such as the Mondragon coops in the Basque country of Spain), they find ways of transferring workers from struggling coops to expanding ones. They also minimize income differences within the coop, so that everyone earns a good living and nobody becomes filthy rich. Finally, they create systems of workplace democracy so that every worker-owner can actually exercise the rights of ownership. This is a strategy for making good, satisfying jobs abundant.
Mobility for everyone
One of the biggest consumer items today is the car. The major car companies have worked together with the oil, real estate, construction and other industries to lobby government to build cities that make us dependent on cars. This has huge impacts on global warming. Cities can, however, be redesigned to make walking, cycling and the use of public transport effective, pleasurable and safe, and to reduce the need for cars. Car sharing (through car sharing companies or person-to-person car sharing) can allow people to use a car even if they don't own one. So, by asserting everyone's right to the city, and creating a kind of coownership of cars, we can reduce car dependence.
Building community around food
Community-supported agriculture (CSA) can help overcome the contradiction between producers and consumers of food. Customers buy a share of a farmer's produce which the farmer supplies weekly based on what is in season. Customers get high-quality fresh food and know where it is coming from, and farmers get a dependable income (and if it's paid in advance, they get it when they make the expenditures on growing the food instead of considerably afterward).
Abundant clean air and water
A proposal by Peter Barnes to overcome the incentive to pollute would declare clean air, clean water and so forth the property of everyone (with each person an equal co-owner). Then, polluters would have to pay into a common fund for their pollution, and the revenue of that fund would be paid out equally to every resident of a country. Because rich people consume more resources, they would pay into the fund more than they receive, and vice versa for the poor. Such a system could make it expensive to pollute (pushing polluting companies to clean up their act and to become energy efficient), and at the same time redistribute income from the rich to the poor.
Successes
- Mondragon Cooperatives: http://www.mcc.es/ENG.aspx
- Evergreen Initiative (Cleveland, Ohio): http://www.evergreencoop.com/
- Sustainable Transport (website with lots of resources):
http://www.sutp.org/index.php?option=com_frontpage&Itemid=1
- P2P Car Sharing: http://www.shareable.net/blog/diy-car-sharing-how-to-start-your-own-car-
sharing-program
- Community Supported Agriculture: http://www.localharvest.org/csa/
- Peter Barnes' proposals: http://capitalism3.com/about-book
Further Resources
US Solidarity Economy Network: http://ussen.org/
Shareable online magazine: http://shareable.net/ (note article on abundant cities:
http://shareable.net/blog/how-to-create-abundant-cities)
New Economics Institute: http://neweconomicsinstitute.org/
Building an economy for people & planet www.ussen.org | <urn:uuid:8d70ee28-bd77-4b2a-9655-05878d8bb6b5> | CC-MAIN-2017-09 | https://ussolidarityeconomy.files.wordpress.com/2016/04/se-brief-abundance.pdf | 2017-02-20T13:08:11Z | crawl-data/CC-MAIN-2017-09/segments/1487501170562.59/warc/CC-MAIN-20170219104610-00512-ip-10-171-10-108.ec2.internal.warc.gz | 773,261,073 | 1,226 | eng_Latn | eng_Latn | 0.998462 | eng_Latn | 0.998576 | [
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Name ________________________________
Place Value Chart
This chart shows the place value of the number 9,876,543.123.
This is how you say it.
Nine million, eight hundred seventy-six thousand, five hundred forty-three, and one hundred twenty-three thousandths. | <urn:uuid:9550bf79-6d24-4b42-a9d7-b6b1e1c47d00> | CC-MAIN-2017-09 | http://www.tlsbooks.com/placevaluechart1.pdf | 2017-02-20T13:27:47Z | crawl-data/CC-MAIN-2017-09/segments/1487501170562.59/warc/CC-MAIN-20170219104610-00518-ip-10-171-10-108.ec2.internal.warc.gz | 642,587,814 | 56 | eng_Latn | eng_Latn | 0.998398 | eng_Latn | 0.998398 | [
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"Teen Inc. " reviewed by on June 5, 2012
Grade:
11
Title:
Teen Inc.
Author:
Stefan Petrucha
Genre:
view in catalog [2]
adventure
This is sort of a totalitarian government genre book. In fact the main character Jaiden makes several references to books such as 1984 and Feed. The story is a first person narrative of Jaiden, the first child to be adopted by a company. He has conflicts with his parent company when they begin to interfere with his personal life. Jaiden is torn when he starts to suspect that his corporation could be evil, when the father of a girl he likes informs him that his parent company has been dumping mercury in the city's drinking water, and deliberately covering it up. Throughout the story, Jaiden is torn between thinking of his company as a parent, or just a corporation who thinks of him as a product.
Write a review of the book, including plot points, if you wish:
Similar authors or titles?:
Would you recommend this book?:
Jaiden (the main character) cites "Feed", "1984" and "Brave New World" as books that are similar to his life.
I would recommend this book to even younger readers, it's a quick, easy (no new vocabulary, no complicated language) read, not difficult to understand, and thought-provoking.
Rate Your Read:
No votes yet
Teen, Inc. [3]
[1] | <urn:uuid:3fed5cc7-b1f3-4b96-8635-4f1b7f41694c> | CC-MAIN-2017-09 | https://www.monroe.lib.in.us/printpdf/teensreviews/teen-inc-reviewed-june-5-2012 | 2017-02-20T13:17:57Z | crawl-data/CC-MAIN-2017-09/segments/1487501170562.59/warc/CC-MAIN-20170219104610-00503-ip-10-171-10-108.ec2.internal.warc.gz | 862,222,469 | 309 | eng_Latn | eng_Latn | 0.999154 | eng_Latn | 0.999154 | [
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Natural Fuse instalazioa
1.
fill 2 bottles of water and put the black tubes into them.
2.
3.
plug your 9v appliance into the Natural Fuse connect ethernet cable to your router (pre-configured to work with DHCP network)
4.
plug the power adapter into the mains
Website:: www.naturalfuse.org
The Natural Fuse website "http://www.naturalfuse.org" is the place to find out about the network's status and also individual Natural Fuse units: a social networking site for plants and their owners.
Here you can find out who has been "selfish" or "selfless", who has killed whose plants and you can also download the complete research report and instruction manual.
On each unit, there is a power-activation switch, which can be adjusted depending on how much you need the energy. There are 3 modes, OFF, SELFLESS and SELFISH.
n "OFF" mode, the system uses minimal energy, turns itself on once every hour. No energy flows to the appliance connected to the unit.
As a result, the overall CO2 absorbed in the whole system gradually increases, and the plants in this unit are cared for by the system. OFF units help reduce the overall carbon footprint of the network.
In "SELFLESS" mode, the unit gives power to the appliance at a rate that ensures CO2 emission and capturing in the entire Natural Fuse system remain in equilibrium.
As a result, the owner might be able to turn on a lamp for 10 mins a day, depending on status of the whole system and consumption rate of the appliance.
In "SELFISH" mode, the unit gives as much power to appliance as it needs.
As a result, the owner can use the appliance as normal but it might cause the whole CO2 absorbed in the system to decrease or even lead to total systematic breakdown.
CAUTION: ONCE YOU ACTIVATE "SELFISH" MODE, IT WILL LAST AT LEAST 2 MINUTES. IF THERE IS NOT ENOUGH CAPACITY IN THE NETWORK, THE SYSTEM WILL TRIP THE FUSE OF ONE UNIT IN THE SYSTEM. EACH NATURAL FUSE UNIT HAS 3 CHANCES - AFTER THAT THE UNIT'S PLANTS WILL BE KILLED BY VINEGAR INJECTION AND REMOVED FROM THE SYSTEM!
LED INDICATOR
- in normal conditions, the LED will pulse once every 5 seconds
- when the unit is communicating with the server, the LED will be long & steady
- if there is no light at all, it can mean that either there is no power connected or that the plant has already been killed because of a circuit overload! Check out the website to find out who was selfish... | <urn:uuid:369b08af-e8d5-4a2e-98c2-887e538dfeab> | CC-MAIN-2017-09 | https://dl.dropboxusercontent.com/u/253194/user%20manual_inside_ENG.pdf | 2017-02-20T13:09:51Z | crawl-data/CC-MAIN-2017-09/segments/1487501170562.59/warc/CC-MAIN-20170219104610-00513-ip-10-171-10-108.ec2.internal.warc.gz | 706,505,569 | 552 | eng_Latn | eng_Latn | 0.998269 | eng_Latn | 0.998269 | [
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Sickle Cell Disease Quiz
Sickle Cell Disease is one of the most common genetic diseases in the United States. Sickle cell disease affects about 70,000 to 100,000 Americans.
Test Your Knowledge...
1. True or False: Only African Americans get sickle cell disease.
a) True
b) False
2. True or False: It's still important to know whether or not you have sickle cell trait even if you don't have any symptoms.
a) True
b) False
3. True or False: People with sickle cell disease cannot get malaria.
a) True
b) False
4. True or False: Sickle Cell Disease affects different people in different ways, but almost always includes pain.
a) True
b) False
5. True or False: A woman with sickle cell disease cannot have a healthy pregnancy.
a) True
b) False
6. True or False: There are several different types of sickle cell disease.
a) True
b) False
7. True or False: There is no cure for sickle cell disease.
a) True
b) False
8. True or False: People with sickle cell disease need to have their vision checked more often that people who do not have sickle cell disease.
a) True
b) False
9. True or False: There are things a person with sickle cell disease can do to avoid some of the complications.
a) True
b) False
10. True or False: People with sickle cell disease should not get vaccinations.
a) True
b) False
SICKLE CELL DISEASE QUIZ ANSWERS/EXPLANATIONS
1. True or False: Only African Americans get sickle cell disease.
FALSE
Sickle cell disease affects millions of people throughout the world and is particularly common among people whose ancestors come from sub-Saharan Africa, Spanish-speaking regions in the Western Hemisphere ( South America, Cuba, and Central America), Saudi Arabia, India, and Mediterranean countries such as Turkey, Greece, and Italy. Because of this, hospitals in the United States screen all newborn babies for sickle cell disease.
2. True or False: Its still important to know whether or not you have sickle cell trait even if you dont have any symptoms.
TRUE
People with sickle cell trait usually do not have any of the symptoms of the disease. However, it is possible for a person with sickle cell trait to have complications of the disease under extreme conditions, such as:
- High altitude (flying, mountain climbing, or cities with a high altitude)
- Increased pressure (scuba diving)
- Low oxygen (mountain climbing or exercising extremely hard, such as in military boot camp or when training for an athletic competition)
- Dehydration(too little water in the body)
In addition, a person with sickle cell trait can pass the disease on to their children.
3. True or False: People with sickle cell disease cannot get malaria.
FALSE
People with sickle cell disease can get malaria just like anyone else. However, people with sickle cell trait are less likely to get malaria. The trait doesn't completely protect a person from infection, but it makes death from malaria less likely.
4. True or False: Only African Americans get sickle cell disease.
TRUE
A pain episode or crisis is the most common symptom of sickle cell disease, and the top reason that people with the disease go to the emergency room or hospital. When sickle cells travel through small blood vessels, they can get stuck and clog the blood flow. This causes pain that can start suddenly, be mild to severe, and last for any length of time.
5. True or False: A woman with sickle cell disease cannot have a healthy pregnancy.
FALSE
Women with sickle cell disease can have a healthy pregnancy, but need to be extra careful to avoid problems during pregnancy that can affect their own health and the health of the unborn baby. The disease may become more severe and pain episodes may occur more frequently. There is a higher risk of preterm labor and of having a lowbirthweight baby. However, with early prenatal care and careful monitoring throughout pregnancy, women with sickle cell disease can have a healthy pregnancy.
During pregnancy, there is a test to find out if the unborn baby will have sickle cell disease, sickle cell trait, or neither one. The test is usually conducted after the second month of pregnancy. Women with sickle cell disease might want to see a genetic counselor to find information about the disease and the chances that sickle cell disease will be passed to the baby.
6. True or False: There are several different types of sickle cell disease.
TRUE
People who inherit two sickle cell genes, one from each parent, have a type of sickle cell disease called SS. This is commonly called ?sickle cell anemia? and is usually the most severe form of the disease.
People who inherit a sickle cell gene from one parent and a gene for another type of abnormal hemoglobin (hemoglobin is a protein that allows red blood cells to carry oxygen to all parts of the body) from the other parent, have a different type of sickle cell disease.
Some types of sickle cell disease are very severe and some are more mild. The disease affects each person differently.
7. True or False: There is no cure for sickle cell disease.
FALSE
Bone marrow/stem cell transplant can cure sickle cell disease.
Bone marrow is a soft, fatty tissue inside the center of the bones where blood cells are made. A bone marrow/stem cell transplant is a procedure that takes healthy cells that form blood from one person - the donor - and puts them into someone whose bone marrow is not working properly.
Bone marrow/stem cell transplants are very risky, and can have serious side effects, including death. For the transplant to work, the bone marrow must be a close match. Usually, the best donor is a brother or sister. Bone marrow/stem cell transplants are used only in cases of severe sickle cell disease for children who have minimal organ damage from the disease.
8. True or False: People with sickle cell disease need to have their vision checked more often that people who do not have sickle cell disease.
TRUE
Vision loss, including blindness, can occur when blood vessels in the eye become blocked with sickle cells and the retina (the thin layer of tissue inside the back of the eye) gets damaged.
People with sickle cell disease should have their eyes checked every year to look for damage to the retina. If possible, this should be done by an eye doctor who specializes in diseases of the retina. If the retina is damaged, laser treatment often can prevent further vision loss.
9. True or False: There are things a person with sickle cell disease can do to avoid some of the complications.
TRUE
People with sickle cell disease can live full lives and enjoy most of the activities that other people do. There are things that people with sickle cell disease can do to stay as healthy as possible. Here a few examples:
* Get regular checkups. Regular health checkups with a primary care doctor can help prevent some serious problems.
* Prevent infections. Common illnesses, like the flu, can quickly become dangerous for a child with sickle cell disease. The best defense is to take simple steps to help prevent infections. Click here to see tips to help prevent getting an infection.
* Learn healthy habits. People with sickle cell disease should drink 8 to 10 glasses of water every day and eat healthy food. They also should try not to get too hot, too cold, or too tired.
* Look for clinical Studies. New clinical research studies are happening all the time to find better treatments and, hopefully, a cure for sickle cell disease. People who participate in these studies might have access to new medicines and treatment options. Click here to find out more.
* Get support. Find a patient support group or community-based organization in your area that can provide information, assistance, and support.
10. True or False: People with sickle cell disease should not get vaccinations.
FALSE
People with sickle cell disease, especially infants and children, are more at risk for harmful infections. Pneumonia is a leading cause of death in infants and young children with sickle cell disease. Vaccinations can protect against harmful infections. | <urn:uuid:ecce6766-c068-476e-b89d-046a87b0aa6d> | CC-MAIN-2017-09 | http://mssicklecellfoundation.org/uploads/3/5/2/3/3523969/aboutpage_-_sicklecelldiseasequiz.pdf | 2017-02-20T13:13:07Z | crawl-data/CC-MAIN-2017-09/segments/1487501170562.59/warc/CC-MAIN-20170219104610-00523-ip-10-171-10-108.ec2.internal.warc.gz | 181,123,585 | 1,720 | eng_Latn | eng_Latn | 0.966195 | eng_Latn | 0.993369 | [
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Development of a Fully-Automated Portable MintAquaponics for Urban Farming
Introduction
Aquaponics is an eco-friendly system to cultivate fish and crop without soil by utilizing aquaculture and hydroponics. In this process, Plants take benefits of nutrients from fish feces, while the fish uses clean water filtered by the plant roots. On the one hand, with the advances in technology and the improvement of people's living standards, they have no more extra time and labor for regular watering and fertilizing plants. On the other hand, it is not easy to maintain water quality parameters frequently. Therefore, it can be understood whole process is so complex and time-consuming. Considering on the above shortcomings, the fully-automated mini aquaponics system is proposed.
Firstly, in this study it is important to select suitable hydroponic plant species which have best water purification efficiency and growth efficiency. Next, develop a fully automated aquaponics system model.
In this study, it is developed a smart aquaponics system that can synergize fish farming and plant growing by continuously gathering data from various aquaponics sensors, monitoring the sensor information, and controlling the system accordingly. In addition, the proposed system can notify the user if any abnormality occurs in the system via smart display (Kyaw et al, 2017).
Selection of Plant Species
Plants which are planted in hydroponics systems are called as hydroponics plants. Hydroponics is a technique of growing plants in nutrient solutions with or without the use of an inert medium (ex; gravel) to provide mechanical support (Nisha et al., 2018). Among the Mint plant verities, Spearmint (Mentha spicata) is selected in this study. That is why, spearmint may be very useful as biological filters in aquaponics system to absorb and prevent the accumulation of nutrients produced by fish excreta (carlos et al., 2018). And also, spearmint have been used as medicine due to their antiseptic properties. As an example, Mentha spicata is a natural repellent for Anopheles stephensi (Rafael et al., 2018).
Selection of Fish Species
Several warm water and cold water fish species are adapted to recirculating aquaculture systems (P.S.Ranawade et al., 2017)Therefore, guppy fish is selected for this project due to they are quiet tolerant of a verity of water conditions. It suggests that guppies have the capacity to survive and multiply in both fresh and polluted water (Shahjahan et al., 2013)
Design of the system
Figure 1. explains the overall system design. The fish tank, grow bed, adjustable submersible pump (1) work as an aquaponics system. Adjustable siphon (2) bring filtered water by roots from grow bed to fish tank. Automatic feeder (3) has been programmed to feed guppy fish twice a day. Growth light (4) provide a light spectrum similar to that of the sun for plants in the grow bed. Water temperature will be keep in constant level at 25 C 0© with the aid of radiator cooler (5).
The hardware used is Arduino Uno as a microcontroller. It is used to store data from collection nodes (sensors), process data, maintain the changed water quality parameters by optimum values and then upload them to the mobile application.
Water level sensor for alarming at low level and high level of storage water In the system, pH sensor to detect the pH value of the fish tank, temperature sensor to detect the temperature of the fish tank and DO (Dissolved Oxygen) sensor to detect dissolved oxygen level in the system are used in this aquaponics system.
Extra water reservoir is there for water leveling in the smart panel (figure 1.). In here, pH sensor control module with BNC electrode probe support to maintain the pH level in optimum range for guppy fish (6.5-8.5). Aerators are programmed to switch-on when DO sensor makes to alarm the system. There is an alarm unit for this system. The alarm unit consists of a green LED light, a red LED light, and a buzzer. This unit displays green light when the system is healthy, but displays red light with buzzing sound to alert the user when the system is unhealthy. This section helps for users when they maintain the aquaponics system physically.
Analysis
The plants used in this project Mentha spicata, 33.4 g FW ± 20.8 g FW, 17.1 cm ± 1.2 cm, 4.7 true leaves ± 4.0 true leaves). Growth efficiency of plant species (using wet biomass) and water purification efficiency will be analyzed using one way ANOVA. | <urn:uuid:11df5ff7-6440-4827-bfb5-1c31a70dcd67> | CC-MAIN-2024-51 | http://aquabase.uwu.ac.lk/front/img/projects/60ed41c4ac65d/attachment.pdf | 2024-12-13T12:48:38+00:00 | crawl-data/CC-MAIN-2024-51/segments/1733066116798.44/warc/CC-MAIN-20241213105147-20241213135147-00042.warc.gz | 2,462,025 | 990 | eng_Latn | eng_Latn | 0.994053 | eng_Latn | 0.994042 | [
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Luke Chapter 15
Introduction Luke 15:1-2
Who came close to listen to Jesus? (15:1)
How did the Pharisees respond to this? (15:2)
What was Jesus doing that they didn't like? (15:2)
The Lost Sheep Luke 15:3-7
How many sheep were there in the parable before one was lost? (15:4)
What does Jesus say the shepherd does when he finds his sheep? (15:5)
Does the shepherd keep his joy of finding his sheep to himself? (15:6)
What does he do instead? (15:6)
What happens in heaven over one sinner that repents? (15:7)
The Lost Coin Luke 15:8-10
How many coins did the woman in the story have before she lost one? (15:8)
What does she do when she loses one coin? (15:8)
Does she look for it in the dark? (15:8)
Does she keep her joy of finding the coin to herself? (15:9)
What does she do instead? (15:9)
What does Jesus say is in the "presence of angels" when a sinner repents? (15:10)
The Lost Son Luke 15:11-31
How many sons did the father in the story have? (15:11)
What did the younger son ask his father to do? (15:12)
What made the son want to return home? (15:14-17)
Where was the son when the father saw him coming? (15:20)
What did the father do when he saw his son? (15:20)
When the son told his father he wasn't worthy to be called his son, what did the father tell the servants to do? (15:21-23)
What did the older son hear when he got close to the house? (15:25)
Why was the son angry? (15:29-30)
What did the father tell his older son in response to his anger? (15:31)
What reason did the father give that they should make merry and rejoice? (15:32)
Lesson Follow Up
What is your favorite part of this passage?
Why?
What lessons do you think Jesus was trying to relate through these lost and found parables? | <urn:uuid:d9596742-eafd-48f0-bcd5-5b71d8f9c738> | CC-MAIN-2017-09 | http://www.juliabettencourt.com/printables/ssheets/lost-and-found-bible-study.pdf | 2017-02-20T13:51:26Z | crawl-data/CC-MAIN-2017-09/segments/1487501170562.59/warc/CC-MAIN-20170219104610-00523-ip-10-171-10-108.ec2.internal.warc.gz | 479,213,773 | 495 | eng_Latn | eng_Latn | 0.997351 | eng_Latn | 0.99862 | [
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e
c scores ve
for at least
ol
Move more to be fit and feel good
rove
Builds confidence &
social skills
Improves
sleep
Develops
co-ordination
Improves
concentration &
learning
Explore parklands and beaches
dpvhealth.org.au
Hop, jump, run or dance
1300 234 263
Online exercise sessions
Active Warrior
Blue column
Using the activites below as options, write in the blue column what activities you did each day to be active and move your body :
> Run
> Jump
> Ride
>Skip
> Skate
>Scoot
> Swing
> Hula Hoop
> Dance
> Push and Pull
> Hide and go seek
> Throw and catch
What activites did you do today?
Monday
Tuesday
Wednesday
Thursday
Friday
Saturday
Sunday
Yellow column
Circle the emoji that best represents how you feel after
Energised
Puffed
Hot & sweaty
After moving my body, I feel… | <urn:uuid:90bb2cb5-42c4-48fb-83e2-b2e9df399de8> | CC-MAIN-2024-51 | https://www.dpvhealth.org.au/app/uploads/2023/12/DPVH1164-Transition-Resource-Packs-2023-Physical-Activity_Updated23OCT23_WR.pdf | 2024-12-13T11:46:37+00:00 | crawl-data/CC-MAIN-2024-51/segments/1733066116798.44/warc/CC-MAIN-20241213105147-20241213135147-00045.warc.gz | 680,482,735 | 219 | eng_Latn | eng_Latn | 0.961065 | eng_Latn | 0.972578 | [
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ANNUAL COASTAL ISSUE
June 2018 $5.99
A CENTURY OF SURFING:
KILL DEVIL HILLS NAGS HEAD WRIGHTSVILLE BEACH RODANTHE SURF
8 stories of pursuing the perfect wave P. 122
Brunswick Islands: Beyond the Beach
A Chef 's Feast at Carolina Beach
Flytraps, fish suppers, and fairways P. 94
Surfers, seafood, and sunset P. 148
Our State's look at the people and events that shaped the '40s continues with the resettlement of black farmers in Tillery.
AT A RURAL CROSSROADS IN HALIFAX COUNTY, BLACK FARMERS CHART A NEW DESTINY FOR THEIR FAMILIES THROUGH THE TILLERY RESETTLEMENT PROGRAM.
WRIT TEN BY PH I L I P GE R A R D
N 1947, WHEN GARY GRANT comes to Tillery, he is a skinny 4-year-old kid with knock knees and a full head of curly hair. Tillery — originally called Tillery's Crossing after a nearby plantation — is a small town in the Roanoke River valley, a remote landscape of long horizons across tableflat fields of cotton, soybeans, peanuts, and corn. It sits at the crossroads of Route 561 from Halifax and Route 481 from Enfield. I
business of the farmers. On Saturdays, the farmers and sharecroppers converge on the town — its barbershops, post office, bank, restaurants, and stores selling groceries, liquor, appliances, and household goods. As night falls, the dance halls fill up with people ready to shrug off the fatigue of the hard workweek.
Tillery is a lively place. Seven trains stop here each day — four freights and three passenger trains. A sawmill, cotton gin, and market serve the
In Tillery, buying supplies cooperatively often meant waiting in line. The successes and struggles of black farmers across the South were chronicled in 1938 by Farm Security Administration photographer John Vachon.
PHOTOGRAPH FROM THE LIBRARY OF CONGRESS, FSA/OWI COLLECTION, LC-USF34-008325-C
84
OUR STATE
|
June 2018
On most summer days, the sun beats down relentlessly from the clear blue sky onto open fields that are a long way from the sparse shade of distant tree lines. Other afternoons, the sky is mottled and gray with storm clouds, their dark bellies full of impending rain that will fall not here but farther east, along the coast.
The Grants settle here in rural Halifax County to farm under a program that originated as part of President Franklin D. Roosevelt's New Deal in 1935: the Tillery Farms Resettlement project. It's a bold experiment that gives tenant-farmer and wage-worker families a chance to own their own land.
Company. But he and his wife, Florenza Moore Grant, long for a life outside the city. "They were just free spirits," Gary recalls. "They did not like being confined. My father was the youngest of nine children, and they were industrious people. My sister describes my father as a dreamer and my mother as a person who helped to make dreams come true."
Gary's father, Matthew Grant, stands more than six feet tall, a sturdy man who has been working at the Newport News Shipbuilding and Dry Dock
They have five children and soon adopt an infant boy. Gary is the middle child — with an older sister and brother and a younger sister and brother.
ourstate.com
of
85
86
Gary Grant grew up on a
farm in Tillery, graduated
from North Carolina
College at Durham (now
NC Central), and returned
to his hometown to teach
elementary school and
campaign for civil rights.
Matthew comes from a landowning family in Potecasi, in Northampton County. Florenza is descended from sharecroppers near Rich Square in the same county. They married right out of high school. They are both proud, independent-minded, and self-confident — a spirit they instill in their children. Florenza, who dresses well and projects great dignity, instructs her daughters that just because they live on a farm, they don't have to look like they're working on a farm. When they go into the fields to pick cotton in October, they wear their Sunday gloves to protect their fingers from sharp cotton spurs.
Tillery is one of just 13 such projects reserved for black farmers.
The goal of the RA is for blacks to compose 10 percent of its homesteaders — the percentage of blacks in the farming population. Not only will
The Tillery Farms Resettlement project gives the Grants a chance to be landowners.
The two parents work as a team, in both family and business matters. "I think that my parents probably had the best partnership," Gary remembers. "They trusted each other — that was the first thing."
THE RESETTLEMENT ADMINISTRATION (RA), WHICH evolves into the Farm Security Administration (FSA), eventually extends credit to 800,000 farming families — nearly 160,000 of them black. It also purchases millions of acres of farmland and establishes about 60 planned agricultural communities.
OUR STATE
|
June 2018
this improve their economic prospects and make them selfsufficient, but it will also stabilize the larger agricultural economy that collapsed during the Depression — a time when prices dropped, production fell, and banks foreclosed on many farms or simply refused credit for seed and other essentials.
Originally, Tillery contains a community of white farmers as well. But in 1940, when the 10,000 acres along the Roanoke River flood, the federal government moves the whites to an 8,000-acre tract of higher ground west of Halifax. When the fields drain, they are sold on credit to black families in parcels of 40 to 60 acres. But the lucrative tobacco allotments remain with the white farmers. The black farmers are instructed to grow cotton, soybeans, corn, and peanuts.
Large equipment like pea-pickers are collectively owned. The federal government loans money for equipment and operating costs. After a five-year
PHOTOGRAPH BY LISSA GOTWALS
trial tenancy, the FSA lends $3,000 to $5,000 to farmers at 3 percent interest to buy the land and buildings.
For white families, three house types are available: two-story, two-over-two; one-story, three-bedroom; and A-frame. Black farmers have two choices of onestory home — though some move into two-story homes vacated by whites gone to the Halifax tract. The houses are built of plain wood-frame shiplap, set on sturdy block foundations. A typical farmstead includes a house, a smokehouse, an outdoor privy, a barn, and a
"You were taught that you could be whatever you wanted to be."
chicken coop. The Grants tend Units 50 and 51 — 60 acres, including a garden and an orchard. Their two-bedroom house initially has no electricity. "My mother and father had a bedroom, and five children slept in one bedroom for the first few years," Gary recalls. "Our heater that first winter was a brooder — that's a heater that keeps baby chicks warm."
Tenants are selected for projects like Tillery through interviews and physical examinations to determine if they are reliable and healthy enough to work the land. They must be family units — a husband and wife, usually with children.
Indeed, there are many children in Tillery. So many that they fill Tillery Chapel Rosenwald Elementary School — one of 46 Rosenwald Schools in Halifax County, and more than 800 in the state, built through a partnership established by Booker T. Washington and Julius Rosenwald, president of Sears, Roebuck and Company, to improve rural education in black communities.
The children work the fields alongside their parents and grandparents, and they roam outdoors, playing baseball and dodgeball, rolling tires down dirt roads, walking on stilts made from tin cans and baling wire. "It was a wonderful place to grow up," Gary remembers. During harvest season, the kids would stay out of school two or three days a week to work the fields. "We worked," he says. "They somehow made it fun for us."
Every road in the Tillery settlement is home to dozens of children. "You were so tired when you got out of the field," Gary says, "but you could always go down the road to the neighbor's house and have energy enough to continue to play."
88
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June 2018
Children were also encouraged to get an education. "Growing up in a home where you were taught that you could be whatever you wanted to be, you had to achieve, but it was understood that you were going to get an education, because that was what was needed," Gary says.
The Tillery kids aspire to become doctors, lawyers, scientists, and, like Gary, teachers. "Dreams of things that we had never even dreamed we could become," Gary says.
When Gary accidentally demolishes a pasture fence with the family tractor, his father tells him, "Son, you'd better
A TASTE of HISTORY
A good chunk of the land known as Resettlement Unit 19 was owned by the Harvey family, and today, where Harvey Road intersects NC Highway 561 in the community of Tillery, there stands the I Stack It High deli at the Resettlement Café. The one-room cinder-block convenience store opened as Johnson's Grocery in the '70s. In 1994, the Concerned Citizens of Tillery bought the store, and ever since, the café has served as a place to gather, eat, and talk for the 500-plus residents — nearly all of whom are descendants of the original resettlers — of Tillery.
Hilda Walden, who married Resettlement fellow Lindbergh Walden in 1959, comes to the café nearly every day that it's open. Walden was a cook there herself when it was Johnson's Grocery, churning out full meals of fried chicken and smothered pork chops. Today, she's content to enjoy homemade pineapple cake and lemonade, both made from scratch by Barbara "Bobbie-Jo" Hardy-Williams, who runs the café and whose mother's family were 1940 resettlers.
Other than some shelving, little has changed in the whitewashed interior of the original store. Four counter stools face a flat-top grill with the requisite deep fryers. Near the register, pickled pigs' feet and knuckles, as well as Mt. Olive Kosher Dills, float in big jars.
If you're driving through, roll down the windows and sniff the air: Bobbie-Jo may be tending the barbecue she serves at I Stack It High at the Resettlement Café.
— Susan Stafford Kelly
PHOTOGRAPH FROM THE LIBRARY OF CONGRESS, FSA/OWI COLLECTION, LC-USF33-T01-001077-M2; PORTRAIT BY LISSA GOTWALS
get yourself some education, or you're going to starve to death." Gary's not cut out for sports or mechanical work — his brothers grow taller and stronger. But he loves school.
Of the hundreds of kids who grow up in Tillery, the overwhelming majority earn their high school diplomas, and more than half go on to graduate from college. "The settlement didn't require that you go to school," Gary says. "They would have been perfectly happy for us to stay home and work and remain ignorant. It was the parents who understood that you needed the education in order to advance."
TILLERY BRINGS TOGETHER A CRITICAL mass of black families like the Grants — independent, determined, self-willed — who are property owners. The result is a community that takes charge of its own future. They demand better schools and the right to vote.
As in so many areas of civic life in
Tillery, Florenza Grant leads the way. When she attempts to register to vote, the registrar requires her to read the Constitution — an illegal literacy test. Meanwhile, a young white woman is signed up without any test. When Florenza objects, the registrar tells her that the white woman is covered by the "grandfather clause" because her grandfather was white. "My mother said, 'Well, my grandfather was white. Give me the Constitution,' and she read the Constitution to him, and that was the day that she registered," Gary says.
Florenza becomes the first black woman in Tillery to register to vote.
But segregation is still very much in force, and black farmers learn to be wary of the white brokers who buy their crops at the Tillery market. "If peanuts were selling for 10.9 cents a pound, the owner-manager would tell the black farmer, 'Well that .9 is nothing; you don't need to worry about that,'" Gary explains. "So you think about
90
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June 2018
losing nine-tenths of a cent per pound on 3,000 pounds of peanuts and how much money you lost," Gary says. "Once we figured that out and got the .9, then they put in the grading system — different for the peanuts being grown by blacks and those grown on the farms owned by whites."
One fight at a time, the black landowners of Tillery take charge of their world, insisting on being treated fairly and with respect. They support one another, find strength in solidarity.
Tillery becomes more than just a farming community: It's an engine of transformation.
Owning their own land gives the black residents of Tillery a power that the sharecroppers don't possess. When the neighboring sharecroppers work for wages on Tillery farms, "they began to be treated like real human beings," Gary says. So the Tillery effect reaches far beyond the resettlement project.
Gary witnesses the difference that land ownership makes in being treated with respect. "It was transformative, no doubt about it," he says. "The resettlers were not fearful, because they were working for themselves. So the local stores could not cut their credit off. They could not put them out of their homes. Racism was still very rampant and evident, but you were working to buy your own place, and that made a difference."
All told, more than 200 black families eventually own farms in Tillery — a generational wealth and heritage that will be passed on to the children and grandchildren who will one day raise their families here. Many of the farmsteads sprout small cemeteries where the older generations remain on the land they worked — land that their descendants now own.
Philip Gerard is the author of 12 books, most recently a collection of short stories called Things We Do When No One Is Watching.
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IGC 2022 - Montreal Culture Exam
Name _____________________________________________
Country OR State ____________________________________
Division (circle one) – ES / MS / HS
Instructions – Mark your answers on the scantron provided. Correct answers are worth 2 points. Incorrect answers are worth −1 point. Questions left blank are worth 0 points.
1. Which of these was the original French name of the settlement that became Montreal?
A. Cap-Rouge
B. Charlesbourg-Royal
C. Saint-Malo
D. Ville-Marie
2. Which of these gained massive fame in the US with their world record and gold medal in the 1976 Olympic Decathlon?
A. Bob Mathias
B. Bill Toomey
C. Jim Thorpe
D. Caitlyn Jenner
3. The indigenous settlement at the site of present-day Montreal was known by what name?
A. Hochelaga
B. Stadacona
C. Tadoussac
D. Saguenay
4. The Montreal Expos were the first team located outside the US in what American professional sports league?
A. MLB
B. NFL
C. NBA
D. XFL
5. Which of the following NHL teams is based in Montreal?
A. Maple Leafs
B. Flames
C. Canucks
D. Canadiens
6. What percentage of the Montreal metro area speaks English as their first language?
A. 5%
B. 13%
C. 23%
D. 45%
7. Which of these serves as Montreal's major cultural district?
A. Quartier des Spectacles
B. Montreal-Nord
C. Le Plateau-Mont-Royal
D. Le Soud-Ouest
8. The largest concentration of Jews in Montreal live in what central neighborhood?
A. Dorval
B. Cote Saint-Luc
C. Baie-d' Urie
D. Angrignon
9. The Quartier Latin that hosts cafes, boutiques, and theatres takes its name from a similar neighborhood in what foreign city?
A. Rome
B. Berlin
C. London
D. Paris
10. Which of the following is the main focus of Montreal's Danse Danse series at the Place des Arts?
A. ballet
B. ballroom
C. contemporary dance
D. clogging
11. 11. Funeral, widely considered one of the best albums of the 2000s, was released by what Montreal-based band?
A. Arcade Fire
B. The Guess Who
C. Nickelback
D. Rush
12. Which of the following Montreal churches boasts the second largest dome of its kind in the world?
A. Michael's Cathedral Basilica
B. Eglise Saint-Roch
C. St. Peter's Basilica
D. St. Joseph's Oratory
13. Which of these is a fast-food staple in Montreal also known as a steamie?
21. The Montreal Group of poets was founded by graduates of which of the following universities?
A. hoagie
A. Ambrose University
D. Griffith Park
B. hamburger
C. hot dog
D. corndog
14. Among Montreal locals, Crescent Street is most known for which of the following?
A. bars and clubs
B. restaurants
C. live theater
D. farmers markets
15. Montreal's nightlife was a target destination for Americans in the midst of which of the following?
A. Gilded Age
B. Great Depression
C. Cold War
D. Prohibition
16. Which of the following meet every Sunday in Parc MontRoyal to jam together in the Tam Tams?
A. violinists
B. drummers
C. guitarists
D. harpists
17. Montreal produced what jazz musician who released over 200 recordings and won seven Grammy Awards?
A. Miles Davis
B. Oscar Peterson
C. Louis Armstrong
D. Dizzy Gillespie
18. Tourism in Montreal is bolstered by the fact that it has the highest per capita in Canada of what institutions?
A. museums
B. national parks
C. restaurants
D. libraries
19. The all-time best selling Quebecois novel, The Alley Cat, was published in 1981 by which of these?
A. Yves Beauchemin
B. Alice Walker
C. Don DeLillo
D. Margaret Atwood
20. Emile Nilligan is the namesake for many Quebec schools and libraries due to his success in which of the following?
A. poetry
B. science fiction
C. biographies
D. historical fiction
B. McGill University
C. Western University
D. University of Waterloo
22. What tool did Jean-Paul Riopelle use to apply paint to his 1950s mosaics which gave them a sculpture-like appearance?
A. masking tape
B. pencil
C. paintbrush
D. palette knife
23. The Montreal Biodome features the four main ecosystems of what region?
A. Asia
B. Oceania
C. the Americas
D. Europe
24. Which of the following is the focus of the McCord Museum in downtown Montreal?
A. art
B. architecture
C. history
D. technology
25. The Musee des ondes Emile Berliner, which celebrates Canada's music industry, is named for the inventor of which of these?
A. radio
B. gramophone
C. piano
D. harpsichord
26. Montreal has the second largest black population in Canada behind which of the following?
A. Toronto
B. Quebec City
C. Ottawa
D. Halifax
27. Writer Hugh MacLennan famously used the Two Solitudes to describe the cultural divide in Quebec between which of these populations?
A. Mohawk and Inuit First Nation peoples
B. French Canadians and First Nation peoples
C. First Nation peoples and English Canadians
D. French Canadians and English Canadians
28. Mount Royal Park was designed by Frederick Law Olmsted who also designed what NYC site?
A. Balboa Park
B. Lincoln Park
C. Central Park
29. Montreal was once home to what Iroquois-speaking First Nation tribe?
A. Aleut
B. Choctaw
C. Lakota
D. Haudenosaunee
30. A Montreal bridge that spans the St. Lawrence River is named for what French explorer?
A. Henry Hudson
B. Jacques Cartier
C. Christopher Columbus
D. John Cabot
31. Mount Royal is a part of which of the following?
A. the Monteregian Hills
B. the Canadian Rockies
C. the Appalachian Mountains
D. the Laurentian Mountains
32. Habitat 67 is the first structure of its kind erected by stacking which of the following?
A. wooden pillars
B. prefabricated concrete forms
C. suspended beams
D. titanium orbs
33. The Montreal Protocol first signed in 1987 called for the phasing out of HCFCs to halt which of the following?
A. desertification
B. groundwater pollution
C. ozone depletion
D. deforestation
34. White Ribbon Day commemorates the 1989 massacre of which of these at Ecole Polytechnique de Montreal?
A. children
B. babies
C. men
D. women
35. A 1992 capsule was buried next to what Mount Royal monument that is lit with LEDs?
A. a Ferris wheel
B. a cross
C. an obelisk
D. a gate
36. The Place Ville Marie in Downtown Montreal is the official headquarters of what largest Canadian bank?
A. Royal Bank of Canada
B. Toronto-Dominion Bank
C. Bank of Nova Scotia
D. Canadian Western Bank
37. Montreal's Olympic Stadium is nicknamed "The Big O," because its roof resembles which of the following?
A. a pumpkin
B.
popcorn
C. a banana
D. a doughnut
38. The 165 meters high Montreal Tower holds which of the following distinctions?
A. It's the tallest tower in Canada.
B. It's the tallest inclined tower in the world.
C. It's the tallest tower in the world.
D. It's the tallest tower in North America.
39. Montreal is located at the confluence of what two rivers?
A. Ottawa River and Columbia River
B. Columbia River and Mackenzie River
C. St. Lawrence River and Ottawa River
D. Mackenzie River and St. Lawrence River
40. Which of the following best describes the goal of the Front de liberation du Quebec?
A. to make Montreal the capital of Canada
B. to oust the Canadian prime minister
C. to overthrow the government of Canada and establish anarchism
D. to establish an independent and socialist Quebec
41. What French president controversially declared "Vive le Quebec libre" at the 1967 World Expo?
A. Lyndon B. Johnson
B. Harold Wilson
C. Kurt Georg Kiesinger
D. Charles de Gaulle
42. The Montreal Alouettes play what sport in the Percival Molson Memorial Stadium?
A. racquetball
B. Canadian football
C. rugby
D.
cricket
43. What largest contemporary circus in the world is headquartered in Montreal?
A. Cirque Du Soleil
B. Carson & Barnes
C. Carden International
D. Royal Hanneford
44. The Lachine Canal in Montreal was named for what desired destination of westbound European explorers?
A. Russia
B.
Australia
C. Egypt
D. China
45. Ludger Lemieux designed the Atwater Market building in 1933 in what style?
A. Art Deco
B. Renaissance
C. Victorian
D. Ornamental
46. Continental Army Brigadier General Richard Montgomery took control of Montreal in 1775 during what conflict?
A. Quasi-War
B. American Civil War
C. American Revolution
D. Mexican-American War
47. What imperial power launched the Montreal Campaign in 1760 as part of the Seven Years' War?
A. Portugal
B. Germany
C. Great Britain
D. Italy
48. Jacques Parizeau claimed a 1995 referendum concerning what topic was defeated by "money and the ethnic vote"?
A. the sovereignty of Quebec
B. the legalization of alcohol
C. proportional representation in Parliament
D. the union of the Canadian Conference
49. What late 20th century mayor of Montreal is best known for indebting the city through the financial mishandling of construction projects?
A. Kim Campbell
B. Jean Drapeau
C. John Macdonald
D. Thomas Morrison
50. The Island of Montreal is the largest in what archipelago?
A. Malay Archipelago
B. Aleutian Islands
C. Madeira
D. Hochelaga Archipelago
51. Montreal lies adjacent to what North American mountain range?
A. Atlas Mountains
B. Andes Mountains
C. Apennines
D. Appalachians
52. Directions in Montreal are sharply skewed relative to the flow of what river?
A. St. Lawrence River
B. Mississippi River
C. Saskatchewan River
D. Nelson River
53. Montreal's climate is classified as which of the following?
A. dry polar
B.
semi-arid
C. dry temperate
D. humid continental
54. Montreal is the second most populated river island in the world behind what Indian island?
A. Vasilevsky Island
B. Wilhelmsburg
C. Salsette Island
D. Mosqueiro
55. The Underground City is a series of connections between offices, hotels, and shopping centers in what Montreal neighborhood?
A. Griffintown
B. Villeray
C. Cote-des-Neiges
D.
Downtown Montreal
56. The Notre-Dame Basilica Montreal is Canada's oldest example of what style of religious architecture?
A. Baroque
B.
Gothic Revival
C. Renaissance
D. Romanesque
57. What Montreal university is a French-language public research university?
A. Langara College
B. MacEwan University
C. University of Montreal
D. Saint Paul University
58. Many pious Catholics climb the 99 steps in front of St. Joseph's Oratory on which of these appendages?
A. hands
B. knees
C. elbows
D.
arms
59. The Royal Montreal Regiment participated in all of the following conflicts EXCEPT?
A. Spanish-American War
B. WWI
C. WWII
D. War in Afghanistan
60. What public utility is managed by the Montreal based corporation Hydro-Quebec?
A. heat
B. cable television
C. electricity
D. gas
61. The 1955 Richard Riot was sparked by the suspension of ice hockey player Maurice Richard from what professional league?
A. NHL
B. AFL
C. MLS
D. ICE
62. How many peaks does Mount Royal have?
A. 1
B. 3
C. 5
D. 7
63. Taro Aso represented which of the following nations on their shooting team at the 1976 Olympics before later being elected its Prime Minister?
A. China
B. South Korea
C. Japan
D. Manchuria
64. Which of these Canadian cities has a higher population than Montreal?
A. Ottawa
B.
Quebec City
C. Vancouver
D. Toronto
65. The La Ronde amusement park in Montreal is operated by what American corporation headquartered in Arlington, TX?
A. Walt Disney
B. Six Flags
C. Dollywood
D. Sea World
66. Expo 67, one of Montreal's most important twentieth century cultural events, was what type of international gathering?
A. a golf tournament
B. a UN summit on climate change
C. a World's Fair
D. a major art exhibition
67. Which of these is NOT part of the mission of the Office québécois de la langue française in Montreal?
A. to align the Canadian French language with international French
B. to keep 'Anglicanisms' or English phrases out of Canadian French
C. to make French the 'priority language' in Quebec
D. to make French the only official language of Canada
68. The Circuit Gilles Villeneuve in Montreal hosts the Canadian Grand Prix, a major race in what world championship series?
A. Formula One
B. NASCAR
C. Indy Car
D. drag racing
69. Fairmont and St-Viateur are famous bakeries selling the 'Montreal-style' of which of these, more commonly associated in America with New York City?
A. croissants
B. bagels
C. wedding cakes
D. cannoli
70. Montreal limits skyscrapers within the city to which of the following roof heights?
A. 10 stories
B. the height of Mount Royal, roughly 205 meters
C. 100 stories
D. there is no limit on building height
71. Which of these, held each July in Montreal, is the largest international comedy festival in the world?
A. the Moontower Comedy Festival
B. Big Pine Comedy Festival
C. Just for Laughs
D. the Fringe Theater Festival
72. Which of these became the first person to score a perfect 10 in gymnastics at the Olympics in 1976?
A. Nadia Comeneci
B. Mary Lou Retton
C. Daniela Silivas
D. Alexander Dityatin
73. The Montreal Biosphere, originally designed by Buckminster Fuller for Expo 67, is which of these?
A. a pyramid
B. a series of stacked cubes
C. a geodesic dome
D. a pentagon
74. Roughly how many people in the city of Montreal speak French at home as their main language?
A. just over 50%
B. about 33%
C. about 25%
D. under 10%
75. Olympic Stadium in Montreal was built to host the Summer Olympics in what year?
A. 1896
B.
1936
C. 1976
D. 2026
Tiebreaker
Write your answer on the BACK of your scantron.
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Domestic Violence Safety Planning Tool
This document is used to explore possible ways in which a person experiencing abuse in a relationship can keep themselves and their children safer. It is divided into two parts, which separately explores strategies while continuing to live in the abusive relationship and strategies when leaving the abusive relationship. Develop a safety plan and discuss it with your children. Review the plan as often as possible.
SAFETY TIPS:
- Ways to make your home safe:
I can change the locks on my doors and windows as soon as possible.
I can replace wooden doors with steel/metal doors.
I can install security systems including additional locks, window bars, poles to wedge against doors, an electronic system, etc.
I can purchase rope ladders to be used for escape from second floor windows.
I can install smoke detectors and purchase fire extinguishers for each floor in my house/apartment.
I can install an outside lighting system that lights up when a person is coming close to my house.
- Tell your neighbors and landlord that your abuser no longer lives there and ask them to call the police if they see him or her near your home.
- Make sure your children's school and/or day-care know who is authorized to pick up your children.
- If you have an order of protection (EPO), keep it with you at all times.
- Vary your routes to and from work and arrange for someone to escort you to your car.
- Inform building security and co-workers you trust of your situation. If possible, provide a photograph of your abuser to building security.
- Change your routine. Go to different grocery stores or bank locations at different times than usual.
- Identify which door, window, stairwell or elevator offers the quickest way out of the home and practice your route.
- If an argument seems unavoidable, move to a room or area with easy access to an exit - not a bathroom, kitchen, or anywhere near weapons.
- Have a bag packed and ready. Keep it in an undisclosed but accessible place where you can retrieve it quickly.
- Decide where you will go if you have to leave, even if you do not think it will come to that.
- Devise a code word to use with your children, family, and friends when you need the police.
- Use your instincts and judgement. Consider giving the abuser what he or she wants to defuse a dangerous situation.
- YOU DO NOT DESERVE TO BE BATTERED OR THREATENED
- You have a right to protect yourself when you are in danger.
- Step 1: SAFETY DURING A VIOLENT INCIDENT
You can use some or all of the following strategies:
A. If I decide to leave, I will ___________________. (Practice how to get out safely. What doors, windows, elevators, stairwells or fire escapes would you use?)
B. I can keep my purse and car keys ready and put them __________________________________ (place) in order to leave quickly.
C. I can tell _____________________________________________about the violence and request they call the police if they hear suspicious noises coming from my house.
D. I can teach my children how to use the telephone to contact the police and the fire department.
E. I will use ___________________________________________ as my code for my children or my friends so they can call for help.
F. If I have to leave my home, I will go ____________________________________________________ (Decide this even if you don't think there will be a next time). If I cannot go to the location above, then I can go to ___________________________________________________________.
G. I can also teach some of these strategies to some/all of my children.
H. When I expect we are going to have an argument, I will try to move to a space that is lowest risk, such as ________________________ ____________________________________. (Try to avoid arguments in the bathroom, garage, and kitchen, near weapons or in rooms without access to an outside door).
I. I will use my judgment and intuition. If the situation is very serious, I can give my partner what he/she wants to calm him/her down. I have to protect myself until I/we are out of danger.
Step 2: SAFETY WHEN PREPARING TO LEAVE
You can use some or all the following safety strategies:
A. I will leave money and an extra set of keys and clothes with___________________ so that I can leave quickly.
B. I will keep copies of important papers and documents or an extra set of keys at ___________________________________________.
C. I will open a savings account by ___________________________, to increase my independence.
D. I will check with ______________________________________________ and ______________________________ to see who would be able to let me stay with them or lend me some money in an emergency.
E. I will sit down and review my safety plan every ___________________ in order to plan the safest way to leave the residence.
SAFE PEOPLE I CAN TRUST:
There are people I can speak to safely about being in an abusive relationship. I can discuss with these people how they can help me to be safer. These people are: (family, friends, neighbors, coworker, church, doctor, counsellor)
___________________________________
________________________________
___________________________________
________________________________
___________________________________
________________________________
___________________________________
________________________________
SAFETY AND MY EMOTIONAL HEALTH:
The experience of being battered and verbally degraded by partners is usually exhausting and emotionally draining. The process of building a new life for myself takes much courage and incredible energy. To conserve my emotional energy and resources and to avoid hard emotional times, I can do some of the following:
A. If I feel down and ready to return to a potentially abusive situation, I can
_____________________________________________.
B. When I have to communicate with my partner in person or by telephone, I can _____________________________________________.
C. I can try to use "I can . . ." statements with myself and to be assertive with others.
D. I can tell myself -"_____________________________________________ __________________" whenever I feel others are trying to control or abuse me.
E. I can read ____________________________to help me feel stronger.
F. I can call ___________________, ___________________and _________________as other resources to be of support of me.
G. Other things I can do to help me feel stronger are____________ ______________, and_______________________________.
H. I can attend counselling and support groups to gain support and strength.
I. I will tell people who take care of my children which people have permission to pick up my children and that my partner is not permitted to do so. The people I will inform about pick-up permission include:
__________________________________________ (school),
________________________________________ (day care staff), ________________________________________ (babysitter), _______________________________ (Sunday school teacher),
________________________________________ (teacher), ________________________________________ (and),
__________________________________________ (others),
J. I can inform ___________________________________________, and _____________________________ (neighbors), _______________________ (pastor), and, ___________________________ (friend) that my partner no longer resides with me and they should call the police if he is observed near my residence.
Step 8: Items to take when leaving. When women leave partners, it is important to take certain items with them. Beyond this, women sometimes give an extra copy of papers and an extra set of clothing to a friend just in case they have to leave quickly. These items might be placed in one location, so that if we have to leave in a hurry, I can grab them quickly.
Money: Even if I have never worked, I may be entitled to the funds in the checking and savings accounts. If I don't take any money from the accounts, he can legally take all money and/or close the account and I may not get my share until the court rules on it if ever.
When I leave, I should have:
Birth certificates, SIN card, AB healthcare card
School and vaccination records
Money, chequebook, debit card, Credit cards
Keys - house/car/office
Driver's license, insurance and registration
Medication
Passport, divorce papers
Emergency Protection Order/Restraining Order papers
Medical records - for all family members
Lease/rental agreement, house deed, mortgage papers
Bank books, Insurance papers
Small saleable objects
Address book, pictures, jewelry
Children's favorite toys and/or blankets
Items of special sentimental value
Telephone numbers I need to know:
Emergency: 911
Family Violence Info Line: 310-1818
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1. Put the heading where they belong in the text.
[1]
"I have a dream that my four little children will one day live in a nation where they will not be judged by the color of their skin but by the content of their character. I have a dream today!"
The Reverend Martin Luther King, Jr., said these words in his famous "I Have a Dream" speech in Washington, D.C., in 1963. He was America's most prominent civil rights leader. The civil rights movement was the struggle to get laws and attitudes changed so that black Americans could have rights equal to those of white Americans.
[2]
King was born in Atlanta, Georgia, in January 1929. His father and grandfather were preachers at the large all-black Ebenezer Baptist Church in Atlanta. King himself became a preacher at age 18.
While attending graduate school in Boston, he met Coretta Scott. The couple married in 1953. The following year King's first job as a minister took him to Dexter Avenue Baptist Church in Montgomery, Alabama.
[3]
In the 1950s, black people were not treated very well in the United States. Public places, including schools and restrooms, were segregated in many Southern states. That means that there were separate buildings or areas for black people and for white people. Even in Northern states, black people often weren't allowed to live in nicer neighborhoods. They were rarely hired for good jobs. Their children could not go to good schools. In some places they even had to give up their seats on buses if a white person wanted to sit down.
In 1955, police in Montgomery arrested a black woman named Rosa Parks for refusing to give up her bus seat to a white man. Black people in the city started a boycott of the bus system. They refused to use it as long as it did not treat them equally. The boycott's leaders chose King as their spokesman.
For nearly a year Montgomery's black residents refused to ride the city's buses. They walked and rode in car pools. They took their case to court.
The Supreme Court of the United States ruled in favor of the protestors. The nation's highest court said segregation on public buses was illegal not only in Montgomery, but everywhere in the nation. That
ruling was a great victory for civil rights.
[4]
King was an excellent speaker. "We have gained a new sense of dignity and destiny," he said after the Montgomery victory. "We have discovered a new and powerful weapon-nonviolent resistance." King's speeches appealed to both Christian principles and American ideals. Time magazine and other magazines and newspapers featured the handsome young preacher on their covers.
King was one of the leaders of a protest in Birmingham, Alabama, that attracted worldwide attention. Policemen attacked peaceful marchers, including schoolchildren carrying small American flags.
The Birmingham police arrested King. In jail he wrote a letter to local ministers who had criticized him for disrupting the city. King's "Letter from Birmingham Jail" expressed his belief that individuals had the moral right and responsibility to disobey unjust laws. The letter enhanced King's reputation as a moral leader.
[5]
On August 28, 1963, the March on Washington took place. More than 200,000 people gathered to hear King give his "I Have a Dream" speech from the steps of the Lincoln Memorial in Washington, D.C.
The protests in Birmingham and in Washington helped convince the U.S. Congress to pass the Civil Rights Act of 1964. This act made it illegal in America to treat blacks or other ethnic groups unfairly.
That same year King's peaceful efforts to win civil rights earned him the Nobel Peace Prize.
[6]
King's opinions and success in winning civil rights angered many people. In the spring of 1968, he traveled to Memphis, Tennessee, to support the city's black garbage workers. The workers refused to collect the garbage until the city gave them better working conditions. While there, King was shot and killed by James Earl Ray, a white man who had escaped from jail.
King is remembered for the great changes he made to American society and for the peaceful means that he used to make them. The third Monday of every January is a national holiday that honors King's birthday.
A. ASSASSINATION
B. CIVIL RIGHTS
D. MARTIN LUTHER KING, JR.E. A NATIONAL LEADER
C. A PREACHER'S SON F. KING'S MOST FAMOUS SPEECH
2
- 2 -
- 3 -
2. Using the Across and Down clues, write the correct words in the numbered grid below.
ACROSS
DOWN
2. If someone is a good ______ of something, they understand it and can make sensible decisions about it. If someone is a bad ______ of something, they cannot do this.
4. A ______ is the act of saying or showing publicly that you object to something.
9. If a group of people ______, they take turns driving each other to work, or driving each other's children to school.
10. Something that is ______ is very noticeable or is an important part of something else.
11. a person who has the calling and function of preaching the Christian Gospel, esp a Protestant minister
12. Police ______d the two rival camps of protesters.
13. ______ to something such as a change or a new idea is a refusal to accept it.
For each question below a number of similar words appear, but only one is spelled correctly and matches the clue that is provided. Write the letter of the correctly spelled word in the space by the question number.
3. If something ______s to you, you find it attractive or interesting. a. APPEEL b. APPEL c. APPEAL d. APPAIL
4. If a country, group, or person ______s a country, organization, or activity, they refuse to be involved with it in any way because they disapprove of it. a. BOYCOTT b. BOYCOT c. BOYCOTJ d. BOYCOMT
5. ______ to an attack consists of fighting back against the people who have attacked you. a. RASISTANCE b. RSISTANC c. RESISTANCE d. RESISLANCE
3
1. The main opposition parties are ______ing the elections.
3. He urged the soldiers to ______ orders if asked to fire on civilian targets.
5. If you ______ information to someone, you give it to them because it concerns them.
6. You can refer to the money that someone has as their ______.
7. Someone or something that is ______ing is pleasing and attractive.
8. If something or someone ______s a process, they stop it continuing.
6. To ______ two groups of people or things means to keep them physically apart from each other. a. SEGREGEAT b. SEGREGATE c. SEGREGATA d. CEGREGATE
7. When someone ______s a person or an order, they deliberately do not do what they have been told to do. a. DISSOBEY b. DISOBEY c. DESOBEY d. DISOBEE
8. When people in authority ______ a new law or a proposal, they formally agree to it or approve it. a. PASSE b. PAS c. PESS d. PASS
9. a. CARPOL b. CARPOOY c. CARPOOL d. CARPOOLL
A ______ is an arrangement where a group of people take turns driving each other to
work, or driving each other's children to school. In American English, ______ is
sometimes used to refer simply to people travelling together in a car.
10.
If the police ______ you, they take charge of you and take you to a police station, because they believe you may have committed a crime.
a. ARRESST b. AREST c. ARRESTE d. ARREST
11. a. PREICHER b. PREACHIR c. PRECHER d. PREACHER
A ______ is a person, usually a member of the clergy, who preaches sermons as part of a church service.
12. Someone who is ______ is important.
a. PROMINANT b. PROMINENT c. PRROMINENT d. PRYMINENT
13.
A ______ of doing something is a method, instrument, or process which can be used to do it. Means is both the singular and the plural form for this use.
a. MUANS b. MEANSE c. MEANS d. MEINS
14. If you ______ against something or about something, you say or show publicly that you object to it. In American English, you usually say that you ______ it. a. PROTESTE b. PROTEST c. PSOTEST d. PRODEST
15.
If you ______ something or someone, you form an opinion about them after you have
examined the evidence or thought carefully about them.
a. JUDGE b. JUDDGE c. JUDG d. JEDGE
Choose the best option the completes the sentences below:
16. widely and favorably known
a. disobey b. preacher c. prominent d. arrest e. judge
17. They were threatened with punishment if they ______ed. a. disobey b. segregate c. pass d. resistance e. appeal
18. If you ______ the ball to someone in your team in a game such as football, basketball, hockey, or rugby, you kick, hit, or throw it to them. a. carpool b. protest c. means d. boycott e. pass
19. Groups of women took to the streets to ______ against the arrests. a. preacher b. judge c. arrest d. protest e. pass
20. You can say 'by all ______' to tell someone that you are very willing to allow them to do something. a. boycott b. means c. protest d. resistance e. disobey
21. The ______ of your body to germs or diseases is its power to remain unharmed or unaffected by them.
a. prominent b. means c. segregate d. appeal e. resistance
22. The government says fewer Americans are ______ing to work. a. preacher b. segregate c. means d. appeal e. carpool
23. They ______ you from the rest of the community. a. protest b. segregate c. judge d. resistance e. boycott
24. A ______ is the person in a court of law who decides how the law should be applied, for example how criminals should be punished. a. prominent b. arrest c. disobey d. pass e. judge
25. An ______ing expression or tone of voice indicates to someone that you want help,
advice, or approval. a. segregate b. carpool c. protest d. preacher e. appeal
26. a person who preaches
a. preacher b. resistance c. boycott d. pass e. judge
27. to refuse to have dealings with (a person, organization, etc) or refuse to buy (a product) as a protest or means of coercion
a. disobey b. boycott c. means d. prominent e. arrest
28. If something interesting or surprising ______s your attention, you suddenly notice it and then continue to look at it or consider it carefully. a. protest b. arrest c. pass d. appeal e. means
5
29. Find the hidden words. The words have been placed horizontally, vertically, or diagonally. When you locate a word, draw a circle around it.
prominent disobey protest judge segregate
boycott means appeal arrest
preacher carpool resistance pass
6
30. Fill in the blanks while you listen to the episode.
MARTIN [1] KING, JR.
"I have a dream that my four little children will one day live in a [2] where they will not be judged by the color of their skin but by the content of their character. I have a dream today!"
The Reverend Martin Luther King, Jr., said these words in his famous "I Have a Dream" speech in Washington, D.C., in 1963. He was America's most prominent civil rights leader. The civil rights movement was the struggle to get laws and attitudes changed so that black Americans could have rights equal to those of white Americans.
A [3] SON
King was born in Atlanta, Georgia, in January 1929. His father and grandfather were preachers at the large all-black Ebenezer Baptist Church in Atlanta. King himself became a preacher at age 18.
While attending graduate school in Boston, he met Coretta Scott. The couple married in 1953. The following year King's first job as a minister took him to Dexter Avenue Baptist Church in Montgomery, Alabama.
[4] RIGHTS
In the 1950s, [5] people were not treated very well in the United States. Public places, including schools and [6] , were segregated in many Southern states. That means that there were separate buildings or areas for black people and for white people. Even in Northern states, black people often weren't allowed to live in nicer neighborhoods. They were rarely hired for good jobs. Their children [7] not go to good [8] . In some places they even had to give up their seats on buses if a white person [9] to sit down.
In 1955, police in [10] arrested a black woman named Rosa Parks for [11] to give up her bus seat to a white man. Black people in the city started a boycott of the bus system. They refused to use it as long as it did not [12] them equally. The boycott's leaders chose King as their spokesman.
For nearly a year Montgomery's black residents [13] to ride the city's buses. They walked and rode in car pools. They took their case to court.
The Supreme Court of the United States ruled in [14] of the protestors. The nation's highest court said segregation on [15] buses was [16] not only in Montgomery, but everywhere in the nation. That ruling was a great victory for civil rights.
A [17] LEADER
King was an excellent [18] . "We have gained a new [19] of dignity and destiny," he said after the Montgomery victory. "We have discovered a new and powerful weapon-nonviolent resistance." King's speeches appealed to both [20] principles and American ideals. Time magazine and [21] magazines and newspapers featured the handsome young [22] on their covers.
King was one of the leaders of a [23] in Birmingham, Alabama, that attracted worldwide [24] . [25] attacked peaceful [26] , including schoolchildren carrying small American flags.
The Birmingham police arrested King. In jail he wrote a letter to local ministers who had criticized him for disrupting the city. [27] "Letter from Birmingham Jail" expressed his belief that individuals had the moral right and responsibility to disobey unjust laws. The letter enhanced King's reputation as a moral leader.
KING'S MOST FAMOUS SPEECH
On August 28, 1963, the March on Washington took place. More than 200,000 people gathered to hear King give his "I Have a Dream" speech from the steps of the [28] Memorial in Washington, D.C.
The protests in Birmingham and in Washington helped convince the U.S. [29] to pass the Civil Rights Act of 1964. This act made it illegal in America to treat blacks or other ethnic [30] unfairly.
That same year King's peaceful efforts to win civil rights earned him the Nobel Peace Prize.
ASSASSINATION
King's [31] and success in winning civil rights angered many people. In the spring of 1968, he traveled to Memphis, Tennessee, to support the city's black garbage workers. The workers refused to collect the garbage until the city gave them better working conditions. While there, King was shot and [32] by [33] Earl Ray, a white man who had escaped from jail.
King is remembered for the [34] changes he made to American society and for the peaceful means that he used to make them. The third Monday of every January is a national holiday that honors King's birthday.
HH. black
31. Fill in the blanks while you listen to the episode.
MARTIN [1]
KING, JR.
"I have a [2] that my four little children will one day live in a nation where they will not be judged by the [3] of their skin but by the [4] of their character. I have a [5] today!"
The Reverend Martin [6] King, Jr., said [7] [8] in his famous "I Have a [9] " speech in Washington, D.C., in 1963. He was America's most prominent civil [10] [11] . The civil [12] movement was the struggle to get laws and attitudes changed so that [13] [14] could have rights [15] to those of white Americans.
A PREACHER'S SON
King was born in Atlanta, Georgia, in January 1929. His [16] and [17] were [18] at the large [19] Ebenezer [20] [21] in Atlanta. King himself became a preacher at age 18. [22] attending graduate school in [23] , he met Coretta Scott. The couple married in 1953. The following year King's [24] job as a [25] took him to Dexter Avenue [26] Church in Montgomery, Alabama.
CIVIL RIGHTS
In the 1950s, black [27] were not treated very well in the United [28] . Public [29] , including schools and restrooms, were segregated in many Southern states. That means that there were separate buildings or areas for black [30] and for white people. Even in [31] states, black people often weren't allowed to live in nicer neighborhoods. They were rarely hired for good jobs. Their [32] could not go to good [33] . In some places they even had to give up their seats on [34] if a [35] person wanted to sit down. In 1955, police in [36] arrested a black [37] [38] Rosa Parks for [39] to give up her bus seat to a white man.
Black [40]
in the city started a
[41]
of the bus
[42]. They refused to use it as long as it did not treat them [43].
The [44]
leaders chose King as their spokesman.
For [45]
a year [46]
black [47]
[48]
to ride the city's buses. They walked and rode incar pools. They took
[49]
case to court.
The Supreme Court of the United [50] ruled in [51] of the protestors. The [52] highest court said segregation on [53] buses was illegal not only in [54] , but [55] in the [56] . That ruling was a [57] victory for civil rights.
A NATIONAL LEADER
King was an [58] speaker. "We have [59] a new [60] of dignity and destiny," he said after the [61] victory. "We have discovered a new and [62] weapon-nonviolent resistance." King's speeches appealed to both Christian principles and American [63] . Time [64] and [65] [66] and newspapers featured the handsome young preacher on their covers.
King was one of the leaders of a protest in Birmingham, Alabama, that [67] worldwide [68] . Policemen [69] peaceful marchers, including [70] carrying small American [71] .
The Birmingham [72] arrested King. In jail he wrote a [73] to local ministers who had [74] him for [75] the city. King's
"[76] from Birmingham Jail" expressed his belief that individuals had the moral right and [77] to disobey unjust laws. The letter enhanced King's [78] as a [79] leader.
KING'S MOST [80]
SPEECH
On August 28, 1963, the [81] on Washington took [82] . More than 200,000 people gathered to hear King give his "I Have a Dream" speech from the steps of the Lincoln [83] in Washington, D.C.
The protests in [84] and in Washington helped [85] the U.S. [86] to pass the [87] Rights Act of 1964. This act made it illegal in [88] to [89] blacks or other [90] groups unfairly.
That same year King's peaceful efforts to win civil rights earned him the Nobel Peace [91] .
[92]
King's opinions and success in winning civil rights angered many people. In the spring of 1968, he traveled to [93] , Tennessee, to support the city's black [94] [95] . The workers refused to collect the [96] until the city gave them [97] working conditions. While [98] , King was shot and killed by [99] Earl Ray, a [100] man who had escaped from jail.
King is remembered for the [101] changes he made to American [102] and for the peaceful means that he used to make them. The third Monday of every [103] is a national holiday that honors King's birthday.
32. In each line of text below there is one word that has been misspelled. Circle the misspelled word and then write the correct spelling of the word on the line on the right side of the page.
MARTIN LUTHER KINT, JR.
"I have a dream that my four little children wil one day live in a nation where they will not be judged by tha color of their skin but by the content of their character. I have an dream today!"
The Reverend Martin Luther King, Jr., sade these words in his famous "I Have a Dream" speech inn Washington, D.C., in 1963. He was America's moste prominent civil rights leader. The civil rights movement was the struggle to get laws end attitudes changed so that black Americans could have rights equal to those off white Americans.
A PREACHERE'S SON
King was born in Atlynta, Georgia, in January 1929. His father and grandfather were preachers at the large all-black Ebenezr Baptist Church in Atlanta. King hymself became a preacher at age 18.
While attending graduate school in Boston, hee met Coretta Scott. The couple married in 1953. The following year King's first jyb as a minister took him to Dextir Avenue Baptist Church in Montgomery, Alabama.
CIVILE RIGHTS
In the 1950s, black people were knot treated very well in the United States. Public places, including schools and restrooms, wur segregated in many Southern states. That mains that there were separate buildings or areas fore black people and for white people. Even in Northern states, bleck people often weren't allowed to live in nicer neighborhoods. They wur rarely hired for good jobs. Their children could not go to good schools. In some places they evn had to give up their seats on buses if a white pirson wanted to sit down.
In 1955, police in Montgomery arrestd a black woman named Rosa Parks for refusing to give up hir bus seat to a white man. Black people in the city started a boycott of the bus system. They refused too use it as long as it did knot treat them equally. The boycott's leaders chose King as they're spokesman.
For nearly a year Montgomery's blacck residents refused to ride the city's buses. Theee walked and rode in car pools. They took their case to court.
Th Supreme Court of the United States ruled in favor of the protestors. The nation's highest court said cegregation on public buses was illegal not only in Montgomeree, but everywhere in the nation. That ruling was a great victory for civil rits.
A NATIONAL LEADEM
Kinng was an excellent speaker. "We have gained a new sense of dignity and destiny," he said after the Montgomery victory. "We hav discovired a new and powerful weapon-nonviolent resistance." King's speeches appealed to both Christian principles and Amirican ideals. Time megazine and other magazines and newspapers featured the handsome young preacher one their covers.
King was one of the leaders of a protest in Birmingam, Alabama, that attracted worldwide attention. Policemen attacked paiceful marchers, including schoolchildren carrying smal American flags.
The Birmingham police arrested King. In jail hee wrote a letter to local ministers who hed criticized him for disrupting the city. King's "Letter from Birmingam Jail" expressed his belief that individuals had the meral right and responsibility to disobey unjust laws. The letter enhanced King's reputation as a meral leader.
KING'SE MOST FAMOUS SPEECH
On August 28, 1963, the March on Washingten took place. More than 200,000 people gathered to hear King give hiz "I Have a Dream" speech from the steps off the Lincoln Memorial in Washington, D.C.
The protests in Birmingham and in Washington helpd convince the U.S. Congress to pass the Civil Rights Act of 1964. Tbis act made it illegal in America to treat blacks or othre ethnic groups unfairly.
That same year King'q peaceful efforts to win civil rights earned him the Nobell Peace Prize.
ASSASSINATIOZ
King's apinians and success in winning civil rights angered many people. Ine the spring of 1968, he traveled to Memphis, Tennessee, to support the city's black garbage werkers. The workers refused to collect the garbage until the city gave them better werking conditions. While there, King was shot and killed by James Earl Ray, a wite man who had escaped from jael.
King is remembered for the great changes he made to Amerikan society and for the peacefull means that he used to make them. The third
33.
34.
Monday of every January is a national holiday thet honors King's birthdae.
70.
71.
1. Put the heading where they belong in the text.
[1] MARTIN LUTHER KING, JR.
"I have a dream that my four little children will one day live in a nation where they will not be judged by the color of their skin but by the content of their character. I have a dream today!"
The Reverend Martin Luther King, Jr., said these words in his famous "I Have a Dream" speech in Washington, D.C., in 1963. He was America's most prominent civil rights leader. The civil rights movement was the struggle to get laws and attitudes changed so that black Americans could have rights equal to those of white Americans.
[2] A PREACHER'S SON
King was born in Atlanta, Georgia, in January 1929. His father and grandfather were preachers at the large all-black Ebenezer Baptist Church in Atlanta. King himself became a preacher at age 18.
While attending graduate school in Boston, he met Coretta Scott. The couple married in 1953. The following year King's first job as a minister took him to Dexter Avenue Baptist Church in Montgomery, Alabama.
[3] CIVIL RIGHTS
In the 1950s, black people were not treated very well in the United States. Public places, including schools and restrooms, were segregated in many Southern states. That means that there were separate buildings or areas for black people and for white people. Even in Northern states, black people often weren't allowed to live in nicer neighborhoods. They were rarely hired for good jobs. Their children could not go to good schools. In some places they even had to give up their seats on buses if a white person wanted to sit down.
In 1955, police in Montgomery arrested a black woman named Rosa Parks for refusing to give up her bus seat to a white man. Black people in the city started a boycott of the bus system. They refused to use it as long as it did not treat them equally. The boycott's leaders chose King as their spokesman.
For nearly a year Montgomery's black residents refused to ride the city's buses. They walked and rode in car pools. They took their case to court.
The Supreme Court of the United States ruled in favor of the protestors. The nation's highest court said segregation on public buses was illegal not only in Montgomery, but everywhere in the nation. That
ruling was a great victory for civil rights.
[4] A NATIONAL LEADER
King was an excellent speaker. "We have gained a new sense of dignity and destiny," he said after the Montgomery victory. "We have discovered a new and powerful weapon-nonviolent resistance." King's speeches appealed to both Christian principles and American ideals. Time magazine and other magazines and newspapers featured the handsome young preacher on their covers.
King was one of the leaders of a protest in Birmingham, Alabama, that attracted worldwide attention. Policemen attacked peaceful marchers, including schoolchildren carrying small American flags.
The Birmingham police arrested King. In jail he wrote a letter to local ministers who had criticized him for disrupting the city. King's "Letter from Birmingham Jail" expressed his belief that individuals had the moral right and responsibility to disobey unjust laws. The letter enhanced King's reputation as a moral leader.
[5] KING'S MOST FAMOUS SPEECH
On August 28, 1963, the March on Washington took place. More than 200,000 people gathered to hear King give his "I Have a Dream" speech from the steps of the Lincoln Memorial in Washington, D.C.
The protests in Birmingham and in Washington helped convince the U.S. Congress to pass the Civil Rights Act of 1964. This act made it illegal in America to treat blacks or other ethnic groups unfairly.
That same year King's peaceful efforts to win civil rights earned him the Nobel Peace Prize.
[6] ASSASSINATION
King's opinions and success in winning civil rights angered many people. In the spring of 1968, he traveled to Memphis, Tennessee, to support the city's black garbage workers. The workers refused to collect the garbage until the city gave them better working conditions. While there, King was shot and killed by James Earl Ray, a white man who had escaped from jail.
King is remembered for the great changes he made to American society and for the peaceful means that he used to make them. The third Monday of every January is a national holiday that honors King's birthday.
A. ASSASSINATION
B. CIVIL RIGHTS
D. MARTIN LUTHER KING, JR.E. A NATIONAL LEADER
C. A PREACHER'S SON F. KING'S MOST FAMOUS SPEECH
2
- 2 -
2. Using the Across and Down clues, write the correct words in the numbered grid below.
ACROSS
DOWN
2. If someone is a good ______ of something, they understand it and can make sensible decisions about it. If someone is a bad ______ of something, they cannot do this.
4. A ______ is the act of saying or showing publicly that you object to something.
9. If a group of people ______, they take turns driving each other to work, or driving each other's children to school.
10. Something that is ______ is very noticeable or is an important part of something else.
11. a person who has the calling and function of preaching the Christian Gospel, esp a Protestant minister
12. Police ______d the two rival camps of protesters.
13. ______ to something such as a change or a new idea is a refusal to accept it.
For each question below a number of similar words appear, but only one is spelled correctly and matches the clue that is provided. Write the letter of the correctly spelled word in the space by the question number.
3. c If something ______s to you, you find it attractive or interesting. a. APPEEL b. APPEL c. APPEAL d. APPAIL
4. a If a country, group, or person ______s a country, organization, or activity, they refuse to be involved with it in any way because they disapprove of it. a. BOYCOTT b. BOYCOT c. BOYCOTJ d. BOYCOMT
5. c ______ to an attack consists of fighting back against the people who have attacked you. a. RASISTANCE b. RSISTANC c. RESISTANCE d. RESISLANCE
3
1. The main opposition parties are ______ing the elections.
3. He urged the soldiers to ______ orders if asked to fire on civilian targets.
5. If you ______ information to someone, you give it to them because it concerns them.
6. You can refer to the money that someone has as their ______.
7. Someone or something that is ______ing is pleasing and attractive.
8. If something or someone ______s a process, they stop it continuing.
6. b To ______ two groups of people or things means to keep them physically apart from each other. a. SEGREGEAT b. SEGREGATE c. SEGREGATA d. CEGREGATE
7. b
When someone ______s a person or an order, they deliberately do not do what they have been told to do.
a. DISSOBEY b. DISOBEY c. DESOBEY d. DISOBEE
8. d When people in authority ______ a new law or a proposal, they formally agree to it or approve it. a. PASSE b. PAS c. PESS d. PASS
9. c a. CARPOL b. CARPOOY c. CARPOOL d. CARPOOLL
A ______ is an arrangement where a group of people take turns driving each other to work, or driving each other's children to school. In American English, ______ is sometimes used to refer simply to people travelling together in a car.
10. d
If the police ______ you, they take charge of you and take you to a police station, because they believe you may have committed a crime.
a. ARRESST b. AREST c. ARRESTE d. ARREST
11. d a. PREICHER b. PREACHIR c. PRECHER d. PREACHER
A ______ is a person, usually a member of the clergy, who preaches sermons as part of a church service.
12. b Someone who is ______ is important. a. PROMINANT b. PROMINENT c. PRROMINENT d. PRYMINENT
13. c
A ______ of doing something is a method, instrument, or process which can be used to do it. Means is both the singular and the plural form for this use.
a. MUANS b. MEANSE c. MEANS d. MEINS
14. b If you ______ against something or about something, you say or show publicly that you a. PROTESTE b. PROTEST c. PSOTEST d. PRODEST
object to it. In American English, you usually say that you ______ it.
15. a
If you ______ something or someone, you form an opinion about them after you have examined the evidence or thought carefully about them.
a. JUDGE b. JUDDGE c. JUDG d. JEDGE
Choose the best option the completes the sentences below:
16. c widely and favorably known
a. disobey b. preacher c. prominent d. arrest e. judge
17. a They were threatened with punishment if they ______ed.
a. disobey b. segregate c. pass d. resistance e. appeal
18. e If you ______ the ball to someone in your team in a game such as football, basketball, hockey, or rugby, you kick, hit, or throw it to them. a. carpool b. protest c. means d. boycott e. pass
19. d Groups of women took to the streets to ______ against the arrests.
a. preacher b. judge c. arrest d. protest e. pass
20. b You can say 'by all ______' to tell someone that you are very willing to allow them to do something.
a. boycott b. means c. protest d. resistance e. disobey
21. e The ______ of your body to germs or diseases is its power to remain unharmed or unaffected by them.
a. prominent b. means c. segregate d. appeal e. resistance
22. e The government says fewer Americans are ______ing to work.
a. preacher b. segregate c. means d. appeal e. carpool
23. b They ______ you from the rest of the community. a. protest b. segregate c. judge d. resistance e. boycott
24. e A ______ is the person in a court of law who decides how the law should be applied, for example how criminals should be punished.
a. prominent b. arrest c. disobey d. pass e. judge
25. e An ______ing expression or tone of voice indicates to someone that you want help, advice, or approval.
a. segregate b. carpool c. protest d. preacher e. appeal
26. a a person who preaches
a. preacher b. resistance c. boycott d. pass e. judge
27. b to refuse to have dealings with (a person, organization, etc) or refuse to buy (a product) as a protest or means of coercion
a. disobey b. boycott c. means d. prominent e. arrest
28. b If something interesting or surprising ______s your attention, you suddenly notice it and then continue to look at it or consider it carefully.
a. protest b. arrest c. pass d. appeal e. means
5
29. Find the hidden words. The words have been placed horizontally, vertically, or diagonally. When you locate a word, draw a circle around it.
6
30. Fill in the blanks while you listen to the episode.
MARTIN [1] LUTHER KING, JR.
"I have a dream that my four little children will one day live in a [2] nation where they will not be judged by the color of their skin but by the content of their character. I have a dream today!"
The Reverend Martin Luther King, Jr., said these words in his famous "I Have a Dream" speech in Washington, D.C., in 1963. He was America's most prominent civil rights leader. The civil rights movement was the struggle to get laws and attitudes changed so that black Americans could have rights equal to those of white Americans.
A [3] PREACHER'S SON
King was born in Atlanta, Georgia, in January 1929. His father and grandfather were preachers at the large all-black Ebenezer Baptist Church in Atlanta. King himself became a preacher at age 18.
While attending graduate school in Boston, he met Coretta Scott. The couple married in 1953. The following year King's first job as a minister took him to Dexter Avenue Baptist Church in Montgomery, Alabama.
[4] CIVIL RIGHTS
In the 1950s, [5] black people were not treated very well in the United States. Public places, including schools and [6] restrooms , were segregated in many Southern states. That means that there were separate buildings or areas for black people and for white people. Even in Northern states, black people often weren't allowed to live in nicer neighborhoods. They were rarely hired for good jobs. Their children [7] could not go to good [8] schools . In some places they even had to give up their seats on buses if a white person [9] wanted to sit down.
In 1955, police in [10] Montgomery arrested a black woman named Rosa Parks for [11] refusing to give up her bus seat to a white man. Black people in the city started a boycott of the bus system. They refused to use it as long as it did not [12] treat them equally. The boycott's leaders chose King as their spokesman.
For nearly a year Montgomery's black residents [13] refused to ride the city's buses. They walked and rode in car pools. They took their case to court.
7
The Supreme Court of the United States ruled in [14] favor of the protestors. The nation's highest court said segregation on [15] public buses was [16] illegal not only in Montgomery, but everywhere in the nation. That ruling was a great victory for civil rights.
A [17] NATIONAL LEADER
King was an excellent [18] speaker . "We have gained a new [19] sense of dignity and destiny," he said after the Montgomery victory. "We have discovered a new and powerful weapon-nonviolent resistance." King's speeches appealed to both [20] Christian principles and American ideals. Time magazine and [21] other magazines and newspapers featured the handsome young [22] preacher on their covers.
King was one of the leaders of a [23] protest in Birmingham, Alabama, that attracted worldwide [24] attention . [25] Policemen attacked peaceful [26] marchers , including schoolchildren carrying small American flags.
The Birmingham police arrested King. In jail he wrote a letter to local ministers who had criticized him for disrupting the city. [27] King's "Letter from Birmingham Jail" expressed his belief that individuals had the moral right and responsibility to disobey unjust laws. The letter enhanced King's reputation as a moral leader.
KING'S MOST FAMOUS SPEECH
On August 28, 1963, the March on Washington took place. More than 200,000 people gathered to hear King give his "I Have a Dream" speech from the steps of the [28] Lincoln Memorial in Washington, D.C.
The protests in Birmingham and in Washington helped convince the U.S. [29] Congress to pass the Civil Rights Act of 1964. This act made it illegal in America to treat blacks or other ethnic [30] groups unfairly.
That same year King's peaceful efforts to win civil rights earned him the Nobel Peace Prize.
ASSASSINATION
King's [31] opinions and success in winning civil rights angered many people. In the spring of 1968, he traveled to Memphis, Tennessee, to support the city's black garbage workers. The workers refused to collect the garbage until the city gave them better working conditions. While there, King was shot and [32] killed by [33] James Earl Ray, a white man who had escaped from jail.
King is remembered for the [34] great changes he made to American society and for the peaceful means that he used to make them. The third Monday of every January is a national holiday that honors King's birthday.
HH. black
9
31. Fill in the blanks while you listen to the episode.
MARTIN [1]LUTHER
KING, JR.
"I have a [2] dream that my four little children will one day live in a nation where they will not be judged by the [3] color of their skin but by the [4] content of their character. I have a [5] dream today!"
The Reverend Martin [6] Luther King, Jr., said [7] these [8] words in his famous "I Have a [9] Dream " speech in Washington, D.C., in 1963. He was America's most prominent civil [10] rights [11] leader . The civil [12] rights movement was the struggle to get laws and attitudes changed so that [13] black [14] Americans could have rights [15] equal to those of white Americans.
A PREACHER'S SON
King was born in Atlanta, Georgia, in January 1929. His [16] father and [17] grandfather were [18] preachers at the large [19] all-black Ebenezer [20] Baptist [21] Church in Atlanta. King himself became a preacher at age 18. [22] While attending graduate school in [23] Boston , he met Coretta Scott. The couple married in 1953. The following year King's [24] first job as a [25] minister took him to Dexter Avenue [26] Baptist Church in Montgomery, Alabama.
CIVIL RIGHTS
In the 1950s, black [27] people were not treated very well in the United [28] States . Public [29] places , including schools and restrooms, were segregated in many Southern states. That means that there were separate buildings or areas for black [30] people and for white people. Even in [31] Northern states, black people often weren't allowed to live in nicer neighborhoods. They were rarely hired for good jobs. Their [32] children could not go to good [33] schools . In some places they even had to give up their seats on [34] buses if a [35] white person wanted to sit down. In 1955, police in [36] Montgomery arrested a black [37] woman [38] named Rosa Parks for [39] refusing to give up her bus seat to a white man.
Black [40] people in the city started a [41] boycott of the bus
[42]system. They refused to use it as long as it did not treat them [43]equally.
The [44]boycott's
leaders chose King as their spokesman.
For [45]nearly
a year [46]Montgomery's black [47]residents
[48]refused
to ride the city's buses. They walked and rode incar pools. They took
[49]their
case to court.
The Supreme Court of the United [50] States ruled in [51] favor of the protestors. The [52] nation's highest court said segregation on [53] public buses was illegal not only in [54] Montgomery , but [55] everywhere in the [56] nation . That ruling was a [57] great victory for civil rights.
A NATIONAL LEADER
King was an [58] excellent speaker. "We have [59] gained a new [60] sense of dignity and destiny," he said after the [61] Montgomery victory. "We have discovered a new and [62] powerful weapon-nonviolent resistance." King's speeches appealed to both Christian principles and American [63] ideals . Time [64] magazine and [65] other [66] magazines and newspapers featured the handsome young preacher on their covers.
King was one of the leaders of a protest in Birmingham, Alabama, that [67] attracted worldwide [68] attention . Policemen [69] attacked peaceful marchers, including [70] schoolchildren carrying small American [71] flags .
The Birmingham [72] police arrested King. In jail he wrote a [73] letter to local ministers who had [74] criticized him for [75] disrupting the city. King's "[76] Letter from Birmingham Jail" expressed his belief that individuals had the moral right and [77] responsibility to disobey unjust laws. The letter enhanced King's [78] reputation as a [79] moral leader.
KING'S MOST [80]FAMOUS
SPEECH
On August 28, 1963, the [81] March on Washington took [82] place . More than 200,000 people gathered to hear King give his "I Have a Dream" speech from the steps of the Lincoln [83] Memorial in Washington, D.C.
The protests in [84] Birmingham and in Washington helped [85] convince the U.S. [86] Congress to pass the [87] Civil Rights Act of 1964. This act made it illegal
- 12 -
in [88] America to [89] treat blacks or other [90] ethnic groups unfairly.
That same year King's peaceful efforts to win civil rights earned him the Nobel Peace [91] Prize .
[92] ASSASSINATION
King's opinions and success in winning civil rights angered many people. In the spring of 1968, he traveled to [93] Memphis , Tennessee, to support the city's black [94] garbage [95] workers . The workers refused to collect the [96] garbage until the city gave them [97] better working conditions. While [98] there , King was shot and killed by [99] James Earl Ray, a [100] white man who had escaped from jail.
King is remembered for the [101] great changes he made to American [102] society and for the peaceful means that he used to make them. The third Monday of every [103] January is a national holiday that honors King's birthday.
32. In each line of text below there is one word that has been misspelled. Circle the misspelled word and then write the correct spelling of the word on the line on the right side of the page.
MARTIN LUTHER KINT, JR.
1.
KING
"I have a dream that my four little children wil one day live in a nation where they will not be judged by tha color of their skin but by the content of their character. I have an dream today!"
The Reverend Martin Luther King, Jr., sade these words in his famous "I Have a Dream" speech inn Washington, D.C., in 1963. He was America's moste prominent civil rights leader. The civil rights movement was the struggle to get laws end attitudes changed so that black Americans could have rights equal to those off white Americans.
A PREACHERE'S SON
King was born in Atlynta, Georgia, in January 1929. His father and grandfather were preachers at the large all-black Ebenezr Baptist Church in Atlanta. King hymself became a preacher at age 18.
While attending graduate school in Boston, hee met Coretta Scott. The couple married in 1953. The following year King's first jyb as a minister took him to Dextir Avenue Baptist Church in Montgomery, Alabama.
CIVILE RIGHTS
In the 1950s, black people were knot treated very well in the United States. Public places, including schools and restrooms, wur segregated in many Southern states. That mains that there were separate buildings or areas fore black people and for white people. Even in Northern states, bleck people often weren't allowed to live in nicer neighborhoods. They wur rarely hired for good jobs. Their children could not go to good schools. In some places they evn had to give up their seats on buses if a white pirson wanted to sit down.
In 1955, police in Montgomery arrestd a black woman named Rosa Parks for refusing to give up hir bus seat to a white man. Black people in the city started a boycott of the bus system. They refused too use it as long as it did knot treat them equally. The boycott's leaders chose King as they're spokesman.
For nearly a year Montgomery's blacck residents refused to ride the city's buses. Theee walked and rode in car pools. They took their case to court.
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Th Supreme Court of the United States ruled in favor of the protestors. The nation's highest court said cegregation on public buses was illegal not only in Montgomeree, but everywhere in the nation. That ruling was a great victory for civil rits.
A NATIONAL LEADEM
Kinng was an excellent speaker. "We have gained a new sense of dignity and destiny," he said after the Montgomery victory. "We hav discovired a new and powerful weapon-nonviolent resistance." King's speeches appealed to both Christian principles and Amirican ideals. Time megazine and other magazines and newspapers featured the handsome young preacher one their covers.
King was one of the leaders of a protest in Birmingam, Alabama, that attracted worldwide attention. Policemen attacked paiceful marchers, including schoolchildren carrying smal American flags.
The Birmingham police arrested King. In jail hee wrote a letter to local ministers who hed criticized him for disrupting the city. King's "Letter from Birmingam Jail" expressed his belief that individuals had the meral right and responsibility to disobey unjust laws. The letter enhanced King's reputation as a meral leader.
KING'SE MOST FAMOUS SPEECH
On August 28, 1963, the March on Washingten took place. More than 200,000 people gathered to hear King give hiz "I Have a Dream" speech from the steps off the Lincoln Memorial in Washington, D.C.
The protests in Birmingham and in Washington helpd convince the U.S. Congress to pass the Civil Rights Act of 1964. Tbis act made it illegal in America to treat blacks or othre ethnic groups unfairly.
That same year King'q peaceful efforts to win civil rights earned him the Nobell Peace Prize.
ASSASSINATIOZ
King's apinians and success in winning civil rights angered many people. Ine the spring of 1968, he traveled to Memphis, Tennessee, to support the city's black garbage werkers. The workers refused to collect the garbage until the city gave them better werking conditions. While there, King was shot and killed by James Earl Ray, a wite man who had escaped from jael.
King is remembered for the great changes he made to Amerikan society and for the peacefull means that he used to make them. The third
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This is Bob. Bob is a bee.
Bob the Bee
This is Bob's home. It is a hive.
2
6
"Not now, Bob."
7
This is how Bob helps. Good job, Bob!
This is Bob's mom. She is a queen.
This is Bob's flower. It is a rose.
3
4
Bob likes to play. Can you find Bob?
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The Great American Bison
Lesson Summary
Understand the impact of the Transcontinental Railroad on American bison herds. ◎
Compare and contrast differing perspectives. ◎
Upcycle found objects into artwork. ◎
Lesson Key Facts
Grade(s): 4, 5, 6 ◎
Subject(s): Drama, English Language Arts, Social Studies, Visual Arts, Native American ◎
Duration of lesson: 45-60 minutes ◎
Author(s): Brenda Beyal ◎
Lesson Plan and Procedure
Note: This lesson is one of a group of lessons created to teach about the Transcontinental Railroad through the arts. Titles of the lessons can be found in the additional resources section below.
Preparation
The day before the lesson, ask students to f ll a bag with found objects that were on their way to the trash receptacle or recycling bin. Remind students to be aware of safety issues and cleanliness. If a container had food or liquid in it, ask them to wash it out before it is brought into the classroom. ◎
Preview the following videos and choose one to introduce the Transcontinental Railroad: ◎
https://www.youtube.com/watch?v=8fjIE43cVsM
https://www.youtube.com/watch?v=0CdAzizWiyI
Gather materials listed in the equipment and materials section below. ◎
Progress and Decline
Teacher: Today we are going to view a short video about the Transcontinental Railroad. As you watch, think about how the building of the railroad can be viewed as progress and how it can also be viewed as decline.
Show one of the two videos and ask students to respond to questions about the video.
"Coast to
Coast":
https://www.youtube.com/watch?v=8fjIE43cVsM
"Making Tracks": https://www.youtube.com/watch?v=0CdAzizWiyI
Discussion questions:
How did the Transcontinental Railroad help the country progress? ◎
How did it cause a decline? ◎
Why is it important to view history from multiple perspectives? ◎
Teacher: Native American tribes who hunted, gathered, and lived in the path of the railroad never imagined the disruption and dire circumstances that came with the railroad's progress across the plains. The Cheyenne, Lakota, and Arapaho tribes saw the landscape altered forever. However, the Transcontinental Railroad changed the mode of transportation for many from east to west. Travel that once took six months overland or around South America to the west coast now took one week. Goods and services needed on both sides of the country could now be shipped quickly.
Show students the f rst slide, "Across the Continent," on the PowerPoint presentation. Ask them to share what they see and what thoughts come to their minds. Help students compare and contrast each side of the track and what it means to them. Have several students come to the front and choose a person, animal or object in the print and stand as a frozen silhouette. Introduce a drama tool called thoughttracking. There are two resources explaining the process in the additional resources section of this lesson. The thought-tracking activity should take about f ve minutes.
Teacher: Those who have come to the front will choose a character in the picture and then freeze. When I tap their shoulders, they should be ready to speak aloud their thoughts, feelings, and reaction to what is happening around them in the role they have taken on. As an audience, we are respectful and allow the characters to voice their thoughts without judgement.
Give examples as needed and proceed with the thought-tracking activity. After the activity, explain that there are many layers and perspectives to events and experiences, especially during the building of the Transcontinental Railroad. Share that today, as a class, you will explore a perspective that, many times, is not fully understood. Explain how we can learn from the experience of others.
The Native American and the Great American Bison
Teacher: (Show slide two.) It is estimated that between 30 and 40 million bison roamed the plains of North America when construction of the Transcontinental Railroad began. They roamed from the Gulf Coast to Alaska and from the Missouri River to the Rockies.
Teacher: (Show slide three.) The Plains Indians depended on the bison for everything. It was their life source. "Red Cloud in his last public address to the Oglala people said, 'We told them that the supernatural powers, Taku Wakan, had given to the Lakota the buffalo for food and clothing. We told them that where the buffalo ranged, that was our country. We told them the country of the buffalo was the country of the Lakota. We told them that the buffalo must have their country and the Lakota must have the buffalo'" (1903).
Teacher: (Show slide four.) The Plains Indians used every part of this massive animal, which could weigh as much as a small car. And they only killed what they needed in order to survive. Study this image and share with the rest of us how different parts of the bison were used.
If time permits, watch this video on the many uses of the bison: https://www.youtube.com/watch? v=a20m3Q78a5g
Teacher: (Show slide f ve.) Native Americans witnessed the decline of wild game and hunting grounds as tracks were laid and more and more people headed west. The land that once was open to the bison and to them was being slowly eliminated, and the Arapaho, Cheyenne, Lakota and began to feel its effects.
Teacher: (Show slide six.) The Transcontinental Railroad is considered the greatest contributor to the loss of the bison. Herds that once numbered between 30 and 40 million dwindled. As construction began, the bison needed to be eliminated so the Native Americans could be contained and progress could continue. It is a sad time in history. General Philip S. Sheridan said, "If I could learn that every buffalo in the northern herd were killed I would be glad. . . . The destruction of the herd would do more to keep Indians quiet than anything else that could happen" (Sheridan to Adjunct General, October 13, 1881, Box 29, Sheridan Papers).
Teacher: (Show slide seven.) The railroad brought men and women on trains to hunt the bison for profit and sport. Hunters killed bison by the thousands, leaving the carcasses to rot on the prairies.
Teacher: (Show slide eight.) Over two million bison were killed in a three-year period. One man lost hearing in one ear from the continued fring of his gun that killed 6,000 bison. By 1884, there were only 325 wild bison. It took a bill to fnally protect this species.
Teacher: (Show slide nine.) The Native Americans had lost their number-one food source, hunting grounds, and wild game. As starvation hit the Native Americans with a vengeance, they resigned to their fate and were put on reservations.
(https://www.smithsonianmag.com/history/where-the-buffalo-no-longer-roamed-3067904/)
Allow students time to share thoughts and feelings. Remind students about the importance of looking at things from different perspectives. Reiterate that this is one of those times when we are able, for just a brief moment, to see how progress for one can sometimes mean decline or digression for others and to witness a part of history that we seldom hear about.
Teacher: Events like this in history can make us feel sad and even sorry, but there is another way to look at hard things. We can learn from them and decide to not let history repeat itself. What can we learn from this time in history? How can we become more responsible citizens? We can choose to move forward in positive ways.
Allow students to share their ideas. Emphasize that change comes in small ways, such as thinking of how our choices impact others. One example is to think of ways to balance our desires and needs with the needs and desires of others, such as our desire to use a part of the playground when someone else is already using the area or equipment. Other examples may include our need to use materials in the classroom or our desire to be f rst in a game or in a line. All these things are small changes we can make to move forward in positive ways.
A Creative Mindset
Teacher: When we think about the Native Americans' dependence on the bison and their attention to minimal waste, there are questions that we can ask about how they were able to fnd the many uses for every part of the bison.
Have a discussion using the following questions:
What can we learn from Native Americans in the use of the bison? ◎
In what ways can we be resourceful like the Native Americans? ◎
What kind of mindset do you need in order to come up with uses for things? ◎
Are there ways we can change how we view items we would normally throw away? ◎
Teacher: In the art world, there is a type of art called found object art. It is a translation of a French phrase objet trouvé. It is art created from found objects that would normally be used for another purpose. The founder of found object art is Marcel Duchamp. One of his most influential pieces is one titled Bicycle Wheel.
https://www.moma.org/learn/moma_learning/marcel-duchamp-bicycle-wheel-new-york-1951-third-version-after-lost-original-of-1913/
Explain that, much like the Native Americans, artists need to be creative with the medium they choose to use. Share with students the following steps (slide 10) that some people who study creativity see as steps to the process of creating:
1. Notice a problem or have an idea, or even a question you want to solve.
2. Gather information by asking questions.
4. Acknowledge "eureka" moments; be inspired.
3. Make connections between things that don't relate.
5. Put inspiration into practice by making, creating, and doing.
6. Complete and test your creation.
Teacher: Today I want you to practice your creative thinking by using the steps we just read. I asked you to bring items that would have been normally discarded into the trash receptacle. Your assignment today is to work as artists in a group and create an animal using your found
Share slides 11 and 12 as examples of found art. Give students time to work on their found art. Side-coach groups and help them to utilize the creativity steps if they get "stuck." When the art is completed, decide how it will be displayed. On a 3x5 card, have students write a title and each artist's name.
Conclusion
Wrap up the lesson by reinforcing the need to see history through multiple perspectives and learning from our past. Also, encourage students to be open to the creative process that many times leads to survival and great art!
Learning Objectives
Contribute to discussions, draw conclusions, and respond to questions. ◎
show understanding of the consequences and impact of the building of the Transcontinental Railroad on Native Americans and the bison. ◎
Generate ideas, create innovative art, use materials safely, and present artwork. ◎
Respond in character in an improvised scene. ◎
Utah State Board of Education Standards
This lesson can be used to meet standards in many grades and subject areas. We will highlight one grade's standards to give an example of application.
Grade 5 English Language Arts
Standard 5.SL.1: Participate effectively in a range of conversations and collaborations using age-appropriate vocabulary, on topics, texts, and issues. ◎
Respectfully acknowledge and respond to comments and claims from multiple perspectives and determine if additional information is needed. ○
Participate in conversations by asking questions, acknowledging new information, qualifying or justifying responses with reasoning and elaboration, and keeping the discussion on topic. ○
Grade 5 Social Studies
Standard 5.4.1: Use evidence from multiple perspectives (for example, pioneers, 49ers, Black Americans, Chinese Americans, Native Americans, new immigrants, people experiencing religious persecution) to make a case for the most significant social, economic, and environmental changes brought about by Westward Expansion and the Industrial Revolution. ◎
Standard 5.4.2: Use primary sources to explain the driving forces for why people immigrated and emigrated during the 19th century, as well as the ways that movement changed the nation. ◎
Standard 5.4.3: Summarize the impacts of forced relocation and assimilation on Native American people and how they have preserved their communities in the face of such adversity. ◎
Grade 5 Visual Arts
Standard 5.V.C.1: Combine ideas to generate an innovative idea for art-making. ◎
Standard 5.V.P.2: Develop a logical argument for safe and effective use of materials and techniques for preparing and presenting artwork. ◎
Grade 5 Drama
Standard 5.T.P.3: Observe, listen, and respond in character to other actors throughout a scripted or improvised scene. ◎
Standard 5.T.R.1: Demonstrate audience skills of observing attentively and responding appropriately. ◎
Equipment and Materials Needed
"The Great American Bison" PowerPoint presentation ◎
Found items brought into the classroom by students ◎
Hot-glue guns and glue sticks ◎
◎
Art materials
such as
markers, paints,
and crayons
Additional Resources
This lesson was created thanks to a grant from the National Endowment for the Arts and the Utah Division of Arts & Museums.
This is one of several lessons created to teach about the transcontinental railroad. The other lessons include the following: ◎
"Iron Horses" ○
"Real and Ideal: A Closer Look at Westward Expansion" ○
"Railroad Meter" ○
"The New Newsies: Stories of the Spike" ○
"Railroad Rhythms" ○
"Transcontinental Railroad—David Dynak" creating context PDF ◎
"Marcel Duchamp and the Readymade": https://www.moma.org/learn/moma_learning/marcel-duchamp-bicycle-wheel-new-york-1951third-version-after-lost-original-of-1913/ ◎
"21 Red-Hot Process Drama Tools" from text: https://education.byu.edu/arts/resources/drama ◎
"Thought Tracking": https://dramaresource.com/thought-tracking/ ◎
"Sacred Buffalo People": https://www.youtube.com/watch?v=33zB7JhKkpg ◎
the
"New Perspectives on the West": http://www.pbs.org/weta/thewest/program/episodes/five/whitemanspipe.htm ◎ "Building Introduction": ◎
First
Transcontinental
Railroad, https://dp.la/exhibitions/transcontinental-railroad/history/
"Where the Buffalo No Longer Roamed": https://www.smithsonianmag.com/history/where-the-buffalo-no-longer-roamed-3067904/ ◎
"Building the First Transcontinental Railroad, Native Americans": https://dp.la/exhibitions/transcontinental-railroad/humanimpact/native-americans?item=937 ◎
"What Part of the Bison Was Used?": https://allaboutbison.com/what-part-of-the-bison-was-used/ ◎
"How Many Ways Can You Use a Buffalo?": https://texasbeyondhistory.net/kids/buffalo.html ◎
Image References
Images 2–4: Brenda Beyal.
Image 5: www.sd4history.com
Images 6, 7: Brenda Beyal.
Images 8–10: Rachel Jackson.
Images 11–16: M. Daugherty.
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Ocean Pollution Solution
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Ocean Pollution Solution
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Pollution Solution by Joan Wade Cole and Karen
Ocean pollution solution
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WFO | The Ocean Plastic BookTurning plastic pollution from a problem into a solution | Cleaning Oceans | The Ocean Cleanup The Solution To Ocean Pollution
A drop in a plastic ocean: how one person can make a difference. | Emily De Sousa | TEDxKanata
Rap How to stop plastic getting into the ocean | The Economist From Plastic To Fuel: Solving The Ocean Plastic Pollution With STORH Kids Take Action Against Ocean Plastic | Short Film Showcase Save the Ocean Children's Animated Audiobook Can human solve the problem of plastic pollution in ocean? Ocean trash solution The flow of plastics into our environment has reached crisis proportions, and the evidence is most clearly on display in our oceans. It is estimated that up to 12 million metric tons of plastic enter our ocean each
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Anti-pollution laws can as well establish measures that put restrictions for top water pollution problems such as sewage and industrial waste treatments and garbage management. These laws should be directed to marketplaces, industries, hospitals, schools, and the local councils. 5. Individual Efforts and Educative Campaigns. There are immeasurable ways individuals and groups can take initiative or educate people on the dangers of water pollution. It is always a great starting point as a ... | <urn:uuid:e3c9b657-07a1-4df3-8d47-530c517ff81d> | CC-MAIN-2024-51 | https://ahecdata.utah.edu/stated/data-bank/Ocean%20Pollution%20Solution/view_all.cgi?v=VBYK4F | 2024-12-13T11:20:27+00:00 | crawl-data/CC-MAIN-2024-51/segments/1733066116798.44/warc/CC-MAIN-20241213105147-20241213135147-00054.warc.gz | 71,439,163 | 1,789 | eng_Latn | eng_Latn | 0.991457 | eng_Latn | 0.992813 | [
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6 th Grade
6.RP.1 Understand the concept of a ratio including the distinctions between part:part and part:whole and the value of a ratio; part/part and part/whole. Use ratio language to describe a ratio relationship between two quantities.
explaining the meaning of zero in each situation.
6.RP.2 Understand the concept of a unit rate a/b associated with a ratio a:b with b ≠ 0, and use rate language in the context of a ratio relationship, including the use of units.
6.RP.3 Use ratio and rate reasoning to solve real-world and mathematical problems, e.g., by reasoning about tables of equivalent ratios, tape diagrams, double number line diagrams, or equations.
6.NS.1 Interpret and compute quotients of fractions, and solve word problems involving division of fractions by fractions, e.g., by using visual fraction models and equations to represent the problem.
6.NS.2 Fluently divide multi-digit numbers using the standard algorithm.
6.NS. 3 Fluently add, subtract, multiply, and divide multi-digit decimals using the standard algorithm for each operation.
6.NS. 4 Use prime factorization to find the greatest common factor of two whole numbers less than or equal to 100 and the least common multiple of two whole numbers less than or equal to 12. Use the distributive property to express a sum of two whole numbers 1–100 with a common factor as a multiple of a sum of two relatively prime numbers.
6.NS. 5 Understand that positive and negative numbers are used together to describe quantities having opposite directions or values (e.g., temperature above/below zero, elevation above/below sea level, credits/debits, and positive/negative electric charge). Use positive and negative numbers (whole numbers, fractions, and decimals) to represent quantities in real-world contexts,
6.NS. 6 Understand a rational number as a point on the number line. Extend number line diagrams and coordinate axes familiar from previous grades to represent points on the line and in the plane with negative number coordinates.
6.NS. 7 Understand ordering and absolute value of rational numbers.
6.NS. 8 Solve real-world and mathematical problems by graphing points in all four quadrants of the coordinate plane. Include use of coordinates and absolute value to find distances between points with the same first coordinate or the same second coordinate.
6.EE.1 Write and evaluate numerical expressions involving whole-number exponents.
6.EE.2 Write, read, and evaluate expressions in which letters stand for numbers.
6.EE.3 Apply the properties of operations to generate equivalent expressions.
6.EE.4 Identify when two expressions are equivalent (i.e., when the two expressions name the same number regardless of which value is substituted into them).
6.EE.5 Understand solving an equation or inequality as a process of answering a question: Which values from a specified set, if any, make the equation or inequality true? Use substitution to determine whether a given number in a specified set makes an equation or inequality true.
6.EE.6 Use variables to represent numbers and write expressions when solving a realworld or mathematical problem; understand that a variable can represent an unknown number, or, depending on the purpose at hand, any number in a specified set.
6.EE.7 Solve real-world and mathematical problems by writing and solving equations of the form x + p = q and px = q for cases in which p, q, and x are all nonnegative rational numbers.
6.EE.8 Write an inequality of the form x > c or x < c to represent a constraint or condition in a real-world or mathematical problem. Recognize that inequalities of the form x > c or x < c have infinitely many solutions; represent solutions of such inequalities on number line diagrams.
6.EE.9 Use variables to represent two quantities in a real-world problem that change in relationship to one another; write an equation to express one quantity, thought of as the dependent variable, in terms of the other quantity, thought of as the independent variable. Analyze the relationship between the dependent and independent variables using graphs and tables, and relate these to the equation.
6.G.1 Find the area of right triangles, other triangles, special quadrilaterals, and polygons by composing into rectangles or decomposing into triangles and other shapes; apply these techniques in the context of solving realworld and mathematical problems.
6.G.2 Find the volume of a right rectangular prism with fractional edge lengths by packing it with unit cubes of the appropriate unit fraction edge lengths, and show that the volume is the same as would be found by multiplying the edge lengths of the prism. Apply the formulas V = lwh and V = Bh to find volumes of right rectangular prisms with fractional edge lengths in the context
of solving real-world and mathematical problems.
6.G.3 Draw polygons in the coordinate plane given coordinates for the vertices; use coordinates to find the length of a side joining points with the same first coordinate or the same second coordinate. Apply these techniques in the context of solving realworld and mathematical problems.
6.G.4 Represent three-dimensional figures using nets made up of rectangles and triangles, and use the nets to find the surface areas of these figures. Apply these techniques in the context of solving realworld and mathematical problems.
6.SP.1 Recognize a statistical question as one that anticipates variability in the data related to the question and accounts for it in the answers.
6.SP.2 Understand that a set of data collected to answer a statistical question has a distribution, which can be described by its center (median, mean, and/or mode), spread (range, interquartile range), and overall shape.
6.SP.3 Recognize that a measure of center for a numerical data set summarizes all of its values with a single number, while a measure of variation describes how its values vary with a single number.
6.SP.4 Display numerical data in plots on a number line, including dot plots, histograms, and box plots.
6.SP.5 Summarize numerical data sets in relation to their context. | <urn:uuid:65a722aa-f213-416a-a91b-49cc5fbcbbeb> | CC-MAIN-2024-51 | http://www.ams-math.com/uploads/1/2/2/0/122035945/6th_grade_standards_small.pdf | 2024-12-13T12:33:56+00:00 | crawl-data/CC-MAIN-2024-51/segments/1733066116798.44/warc/CC-MAIN-20241213105147-20241213135147-00053.warc.gz | 32,686,370 | 1,244 | eng_Latn | eng_Latn | 0.994358 | eng_Latn | 0.994803 | [
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2
FUNC TIONAL BEHAVIORAL ASSESSMENT (FBA)
Functional Behavioral Assessment (FBA) is a student-centered team process used in instances when behavior negatively impacts a student's learning or that of the student's peers. Effective classroom management approaches based on FBA data and embedded within effective instructional design and delivery appropriately address the majority of behavioral issues occurring in classrooms.
FBA is an evidence-based process for gathering information to understand the function (purpose) of behavior in order to write an effective positive behavior support plan (Riffel, 2007). FBA has been used with students who have disabilities, as well as those who do not. The identification of the function or purpose of a behavior of concern guides a team through the development of function-based strategies. Function-based behavior plans are an effective method of eliminating behaviors of concern, developing positive proactive behaviors, and increasing academic achievement (Sprague & Golly, 2005; Umbreit, Ferro, Liaupsin, Lane, 2007).
For students with disabilities, an FBA is generally understood to be part of a comprehensive evaluation of a student that assists in determining the nature and extent of the special education and related services that the student needs, including the need for a positive behavior support plan. As with other individualized evaluation procedures and consistent with regulatory requirements, parental consent is required for an FBA to be conducted as part of the initial evaluation or reevaluation when new data are collected. When teams use previously obtained data (e.g., schoolwide screening and/or disciplinary data), consent is not required; however, parental involvement in the FBA process is essential.
An FBA must be conducted and behavioral interventions implemented when:
* The Individualized Education Program (IEP) team (1) determines that a student's behavior is interfering with his/her learning or the learning of others, and (2) requires additional information to provide appropriate educational programming.
* A behavior violates a code of student conduct resulting in removals that constitute a change of placement (removal of more than 10 consecutive or more than 15 cumulative school days) and the behavior is determined to be a manifestation of the student's disability.
* The school refers the student to law enforcement. An FBA must be conducted, as appropriate, when a behavior violates a code of student conduct resulting in removals that constitute a change of placement (removal of more than 10 consecutive or 15 cumulative school days) and the behavior is determined not to be related to his/her disability.
There is no one way to complete an FBA; rather the goal of the FBA process is to develop a hypothesis statement. The hypothesis is based on measurable and observational data, which leads a school team to identify the function of the behavior of concern. The procedures used to conduct an FBA include both direct and indirect methods (Figure 1). Regardless of the methods selected, there are four steps in the FBA process:
1. Define the behavior of concern.
2. Identify setting events, if present, that increase the likelihood of the occurrence of the behavior of concern.
3. Identify antecedent events that reliably predict (trigger) the occurrence or nonoccurrence of the behavior of concern.
4. Identify consequences that maintain the behavior.
2
Figure 1. FBA Methods
A completed FBA fills in the missing information of the hypothesis statement:
When this occurs (antecedent) ___________________, the student does (behavior of concern) ___________________, in order to get or avoid (function) ___________________.
Below is a representation of the hypothesis statement:
Setting Event/
Antecedent
(when this occurs)
Behavior
of Concern
(the student does)
Maintaining
Consequence/Function
(in order to get or avoid)
Under PA Chapters 14 and 711, when the IEP indicates in the special considerations portion of the IEP that the student's behavior impacts his/her learning or the learning of others, a positive behavior support plan based on a functional assessment of the behavior is required.
The flowchart in Figure 2 is provided to assist teams as they move through the process of developing a testable hypothesis. The hypothesis provides the basis for the development of a positive behavior support plan.
Adapted from Horner, R. & Sugal, G. (2007). Function based support: Selected topics. Retrieved 3/27/15: http://tinyurl.com/n9pnh6f
Figure 2.
Complete evaluation or
reevaluation and develop
a
positive behavior support plan
as part of the IEP
YES
NO
YES
NO
Pennsylvania Regulations require that IEP teams
begin the FBA process after determining that
the student's behavior impedes his/her
learning or that of others
Complete evaluation or reevaluation and
develop a positive behavior support plan
as part of the IEP
Monitor and modify
a positive behavior support plan regularly
Conduct functional assessment
(Selection of methods is
based on the learner and
the behavior of concern)
Add additional FBA methods,
including direct observation,
to collect additional data.
START
High confidence
in hypothesis
Satisfactory
improvement
Complete evaluation or
reevaluation and develop
a
positive behavior support plan
as part of the IEP
For more information about FBA, visit the PaTTAN website at www.pattan.net.
3
References.
Riffel, L. A. (2007). Writing Behavioral Intervention Plans (BIP) based on Functional Behavior Assessments (FBA) Retrieved from http://apbs.org/Archives/Conferences/fourthconference/Files/Riffel_L.pdf
Sprague, J. and A. Golly (2005). Best behavior: Building positive behavior supports in schools. Longmont, CO, Sopris West Educational Services.
Umbreit, J., Ferro, J., Liaupsin, C. J., & Lane, K. L. (2007). Functional behavioral assessment and function-based intervention: An effective, practical approach. Upper Saddle River, NJ: Prentice-Hall Wood, B. K.,
Umbreit, J., Liaupsin, C. J., & Gresham, F. M. (2007). A treatment integrity analysis of function-based intervention. Education and Treatment of Children, 29, 549-571.
Commonwealth of Pennsylvania
Tom Wolf Governor
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EVERYONE HAS FOUR SKILLS
Chapter 4
I Can Read Through You
Zheng Yi, who was walking in front, was a little angry when he saw Mo Xiu stop in his tracks.
"Mo Xiu, why are you acting so strange today? Let's go back to class."
"Oh, I'll be right there."
When they returned to the classroom, since the college entrance examination was about to begin, they had to attend a self-study session in the morning.
Then, they would go to the training grounds in the afternoon.
Mo Xiu sat in his seat in a daze as he carefully checked his skills.
The passive skill did not change at all. Meanwhile, God's Eye was gone and had been replaced by Descent of the Martial God.
After thinking about it, Mo Xiu felt that there was a possibility that everything he saw when he awakened was real. He had indeed chosen three skills.
He had one passive skill and two active skills. Under normal circumstances, only one active skill could be seen, and the effect of the passive skill was to switch between the two active skills. However, the trigger conditions were unknown, and the active skills could not be automatically switched.
A passive skill? What exactly was a passive skill?
Mo Xiu suddenly got up and ran out of the classroom to the library.
The third-year students could also choose to study in the library. However, the college entrance examination now emphasized on combat ability and the strength of their skills. Thus, there were typically not many people here.
Throughout the entire morning, Mo Xiu read through many books, but he couldn't find any records regarding passive skills.
The only skills mentioned that were similar to his passive skill were the skills of beasts.
Beasts did not have four skills like humans. They only had one skill, but it had a high growth rate.
Ever since the meteorite landed in the human world, both humans and animals had mutated. Their physical abilities had increased significantly, and they had developed skills. In addition, the intelligence of animals had increased significantly, and they had been fighting with other creatures for more than ten years.
In the end, both parties signed an agreement to not interfere with each other. Humans lived in the center of the continent while animals lived in the periphery.
Although there would be occasional conflicts, such conflicts were just isolated phenomena. There would not be large-scale wars. This was also the reason why humans were living rather comfortably.
After a fruitless search, Mo Xiu sat on the chair dejectedly. What should he do? Passive skills had never appeared before, so how could he trigger the Flip skill again?
"Hello, student, I noticed that you have been reading many books here. Do you have any doubts?"
Mo Xiu's thoughts were interrupted by a sudden elderly voice. He looked up and saw that it was the librarian who usually stayed in the library.
"Ah, hello. There are indeed some things that I can't figure out."
The old man slowly sat down and took the book from Mo Xiu's hands. He closed it and placed it under his palm.
"Tell me about it. I've been here for ten years and am familiar with every individual here."
Individual? Shouldn't they be all books?
Mo Xiu was puzzled, but he still asked his question. "May I ask what types of skills there are?"
The old man slowly said, "Skills are divided into release-type skills, state-type skills, one-time skills and variant-type skills."
"Oh, what about the larger categories?"
Mo Xiu obviously wouldn't directly ask if this man knew what a passive skill was. He could only ask bit by bit.
"There are attack-type skills, detection-type skills, confusion-type skills, and special-type skills."
"What about the even larger categories?"
"There are skills that can grow, and skills that cannot grow."
"Even larger!"
"You! What exactly do you want to ask?"
Mo Xiu stood up and scratched his head. "Nothing. I was just asking. I'm leaving. Sorry for disturbing you!"
"I can read through you."
Mo Xiu didn't understand what the old man meant. He could only smile, nod, and retreat.
"Skills are divided into ordinary skills and innate skills. Innate skills are not only possessed by wild beasts, but also by some humans. For example… The royalty!"
Mo Xiu, who was walking away, paused when he heard this. This old man was definitely not simple.
At this thought, Mo Xiu quickened his pace.
Meanwhile, the old man watched as Mo Xiu left, the corners of his lips curling up as if he had discovered something interesting.
…
After Mo Xiu came out of the library, he had a simple meal before heading to the training grounds. He wanted to test out the Descent of the Martial God skill when there were fewer people in the training grounds.
The innate skill that the old man mentioned might be a passive skill, but how could he be a member of the royal family? If he couldn't figure it out, he might as well not think about it anymore.
When he arrived at the training grounds, it was unknown if it was because the college entrance examination was approaching or if it was just a coincidence, but it was already crowded at noon.
Since he was already here, Mo Xiu could only carry out his normal training.
Furthermore, Descent of the Martial God increased all his attributes by 100%. The higher his base attributes were, the stronger his abilities would be after he used his skill.
When he arrived at the specially-made treadmill, Mo Xiu prepared to train his speed and endurance to the point of exhaustion as usual. Then, he would rest for a period of time before continuing to train his strength.
Mo Xiu had concluded that this method could allow him to stimulate his potential and break through his limits.
However, before Mo Xiu could start training, he saw Zheng Yi running over unhappily.
"I say, Mo Xiu, aren't you too mean? Why did you run away after attending the self-study session? I've been looking everywhere for you but I couldn't find you."
Mo Xiu awkwardly said, "I went to the library to look up some information and forgot to tell you."
Zheng Yi put his hands on his waist and said, "It's alright. I'm a magnanimous person. I forgive you…"
"Bang!!!"
Before Zheng Yi could finish, there was a loud bang from the ceiling.
There was a huge hole in the alloy ceiling of the training grounds. Then, a three-meter-tall shadow fell from the sky along with the dust.
As the dust settled, everyone present exclaimed.
"Heavens, is… Is this a ferocious beast?"
This was indeed a ferocious beast, a huge creature similar to an eagle. It stood at the center of the training grounds, giving off an invisible pressure.
Mo Xiu frowned and said, "This is a Demonic Eagle. It has two forms and hasn't entered combat mode. Run!"
Mo Xiu's voice grew louder and louder. When he said the word 'run' at the end, he practically roared.
Upon hearing Mo Xiu's warning, everyone reacted and immediately ran towards the door.
Mo Xiu had seen this species in a book before. Its name was the Demonic Eagle. It had a violent nature and its skill was transformation.
Demonic Eagles had two forms. The first form was its flight form, where its attack power was slightly lower.
The other was the form after transformation. Its wings would be retracted back into its body and replaced by two strong front limbs. After transformation, the Demonic Eagle's strength would increase and it would become bloodthirsty.
Even with Mo Xiu's reminder, everyone still took too long to react. At this moment, the Demonic Eagle's black wings were gone and were replaced by a pair of blood-red forelimbs.
The Demonic Eagle took a step forward and was as fast as lightning. In an instant, it arrived at the door and blocked everyone's path.
Everyone panicked and looked at Mo Xiu. However, they didn't expect Mo Xiu to defeat the Demonic Eagle. They simply looked at Mo Xiu as he had just recognized it.
Mo Xiu lowered his head slightly and threw his jacket to the ground.
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STEAM Conference
Poster Session Descriptions and Presenters Info
Science
Andy Poster Description
Virginia Guhin
Poster Description:
Elkhorn Slough description coming
Bio:
Virginia Guhin is the Education Coordinator at the Elkhorn Slough Reserve and an Interpreter II with the Department of Fish and Wildlife. Virginia's work at the Reserve focuses on K-College education curriculum design, developing new teacher professional development workshops, managing an afterschool program, overseeing the annual Reserve Open House and other outreach events, and developing partnerships with other informal education organizations. Virginia is committed to developing exciting and engaging education programs for all students and teachers, which ignite curiosity and inspire caring for the environment.
Virginia has 20 years of coastal and marine science education and outreach experience in the Monterey Bay area, developing and presenting programs that use science as a foundation of the learning experience. Virginia received a Biology degree from the University of California at Santa Cruz and received her teaching credential from San Jose State University. Virginia taught
Biology at Aptos High, worked with the Seymour Marine Discovery Center and developed a Marine Science Program for the Santa Cruz Beach Boardwalk. Additionally, Virginia's work with the National Estuarine Research Reserve System involved developing and facilitating workshops for environmental consultants around pressing conservation issues. Her background in both formal and informal science education and her interest in the social science behind science communication is one of the strengths that enable her to engage diverse audiences around coastal conservation issues.
Deanna Falge and Steve Mandel
Poster Description:
Oceans 360, through its highly immersive virtual reality content, filmed in oceans around the globe and delivered via VR headsets, helps students understand the importance of ocean conservation in three areas:
1. Eliminating plastics from the oceans
2. Overfishing/marine sustainability
3. Effects of global warming on coral reefs
Come to our table in the poster section and look through the VR headsets at our underwater 3D videos!
Bio:
Deanna Falge: Deanna is the founder of Thrive, a teen coaching program and an environmental educator for Wild Child Freeschool. She is an experienced conservation educator; SCUBA diver and surfer and she has a degree in biological psychology.
Steve Mandel: Steve is the Executive Director of Oceans 360. He has an extensive background in wildlife conservation, photography and related sciences. He is the designer of the Oceans 360 UW K1 camera that is used to film underwater high-resolution 3D video images for use in virtual reality headsets. The camera is used by National Geographic, scientific institutions like the Carnegie Institute for Science, and underwater filmmakers.
Andy Kreyche
Poster Description:
Do you want a portable planetarium to visit your school? This poster session will give you all the info to accomplish this.
Bio:
Andy has worked extensively in astronomy education and outreach, first as a volunteer, and then for the past 20 years in the planetarium world. After working at community colleges out of the area (De Anza and Hartnell) Andy started a business with his own portable planetarium to bring the experience to his own community.
Kevin Condon
Poster Description:
Science, Natural history of birds, and how birding can be used to help students develop key practices in science and deepen their connection with the natural world.
Audience:
4, 5, 6, Middle School, High School
Technology
Sukh Singh
Poster Description:
What is computer science in the context of STEAM? How can it be utilized to change student perceptions of math in 3rd-8th grade? Examples of how teachers in PV and Santa Cruz are already utilizing coding to create blended lessons that bring together science and computer science, history and computer science, and of course art and computer science. The session would be interactive for participants and would give them an opportunity to experience what it's like to be a student learning to code today.
Bio:
Sukh Singh has worked with local schools for the last 3 years to teach students how to create artifacts they love through programming. He's had the honor of personally teaching over 2000 students in Santa Cruz County how to code with the Code Naturally App. The app was developed by Sukh and fellow UCSC grad - Alfred Young. It's currently in use at over 20 schools within 50 miles of Santa Cruz and has had a 100% renewal rate at every school over the last 3 years. The curriculum for the app is aligned with common core math standards for 3rd-8th grade and was based on K-12 CS framework released by K12CS.org
Math
UCSC Cal Teach Students
Poster Description:
UCSC Cal Teach Students will present several math games from the MBAMP Website (List).
You can take a few minutes to play a games and get information about other free games downloadable from the MBAMP website.
Sam Hickey
Poster Description:
The topic will be a Logic Puzzle (like KenKen or Sudoku) that I invented and it compares fractions. Here is a link you can go to try some out:
https://drive.google.com/drive/folders/16kKuIX0Ijd528ffxxeic9-2pFSH5HazV?usp=sharing I use them with students to help them make sense of fractions. I think that having students work with comparing fractions in the structure of a puzzle allows them to grow their agency since they know the goal (compare the fractions) and it is their own goal, since the puzzle is pretty fun and students want to complete it. Since they know the goal and it's their own goal, it puts them in control and they can figure out whatever way they want to compare the fractions, they don't have to copy the teacher's method.
Bio:
Sam taught 9th grade math in Los Angeles for 5 years. Now he lives in the Bay Area, where he is creating an after school math program that he teaches at under-resourced schools. He is currently developing a fractions unit that takes a non-traditional approach to teaching fractions to middle and high schoolers who've repeatedly struggled to gain confidence with fractions.
Hannah Stanford and Sumita Jaggar
Poster presentation:
Stand and Talks: Learn about an effective strategy for getting every one of your students talking about any academic subject any day. This strategy can be used to introduce a new topic, consider the most effective strategies or talk about social justice issues. Get your students to SEE IT before you SHOW THEM and SAY IT before you TELL THEM.
Bio:
Hannah Stanford is a teacher in Santa Cruz County at the middle and high school levels. She is excited to share this strategy widely as she has seen huge benefits in her own classrooms.
Sumita Jaggar is a Santa Cruz County Math and Science teachers. She loves problem solving and working collaboratively.
Jordan Johnson and Sumita Jaggar
Poster Description:
MathsJams -- MathsJam is a monthly opportunity for like-minded self-confessed maths enthusiasts to get together in a pub and share stuff they like. Puzzles, games, problems, or just anything they think is cool or interesting.
We meet on the second-to-last Tuesday of every month, from around 7pm in the evening, in locations around the world.
Bio:
Sumita Jaggar and Jordan Johnson are both Santa Cruz County Math and Science teachers. They share a love for problem solving and working collaboratively. | <urn:uuid:92ec67d5-2f34-42bd-ab06-2d623e940f92> | CC-MAIN-2019-30 | http://mbamp.ucsc.edu/files/2415/4942/0950/V1.POSTER_Copy_of_Presenters_Info.pdf | 2019-07-17T15:00:36Z | crawl-data/CC-MAIN-2019-30/segments/1563195525312.3/warc/CC-MAIN-20190717141631-20190717163631-00082.warc.gz | 95,048,425 | 1,509 | eng_Latn | eng_Latn | 0.996216 | eng_Latn | 0.99785 | [
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American Bureaucracy Quiz- Name: ______________________
1) What is the United States official religion? ___________________________________________
2) What part of the Constitution introduces the "Establishment Clause" (Religion)?_____________
3) What nations border the USA? ____________________________________________________
4) Briefly Define "Bureaucracy"?
______________________________________________________________________________
5) Give an example of how a bureaucracy has affected your life in the past 3 months? ___________
______________________________________________________________________________
6) Name 5 Founding Fathers? ________________________ _____________________________ __________________________ ___________________________ ________________________
Which founding fathers wrote the Pledge of Allegiance? ______________________________________
American Bureaucracy Quiz- Name: ______________________
1) What is the United States official religion? ___________________________________________
2) What part of the Constitution introduces the "Establishment Clause" (Religion)?_____________
3) What nations border the USA? ____________________________________________________
4) Briefly Define "Bureaucracy"?
______________________________________________________________________________
5) Give an example of how a bureaucracy has affected your life in the past 3 months? ___________
______________________________________________________________________________
6) Name 5 Founding Fathers? ________________________ _____________________________ __________________________ ___________________________ ________________________
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Explain The Importance Of Literacy And Numeracy Skills For Accessing The Wider Curriculum
Early Literacy Skills Builder
Engaging Children with Print
Improving Adult Literacy Instruction:
Principles of Effective Literacy Instruction, Grades K-5
Culturally Responsive Literacy Instruction
Building Basic Literacy Skills
Best Practices in Early Literacy Instruction
Teaching Students with Significant Disabilities to Read and Write
A Prescription to End Confusion
Guidance for a New Research Paradigm
Poverty and Literacy
Developing Early Literacy
Mosaic of Thought
Literacy in Society
Complex Words
A Complex Systems Theory-Based Conceptualization
Teaching for Literacy in Today's Diverse Classrooms, Loose-Leaf Version
Health Literacy
Its Nature, Origins and Transformations
Improving Adult Literacy Instruction
Building Early Literacy Skills through Quality Read-Alouds
PISA 21st-Century Readers Developing Literacy Skills in a Digital World
Reading to Young Children
Handbook of Family Literacy
The Encyclopaedia Britannica
Media Literacy in the K-12 Classroom
Language, Literacy and Early Childhood Education
Report of the National Early Literacy Panel. Executive Summary. A Scientific Synthesis of Early Literacy Development and Implications for Intervention
The Word on College Reading and Writing
Developing Literacy Skills in a Digital World
It's Complicated
A Guide for the Teacher of Basic Writing
Technically Speaking
Every Child Ready to Read
Theorizing Practices in Households, Communities, and Classrooms
How to Write - and Think - Clearly About Any Subject at All handbook for journalism education and training
Why All Americans Need to Know More About Technology
Returning Individual Research Results to Participants
Big Data in Organizations and the Role of Human Resource Management
Explain The Importance Of Literacy And Numeracy Skills For Accessing The Wider Curriculum
RAY NOBLE
Early Literacy Skills Builder Zero to Three
Bringing together prominent scholars, this book shows how 21stcentury research and theory can inform everyday instructional practices in early childhood classrooms (PreK-3). Coverage includes foundational topics such as alphabet learning, phonological awareness, oral language development, and learning to write, as well as cutting-edge topics such as digital literacy, informational texts, and response to intervention. Every chapter features guiding questions; an overview of ideas and findings on the topic at hand; specific suggestions for improving instruction, assessment, and/or the classroom environment; and an engrossing example of the practices in action. Engaging Children with Print DIANE Publishing
Downloaded from archive.imba.com
by guest
Linguists routinely emphasise the primacy of speech over writing. Yet, most linguists have analysed spoken language, as well as language in general, applying theories and methods that are best suited for written language. Accordingly, there is an extensive 'written language bias' in traditional and present day linguistics and other language sciences. In this book, this point is argued with rich and convincing evidence from virtually all fields of linguistics.
Improving Adult Literacy Instruction: Pearson College Division A practical handbook of basic-writing methods and procedures, offering examples of students' writing difficulties, exploring the causes of those difficulties, and suggesting approaches to their correction.
Principles of Effective Literacy Instruction, Grades K-5 Routledge All parents want their children to read well and to succeed–and experts agree that improving literacy begins at birth. Reading aloud to your child, sharing simple games and wordplay, and
developing letter knowledge start your child off on the right foot for school and life. Now the esteemed Lee Pesky Learning Center has created this easy, accessible reference for parents to help foster better literacy skills in children. Topics are individually tailored for three age ranges–infant, toddler, and preschool–and include • the best read-aloud books to develop sound awareness • the perfect picture books for encouraging letter knowledge • ways to promote verbal language and build vocabulary • the benefits of symbolic play • fun (and educational) games for car trips • helping youngsters "write" at home • great gift ideas for kids • warning signs of a learning disability The fundamentals of reading start at home. Every Child Ready to Read helps parents motivate their children to learn, and to become confident readers who will always enjoy reading.
Culturally Responsive Literacy Instruction Guilford Publications
The Handbook of Family Literacy, 2e, provides the most comprehensive, up-to-date coverage of family literacy of any available book. It documents the need for literacy education for children and parents, describes early literacy and math development within the home, analyses interventions in home and center settings, and examines the issues faced by fathers and women with low literacy skills. Cultural issues are examined especially those for Hispanic, African American, American Indian, Alaskan Native, and migrant populations. Noted experts throughout the United States, Canada, England, the Netherlands, Germany, New Zealand, and South Africa analyze the commonalities and differences of family literacy across cultures and families. Key features include the following. Comprehensive – Provides updated information on the relation between early childhood literacy development, parenting education, and intervention services. Research Focus – Provides an extensive review of experimental studies, including national reviews and meta-analyses on family literacy. Practice Focus – Provides a comprehensive treatment of family literacy interventions necessary for program developers, policy makers, and researchers. Diversity Focus – Provides detailed information on cultural and diversity issues for guiding interventions, policy, and research. International Focus – Provides an international perspective on family literacy services that informs program developers, researchers, and policy makers across countries. Evaluation Focus – Provides detailed guidelines for ensuring program quality and fidelity and a valuable new evaluation perspective based on implementation science. This book is essential reading for anyone – researchers, program developers, students, practitioners, and policy makers – who needs to be knowledgeable about intervention issues, family needs, program developments, and research outcomes in family literacy. Building Basic Literacy Skills IGI Global
The newborn is amazingly equipped to acquire language and literacy--these early years are the foundation upon which later learning is built. Drawing on current research, the authors examine the elements of beginning language and literacy and look at how families, programs, and communities can encourage beginning language and literacy in infants and toddlers.
Best Practices in Early Literacy Instruction Springer Nature "Grounded in the belief that all students can learn to read and write print, this book is a thorough yet practical guide for teaching students with significant disabilities. It explains how to provide comprehensive literacy instruction addressing these students' needs, whether they are emergent readers and writers or students acquiring conventional literacy skills. General and special educators, speech-language pathologists, and other professionals will find concise research synopses and theoretical frameworks, practical lesson formats, guidance on incorporating assessment and using assistive technology, and more"-Teaching Students with Significant Disabilities to Read and Write Paul H Brookes Publishing
Complete course for students in the early years of middle school focusing on complex words
A Prescription to End Confusion Guilford Publications "The average 8-18 year-old spends over 10 hours a day consuming media. Unfortunately their minds are often "shut off" as they watch TV, surf the web, or listen to music. Help your students "tune in" so they can begin to analyze messages and understand techniques used to influence them. By incorporating media literacy into the curriculum you can teach your students to question marketing, recognize propaganda, and understand stereotypes, and you'll also be teaching them valuable critical thinking skills they need for a successful future. Guidance for a New Research Paradigm Routledge Apply the "science" of reading to students with moderate-tosevere developmental disabilities, including autismThe Early Literacy Skills Builder program incorporates systematic instruction to teach both print and phonemic awareness. ELSB is a multi-year program with seven distinct levels and ongoing assessments so students progress at their own pace.Five years of solid research have been completed through the University of North Carolina at Charlotte, proving ELSB to be a highly effective literacy program and more effective than a sight-word only program. ELSB is based upon the principles of systematic and direct instruction. It incorporates scripted lessons, least-prompt strategies, teachable objectives, built-in lesson repetition, and ongoing assessments. The seven ELSB levels contain five structured lessons each. All students begin at Level 1. If a student struggles here, go back and administer Level A. Instruction is one-on-one or in small groups. Teach scripted lessons daily in two 30-minute sessions. On the completion of each level, formal assessments are given. ELSB includes everything you need to implement a multi-year literacy curriculum.
Poverty and Literacy Longman Publishing Group The thought-provoking papers in this volume address some of the key aspects of the controversial debate about literacy in our society from the perspective of a language-based theory of learning.
Developing Early Literacy UNESCO Publishing The importance of science and technology and future of education and research are just some of the subjects discussed here.
Mosaic of Thought National Academies Press The National Assessment of Educational Progress reveals that 37 percent of U.S. fourth graders fail to achieve basic levels of reading achievement. In 1997, the U.S. Congress asked that a review of research be conducted to determine what could be done to improve reading and writing achievement. The resulting "Report of the National Reading Panel: Teaching Children to Read" (NICHD, 2000) has been influential in helping to guide reading-education policy and practice in the United States. However, that report did not examine the implications of instructional practices used with children from birth through age 5. To address this gap in the knowledge base, the National Early Literacy Panel (NELP) was convened. The panel was asked to apply a similar methodological review process to that used by the National Reading Panel (NRP) to issues of instructional practices for young children so that parents and teachers could better support their emerging literacy skills. The NELP report represents a systematic and extensive synthesis of the published research literature concerning children's early literacy skills. It provides educators and policymakers with important information about the early skills that are implicated in later literacy learning, as well as
2
Explain The Importance Of Literacy And Numeracy Skills For Accessing The Wider Curriculum
2022-10-15
information about the type of instruction that can enhance these skills. The results also identify areas in which additional research is needed. The meta-analyses conducted by the panel showed that a wide range of interventions had a positive impact on children's early literacy learning.
Literacy in Society International Society for Technology in educ More than an estimated 90 million adults in the United States lack the literacy skills needed for fully productive and secure lives. The effects of this shortfall are many: Adults with low literacy have lower rates of participation in the labor force and lower earnings when they do have jobs, for example. They are less able to understand and use health information. And they are less likely to read to their children, which may slow their children's own literacy development. At the request of the U.S. Department of Education, the National Research Council convened a committee of experts from many disciplines to synthesize research on literacy and learning in order to improve instruction for those served in adult education in the U.S. The committee's report, Improving Adult Literacy Instruction: Options for Practice and Research, recommends a program of research and innovation to gain a better understanding of adult literacy learners, improve instruction, and create the supports adults need for learning and achievement. Improving Adult Literacy Instruction: Developing Reading and Writing, which is based on the report, presents an overview of what is known about how literacy develops the component skills of reading and writing, and the practices that are effective for developing them. It also describes principles of reading and writing instruction that can guide those who design and administer programs or courses to improve adult literacy skills. Although this is not intended as a "how to" manual for instructors, teachers may also find the information presented here to be helpful as they plan and deliver instruction.
Complex Words Routledge
Surveys the online social habits of American teens and analyzes the role technology and social media plays in their lives, examining common misconceptions about such topics as identity, privacy, danger, and bullying.
A Complex Systems Theory-Based Conceptualization National Academies Press
Written by one of the most dynamic author teams in the field of Reading and Literacy, the fourth edition of All Children Read continues to offer K-8 teachers the best practices for developing reading and writing in all students. The new edition integrates Common Core State Standards, deepens its exploration of Response to Intervention (RTI), looks more deeply at comprehension of informational text, and emphasizes the teaching of English Language Learners. Central to, and woven throughout, this text are the six overriding themes-the struggling reader; family/community literacy; new literacies; writing and reading connections; developmental, cultural, and linguistic diversity; and phonics/phonological awareness.
Teaching for Literacy in Today's Diverse Classrooms, Loose-Leaf Version National Academies Press
Big data are changing the way we work. This book conveys a theoretical understanding of big data and the related interactions on a socio-technological level as well as on the organizational level. Big data challenge the human resource department to take a new role. An organization's new competitive advantage is its employees augmented by big data.
Health Literacy National Academies Press
This volume considers the teaching of writing in computersupported and traditional classrooms. It is divided into three main sections which consider: literary processes - access to a symbolic system; learning and meaning in childhood; and literacy and activity contexts in adulthood.
Its Nature, Origins and Transformations Guilford Publications When is it appropriate to return individual research results to participants? The immense interest in this question has been fostered by the growing movement toward greater transparency and participant engagement in the research enterprise. Yet, the risks of returning individual research resultsâ€"such as results with unknown validityâ€"and the associated burdens on the research enterprise are competing considerations. Returning Individual Research Results to Participants reviews the current evidence on the benefits, harms, and costs of returning individual research results, while also considering the ethical, social, operational, and regulatory aspects of the practice. This report includes 12 recommendations directed to various stakeholdersâ€"investigators, sponsors, research institutions, institutional review boards (IRBs), regulators, and participantsâ€"and are designed to help (1) support decision making regarding the return of results on a study-by-study basis, (2) promote high-quality individual research results, (3) foster participant understanding of individual research results, and (4) revise and harmonize current regulations.
Improving Adult Literacy Instruction Harper Collins What are the principles that every elementary teacher must learn in order to plan and adapt successful literacy instruction? This concise course text and practitioner resource brings together leading experts to explain the guiding ideas that underlie effective instructional practice. Each chapter reviews one or more key principles and highlights ways to apply them flexibly in diverse classrooms and across grade levels and content areas. Chapters cover core instructional topics (phonemic awareness, phonics, fluency, vocabulary, and comprehension); high-quality learning environments; major issues such as assessment, differentiation, explicit instruction, equity, and culturally relevant pedagogy; and the importance of teachers' reflective practice and lifelong learning.
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* Bohr Model Of The Atom Worksheet : click here
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5 th Grade
5.OA.1 Use parentheses, brackets, or braces in numerical expressions, and evaluate expressions with these symbols, e.g.,(6 x 30) + (6 x 1/2).
5.OA.2 Write simple expressions that record calculations with numbers, and interpret numerical expressions without evaluating them.
5.OA.3 Generate two numerical patterns using two given rules. Identify apparent relationships between corresponding terms. Form ordered pairs consisting of corresponding terms from the two patterns, and graph the ordered pairs on a coordinate plane.
5.NBT.7 Add, subtract, multiply, and divide decimals to hundredths, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction and between multiplication and division; relate the strategy to a written method and explain the reasoning used.
5.NBT.1 Recognize that in a multi-digit number, including decimals, a digit in any place represents 10 times as much as it represents in the place to its right and 1/10 of what it represents in the place to its left.
5.NBT.2 Explain patterns in the number of zeros of the product when multiplying a number by powers of 10, and explain patterns in the placement of the decimal point when a decimal is multiplied or divided by a power of 10. Use whole-number exponents to denote powers of 10.
5.NBT.3 Read, write, and compare decimals to thousandths.
5.NBT.4 Use place value understanding to round decimals to any place.
5.NBT.5 Fluently multiply multi-digit whole numbers. (Include two-digit x four-digit numbers and, three-digit x three-digit numbers) using the standard algorithm.
5.NBT.6 Find whole-number quotients of whole numbers with up to four-digit dividends and two-digit divisors, using strategies based on place value, the properties of operations, and/or the relationship between multiplication and division. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models.
5.NF.1 Add and subtract fractions with unlike denominators (including mixed numbers) by replacing given fractions with equivalent fractions in such a way as to produce an equivalent sum or difference of fractions with like denominators.
5.NF.2 Solve word problems involving addition and subtraction of fractions referring to the same whole (the whole can be a set of objects), including cases of unlike denominators, e.g., by using visual fraction models or equations to represent the problem. Use benchmark fractions and number sense of fractions to estimate mentally and assess the reasonableness of answers.
5.NF.3 Interpret a fraction as division of the numerator by the denominator (a/b = a ÷ b). Solve word problems involving division of whole numbers leading to answers in the form of fractions or mixed numbers, e.g., by using visual fraction models or equations to represent the problem.
5.NF.4 Apply and extend previous understandings of multiplication to multiply a fraction or whole number by a fraction.
5.NF.5 Interpret multiplication as scaling or resizing.
5.NF.6 Solve real-world problems involving multiplication of fractions and mixed numbers, e.g., by using visual fraction models or equations to represent the problem.
5.NF.7 Apply and extend previous understandings of division to divide unit fractions by whole numbers and whole numbers by unit fractions.
5.MD.1 Convert among different-sized standard measurement units within a given measurement system (e.g., convert 5 cm to 0.05 m), and use these conversions in solving multi-step, realworld problems.
5.MD.2 Make a line plot (dot plot) to display a data set of measurements in fractions of a unit. Use operations on fractions for this grade to solve problems involving information presented in line plot (dot plot).
5.MD.3 Recognize volume as an attribute of solid figures and understand concepts of volume measurement.
5.MD.4 Measure volumes by counting unit cubes, using cubic cm, cubic in., cubic ft., and nonstandard units.
5.MD.5 Relate volume to the operations of multiplication and addition and solve real-world and mathematical problems involving volume.
5.G.1 Use a pair of perpendicular number lines, called axes, to define a coordinate system, with the intersection of the lines (the origin) arranged to coincide with the zero on each line and a given point in the plane located by using an ordered pair of numbers, called its coordinates. Understand that the first number indicates how far to travel from the origin in the direction of one axis, and the second number indicates how far to travel in the direction of the second axis, with the convention that the names of the two axes and the coordinates correspond (e.g., x-axis and x-coordinate, y-axis and y-coordinate).
5.G.2 Represent real-world and mathematical problems by graphing points in the first quadrant of the coordinate plane, and interpret coordinate values of points in the context of the situation.
5.G.3 Understand that attributes belonging to a category of two-dimensional figures also belong to all subcategories of that category.
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Dual Credit -Internet
Course Syllabus
COURSE: 2019SP-HITT-1305-009
SEMESTER: Spring 2019
CLASS TIMES: INTERNET
INSTRUCTOR: BRENDA JORDAN,
MSN, RN, CLNC
OFFICE: ALLIED HEALTH BUILDING
OFFICE HOURS: BY APPOINTMENT
OFFICE PHONE: 806-716-2389
E-MAIL: email@example.com
"South Plains College improves each student's life."
GENERAL COURSE INFORMATION
COURSE DESCRIPTION
This course is a study of word origin and structure through the introduction of prefixes, suffixes, root words, plurals, abbreviations and symbols, surgical procedures, medical specialties and diagnostic procedures. All course work and exams are conducted online. Extensive use of the Internet is used to send and receive information.
STUDENT LEARNING OUTCOMES
Course Objectives: To prepare the student to read and understand medical literature and communicate with other medical professionals. Upon successful completion of this course with at least 75% proficiency, the student will be able to:
* Identify the roles of prefixes, root words, and suffixes in forming medical terms.
* Analyze unfamiliar medical terms using your knowledge of word parts.
* Describe the steps in locating a term in a medical dictionary.
* Define commonly used prefixes, word roots (combining forms) and suffixes.
* Pronounce medical terms correctly using the "sounds like" system.
* State why caution is important when using abbreviation.
* Define anatomy and physiology; and use anatomic reference systems to identify the anatomic position, body planes, directions, and cavities.
* Recognize, define, spell, and pronounce the terms related to the abdominal cavity and peritoneum.
* Recognize, define, spell, and pronounce the terms related to the structure, function, pathology, and procedures of cells, tissues, and glands.
* Define the terms associated with genetics including mutation, genetic engineering, and genetic counseling.
* Differentiate between genetic and congenital disorders, and identify examples.
* Identify the body systems in terms of their major structures, functions, and related word parts.
* Recognize, define, spell, and pronounce the terms related to types of diseases and the modes of disease transmission.
* Identify and describe the major functions and structures of the skeletal system.
* Describe three types of joints.
* Differentiate between the axial and appendicular skeletons.
* Identify the medical specialists who treat disorders of the skeletal systems.
* Recognize, define, spell, and pronounce the terms related to the pathology, diagnostic, and treatment procedures of the skeletal system.
* Describe the functions and structures of the muscular system including muscle fibers, fascia, tendons and the three types of muscles.
* Recognize, define, spell, and pronounce the terms related to the muscle movement and how muscles are named.
* Recognize, define, spell, and pronounce the terms related to the pathology, diagnostic, and treatment procedures of the muscular system.
* Describe the hearts in terms of chambers, valves, blood flow, heartbeat, blood supply, and heart sounds.
* Differentiate among the three different types of blood vessels and describe the major functions of each.
* Identify the major components of blood and the major functions of each.
* State the difference between pulmonary and systemic circulation.
* Recognize, define, spell, and pronounce the terms related to the pathology, diagnostic, and treatment procedures of the cardiovascular system.
* Describe the major functions and structures of the lymphatic and immune systems.
* Recognize, define, spell, and pronounce the terms related to the pathology, diagnostic and treatment procedures of the immune systems.
* Recognize, define, spell, and pronounce terms related to oncology.
* Identify and describe the major structures and functions of the respiratory system.
* Recognize, define, spell, and pronounce terms related to the pathology, diagnostic, and treatment procedures of the respiratory systems.
* Identify and describe the major structures and functions of the digestive system.
* Describe the process of digestion, absorption, and metabolism.
* Recognize, define, spell, and pronounce terms related to the pathology, diagnostic, and treatment procedures of the digestive system.
* Describe the major functions of the urinary system.
* Name and describe the structures of the urinary system.
* Recognize, define, spell, and pronounce terms related to the pathology, diagnostic, and treatment procedures of the urinary system.
* Describe the functions and structures of the nervous system.
* Identify the major divisions of the nervous system and describe the structures of each by location and function.
* Identify the medical specialist who treat disorders of the nervous system.
* Recognize, define, spell, and pronounce terms related to the pathology, diagnostic, and treatment procedures of the nervous system.
SCANS competencies obtained with successful completion of this course:
1. Construct medical terms from, medical word elements. (F11, F12)
2. Define a medical term by dividing it into its elements, identifying and defining each part. (F12)
3. Convert lay terminology to medical terminology. (C5-C7, F5 - F13)
4. Identify the key anatomical structures within each body system. (F10, F11)
5. The student will communicate effectively and comprehend medical terminology. (F1, F2, F3, F5, F8, C1, C3, C5, C6)
6. Use medical references as resource tools. Recognize incorrect spelling and usage of medical terms. (C5, C6, F1, F5 - F14)
7. Answer questions over content of medical reports such as operative reports, histories, physicals, radiology reports, discharge summaries, or reports. (F1, F2, F5, F8, C1, C3, C5, C6)
8. Develop an appreciation of this language and use it comfortably in reading and comprehending medical documents. (F1, F5, F7, F8, F13 C6, C7)
9. The student will identify, pronounce; spell medical terms; define and use related to each body system. Terms in context; build and analyze medical terms; and (C1, C3, C5, C6, C7, F1 – F17)
Complete list of SCANS Skills:
C1 Allocates Time
C2 Allocates Money
C3 Allocates Material and Facility Resources
C4 Allocates Human Resources
C5 Acquires and Evaluates Information
C6 Organizes and Maintains Information
C7 Interprets and Communicates Information
C8 Uses Computers to Process Information
C9 Participates as a Member of a Team
C10 Teaches Others
C11 Serves Clients/Customers
C12 Exercises Leadership
C13 Negotiates to Arrive at a Decision
C14 Works with Cultural Diversity
C15 Understands Systems
C16 Monitors and Corrects Performance
C17 Improves and Designs Systems
C18 Selects Technology
C19 Applies Technology to Task
C20 Maintains and Troubleshoots Technology
F1 Reading
F2 Writing
F3 Arithmetic
F4 Mathematics
F5 Listening
F6 Speaking
F7 Creative Thinking
F8 Decision Making
F9 Problem Solving
F10 Seeing Things in the Mind's Eye
F11 Knowing How to Learn
F12 Reasoning
F13 Responsibility
F14 Self-Esteem
F15 Social
F16 Self-Management
F17 Integrity/Honesty
ACADEMIC INTEGRITY
It is the aim of the faculty of South Plains College to foster a spirit of complete honesty and a high standard of integrity. The attempt of any student to present as his or her own any work which he or she has not honestly performed is regarded by the faculty and administration as a most serious offense and renders the offender liable to serious consequences, possibly suspension.
LOGGING INTO COURSE: Under no circumstances are you allowed to give your User ID and/or password to anyone. If someone, besides you, is logging into this course, I will drop you immediately with an 'F', regardless of the reason. If you are taking this course along with a roommate, spouse, or significant other, you need to let me know immediately. Failure to do so could result in your being dropped from this course with an 'F.
Cheating - Dishonesty of any kind on examinations or on written assignments, illegal possession of examinations, the use of unauthorized notes during an examination, obtaining information during an examination from the textbook or from the examination paper of another student, assisting others to cheat, alteration of grade records, illegal entry or unauthorized presence in the office are examples of cheating. Complete honesty is required of the student in the presentation of any and all phases of coursework. This applies to quizzes of whatever length, as well as final examinations, to daily reports and to term papers.
Plagiarism - Offering the work of another as one's own, without proper acknowledgment, is plagiarism; therefore, any student who fails to give credit for quotations or essentially identical expression of material taken from books, encyclopedias, magazines and other reference works, or from themes, reports or other writings of a fellow student, is guilty of plagiarism.
ATTENDANCE POLICY
Even though this is an online class, students still have to access the course on a regular basis. The Blackboard software used to manage this online course tracks student logins, tracking when and where the student has been in the course and number of messages sent and opened. Accessing this course on a regular basis is extremely important in order to meet the objectives of this course. You will feel more at ease with the materials if you stay in touch with what is going on. If you fail to log into the course on a regular basis, I will drop you from the course. I will alert you to this problem as necessary. The minimum requirements to be successful in this course are at least three (3) days per week. THIS IS A MINIMUM.
A STUDENT IS RESPONSIBLE FOR INITIATING THEIR OWN WITHDRAWAL, if that becomes necessary. If a student is administratively withdrawn from the class, the grade appearing on the transcript will be, at my discretion, an 'X' or 'F'. Administrative withdrawal may occur if the student has not logged into the course over a four (4) day period, consistently fails to meet deadlines, or if the student fails to log into the course three (3)(4) times a week. I also reserve the right to determine excessive absences based on your progress throughout the course.
TEXT AND MATERIALS Access code will be needed for first day of class.
Mastering Healthcare Terminology, 6th Edition
Author: Betsy Shiland
The ISBN for the 6th edition textbook is: 9780323495776
ASSIGNMENT POLICY
Assigned course content, chapters in the textbook, and/or Internet readings are to be read prior to completing assignments. Assignments will be given throughout the semester and will be discussed using various communication tools. You will have better success if you will complete the review assignments in each chapter of your textbook, along with the extra materials provided, such as power point slides, study handouts, activities and media included on the Evolve website.
No late work will be accepted. Late work will be given a zero.
ALL INFORMATION FOR THIS CLASS IS PROVIDED ON BLACKBOARD.
EVALUATION METHODS
The student upon successful completion of this course will be able to read and understand medical literature and communicate with other medical professionals with at least 75% proficiency.
COMMUNICATION POLICY
Electronic communication between instructor and students in this course will utilize the South Plains College "My SPC" and email systems. Instructor will not initiate communication using private email accounts. Students are encouraged to check SPC email on a regular basis.
STUDENT CONDUCT
Students in this class are expected to abide by the standards of student conduct as defined in the SPC Student Guide pages.
GRADING POLICY - Grades in this course will be determined using the following criteria:
SPECIAL REQUIREMENTS
Students are not required to purchase their own computer, but must have access to one that meets these specifications. There are computer labs available for student use on our Levelland, and Reese Center campuses.
To be able to participate in this online course, a student needs to have the following:
- Typing skills
- Basic word processing skills
- Know basic functionality of a computer and how to do basic troubleshooting
- Know how to connect to the Internet
- Know basics of how the Internet works and how to search and conduct research using the Internet
- Know how to compose, reply, and forward e-mail messages
- Know how to attach and open documents in an e-mail message
- Have basic file management skills
- Know how to save and delete documents
C LA S S S C H E D U LE P LA NN E R Spring 2019
ACCOMMODATIONS
DIVERSITY STATEMENT
In this class, the teacher will establish and support an environment that values and nurtures individual and group differences and encourages engagement and interaction. Understanding and respecting multiple experiences and perspectives will serve to challenge and stimulate all of us to learn about others, about the larger world and about ourselves. By promoting diversity and intellectual exchange, we will not only mirror society as it is, but also model society as it should and can be.
DISABILITIES STATEMENT
Students with disabilities, including but not limited to physical, psychiatric, or learning disabilities, who wish to request accommodations in this class should notify the Disability Services Office early in the semester so that the appropriate arrangements may be made. In accordance with federal law, a student requesting accommodations must provide acceptable documentation of his/her disability to the Disability Services Office. For more information, call or visit the Disability Services Office at Levelland (Student Health & Wellness Office) 806-716-2577, Reese Center (Building 8) 806-716-4675, or Plainview Center (Main Office) 806716-4302 or 806-296-9611.
CAMPUS CARRY
Campus Concealed Carry - Texas Senate Bill - 11 (Government Code 411.2031, et al.) authorizes the carrying of a concealed handgun in South Plains College buildings only by persons who have been issued and are in possession of a Texas License to Carry a Handgun. Qualified law enforcement officers or those who are otherwise authorized to carry a concealed handgun in the State of Texas are also permitted to do so. Pursuant to Penal Code (PC) 46.035 and South Plains College policy, license holders may not carry a concealed handgun in restricted locations. For a list of locations, please refer to the SPC policy at: (http://www.southplainscollege.edu/human_resources/policy_procedure/hhc.php) Pursuant to PC 46.035, the open carrying of handguns is prohibited on all South Plains College campuses. Report violations to the College Police Department at 806-716-2396 or 9-1-1.
Syllabus statement
I have read and understand my responsibilities as a student in this class and understand that I am required to have an access code with book to make adequate progress in this class. The book and access code are required on the first day of class, before any assignments/quizzes/exams can be completed. Please copy and paste this statement and send via Blackboard to the Discussion Board with your name in the subject line.
Due no later January 25, 2019.
Hope you have a great semester!
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University of Nebraska - Lincoln
DigitalCommons@University of Nebraska - Lincoln
Mammalogy Papers: University of Nebraska State Museum
Museum, University of Nebraska State
February 2005
Nebraska's Endangered Species, Part 6: Threatened and Endangered Mammals
Patricia W. Freeman University of Nebraska-Lincoln, firstname.lastname@example.org
Follow this and additional works at: http://digitalcommons.unl.edu/museummammalogy
Part of the
Zoology Commons
Freeman, Patricia W., "Nebraska's Endangered Species, Part 6: Threatened and Endangered Mammals" (2005). Mammalogy Papers: University of Nebraska State Museum. 29.
http://digitalcommons.unl.edu/museummammalogy/29
This Article is brought to you for free and open access by the Museum, University of Nebraska State at DigitalCommons@University of Nebraska Lincoln. It has been accepted for inclusion in Mammalogy Papers: University of Nebraska State Museum by an authorized administrator of DigitalCommons@University of Nebraska - Lincoln.
Nebraska's Endangered Species Part 6: Threatened and Endangered Mammals
Patricia W. Freeman, Professor and Curator
School of Natural Resources and University of Nebraska State Museum
Few mammals in Nebraska today are threatened, endangered, or extinct from a continental perspective. Several historically, widely distributed species such as otter, mountain lion, wolf, bear, bison, pronghorn, elk, and bighorn were hunted for pelts, meat, or predator abatement during pioneer times. All of these larger mammals were hunted to the point that they were extirpated from the state. However, because of their wide distribution, several have been reintroduced or have dispersed naturally back into Nebraska, and their small populations are healthy. Mountain lion and wolf are moving into Nebraska from the west and north, respectively, but there are no bear yet. Nebraska still has good habitat to support these new populations.
mammals spreading further north.
An interesting aspect of Nebraska is its unique geography. Mammals, other animals, and plants reflect this uniqueness. Few places in America can boast of being the center where many edges of distributions come together. Imagine Nebraska as the center of a pond. Pebbles tossed in from opposite shores cause ripples coming from all sides to converge in the center. The ripples are edges of animal and plant distributions that come together from north, south, east, and west. This mixture at the center has a delicate balance, and Nebraska sits right at the center.
For the 85 or so mammal species that occur in Nebraska, two-thirds reach their distributional limits in the state. Mammals that have their centers of distribution in the deciduous forests of the eastern U.S. reach the western edge of their geographic limits at the eastern edge of the state where there is good deciduous forest along the Missouri River. The same goes for the Pine Ridge and Wildcat Hills in the west. There, the eastern edges of primarily western mammals occur. This edge, or ripple effect, also occurs for northern mammals dipping south into the state and southern
The Niobrara River is a natural ribbon of water crossing Nebraska from west to east. The uniqueness of this river and its valley cannot be overstated. It allows a healthy remnant population of Bailey's woodrat (Neotoma floridana baileyi), a packrat separated by the last glacial retreat, to exist hundreds of miles away from its southern population along the Nebraska/Kansas line. The valley's north bank is warmed by the winter sun, and the south bank is shaded and cool enough for remnants of northern plants to be well-separated from their northern populations. Eastern bats extend into western Nebraska along this natural corridor in the Great Plains where eastern deciduous forest touches and mingles with ponderosa pines and other Rocky Mountain plants. Western bats also extend east. The river is a place of biogeographical discoveries and surprises. It is the only major river in the Great Plains that has no
Mountain lion. American Society of Mammalogists, Mammal Images Library. Photo by G. H. Barrett.
great dam interrupting its flow from the foothills of the Rockies to the Missouri or Mississippi Rivers.
Many mammals have their main centers of abundance east of the state. A distinct but small ripple from that center is the distribution of squirrels that inhabit old growth deciduous forest along the Missouri River. Southern flying squirrels, eastern chipmunks (Tamias striatus), and Carolina gray squirrels (Sciurus carolinensis) rely on these kinds of forests. Now that these forests are no longer extensively harvested for wood, they can mature again if left intact. With that growth, flying squirrels and chipmunks should become more common. These two species are rare and are considered threatened or endangered within Nebraska. However, they are common in states to the east with appropriate habitat. Similarly, the rare pine vole (Microtus pinetorum) and the eastern pipistrelle bat (Pipistrellus subflavus) also inhabit these woods, but only the little pipistrelle strays to similar habitat a little farther to the west.
The classic, now-rare habitat in eastern Nebraska is the tall grass prairie. Small, eastern populations of mammals that appear to be found only in these eastern grasslands include the eastern plains harvest mouse (Reithrodontomys montanus griseus) and the eastern plains pocket mouse (Perognathus flavescens perniger), and these are disappearing. Unique, tall grass prairie fragments hold part of the state's heritage of genetic diversity that cannot be replaced. The records of occurrence of these animals have become fewer and fewer since the late 1980s.
Many western mammals reach the eastern edges of their distributions in the ponderosa pine forest of the Pine Ridge and Wildcat Hills. These outcrops are islands of western forest surrounded by a sea of short grass prairie. Different communities of mammals, especially bats, occur in these islands. Three species of insect-eating bats are rare and considered threatened in Nebraska, and two of those species have breeding colonies in the Pine Ridge.
The Sand Hills have a variety of habitats where mice that like moist, grassy areas (such as grass-eating voles) can live side-by-side with kangaroo rats and pocket mice that like dry, sandy areas.
Black-footed ferret
Native black-footed ferrets (Mustela nigripes) are extinct — extirpated with the ever-decreasing numbers of their prey animal, the black-tailed prairie dog (Cynomys ludovicianus). This ferret is long and low to the ground, which makes it ideal for hunting in burrows. Ferrets are secretive and feed at night almost exclusively on prairie dogs. This grassland animal was declared extinct in the wild in 1987. The last few remaining ferrets were brought into zoos and bred in captivity. Three small colonies have been reintroduced in Montana, South Dakota, and Wyoming. The future of these three groups is not assured because the decrease in its genetic variability makes them more
Black-footed ferret. NEBRASKAland Magazine/Nebraska Game and Parks Commission photo.
susceptible to a changing environment. They are particularly susceptible to canine distemper disease.
Black-tailed prairie dog
Although a controversial rodent, prairie dogs have decreased to about two percent of their former continental range. Prairie dog populations in Nebraska are too small to support a black-footed ferret population. These diurnal ground squirrels eat grass and can have large colonies. They are the most social of the squirrels and construct deep and complex burrow systems. Their abandoned burrows are home to many other animals, including rabbits, burrowing owls, and snakes. In an open environment without trees, the ability to hide underground affords protection from predation and weather. But those very burrows that are so beneficial for prairie diversity make living alongside prairie dogs problematic. Some maintain that holes caused by burrows are traps for cows and horses. Prairie dogs eat grass, which may or may not put them in competition with cattle. The continental decrease in the range of prairie dogs resulting from a lack of any regulation of their destruction has caused the federal government to consider their status as potentially threatened. The intent is to encourage each state to develop its own management plan. The notion that there could be protection for what many consider a pest is a hot political topic, and so prairie dogs do not yet have special status, either federally or in Nebraska. However, many states have granted prairie dogs special status. Ironically, in the years it took to consider their status, a great many animals were destroyed, further decreasing the continental population.
Southern flying squirrel
Southern flying squirrels (Glaucomys volans) do not have true flight but can only glide. They have a loose flap of skin from the length of their foreleg to the length of their hind leg. When their legs stretch out, so do the flaps of skin, and, instead of dropping straight down out of a tree, they are able to land on the ground at about a 45° angle. This nocturnal squirrel is a woodland creature that likes tree holes. They will forage for a wide variety of foods, both in trees and on the ground, including nuts, seeds, fruits, buds, flowers, lichen, fungi, sap, insects, invertebrates, bird eggs, nestlings, and other mice. In the fall they will hoard acorns. Unlike other squirrels, six to eight animals or more (the record is 50) will group together in winter, presumably for warmth, in a single nest. Flying squirrels will also inhabit nest boxes, but they especially like the more insulated holes in big trees.
Southern flying squirrel. NEBRASKAland Magazine/ Nebraska Game and Parks Commission photo.
Eastern plains pocket mouse
The plains pocket mouse is about the same size as the harvest mouse and also eats seeds and insects that are usually on the ground instead of at the top of grass stalks. Pocket mice are relatives of kangaroo rats and gophers. All three have fur-lined cheek pouches into which they stuff seeds and other food before running back to their burrows to cache them. Pocket mice are usually found in the more western, sandier soils in open spaces, but they do range east into the tall grass prairie in Nebraska. This eastern population is now threatened.
Eastern plains harvest mouse
The harvest mouse is tiny, weighing only 6-13 grams, or the weight of 1-3 nickels. It prefers open, grassy areas and climbs grass stalks to eat the seed heads. Harvest mice also eat flower heads of weeds and grasses and the occasional grasshopper. It is not a common mouse but can be found in many grassland habitats. The eastern population that inhabited tall grass prairie is now threatened.
Long-legged myotis
Long-legged myotis (Myotis volans) is a small bat (5-10 g) found on the pine-covered buttes of the Pine Ridge. Long-legged myotis breed in the Pine Ridge, and only one pup is born annually. Nursery colonies have been found in tree cavities, under loose bark, in buildings, and in rock crevices. Hibernacula (overwintering roosts) are in caves and mines.
Fringe-tailed myotis
Fringed myotis (Myotis thysanodes pahasapesis) are western bats that can be found in ponderosa pine forests of the Pine Ridge and in the Wildcat Hills. Favored hibernation sites and maternity sites include caves, mines, and buildings where females give birth to one pup. These bats typically inhabit montane and upland forests, but they also occur in other habitats, including desert lowlands. At dusk they are often seen foraging for insects over ponds and the open water of rivers. The fringed myotis weighs 6-12 g and has a wingspan of 11 inches. A female fringed myotis is known to have lived for 11 years. Their common name refers to a short fringe of straw-colored hairs that extend beyond the tail membrane.
Townsend's big-eared bat
Townsend's big-eared bats (Corynorhinus townsendi) are a little heavier (weight of two nickels) and prefer caves and mine shafts to any other roost. Caves and mines are used both as shelters and maternity roosts during the warmer months and as hibernacula during the colder ones. Long-range migration is not known for big-eared bats, and they make only short seasonal movements from their summer homes to winter hibernacula. Mating in Townsend's big-eared bats begins in autumn prior to hibernation, which is typical of Nebraska's hibernating bats. Sperm are stored in the female's reproductive tract and remain alive throughout winter dormancy. When females emerge from hibernation, eggs are shed, fertilization takes place, and embryos develop without interruption. A single pup is born in June or July. The known record for longevity is 16.5 years.
Swift fox
The swift fox (Vulpes velox) is a small carnivore that inhabited short, mid, and tall grass prairie. It is now rare in western Nebraska and is considered threatened in the state. From a continental perspective, swift fox are not particularly common west and north of Nebraska either. Swift fox have big ears and are the smallest native canids of the Great Plains. They create complex subterranean dens with many entrances (escape routes?) that are actually the remodeled burrow systems of other mammals. They eat all kinds of small mammals, birds, and lizards as well as a few plants and insects. The swift fox is a curious animal that is not afraid of traps and baits, which may have contributed to its decline.
Some mammals that were scarce 200 years ago now regularly traverse west along the wooded habitats of the Niobrara, Platte, and Republican Rivers. One southern species, the nine-banded armadillo (Dasypus novemcinctus), was originally South American about two million years ago, but it has finally made it to Nebraska. It is probably not breeding here yet because all we find are males and not females. Black-tailed (Lepus californicus) and white-tailed jackrabbits (Lepus townsendi) used to be widespread and very common. Today very few are seen. The same is true for longtailed weasels (Mustela frenata). They have gone from being wide-spread and common both in Nebraska and across the U.S. to rarely seen. Additional rare mammals from the west are Richardson's ground squirrel (Spermophilus elegans), northern pocket gopher (Thomomys talpoides chyennensis), silky pocket mouse (Perognathus flavus), bushy-tailed woodrat (Neotoma cinerea), and mountain lion (Puma concolor).
Nine-banded armadillo. NEBRASKAland Magazine/ Nebraska Game and Parks Commission photo.
Merriam's shrew (Sorex merriami) just creeps into the state at the northwest corner. For years it was known to occur in the state from only one specimen. The Museum now has nine thanks to collaboration with a colleague at Chadron State College. This small beast (weight of one nickel) is probably common west and northwest of Nebraska in sagebrush prairie, but it is difficult to catch for surveys. Rare mammals coming from the south are the hispid cotton rat (Sigmodon hispidus) and the osage woodrat (Neotoma floridana osagensis) and from the south and east is the spotted skunk (Spilogale putorius). A rare mammal from the north is the olive-backed pocket mouse (Perognathus fasciatus). Twenty-three of the species of mammals in the state have had significant shifts in their distributions just in the last 40 years. Nebraska is a sampler box of habitats, all of which allow different kinds of species to live inside the borders of the state. Nebraska mammals represent a rich and unique heritage but also a fragile one.
Farewell Editorial
It is with the deepest regret that I announce that this, our 120 th issue, is the final issue of Museum Notes. Museum Notes began 49 years ago in October 1956. We had a good, but all too brief, journey with Museum Notes. The series has provided a broad array of marvelous topics that have been timely, well-written, occasionally provocative, and, above all, informative. Museum Notes is like an old friend, and I am genuinely saddened to see it go at such a "young" age.
I have had the pleasure of being its editor since April 1983, an amazingly brief 22 years ago! During that time I have thoroughly enjoyed working with dozens of authors who all had a fascinating story to tell about natural history, anthropology, or the Museum's history and people. During all those years, I have been assisted by Gail Littrell, our Secretary in the Research Collections, and for the past few years by Angie Fox, our incomparable Scientific Illustrator. The Friends of the Museum are also gratefully acknowledged because, since 1989, they have paid for the publication and distribution of Museum Notes.
Why is Museum Notes being discontinued? In 2003, the Museum suffered a tragic and severe cut to its personnel and programs that was mandated by the University. After years of dedicated service, some curators and support staff lost their positions. The curators were reassigned from the Museum to academic departments where their responsibilities to the Museum were diminished. So, with a reduction in staff, there is a concomitant scaling back in programs because we simply do not have the people or the time to do all that we used to do.
As for Museum Notes, perhaps Dana Gioia (Chair of the National Endowment for the Arts) said it best: "Print culture affords irreplaceable forms of focused attention and contemplation that make complex communication and insights possible. To lose such intellectual capability and the many sorts of human continuity it allows, would constitute a vast cultural impoverishment." Ending on a brighter note, we can also say that a day is not wasted if a memory is made. And Museum Notes has given us lots of memories.
Brett C. Ratcliffe Editor, Museum Notes Curator, Division of Entomology
Publication of Museum Notes is made possible by funding from the Friends of the University of Nebraska State Museum. For additional information on the Friends and their programs, write to Friends, 307 Morrill Hall, University of Nebraska, P.O. Box 80338, Lincoln, NE 68588-0338. | <urn:uuid:2a67e5ca-b4af-47c9-a421-a1d1cf3a2896> | CC-MAIN-2019-30 | https://digitalcommons.unl.edu/cgi/viewcontent.cgi?article=1028&context=museummammalogy | 2019-07-17T14:26:23Z | crawl-data/CC-MAIN-2019-30/segments/1563195525312.3/warc/CC-MAIN-20190717141631-20190717163631-00088.warc.gz | 378,609,405 | 4,020 | eng_Latn | eng_Latn | 0.944249 | eng_Latn | 0.997433 | [
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A.P Studio Art
Summer Assignment:
Mark-making Still Life
Create an interesting still life from objects at home, and put a single light source on it. The stronger the contrast of light the better!
Using this ball point pen, draw your still life as you see it utilizing a type of mark-making to add value to your piece. Your challenge is to use the pen completely and bring it back on the due date completely empty.
Make sure to fill the page, considering your background. Treat the background almost as important as the still life itself!
Your project (and pen!) is due Wednesday, September 4th
Size: 12''x16''
Etchings by Giorgio Morandi , utilizing hatching to create his still lives. Google his work to see more examples to inform your piece
Albrecht Durer.
notice how the lines curve and move as the folds of the pillows do. | <urn:uuid:0453a80e-29f1-40ae-b3e1-aa2d284b08ef> | CC-MAIN-2019-30 | http://braintreeschools.org/DocumentCenter/View/1106/AP-Studio-Art--PDF | 2019-07-17T14:43:02Z | crawl-data/CC-MAIN-2019-30/segments/1563195525312.3/warc/CC-MAIN-20190717141631-20190717163631-00105.warc.gz | 26,580,032 | 194 | eng_Latn | eng_Latn | 0.996397 | eng_Latn | 0.997431 | [
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MONERIS:
Tracking
down
the
nutrients
How do nutrients get into the surface waters and what are the significant factors involved? What can be done to improve the quality of the water even more?
The MONERIS model (Modelling Nutrient Emissions in River Systems) was developed at the Leibniz-Institute of Freshwater Ecology and Inland Fisheries (IGB) in order to be able to quantify nutrient emissions from point sources and diffuse sources within river catchment areas or basins. It distinguishes between the following emission pathways: atmospheric deposition, erosion, surface run-off, tile drainages, groundwater, urban systems and point sources. The model takes various regional characteristics into account, such as the available water resources, properties of the soil, slopes, geology, population, sewerage systems and a list of wastewater treatment plants from numerous digital maps. Statistical information, which was processed via a geographic information system (GIS), was also taken into consideration.
Testing, working with and developing MONERIS
MONERIS is a scientific tool which is freely available (open software under a GNU General Public Licence). The MONERIS software can be downloaded from the following website: www.moneris.igb-berlin.de
The modular structure within MONERIS enables individual components of the model to be further developed, adapted to new issues and passed on to third parties.
It is possible to store different versions of input data in the database in parallel, in order to test the sensitivity to the model's results or to be able to carry out calculations for scenarios.
For more detailed information on the model and the source code, please feel free to contact the IGB. They will set up access to the development section for you.
Imprint
Last updated:
Published and edited by:
January 2014
Leibniz-Institut für Gewässer ökologie und Binnenfischerei (Leibniz-Institute of Freshwater Ecology and Inland Fisheries) Müggelseedamm 310 12587 Berlin, Germany www.igb-berlin.de
Project Management:
Projektträgerschaft Ressourcen und Nachhaltigkeit (Project Management Resources and Sustainability) Projektträger Jülich (Project Management Jülich)
Design:
www.familie-redlich.de
Contact:
Dr Markus Venohr firstname.lastname@example.org
Further information at: www.moneris.igb-berlin.de
City, country, river:
Modelling and managing nutrient flows in lakes and rivers
Nutrients in lakes and rivers – the dosage makes all the difference
The uses to which the countryside is put frequently results in higher nutrient emissions (nitrogen and phosphorus) into rivers and lakes. This usually leads to excess growth of algae and other aquatic plants.
of drinking water. In order to maintain or improve the quality of our inland and coastal waters, and to safeguard important functions, the reduction of nutrient emissions and concentrations is imperative.
When these plants die, decomposition processes can cause lower oxygen levels in the water, which in turn can produce hostile conditions for the aquatic fauna. In lakes and rivers which are rich in nutrients, it can even result in massive growth of cyanobacteria. These release toxic compounds which may temporarily restrict the use of these water bodies for swimming or as a source
Where do the nutrients come from?
Nitrogen frequently results from excessive use of fertilisers in agriculture, along with deposition from the atmosphere. Important sources for phosphorous emissions are urban areas, specifically the discharge from wastewater treatment plants, industry, and the sewerage system. The natural geographic features of the catchment areas also affect both the quantity and the spatial and temporal distribution of nutrient emissions, as well as their effect on the water quality.
The MONERIS
Structure
Scenario
Manager
Political
Guidelines
Global
Change
Cost-Effectiveness
Analysis
Topography
Run-off
Precipitation
Soil Type/-loss
WWTP/
Sewer Systems
Loads and
Concentrations
Atmos.
Deposition
Point
Sources
Urban
Systems
Erosion
Surface
run-off
Ground-
water
Inter-
fl ow
Emissions
into
Surface
Waters
Tile
Drainage
Retention
Land-use/
Land-use-intensities
External framework
Catchment characteristics
Pathways
In-stream process
Harmonising data and methods
Using MONERIS enables researchers to produce a spatially differentiated model of monthly nutrient emissions and loads into a river system, right down to the sub-catchment area level. The results can then be presented as maps, diagrams and tables. MONERIS thus makes it possible to identify nutrient sources and emission pathways, to describe the transport and retention of nutrients in river systems, and to test and evaluate management options for the affected regions.
One challenge the IGB faces with MONERIS is that of harmonising methods, data and results across national boundaries and providing a uniform evaluation of water quality. Doing so aims to further close the gap between the integrated consideration of river systems and solving local problems. | <urn:uuid:ec0adf83-f16c-4769-b2b9-7a07fc492445> | CC-MAIN-2019-30 | http://www.moneris.igb-berlin.de/index.php/moneris-broschuere-und-flyer.html?file=tl_files/data_moneris/data_downloads/Flyer/Moneris_Flyer_EN.pdf | 2019-07-17T15:36:06Z | crawl-data/CC-MAIN-2019-30/segments/1563195525312.3/warc/CC-MAIN-20190717141631-20190717163631-00107.warc.gz | 239,698,948 | 1,064 | eng_Latn | eng_Latn | 0.969741 | eng_Latn | 0.979241 | [
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Dear Parents/ Carers,
Welcome back and Happy New Year! Below is some information about our learning this term. Our new topic is Myths and Legends – Are Dragons Real?
We are really looking forward to going on two trips this term, firstly to Exmoor Zoo to support our Science topic; and secondly to Dunster Castle to learn about life in the past. If you have any ideas or can help us with fundraising or listening to children read, please come in and see us. Many thanks,
The Year 1 team.
English
Over the next few weeks we are learning about creating our own stories using the book "The Woods". We will be creating our own journey sticks to help us understand the setting of a wood. After our visit to the Zoo we will be writing our own Animal Fact File, with a focus on writing non-fiction texts.
Please continue to support your child with their spelling by using the website for support. This term we will be preparing for the phonics screening. To prepare your child please continue doing lots of segmenting and blending when helping them read.
PE
The children will continue to have PE with Sporting World on Tuesday afternoons, starting with Gymastics for the first half term. We will also be swimming this term every Wednesday. Other PE will continue with movement, throwing and catching and game skills. Please make sure the children have a complete and named PE kit in school every day.
Humanities
In History we will be learning about life in a castle. For Geography we will be looking at and making simple maps. In RE we will be learning about "What's important to me and other faiths?".
DT and the Arts
We will be making shields for the Knights and Princesses parade, taking place at the Easter Fayre. We will also be making journey sticks to help us learn stories in English.
Science
For the first half of term we will be learning about humans and other animals. We will be exploring similarities and differences and using these to classify animals.
After half term, we will focus on materials and their properties.
Maths
We will continue to develop our counting skills, counting in steps of two and ten. We will also start to explore some simple multiplication and division using tens and twos. Children will also look at the links between their number bonds to ten and bonds to other multiples of ten. We will solve addition and subtraction problems and apply our counting skills to measuring. We continue to do as much of this as possible through problem solving and practical activities. Please continue to support your child's maths at home by doing lots of counting forwards and backwards and practising number bonds.
Homework
Please try to read with your child for a few minutes each day. Children will have a follow-up task in their reading diary each week to support their learning. Please help them complete this. | <urn:uuid:970f8b02-6ba6-42ea-ba59-219c08b6d9b0> | CC-MAIN-2019-30 | https://s3.eu-west-1.amazonaws.com/jotter2.files/4505314?response-content-type=application%2Fpdf&response-content-disposition=attachment%3Bfilename%3Dyear-1-newsletter-spring-2016.pdf&X-Amz-Content-Sha256=UNSIGNED-PAYLOAD&X-Amz-Algorithm=AWS4-HMAC-SHA256&X-Amz-Credential=AKIAIH4MJHC24RK4EHAA%2F20190717%2Feu-west-1%2Fs3%2Faws4_request&X-Amz-Date=20190717T142355Z&X-Amz-SignedHeaders=host&X-Amz-Expires=3000&X-Amz-Signature=007fbbcdee33aa41f94edae70ae8aa3c3a8bb1aae298a04ae11d8d84a0c374dc | 2019-07-17T14:23:56Z | crawl-data/CC-MAIN-2019-30/segments/1563195525312.3/warc/CC-MAIN-20190717141631-20190717163631-00116.warc.gz | 525,695,243 | 593 | eng_Latn | eng_Latn | 0.998631 | eng_Latn | 0.998631 | [
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CONTENIDOS MÍNIMOS
1º ESO:
- Personal Pronouns (Subjects, Objects)
- To be: Present Simple and Past Simple.
- Question Words: What? Where? How? How many? When? How often? What time?
- Articles
- Adjectives: position
- Possessive Case
- Possessive Adjectives
- Have got: Present Simple
- Demonstrative adjectives and pronouns
- There is / there are + a /an / some / any
- There was / there were
- Countable and uncountable nouns
- Can, Must
- Imperative
- Present Simple and Present Continuous
- Adverbs of frequency
- Time expressions
- Past Simple
- Future with going to
- Future with present continuous
VOCABULARY:
Countries, Nationalities, Cardinal and ordinal numbers, Classroom objects, Family members, Parts of the house, Sports, Dates, Food and drink, Daily routine, The time, Clothes and patterns, School subjects, The universe, Housework.
2º ESO:
- To be: Present Simple and Past Simple
- Present Simple and Present Continuous
- Adverbs of frequency
- Object Pronouns
- love / like / don't like / hate + ing
- Interrogative forms
- There is / there are; there was / there were
- Countable and uncountable nouns
- Quantity
- Have got
- The future with will, going to, present continuous
- Question Tags
- can/can't; can/could; must/mustn't
- Past Simple and Past Continuous
- Connectors
- While, because, when
- To be born
- Comparatives and Superlatives
- Relative Pronouns
- First Conditional
VOCABULARY:
Formal and informal greetings, Free-time activities, The earth, Clothes, Shops and Public places, Food and drink, The weather, Sports and hobbies, Animals, Holiday items, Transport Places, Jobs, Parts of the body, Illness.
3º ESO:
- Present Simple and Present Continuous
- Possessive Case
- Possessive adjectives and pronouns
- Whose?
- Adverbs of frequency
- can/can't; must/mustn't; should/shouldn't; have to/don't have to
- love/like/dislike/hate + ing
- Why? Because
- Object pronouns
- Comparatives and superlatives
- Countable and uncountable nouns
- Quantifying expressions: How much? How many?
- Quantifying expressions: some/any/much/many/a lot of
- Too/enough
- Past simple of to be + born
- Past simple of regular and irregular verbs
- Order of adjectives
- Future with going to, will, present continuous
- Would you like…?
- First conditional
- Time clauses
- What about + ing?
- Present perfect
- Adverbs: ever/never/just
- Present prefect vs. past simple
- The passive
- Adverbs of manners
- Past continuous
VOCABULARY:
Introductions, Daily routine, Physical appearance, Clothes, Food and drink, Dates, Connectors: then/next/after that/later/finally, Domestic duties, Traffic signs, Electronic devices, Transport, Music, Cooking, Object in the office.
4º ESO:
- Present Simple vs Present Continuous
- love/like/dislike/hate + ing
- Adverbs of frequency
- Question forms
- Past simple vs Past continuous
- used to + infinitive
- Connectors
- Present perfect
- Future with going to, will, present continuous
- Expressing probability with may/might
- Question tags
- Comparatives and superlatives
- Time clauses
- First conditional
- Unless
- Adverbs of manners
- Second conditional
- should/shouldn't
- Defining relative clauses
- The passive
- Reflexive pronouns
- Reported Speech
VOCABULARY:
Articles of clothing, Planets, Space words, Holidays and celebrations, Physical activities, Sports verbs. American English, Compound nouns, opposites, Nouns from adjectives, Nouns from verbs. | <urn:uuid:9f1c1f82-0572-41e4-b6c6-33428f2f4875> | CC-MAIN-2019-30 | http://iesmonterroso.org/documentos/index.php?method=getfile&dir=%2FContenidos%20minimos%20y%20criterios%20de%20evaluacion&file=Ingles.%20Contenidos%20Minimos.pdf | 2019-07-17T14:40:13Z | crawl-data/CC-MAIN-2019-30/segments/1563195525312.3/warc/CC-MAIN-20190717141631-20190717163631-00106.warc.gz | 74,319,127 | 895 | eng_Latn | eng_Latn | 0.960352 | eng_Latn | 0.964228 | [
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YEAR GROUP NEWS
23 rd November 2018
Reception
This week the children have continued to build on their learning about sentences, writing their own animal sentences to make a class book. The sentences have used finger spaces and we have re-read each sentence to make sure it makes sense.
In maths the children have found totals by combining two groups of objects together. We have started to use tens frames to sort the objects into rows to make them easier to count.
In art we have continued to improve our self-portraits by looking closely at the shape of our eyes before adding them to our work.
Thank you for your continued support with reading at home; we now have several children in Reception who have received their certificates in assembly for achieving 50 reads at home. Your support in this area makes a huge difference to the children's progress in this area, allowing them to practise the skills learnt in school.
YEAR 1
This week we have been learning how to create our own 3d natural sculpture. We have learnt how to mould the clay to make our chosen shapes. To start off with we designed our hedgehogs and we thought about how we would use the equipment. At home this week you could try designing and making your own woodland creature. You could use Playdough to create your own sculpture.
YEAR 2
This week we sent out the letters about our Christmas production. Please send in the costume parts with names on, in a named bag.
Year 2 play a big part in this with all the speaking and small group/solo singing parts. Therefore, it's vitally important that they come back for the evening performance on the Tuesday evening (even if you aren't watching it). Please bring them back to school at 5:30pm.
Thanks in advance for your support. | <urn:uuid:ec9cd1d2-e1cb-47c1-9541-15f4df8f2241> | CC-MAIN-2019-30 | https://s3.eu-west-1.amazonaws.com/jotter2.files/9484981?response-content-type=application%2Fpdf&response-content-disposition=attachment%3Bfilename%3Dyear-group-news---23rd-november-2018.pdf&X-Amz-Content-Sha256=UNSIGNED-PAYLOAD&X-Amz-Algorithm=AWS4-HMAC-SHA256&X-Amz-Credential=AKIAIH4MJHC24RK4EHAA%2F20190717%2Feu-west-1%2Fs3%2Faws4_request&X-Amz-Date=20190717T150153Z&X-Amz-SignedHeaders=host&X-Amz-Expires=3000&X-Amz-Signature=45c0b663dc7a445bb4e5c6816a78fd8b3b8655cb3d94c02342214a68b9d253bd | 2019-07-17T15:01:54Z | crawl-data/CC-MAIN-2019-30/segments/1563195525312.3/warc/CC-MAIN-20190717141631-20190717163631-00106.warc.gz | 538,845,906 | 368 | eng_Latn | eng_Latn | 0.99932 | eng_Latn | 0.99932 | [
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PEMBROKE PINES CHARTER HIGH SCHOOL READ AND LEARN PROGRAM Date _____________
READING ASSIGNMENT (10 parent volunteer hours)
*
HIGH SCHOOL PARENTS ONLY –
1 book per family
*
______________________________________ _____________________________________
Parent Name (Please Print)
Name of Student and Grade (Please Print)
________________________________________
Book Title
Directions: After reading one of the selected books in the Read and Learn Program, answer the following questions. Please answer each question in detail to demonstrate your knowledge of the book's contents.
1. Give an overall assessment of the book. Was it worth reading? Why or why not? (minimum 25 words)
__________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________
2. What was the most valuable or effective technique in the book? (minimum 25 words
)
__________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________
3. What was the least valuable or effective technique in the book? (minimum 25 words)
__________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________
4. How does the information in the book apply to your child's education? (minimum 25 words)
__________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________
5. What could the book have covered but did not? (minimum 25 words)
__________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________
6. What is the purpose of the book and why was it published? Was the author qualified to write the book? Explain. (minimum 25 words)
__________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________
7. When was the book published? Has it been updated? What opinions of the author's are expressed? (minimum 25 words)
__________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________
8. Is the information presented in the book correct and useful? Would you recommend this book to another parent or to your child to read, why? (minimum 25 words)
__________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________
-Parents are responsible for tracking their own hours.
-Volunteer deadline for Parents of 9th11 th grade students is May 24 th , 2019
-Volunteer deadline for Parents of 12 th grade students is May 10 th , 2019 | <urn:uuid:e1049026-5412-41ea-8b0a-273b737b45f9> | CC-MAIN-2019-30 | http://hs.pinescharter.net/DocumentCenter/View/739/Book-Assignment-2018 | 2019-07-17T14:42:36Z | crawl-data/CC-MAIN-2019-30/segments/1563195525312.3/warc/CC-MAIN-20190717141631-20190717163631-00116.warc.gz | 75,568,878 | 508 | eng_Latn | eng_Latn | 0.530886 | eng_Latn | 0.524607 | [
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Preparing for Flu Season
The flu season typically spans the fall and winter months in the United States, with the illness peaking between December and March. Now is the time to prepare.
Influenza is a contagious respiratory illness caused by influenza viruses. The illness can be mild to severe and some infections can result in hospitalization or even death. There are actually four types of influenza viruses. Type A and B viruses cause seasonal epidemics almost every year. Influenza type C viruses cause mild respiratory illness and are not associated with epidemics. Type D viruses are primarily found in cattle and are not known to cause human illness.
Symptoms of influenza often develop suddenly and include fever, body aches and muscle pain, headache, sore throat, dry cough, and fatigue. The body aches and pains are often severe. Nausea and vomiting are not typical, but can be seen in children. In most healthy people, symptoms resolve in 5-7 days, the worst of the symptoms lasting 3-4 days. The fatigue and dry cough though, can take a week or more to fully resolve.
Influenza generally travels from person to person through the air, although touching one's eyes, nose or mouth after touching a contaminated surface may also spread the illness. It was previously thought that influenza virus traveled only a short distance by large particle droplets during coughing or sneezing, but recent studies have shown that the virus can spread up to 6 feet from an infected person via minute particles released in the air during talking and breathing.
It can take 1 to 4 days after being exposed to influenza to develop symptoms of the disease. Adults may be able to infect other people beginning 1 day before their symptoms start and up to 5 to 7 days after becoming sick. Children may pass the virus for longer than 7 days.
Getting a yearly flu vaccine—which will be discussed in a future article—is the single best way to protect you and your family from influenza. Other preventative actions include avoiding close contact with sick people, frequent hand washing with soap and water or using an alcohol-based hand sanitizer, and refraining from touching your eyes, nose, and mouth.
If you get the flu, stay home from school or work and do not return until you have been fever free for 24 hours. Call your doctor to see if antiviral drugs might be appropriate for you. Antiviral drugs, if started early in the illness, can lessen the severity and shorten the duration of influenza.
Flu shots and more information about influenza are available at the Adams County Health Department, 937-544-5547.
William E. Hablitzel, M.D. is the Adams County Health Commissioner. He can be reached at the Adams County Health Department, 923 Sunrise Avenue, West Union, Ohio, 45693 | <urn:uuid:31f7aa94-65af-4705-9afa-06306fed82b4> | CC-MAIN-2019-30 | http://nebula.wsimg.com/1b7e53dc294db1be99a9c3e2cdef0374?AccessKeyId=E415C200E5F0D17E3871&disposition=0&alloworigin=1 | 2019-07-17T14:59:27Z | crawl-data/CC-MAIN-2019-30/segments/1563195525312.3/warc/CC-MAIN-20190717141631-20190717163631-00110.warc.gz | 109,696,486 | 577 | eng_Latn | eng_Latn | 0.998136 | eng_Latn | 0.998622 | [
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PRESCHOOL TEACHER'S GUIDE
The Arts Start program is supported by
Nugget & Fang
Thursday, February 22, 2018 10:30 AM & 12:30 PM
Welcome!
This guide was created for use by teachers in the Springfield Urban League Head Start program, but it will also be sent to other teachers attending the performance who indicate they teach preschool students. Another Teacher's Guide, with content for older students, is available on the Sangamon Auditorium website at http://www.sangamonauditorium.org/education/class-acts/. We hope the information and activity ideas included in this guide will help your students better understand the performance they see.
We look forward to seeing you!
Youth programming in the Class Acts series and in conjunction with other Sangamon Auditorium events is supported in part by the Helen Hamilton Performing Arts Endowment for Youth Fund, gifts from Elizabeth and Robert Staley, and a grant from the Illinois Arts Council, a state agency.
The Arts Start program is an initiative of University of Illinois Springfield's Sangamon Auditorium and the Springfield Urban League Head Start, funded by PNC's Grow Up Great ® initiative. Through this arts education program, Head Start students, their teachers, and their families will become involved in live performances, enhancing the students' educational opportunities and school readiness.
Write to Us
We would love to hear from you and your students! If your students write about the performance they saw or create artwork related to it, you are welcome to send it to us via email to email@example.com or through the mail to:
Amy Zepp Performing Arts Services University of Illinois Springfield One University Plaza, MS PAC 397 Springfield, IL 62703
We love sharing student work with our Class Acts sponsors, so they can see the impact of their donations.
Attending a Live Performance
Please use the information below to help prepare your young students for attending a live theatrical performance. For many, this will be their first experience with live theater.
Going to a live theatrical performance is different than watching a movie or TV show – the members of the audience are very important, and the way they behave will affect the performance. That's why theaters have their own special rules about behavior.
* Tell your students that when they arrive in the parking lot, there will be a lot of other buses there too. They will need to follow the instructions of their teachers and walk in a straight line (or maybe in a buddy-system line) to come into the building. Once inside, they need to stay in line because of all the other students who will be there.
* Ask your students how they think an audience should behave at a live performance. What are some of the things they should do and not do? If it is not covered by the student answers, make sure you talk about:
o *Listen* to the performance (this ties into "don't talk," but it can be helpful to keep all the discussion points phrased in the positive and not in the "don't-do-this" mode); use a "cupped ear" gesture to emphasize listening when it is mentioned
o *Watch* the performance; point at both sides of your face near your eyes with your index fingers to emphasize watching when it is mentioned
o * Clap* at the end of songs and at the end of the performance when the performers take their bows. Take the time to practice clapping with the students. Call one student forward who will pretend to take a bow at the end of a performance and the rest of the room will practice clapping for this student.
Repeat the gestures for the three points above and have the students do it with you.
* Let your students know that like in a movie theater, the area where the audience sits for the performance will be rather dark, but there will be lights on the stage and some small lights will remain on in the aisles. If they need to use the bathroom in the middle of the show, they can come to the end of the row and an usher will use a flashlight to make sure they can find their way to the correct bathroom.
Activities
These activities can be used together in any combination that works for the teacher. It would be best to do some activities before the performance, to help students understand the plot of the story, and some activities after the performance, to reinforce what they have seen.
About the Story
"Nugget & Fang" tells the story of Nugget, a minnow, and Fang, a shark, who are best friends. In fact, they love to play together and spend most of their time with one another. These two pals truly enjoy each other's company – until Nugget's first day at Miss Mini's Minnow School. At Miss Mini's Minnows School, Nugget learns that minnows are supposed to be afraid of sharks because they are scary and like to eat other fish. Although Nugget knows in his heart that Fang is the nicest of sharks and would never hurt another fish, his teachers and fellow students are certain that since Fang is a shark, he is not to be trusted. To regain Nugget's trust, Fang tries to show Nugget and his classmates that he really is a nice guy and would never be a threat to them. But nothing works. One day, when Fang is swimming, sad and unnoticed in deep waters, he sees Nugget and his minnow friends caught up in some big trouble and one very big fisherman's net! Can Fang save Nugget and the other minnows who are caught in the net?
"Nugget & Fang" is adapted from the book of the same title by author Tammi Sauer and illustrator Michael Slack. (Tammi Sauer also wrote the story "Chicken Dance" which was adapted into a musical performed at Sangamon Auditorium in April 2016.) "Adapted" means that ArtsPower based its show on the book, turning the printed words in the book to dialogue spoken by actors who play the characters from the book, including Nugget and Fang. Greg Gunning, the person who wrote the dialogue and lyrics for Nugget & Fang, read the book and worked with author Tammi Sauer in creating the first-ever musical theatre production called Nugget & Fang. Greg had to imagine what the characters from the book would look like as real people, what they would say in addition to their dialogue in the book, and how the set and costumes would work to help the audience think the show is taking place under the sea.
Pre-show Discussion Questions
Discuss the different types of performing arts (music, dance, theater) to help students understand that they are going to see people perform. Ask if they have ever experienced a live theater performance. What did they see? What was it like?
How is live theater different than movies and TV?
* There are real people on the stage.
* The performance will never be exactly the same again.
Familiarize your students with the following words – theater, play, actor, stage, costume, usher
Literacy and Writing
The story of "Nugget & Fang" is a variation on the traditional Aesop's fable "The Lion & the Mouse" (included in this Teacher's Guide). Both stories are about animals who usually don't get along, but they learn that things are better for everyone if they are friends and work together.
Read your students the story of "The Lion & the Mouse" and talk about ways the story is similar to and different from "Nugget & Fang".
* The stories have different animals, but both are about a big scary animal interacting with a small timid animal.
* The climax of both stories involves getting caught in a net.
* Nugget and Fang were friends at the beginning of their story; the Lion and the Mouse didn't know each other at the beginning of their story.
* In "Nugget & Fang" the big scary animal saves the day at the end; in the "The Lion & the Mouse" the small timid animal saves the day at the end.
The Lion & the Mouse
A Lion lay asleep in the forest, his great head resting on his paws. A timid little Mouse came upon him unexpectedly, and in her fright and haste to get away, ran across the Lion's nose. Roused from his nap, the Lion laid his huge paw angrily on the tiny creature to kill her.
"Spare me!" begged the poor Mouse. "Please let me go and some day I will surely repay you."
The Lion was much amused to think that a Mouse could ever help him. But he was generous and finally let the Mouse go.
Some days later, while stalking his prey in the forest, the Lion was caught in the toils of a hunter's net. Unable to free himself, he filled the forest with his angry roaring. The Mouse knew the voice and quickly found the Lion struggling in the net. Running to one of the great ropes that bound him, she gnawed it until it parted, and soon the Lion was free.
"You laughed when I said I would repay you," said the Mouse. "Now you see that even a Mouse can help a Lion."
A kindness is never wasted.
Story available online from the Library of Congress at http://www.read.gov/aesop/007.html
Vocabulary – Help your students become familiar with these words from "Nugget & Fang" they may not know:
* minnow
* marine
* shark
* gills
* toothy
* shocked
*
* fins
mackerel
Fine Arts
Music – Sing these fun fish songs with your students and add your own movements.
I'm a Little Fishy
(to the tune of "I'm a Little Teapot")
Fishy Pokey
I'm a little fishy; I can swim
Here is my tail, and here is my fin.
When I want to have fun with my friends,
I wiggle my tail and dive right in!
(to the tune of "The Hokey Pokey")
Put your left fin in
Put your left fin out
Put your left fin in
And you shake it all about
You do the fishy pokey
And you turn yourself around
That's what it's all about repeat with "right fin," "head," "tail fin," "whole self"
Dance/Movement – Tell your students that a group of fish is called a "school," and today your class is going to be a school of fish and swim around in your classroom. Tell your students to pretend that their arms are fins. Then you will show them different movements they can do with their fins. You can also use this activity to reinforce learning about directional words. Here are a few ideas:
* Fins up – both arms above your head
* Swim to the left – lean to the left with your left arm down and right arm up
* Fins down – both arms down at your sides
* Swim to the right – lean to the right with your right arm down and left arm up
* Think of your own "swimming" moves!
* Circle – put your arms straight out and move your "fins" in small circle
Try putting together different patterns for the students to copy – such as up, down, up, down, circle, circle, circle. Then gradually make the patterns more complex. Encourage your students to move slowly and gracefully, like they are swimming underwater.
Theatre – The characters in "Nugget & Fang" express several strong emotions during their story including happiness, sadness, and fear. An important part of acting in the theatre is learning how to identify different types of emotions and then show those emotions with your facial expressions and body language.
Ask you students to show you each type of emotion using just their face, just their body, or their face and body (but no talking).
You can also use pictures of emojis to talk with your students about how to portray different emotions. Why does the happy emoji look happy? (big smile showing teeth) Why does the sad emoji look sad? (closed mouth, eyes looking down) Why does the scared emoji look afraid? (open mouth, raised eyebrows)
Visual Art – In the "Nugget & Fang" story book, we see lots of images of Nugget with his minnow friends from school. Nugget and his friends all have different colors and patterns.
First, find a page of the book that shows Nugget with his minnow friends. Ask your students to name all the different colors they see (pink, purple, blue, black, orange, green, yellow). You can also talk about how each fish is different – some have stripes, some have spots, some are mostly one color, some have several different colors.
Make copies of the fish template on the next page, and have your students each create their own colorful fish. You can use crayons, paint, or whatever colorful art supplies you have.
Other Activities
Take home activity – Before or after the performance, send home the coloring sheet found on the last page of this study guide.
Science – Go through the "Nugget & Fang" story book and look for all the different types of ocean animals seen in the illustrations.
* shark
* crab
* minnow
* jellyfish
* eel
* lobster
* squid
* octopus
* pufferfish
Compare the illustrations in the story book to photos of real animals. Maybe your classroom library has a book about ocean animals, or you can use an online resource such as https://kids.nationalgeographic.com/animals/ or https://www.britannica.com/
Snack – Goldfish crackers!
Post-show Discussion Questions
After attending the performance, it is very important to talk to your students about their experience, memory, and reaction to the live performance. These are some possible questions:
o Tell me about what you saw on the field trip.
o What will you remember about the performance?
o Tell me about what you heard on the field trip.
o What surprised you about our field trip?
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0. ENGLAND: WE'VE HAD IT! - Story Preface
1. FDR: YOU'VE GONE TOO FAR!
2. ENGLAND: WE'VE HAD IT!
3. SURE YOU WANT TO BE PRESIDENT?
4. WE DON'T APPROVE!
5. THE PRICE WE PAY
ENGLAND: WE'VE HAD IT!
6. WHAT A COUNTRY!
Attributed to Faith Robinson Trumbull (1718-1780), this needlework depicts "The Hanging of Absalom." Created, circa 1770, the piece demonstrates how American Colonists viewed their relationship with Britain (in Biblical terms): Absalom, an alleged wayward son, is actually a patriot who is rebelling against the arbitrary rule of his father (King David depicted as King George III). The hanging of Absalom is carried-out by a "Redcoat." Image online via the Library of Congress; original needlework maintained at the Lyman Allyn Art Museum at Connecticut College, New London, Connecticut. Click on the image for a better view.
In colonial America, newspapers published all kinds of information on the rights of the colonists. Before, during and after the Revolutionary War, Americans learned about new laws by reading the newspapers.
Many times the entire law, or declaration of rights, would be printed in the papers of the day.
Eighteenth-century Americans were tired of paying taxes to, and taking orders from, the British Crown. (That was also true for some British subjects, in the UK, like "highwaymen" who were a type of "Robin Hood.") But when the colonists initially rebelled, the British military was there to put a stop to it. The Boston Massacre (of March 15, 1770) is just one example. (Paul Revere memorialized that notorious event in a famous engraving
.)
Colonists thought about English repression in the context of Bible stories. Not long after the Boston Massacre, Faith Robinson Trumbull (1718-1780) created a celebrated tapestry, "The Hanging of Absolom." In it, the rebellious son Absolom (an American colonist) takes a stand against his father, King David (George III), and is hanged for it.
Notice the executioner is wearing a British "red coat."
While King George's rules still applied, Thomas Jefferson defiantly spelled out the colonists' legal Declaration of Rights. They were adopted by the Continental Congress (on October 14, 1774) and printed in the newspapers. It would be interesting to know whether any Royal officer reported those potential "fighting words" to the King.
Before colonial Americans officially told King George III (on July 4, 1776) they were done with his laws, they put England on notice of their intentions. When that failed to convince His Majesty, the colonists fought back and justified their reasons in the "Declaration of the Causes and Necessity of Taking Up Arms" (published in London in The Gentleman's Magazine).
When English "gentlemen" read this explanation for war (in August of 1775), they likely disbelieved the rebellious colonists would actually prevail against England's might.
Not only did they prevail. Throughout their history, Americans have believed - as Lincoln said in the Gettysburg Address - that "rule of, by and for the people must not perish from the earth." That type of rule permits the people to publicly challenge even (if not especially) the person with the top job: The President of the United States.
See Alignments to State and Common Core standards for this story online at:
http://www.awesomestories.com/asset/AcademicAlignment/ENGLAND-WE-VE-HAD-IT-People-Rule See Learning Tasks for this story online at:
http://www.awesomestories.com/asset/AcademicActivities/ENGLAND-WE-VE-HAD-IT-People-Rule
Media Stream
The Gentleman's Magazine
Image online, courtesy the earlyamerica.com website.
View this asset at:
http://www.awesomestories.com/asset/view/The-Gentleman-s-Magazine
The Gentleman's Magazine, Page 2
Image online, courtesy the earlyamerica.com website.
View this asset at:
http://www.awesomestories.com/asset/view/The-Gentleman-s-Magazine-Page-2
ENGLAND: WE'VE HAD IT!
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Pedagogical Information, by Sara Barton
6°
We worked on understanding the fundamentals of sound in our first chapter of study : pitch, tempo, dynamics, and timbre.
Students explored each of these elements when learning 'Chœur des gamins'.
Students then created their own text, reflecting the changes in pitch in their choice of words, to allow this piece to fit the story of the Nutcracker.
In our 2 nd chapter – 6° students have been exploring how to stage a piece of music as part of a show. Students have learned the famous 'Couplets des Rois' and have, once again, adapted the joyous melody to fit the story of the Nutcracker while endeavoring to stage their performance as a 'Greek chorus'.
5°
Students began the year by studying music and dance, and so we have created and learned a delightful line dance from the American country tradition to represent the party scene in the Nutcracker.
Students continued the year with a study of opera : specifically Mozart's 'Marriage of Figaro'. They have enjoyed learning Cherubino's aria 'Voi che sapete', a song about love, and will depict the love between Clara and the Nutcracker/Prince in the Winter Concert.
4°
This year, students started their music classes with an exploration of Dialogue in Music : the interaction of different voices and instruments from 2 part call-andresponse to polyphony as found in fugue.
To represent the bell tolling midnight, the time at which the story of the Nutcracker becomes a fantasy/dream and the magical elements appear, the 4° have learned a polyphonic piece 'Hark, how the bells' in which you can hear 3 different vocal lines.
The 4° have created a very special version of the famous Ray Charles song 'Hit the Road, Jack' to fit the fight scene between the Nutcracker and the Rat King. Listen for the funny dialogue that they will sing in 'Scurry home, rat !'
3°
Students have been working on the use of music in film this year, with specific reference to the use of leitmotif (commonly known as 'theme music') by such composers as Wagner and John Williams (e.g. 'Star Wars' : 'Imperial March' of Darth Vader/Dark Vador). A leitmotif can, for example, create a character through use of a
strong rhythmic pattern, a certain melodic line, particular instrumentation, dynamics, tempo etc.
Students explored different themes found in the Nutcracker which reflect this notion of a leitmotif , and worked on representations of these themes.
Students bring the 'Dance of the Sugar Plum Fairy' to life on the chimes. Another group of students demonstrate that some themes are so strong that they can be reflected solely through the rhythmic pattern. The body percussion group has created a rhythmic rendition of the famous 'Trépak' Russian dance.
Several students even tried to create their own leitmotif of snowflakes as part of a composition project entitled 'Dance of the snowflakes'- in hommage to the original dance found in the ballet.
Students also discussed how music can set the scene, and for this have learned 'O Christmas Tree' on the chimes to create the magical element in the Nutcracker story when the Christmas tree rises on the stage.
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TIME ALLOCATION: 1 TERM
Literacy
As readers we will look at the works of a range of authors, including those of Beatrix Potter and Dick King-Smith alongside a range of poets such as Eleanor Farjeon and Charles Causley. We will use their writings to inspire our own story and poetry writing.
Our Power of Reading will further inspire our writing and understanding of the modern world, inventions and the creativity within it.
We will use information gathered through our topic work and science work to write chronological and non-chronological reports.
Our studies on the Ancient cultures of Egypt and China will help us develop a greater understanding of language and writing within different cultures.
Maths
As mathematicians we will design scale drawings personal to us, using Da Vinci as our inspiration. We will design and create parachutes using different materials. Measuring and comparing the different parachutes, testing the quality of different parachutes and accurately timing the fall, using fair testing and measuring of distance and time. Using our results we will record them in tables and convert these into graphs and bar charts. From this we compare our predictions and write a report from the results.
Science
Our work on inventions and their impact on modern life will be a focus throughout this terms Science, looking at inventions relevant to each topic. We will discover more about the application of different materials for different purposes and look at the use of magnets and springs. We will also discover more about light and sound. We will develop our skills as scientists through a range of investigations and fair tests, linked to both our science and our topic.
TEACHERS: MISS GOULDING, MRS PORTER, MRS BENNETT
CREATIVE MINDS
Religious Education
WHY?
Children will develop their creativity through influential people and their subjects. Through Literacy they will study famous writers and develop their own personal unique writing style. They will look at past and present inventions and their impact on modern life, including those from the Ancient Egyptian and Ancient China eras.
PSHE
Computing
Through computing we will understand more about communicating safely on the internet, learning how to use e-mail and video conferencing safely. We will also be collecting and analysing data to create an opinion poll, seek responses and analyse the results. Through work in all subjects we will develop our computer skills using a range of different software.
Communication
Enterprise
As good communicators we will gain a greater understanding of inventions through the study of those people involved in the original ideas.
Using this understanding of how inventions and engineering can change and effect our day to day life we will discuss our own needs and design our own inventions for the future.
As enterprising young people we will look at how the inventions from the past affect our modern day lives.
We will discover how simple inventions have changed and developed over the years and how they are now essential for many business and companies to survive.
We will learn about the importance of protecting our personal information when online through e-safety activities and explain why and how rules and laws protect us and others. By thinking about the achievement of others we will reflect upon and celebrate our own achievements, identifying strengths and improvements and use these to set high aspirations and goals for our future lives. During debates and discussions we will learn to listen and respond respectfully to a wide range of people and know how to constructively challenge points of view that are different to my own.
My Place in the World
Creativity
The study of famous writers, in particular Beatrix Potter, will help us develop a greater knowledge of the area and country in which we live.
Our work on China and Egypt will enable us to understand more about the modern world and the impact of the inventions of these ancient civilisations.
Inspired by ancient and modern inventions, we will design our own inventions; aimed at improving our individual lives.
We will use the work of Leonardo Da Vinci as inspiration, not only for our art work, but also for science investigations.
During our lessons we will discuss post Easter ascension. We will study the Pentecost and the timing of celebrations. From this we will look at ceremonies which mark important times in our lives, for examples baptism. Furthermore, we will look closely at Jewish families, including their home and live style, observing the Torah scrolls and the law of the Jews.
Geography
Through our Geography lessons, we will be finding out about Egypt's location in the world and also focusing on China's place in the ancient and modern world through studying their famous inventions. In addition to this we will debate the location of local windfarms and consider their importance for the future and the impact on the environment and population.
History
As Historians, we will discover how Ancient China's great inventions have had a long lasting impact on the world. We will gain a greater understanding of the Terracotta Army as well as other important events in Ancient Chinese history. Our Historical skills will be developed through the use of timelines to document the lives of many influential people through other subjects.
Art and Design
As artists we will create and design an invention to help improve our everyday lives. Studying Da Vinci's art work, we will look at his inventions alongside his scale drawings. Using his ideas and exploring various barriers of everyday life we will design our own individual invention that would help improve these.
Design Technology
Using our maths skills, we will focus on Leonardo Da Vinci's invention of the parachute to create our own individual design. We will plan and make the parachutes from different materials to test their strength and reliability, using our skills as scientists we will test the parachutes and analyse the results.
Music
As musicians, we will focus the structure of music and combine this our knowledge of the Ancient Egyptians. We will also explore phrases of melodies and compare features of songs. To understand effects of layering within music, we will change dynamics by adding layers of sound.
Physical Education
Throughout our athletics lessons, we will focus on necessary skills; running, javelin, high jump, long jump, hurdles and discus. From these lessons we will research the Para Olympics and how the equipment used has developed to enhance the performance of the athletes. During out striking and fielding lessons we will further develop our skills with games such as rounders' and cricket.
Foreign Languages
Ma Famille
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Eyes on the Elbow
Vol. 2019 (2) June 2019
Protecting Groundwater is Key to Elbow River Health
By Ann Sullivan
The Elbow River may be the only river in the world whose major end use is drinking water. And although it supplies water to about half the population of Calgary and one in six Albertans, it's not a big river, just one-tenth the size of the Bow. Cathy Ryan, a professor in the Department of Geoscience at the University of Calgary, makes these points to illustrate how important it is to protect the Elbow and its aquifer. Since the aquifer is directly hydraulically connected to the river, Ryan said, any river activities can directly affect water quality. Ryan is concerned that the Elbow is not being adequately protected because it's "a casualty to the fact that people want to live close to rivers."
Much of the flow in the Elbow River moves through the aquifer to the river, either after percolating down through the aquifer itself or through rocks, cracks and soil before flowing into the aquifer and then the open-stream river. Surface water, which comes directly from rain and
snowmelt, makes up a much smaller percentage of water in the Elbow.
In southern Alberta, surface water has been fully allocated (through water licences), which means we increasingly rely on our supply of groundwater, something we can't see and haven't been able to accurately measure. That's why research by people like Éowyn Campbell, a doctoral student working with Ryan at the University of Calgary, is so important. Campbell, whose research on the age of water in the Elbow was featured in a previous ERWP article (https://erwp.org/index.php/feature-articles/203-research-helps-identify-sources-of-old-water-inthe-elbow-river), says that virtually all water in the Elbow River is groundwater. "This is profound for our understanding of the river," she said. "Anything we do upstream is going to impact the amount and quality of the water we're seeing [downstream]."
As the population in southern Alberta increases and climate change continues, it becomes even more important that we understand groundwater in the Elbow River – the quantity and quality of it as well as our impact on it and how we can protect it.
Groundwater is contained in the Elbow River's alluvial aquifer, an area that extends up to 2 kilometres outward from the river and from 5 to 12 metres down. The amount of groundwater stored in the aquifer depends on the amount of recharge (water gained through rain and snowmelt) and discharge (water released from the rock into the river or pumped out through wells). Ideally, recharge and discharge amounts balance out over the long term.
Development on the aquifer affects water use and storage. Before scientists really understood the connection between rivers and aquifers, communities were built very close to the river with little concern for groundwater. A number of populated areas – including Bragg Creek, Redwood Meadows, Elbow Valley and parts of Springbank and Calgary – sit squarely in the Elbow River aquifer. And even though we now have a better understanding of the need to protect our aquifers, riverside development continues.
A proposed new development along Highway 8 west of Elbow Valley could add 7,000 housing units and close to 19,000 residents in a 930-hectare area south of the Elbow River. Can the Elbow sustain more people? Campbell believes the river can support more people than it currently does, but only with careful management. "In my opinion," she said in an email, "maintaining the quality of the water in the river (and aquifer) requires treating it as a park, maintaining a 2-km setback from the river for any development, with more intensive developments set outside the alluvial aquifer entirely."
Ryan says that the Elbow River has shown a steady water quality decline over decades (first reported in 1999 by Al Sosiak and reinforced in 2005 by Jamie Dixon and Al Sosiak). She and Campbell agree that people's desire for waterfront living exacerbates the problem. "Unfortunately, human beings like to live right beside the water," Campbell said. "We create our own problems."
Ryan agrees. "Somehow, the land use on the Elbow River aquifer should be protected to activities that don't contribute to groundwater quality degradation, discharge effluent to the river, and aren't susceptible to flooding."
Since 2007, the Rocky View Well Watch program (RVWW) has been monitoring water levels in more than 30 wells across Rocky View County. Volunteer citizen scientists measure the water level in their wells and enter data through a web-based portal. According to Masaski Hayashi, director of the well monitoring program, "The data showed us that there is a consistent pattern of groundwater level changes throughout the county in response to wet years and dry years."
In its most recent newsletter (Groundwater Connections, February 2019), researchers with RVWW noted a "slow but steady decline of water levels" throughout 2018, with more than half of wells in the program reporting the lowest water levels recorded since 2008. However, the article stated, "This is part of the natural cycle and does not indicate an alarming condition."
Campbell hopes that her research on the Elbow River will eventually allow her to calculate more accurate storage volumes in the river's alluvial aquifer. For now, she agrees that river levels in the Elbow and its aquifer have remained consistent, providing an adequate supply of water even in dry years. She did note that climate change will likely bring other effects, such as more extreme weather in shorter cycles. Ryan
agreed. When asked if the future of southern Alberta could include droughts and water shortages, Ryan replied, "Yes. And floods too!"
On an individual level, Campbell suggests there's not much we can do to change water quantity in the Elbow River aquifer, but we can certainly affect water quality by making conscious choices to protect and conserve the groundwater we have.
On a larger scale, she suggests that withdrawing and storing water during peak flows in the spring is a sensible way to ensure an adequate water supply. The City of Calgary uses the Glenmore Reservoir to store water from the Elbow. The city's world-class water treatment system is the result of "conscious and careful decision making and allocation of a LOT of money," Campbell said. In rural municipalities, where the tax base is smaller, however, there might be more temptation to put in water treatment programs that meet only the minimum standards, a solution that's cheaper in the short term but detrimental in the long term. Says Campbell, "We just need to make sure we're developing in a way that will maintain water quality and quantity for future generations instead of [doing] whatever is fastest and easiest."
Éowyn Campbell is a doctoral student in the Department of Geoscience at the University of Calgary and a contributing member of the ERWP's State of the Watershed Report team.
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YEAR GROUP: YEARS 5 and 6
TIME ALLOCATION: 1 TERM
Literacy
The theme for the Power of Reading is the sense of awe and wonder of the natural planet. Through 'Wolf Brother' by Michelle Paver build an imaginative picture of a different world and develop a deep respect for the forest and its inhabitants. They will engage with a quest story, explore dilemmas, empathising with characters and consider different viewpoints. They will also explore the themes of bravery and loyalty. This will covered through the genres of non-chronological reports, poetry writing, writing in role and writing balanced and persuasive arguments.
The Midnight Fox by Betsy Byars will allow the children to focus on the harsh reality of the countryside in comparison to the awe and wonder of the beauty of nature. This will allow opportunities for speaking and listening as children present a viewpoint, providing evidence and using persuasive language. They will also learn how to take part in a debate.
Cross-curricular writing will take place through all foundation subjects covering the main genres developing the children's thoughts, feelings and motivations.
Maths
As mathematicians we will look at chronological time lines placing the Mayans in context and relating the time to English history. We will compare sizes of volcanoes and collect and analyse data relating to eruptions. We will collect and present information on the cost implications of renewable energy compared with fossil fuels. We will consider how much energy a wind turbine produces and its cost contribution towards the national grid. We will also investigate different uses of the Beaufort scale.
Science
In Science, Upper School will develop their understanding of electrical components, constructing circuits with an increasing number of components, analysing the effects this has on the function of components. They will research how electricity is generated both traditionally and today, focussing on how electricity is generated in our local area, and will try to apply their knowledge to construct circuits for real-life contexts. Children will build upon previous knowledge of light, understanding reflection and refraction, investigating these phenomena through illustrative and practical activities.
Computing– Throughout this unit pupils will create a media– rich blog, comment on blogs and respond to comments. They will research what makes a good blog, create their own and proofread each others providing constructive criticism. They will use hyperlinks within their blog, linking it to appropriate content elsewhere on the web. Children will also research examples of art gallery architecture and create their own virtual gallery, using this gallery to exhibit their own artwork.
Communication
Enterprise
The children will be able to express and discuss changes within and across different periods of time and say how they might affect history in the future . They will know and use key vocabulary, fit for purpose. During the Power of Reading sessions the children will perform their own compositions, using appropriate intonation, volume and movement so that meaning is clear.
During the visit to the Wind Turbine the children will learn about the trials and tribulations of renewable energy and its impact on the local economy and the landscape, with reference to recent debates in the area about the benefits of the sea wind farms. They will investigate cost implications of renewable and fossil fuels.
DATE: AUTUMN TERM 2015
TEACHERS: Mrs Rushton, Mrs Capstick, Mr Reid
Earth Magic
Earth Magic
WHY?
The children will learn to respect and care for the environment they live in. The children will need to understand the need for renewable energy forms, such as wind farms, solar panels and nuclear energy. The children will investigate how energy can cause natural disasters. They will investigate how the Mayans preserved their environment for future generations to enjoy. At the end of this project the children will have visited a wind turbine to fully understand the need for renewable energy
Citizenship
Year 6 will study conflict management under the leadership of a jujitsu expert which will give them lifelong skills to behaviour management. Our focus for Community Day will be agricultural maintainance and vegetable growing. This will be broadened further by studying climates in the Power of Reading further from our local ar-
My Place in the World
Creativity
Children will be able to explore the central issues of preserving our planet and its resources through historical enquiry and current affairs. They will begin to develop their own opinions and how they can contribute to todays conservation process. They will have opportunities to reflect on todays issues on renewable energy that will be the backbone for their future decisions
To explore our creativity we will use the music from the Apprentice's Sorcerer to inspire our own compositions and imaginative dance sequences. Individual interpretation of our local seascapes will enhance the children's creativity and will enable them to explore different mediums. Looking at the designs of another culture (the Mayans) will give a different perspective to further broaden the children's creativity.
Religious Education—
Why are sacred texts important?
What can people learn from women in the bible?
Christmas—Focus on comparing accounts
Geography –
The children will study the physical geography of mountains, volcanoes and key aspects of earthquakes and how these features effect the lives of the surrounding communities. They will use maps, atlases, globes and digital computer mapping to locate countries and describe features studied. They will identify how humans , animals and plants are adapted to suit their environment in different ways.
History -The children will study a non-European society (Mayans) that provides contrasts with British History. They will discover facts about the Mayan civilisation. Children will investigate what daily life was like in this this era. They will find out about Mayan inventions and how they affect our lives. Children will understand Maya religion and why their gods were important to them. They will contrast and compare across time eras how different civilisations look after the planet.
Art and Design-Children will create volcanic art work inspired by the work of artist Margret Godfrey by layering tissue onto a tile to represent layers of a volcano. Sketching will follow on from previous seascape knowledge into the changing seascape of Cumbria due to the wind farms on the sea horizon. Mayan masks will be made from clay.
Design Technology— children will find out how buildings are built to withstand earthquakes and then design their own earthquake proof structure from marshmallows and straws. They will also find out about the movement of tectonic plates, learn about seismic waves and make a DIY seismograph. They will be able to research and develop design criteria to inform the design of innovative, functional, appealing products that are fit for purpose.
Music– To imbed classical music into the curriculum, the children will study the work of Prokofiev, finalising in a live production of the Sorcerers Apprentice. In contrast to this the children will study jazz using Charanga, performing a range of pieces using tuned percussion. Children will also prepare live performances for Community Day, Harvest and Christmas Concerts. Children will refine their use of the musical elements to compose, perform and praise music.
Physical Education– the children will explore different ways in which energy can be used and which is the most effective way of burning energy and the healthiest ways to renew their energy. Using the medium of dance children will create a movement patterns to the story and music form the sorcerers apprentice. They will evaluate their composition thinking about the effectiveness of the movement.
Foreign Languages
Unit 7—Me and My School—children will learn to tell the time and be able to match this to the structure of the day. School life will also be covered, mainly subjects studied and the children's personal preference for individual subjects. They will also learn directions to a fictional French school to enable them to transfer their skills to our own local district. | <urn:uuid:4e119e29-dda3-485c-bd2f-1162f5b09619> | CC-MAIN-2019-30 | http://stjamesjun-bif.cumbria.sch.uk/download/file/Earth%20Magic.pdf | 2019-07-17T14:45:18Z | crawl-data/CC-MAIN-2019-30/segments/1563195525312.3/warc/CC-MAIN-20190717141631-20190717163631-00127.warc.gz | 149,204,979 | 1,570 | eng_Latn | eng_Latn | 0.998183 | eng_Latn | 0.998183 | [
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COMPOUND CIRCUIT
1. What is the current in amps through the battery?
2. What is the current in amps through the pair of 10 ohm resistors?
3. What would it be through the 8 ohm resistors?
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YEAR GROUP: YEARS 3 AND 4
TIME ALLOCATION: 1 TERM
Literacy
As readers we will look at different texts and stories from the Roman era, including fiction and non-fiction, discussing and understanding them. Our Power of Reading books will help us develop a greater understanding of life in Roman times and how people lived.
We will use information and stories from the Roman era to develop further as writers by increasing in confidence and learning to enhance the effectiveness of what we write. Through out science work we will write non-fiction texts showing an understanding of the need to keep healthy and stay fit.
We will participate in discussions, presentations, performances, role play, improvisations and debate to improve our knowledge, understanding and speaking and listening skills.
Maths
Children will read Roman numerals to 100 (I to C) and know that over time, the numeral system changed to include the concept of zero and place value. We will develop an understanding of the calendar we use today and how it can be linked to the Romans.
Through our Science work we will data handling skills to interpret graphs and charts.
Science
Children will build on their knowledge of the human body, they will learn that the role of the digestive system is to break down the food we eat so that the nutrients, energy and other requirements we derive from it can be used in the rest of the body. They will learn about how food can be broken down through mechanical and chemical processes. We will also gain a greater understanding of healthy food and diets.
Computing
Through computing we will develop our IT skills using Microsoft PowerPoint to create a presentation which will support our verbal communication performances. We will develop our computing skills by creating a musical composition using a digital platform. This will aim to enhance and accompany our PowerPoint presentations.
Communication
Enterprise
As good communicators we will developing our presentation skills, using PowerPoint to give a short talk to our peers.
Throughout our topic there will be several opportunities for role play, improvisation, discussions and debates.
As enterprising young people we will be researching and studying healthy lifestyles and create a week meal plan for a family within a given budget.
We will carry out a visit to a local supermarket to further our understanding of shopping within a budget whilst maintaining healthy choices.
DATE: SPRING TERM 2016
TEACHERS: MISS GOULDING, MRS PORTER, DR BENNETT
Bodies and Bath Houses
WHY?
During this project the children will learn about their bodies including how to maintain a healthy body and mind. The children will gain an in -depth understanding of food groups and use the school allotment to grow fruit and vegetables, learning which parts are edible. They will learn the significance of keeping fit through exercising.
Through studying the Romans they will see how other civilisations enjoyed sport and prioritised health; including keeping clean at bath houses and participating in gladiators games.
At the end of this project children, in collaboration with their parents, will use their Roman art knowledge to create mosaics.
Citizenship
We will develop an understanding of a balanced lifestyle, including finding opportunities to make personal choices about food, what influences our choices and the benefits of eating a balanced diet. Our topic work will help us to understand how our society and its rule of law can be traced back in some ways to the Romans.
My Place in the World
Creativity
As young people of Britain we will learn about the Roman legacy – exploring those things that the Romans brought which affected our subsequent history and even our language.
We will study the cities, the rule of law, roman numerals and the calendar we use today, and come to understand how many aspects of modern life can, in effect, be traced
We will using creativity to participate in a Roman themed day, eating healthy Roman foods, learning about clothing and dressing up as Romans and reenacting Roman army formations.
Finding out about famous mosaics from around the world we create our own mosaic design which reflects our lives.
Religious Education
Through our RE lessons we will use the parables of Jesus to understand what he told us about the Kingdom of God. Using the Easter story we will look at why Easter is important to Christians and how Christians prepare for Easter through the passage of lent. A focus on loyalty and betrayal within the Easter story will help us reflect on our own lives and behaviour to others.
Geography
As Geographers we will find where Rome is in Europe. Looking at the countries in the Roman Empire and comparing them with modern Europe will help us understand how the Roman Empire developed. We will study Roman roads, buildings and aqueducts, exploring how the Romans moved throughout Europe and how they developed cities and towns across the Empire. Looking at Britain, before, during and after the Roman invasion, identifying key Roman cities and recognising their position on modern maps will help develop a greater understanding of our own country.
History
As Historians we will be introduced to the Romans, learn about the history of Rome and how the Romans came to extend their influence and create a large influential empire. By understanding the power and organisation of the Roman army we will look at how it was made up from many different nations, exploring what it was like to be a Roman soldier and studying the Roman legacy and things which affect our subsequent history and even our language.
Art and Design
As artists we will understand the historical and cultural development of art forms (mosaics). We will explore ideas and improve out mastery of art and design techniques (printing), evaluating and analysing our work. All our art work will help us to develop our techniques, including the control and use of different materials.
Design Technology
As designers we will use research to inform the design of a chariot that is fit for purpose. We will develop ideas through discussion, annotated sketches and prototypes. We will understand and use mechanisms (e.g. wheels and axles). Throughout all our design technology work we will select from and use a wider range of tools and equipment accurately to perform practical tasks.
Music
As musicians we will listen with attention to detail, appreciate and understand a wide range of high quality music drawn from different traditions and from great composers and musicians. We will use tuned and un-tuned instruments to play and create a range of short pieces of music.
Physical Education
Throughout our net and wall unit we will focus on developing and improving a variety of throwing and hitting techniques . We will be able to select, use and adapt tactics in simple game situations. In our gymnastics unit we will travel and balance using various body parts and combine these with turns, rolls and jumps to create a sequence using apparatus. During our Outdoor and Adventurous unit we will learn and develop map reading skills and work cooperatively with others to solve challenges applying speed and accuracy.
Foreign Languages
Mon Anniversaire
As language learners we will extend our understanding and use numbers from 42-60. Using our prior knowledge of numbers we will tell the time on the hour and be able to ask and respond to the question when is your birthday? Our listening skills will be developed by listening to stories, poems and songs and select key words and phrases from them. We will create and perform a short sketch applying all structures from our lessons. | <urn:uuid:8b73bbc4-e0ac-4b32-8fc7-452304b7cb15> | CC-MAIN-2019-30 | http://stjamesjun-bif.cumbria.sch.uk/download/file/Sept%202015%20onwards/Bodies%20and%20Bath%20houses.pdf | 2019-07-17T15:22:28Z | crawl-data/CC-MAIN-2019-30/segments/1563195525312.3/warc/CC-MAIN-20190717141631-20190717163631-00124.warc.gz | 141,309,027 | 1,480 | eng_Latn | eng_Latn | 0.996661 | eng_Latn | 0.996661 | [
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Reception Term 5 2024
Hello everyone! We hope you are all well and are enjoying the sunshine at the moment. Make sure you continue to log onto Dojo each week to check for updates and to see the amazing learning that the children have been doing do far!
Readers and Writers
Mathematicians
This term, we will be continuing to practise all of our new sounds and are learning to read longer words within sentences.
We practise our reading every day and lots of us are becoming fluent- this means we don't always need to say each sound in order to read the word. It is still useful for us to use our blending finger if we need to!
We will also be doing some wonderful writing about our plants.
We will be doing lots of planting and writing sentences about how our plants are growing tall! We will be writing signs and labels for our seedlings.
We have also been learning all about new stories including Handa's Surprise and Jasper's Beanstalk. Ask your child at home if they can tell you about the story once we have finished learning about it.
In this term we will be learning more about the bigger numbers- 7, 8, 9 and 10.
We will also be revising doubles; what they are, how we can recognise them and how we can double small numbers by ourselves!
On Fridays, we learn about shapes and patterns. So far we have learnt about circles, triangles, squares and rectangles. Next term we will be learning about 3D shapes too. Ask your child at home if they can find any shapes! The children have been enjoying going on 'shape hunts' around the classroom and the garden.
This term, we have been moving onto Phase 4 phonics.
There are no new sound to learn, this is why there are no new sounds in the Sound Books. Phase 4 phonics includes practising all of the sounds we know within sentences and writing longer words and simple sentences. Please do practise writing at home.
Please continue to listen to your child read at home. They will continue to have a new phonetically decodable book each week which they practise reading before it goes home. It is vital that your child reads as much as possible both in school and at home.
PE
In PE this term the children will be continuing to learn about spacial awareness, throwing and catching, and working on their upper body strength.
Our PE club in on Tuesdays. Many thanks for continuing to dress the children appropriately for PE.
On Thursdays we play parachute games in the big hall.
They are doing incredibly well and we are very proud of their independent reading.
Yours Sincerely, Miss Webb
Please listen to your child read at home 5 times per week. This is the most important thing you can do to support learning at this age. Just 10-15 minutes per day makes a big difference!
Your child will also be read with multiple times a week with myself at school.
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Your Shortcut to … Islam
EPISODE TRANSCRIPT
It's the second biggest religion in the world, and the fastest growing...and for the next month, many believers won't be eating when the sun is up. This is your Squiz Kids Shortcut to Islam—the podcast where we dive into the who, what, when, where, why and how of the big news stories. I'm Amanda Bower.
And I'm Bryce Corbett.
Bryce, what you're hearing there is a Muslim call to prayer. There are five daily prayers that are a core part of the Islamic religion, but for the next month, there's another special prayer, called Tarawih, that is especially for the month of Ramadan, which in 2023 starts on March 22, and goes until April 20.
Today, we'll take you through WHAT Islam is... HOW Ramadan is celebrated ... and WHY Mecca is so important.
Listen carefully - there's a Squiz at the end!
WHAT
Bryce, the first thing we need to do is cover off the basics. The name of the religion we are talking about is Islam, and people who follow Islam are called Muslims. It's the secondbiggest religion in the world, and the fastest growing... there are about 1.8 billion Muslims in the world. I've popped a link in your episode notes to a map that shows where the world's Muslim majority countries are. Take a look, Bryce...
Would you look at that... North Africa, the Middle East, Indonesia, Malaysia...
And then there's a second link to Muslim populations for the whole world... where you can see that we have 650,000 Aussie Muslims... that's a lot of people!
It sure is! Which means it's a good idea to learn more.
Let's do it! Islam is called a monotheistic religion. Any ideas what that might mean, Bryce? Mono-theistic?
Mono makes me think of Monopoly…
Great connection! Mono is Greek root word that means "one". If you play Monopoly, you're trying to be the ONE person who controls all the money and property. And theism is a belief that a god or gods created the universe. "
Aha! So a monotheistic religion is one that believes that there is only ONE god.
Exactly! And that's one of the big things that Islam has in common with Christianity and Judaism - all three are monotheistic religions, and they all believe in the same God. They also have a lot of the same stories - Islam's holy book, the Qu'ran, also talks about Jesus, who is called Isa in Arabic. Muslims believe that Jesus, as well as Noah, Abraham, and Moses—all names that Jews and Christians will be familiar with—were prophets of God. In Islam, God's name is Allah, which is an Arabic word.
So I'm guessing that Islam started in an Arabic speaking country?
Nailed it! Islam started in the 7th century in the city of Mecca, which is in modern day Saudi Arabia. It was there, they say, that Allah's word was revealed to the prophet Muhammad through the angel Gabriel. Muslims believe that Muhammad was the last of God's prophets, and for many Muslims, every time they say or write Muhammad's name, they also say "Peace Be Upon Him," as a sign of their respect and devotion.
I realise that you can't summarise an entire religion in a few sentences, but what do Muslims mostly believe in and do?
Okay, so there are five main pillars of Islam.
1. Shahada: to declare one's faith in God and belief in Muhammad. Observant Muslims will say this several times a day: "There is no God but Allah, and Muhammad is his messenger."
2. Salat: to pray five times a day (at dawn, noon, afternoon, sunset, and evening). Muslims can go to pray at a mosque—which is the name given to their house of worship, like Christians go to church and Jewish people go to synagogue—
3. Zakat: to give to those in need
4. Sawm: to fast during Ramadan
5. Hajj: to make a pilgrimage to Mecca at least once during a person's lifetime, if the person is able
I'm glad you mentioned Ramadan, because some Muslim friends have invited me to a Ramadan dinner ... tell me more about HOW it's celebrated.
HOW
For the hundreds of millions of Muslims around the world who observe the month of Ramadan, it's a time to focus on their faith and also perform generous acts. Muslims believe that this is the month that the first verses of the Islamic holy book, the Qu'ran, were revealed to Muhammad. During Ramadan, people raise money and donate supplies to help others in need... and they fast to remind themselves about those in the world who don't have enough to eat.
And by fast, you don't mean a synonym for quick or speedy... you mean "don't eat"?
That's right... we actually use that word every day when we talk about breakfast - it means "break fast", meaning that you're putting a stop to the fasting you did overnight when you were sleeping!
That's a pretty easy thing to do... fast while you're asleep. When are Muslims fasting during Ramadan?
Yeah, basically the opposite of what we do every night. The entire time the sun is in the sky, Muslims observing Ramadan are NOT allowed to eat. So they'll get up before sunrise and have breakfast, and then not eat or drink again until after the sun has set. During Ramadan, they'll often organise big evening meals with family and friends... and after the last day of
Ramadan, there's a three-day festival called Eid. People gather together to eat, sometimes they'll decorate their houses and exchange gifts.
Do kids have to fast too?
No ... young kids, pregnant women, people travelling long distances... they're all excused from fasting. It's the same as that last pillar of Islam, the hajj... Muslims are expected to make a pilgrimage to Mecca, if they're able.
Mecca is a really important place to the Islamic religion, isn't it? Tell me more about WHY it's important.
WHY
So Bryce, when I type "Mecca" into Google, the first result I get is the Mecca make up and beauty shop that's up the road from my house!
The real Mecca, as I said earlier, is in Saudi Arabia. It's where the prophet Muhammad was born and the holiest city in Islam. When Muslims pray, they always make sure they are facing the great mosque of Mecca, called the Masjid al-Haram... there are actually phone apps to show you where Mecca is!
And every year, about two million people make what's called a pilgrimage to Mecca.
That's right - it's a pretty incredible sight... I'll pop a link in your episode notes. Every Muslim adult who can afford it, and is physically able to make the journey, is expected to do so at least once in their lifetime. During the week of Hajj, each person must do a number of rituals, including walking seven times around a cube-shaped building called the Kaaba; throwing stones at three pillars that symbolise the devil; and either shaving their head, or having a haircut.
Why a haircut?
It symbolises a clean start, a rebirth. Over time, the word "mecca" has come to mean the centre, or most important place, for a certain group of people. So you might say that the MCG is mecca for cricket fans, or the Eiffel Tower is a mecca for tourists. That makeup shop I mentioned? It wants to be THE most important destination for makeup lovers.
I wonder what Muhammad would have thought of that...
The S'Quiz
This is the part of the podcast where you get to test how well you've been listening…
1.What is the name of the month-long period when Muslims fast? "
2. Which direction must Muslims face when they pray?
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Subject (-Art)
KS2 Prior Knowledge
* Recognise the work of a range of artists, craft makers, and designers, describing the differences and similarities between different practices and disciplines, and making links to their own work.
* Use a range of materials creatively to design and make products.
* Develop a wide range of art and design techniques in using the visual elements.
* Use drawing, painting and sculpture to develop and share their ideas, experiences and imagination.
drawing or painting?
an outcome?
DEVELOP
Recognise the work of a range of artists, craft makers, and designers, describing the differences and similarities between different practices and disciplines, and making links to their own work.
Studies of the visual elements connected with artists who use these in their work to show and explore how these are used and developed.
Looking at Grayson Perry and his art.
EXPLORE
Use a range of materials creatively to design and make products.
Using a range of tones with pencil and paint.
Looking at mark making through the use of charcoal and pencil.
Use clay to create a house.
RECORD
Develop a wide range of art and design techniques in using the visual elements.
Use of gridding method to obtain correct shape and proportion.
Exploring the visual elements looking at using a full contrast in tone and contour lines to create form.
Use the tiling method to create a dwelling in clay.
PRESENT
Use drawing, painting and sculpture to develop and share their ideas, experiences and imagination.
A monochromatic tonal painting of a still life.
A house using the tiling method is made.
DEVELOP
Recognise the work of a range of artists, craft makers, and designers, describing the differences and similarities between different practices and disciplines, and making links to their own work.
Studies of Aboriginal art and traditional methods.
The use of Contemporary artists Chuck Close working on portraits.
EXPLORE
Use a range of materials creatively to design and make products.
The use of traditional methods using raw materials.
Use of tone through pencil work in response to Chuck Close.
RECORD
Develop a wide range of art and design techniques in using the visual elements.
The use of raw materials and mixed media is used to create an Aboriginal piece.
The use of photo realism and the gridding technique is used to aid correct shape and proportion.
PRESENT
Use drawing, painting and sculpture to develop and share their ideas, experiences and imagination.
An Aboriginal style mixed media piece. A photo realistic portrait.
Skills
DEVELOP
Develop their ideas through investigations informed by contextual and other sources demonstrating analytical and cultural understanding.
Looking at artists such as David Hockney, Edward Hopper, D'Vinci and Julian Beever to explore perspective and depth.
Independently pupils choose artists to develop and create a piece of work looking closely at their style and techniques.
EXPLORE
Refine their ideas through experimenting and selecting appropriate resources, media, materials, techniques and processes.
Students work with perspective, shape and primary resources to develop independent projects enabling them to understand the GCSE assessment criteria.
RECORD
Recorded ideas, observations and insights relevant to their intentions in visual and / or other forms.
Pupils are encouraged to present work neatly. Primary / secondary resources, with relevance, are used to develop ideas.
PRESENT
Present a personal, informed and meaningful response demonstrating analytical and critical understanding, realising intentions and where appropriate, making connections between visual, written, oral or other elements.
Independent outcomes are produced with clear links to techniques and elements explored.
DEVELOP
Develop their ideas through investigations informed by contextual and other sources demonstrating analytical and cultural understanding.
Warhol and Lichtenstein along with other Pop Artists are used to explore the subject of food and drink.
Surrealist artists are used to develop a project on the theme of 'Out of the Ordinary.'
EXPLORE
Refine their ideas through experimenting and selecting appropriate resources, media, materials, techniques and processes.
Students use a range of techniques such as, Photoshop, block printing, monoprinting, sgrafitto to develop ideas further with relevance and connections to artists techniques and elements.
RECORD
Recorded ideas, observations and insights relevant to their intentions in visual and /or other forms.
Pupils are encouraged to present work neatly. Primary / secondary resources, with relevance, are used to develop ideas.
PRESENT
Present a personal, informed and meaningful response demonstrating analytical and critical understanding, realising intentions and where appropriate, making connections between visual, written, oral or other elements.
Independent outcomes are produced with clear links to techniques and elements explored.
DEVELOP
Develop ideas through sustained and focused investigations informed by contextual and other sources, demonstrating analytical and critical understanding.
Pupils research artists relevant to a given title from the exam board.
EXPLORE
Explore and select appropriate resources, media, materials, techniques and processes, reviewing and refining ideas as work develops.
Students build upon and develop previously learnt techniques to experiment ideas for their chosen theme.
RECORD
Record ideas, observations and insights relevant to intentions, reflecting critically on work and progress.
Pupils are encouraged to present work neatly. Primary / secondary resources, with relevance, are used to develop ideas.
PRESENT
Present a personal and meaningful response that realises intentions and where appropriate makes connections between visual and other elements.
Independent outcomes are produced with clear links to techniques and elements explored.
Project - Colour Theory
Project - Dwellings work assessment sheet.
criteria. | <urn:uuid:636ab15d-8019-4e82-bb1f-d9178b91c29f> | CC-MAIN-2019-30 | http://www.smithdon.norfolk.sch.uk/attachments/download.asp?file=60&type=pdf | 2019-07-17T15:27:29Z | crawl-data/CC-MAIN-2019-30/segments/1563195525312.3/warc/CC-MAIN-20190717141631-20190717163631-00138.warc.gz | 258,608,170 | 1,109 | eng_Latn | eng_Latn | 0.954194 | eng_Latn | 0.99422 | [
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PURE Water – Filter Sponsorship
version number 1.0 — Sep 6 2019
For people in developing countries, safe water can change everything.
703 million people in the world live without clean water. UNICEF 2019
The majority live in isolated rural areas and spend hours everyday walking to collect water for their family. Not only does walking for water keep children out of school or take up time that parents could be using to earn money, but the water often carries diseases that can make everyone sick.
But access to clean water means health, which leads to increased wealth, and education - especially for women and children.
Safe water changes everything:
HEALTH - Diseases from dirty water kill more people every year than all forms of violence, including war.
Children under-five are on average more than 20 times more likely to die from illnesses linked to unsafe water and bad sanitation than from conflict. UNICEF 2019
WEALTH - When people are healthy, they don't need to spend money on bottled water; on taxis to clinics, on consultations with specialists, medicines and return taxi's home. This means more money for the families to spend on hygiene, food and education.
EDUCATION - Clean water helps keep kids in school, especially girls.
Less time collecting water means more time in class. Clean water and proper toilets at school means teenage girls don't have to stay home for a week out of every month.
TIME - Every day, women and girls around the world spend an estimated 200 million hours collecting water. WHO & UNICEF 2010
Access to clean water gives communities more time to grow food, earn an income, and go to school - all of which fight poverty.
WOMEN EMPOWERMENT - Women and girls are responsible for water collection in 8 out of 10 households with water off premises. WHO/UNICEF 2017.
When a community gets water, women and girls get their lives back. They start businesses, improve their homes, and take charge of their own futures.
Sponsorship
You will be raising a family, or families out of water poverty for over 10 years.
Cost: One off payment of £60.
What will you receive? When you sign up you will receive via email a certificate, as per the sample here. It is A4 and can be easily printed by yourself at home. Many people buy a frame to display with pride what you've done for someone else. They are an ideal as a gift for a loved one, to mark a birthday, anniversary or special occasion like Christmas, Mother's Day, etc.
Once your sponsored intervention has been installed, you will be notified via an email, you will see a picture of your family with your filter, and their current health, wealth and education status. In the first year you will receive updates via email on the impact your intervention has had on your family's health, wealth and education.
More detailed information on the Intervention and its impact
The intervention consists of supplying an innovative water filter system, training the recipients in its correct use, and raising awareness of hygiene, and sanitation:
* Wa - A highly reusable and sustainable Water Filter, that removes almost 100% of bacteria and protozoa from water. At 50p per month to supply a family with 2,000 litres of safe water a day, we know of no better value for money preventative intervention.
* S - Sanitation. Providing education about such basic matters as where to defecate and where not to. We provide pictorial plans of where and how to construct a long drop toilet to prevent the spreading of disease. Our teams encourage the local community to work together, helping one another, so every family has their own appropriately sited and constructed toilet.
* H - Hygiene awareness. Stressing the importance of washing hands. Demonstrating when and how to do this effectively to ensure that the benefits of safe water are not lessened through poor hygiene.
AMOR uses a mobile application with a custom developed questionnaire. This application is used to accurately track the impact of the project on the family's health, wealth, and education. Prior to the team's arrival our local Gambian partners visit the villagers, assess, and invite family's participation in the programme.
At the point of distribution (installation of the intervention), each family is asked a series of questions that is captured in the application as a baseline survey.
Two weeks later our local partners from the Gambian return to visit each family to:
* Ask and record the baseline questions again
* Be open to issues raised and provide additional support
* Changes made in hygiene and sanitation habits are recorded
* Demonstrate the use of the filter by the family, and how they're cleaning it to ensure sustainability
* Explain how they can support the family and offer the opportunity to pray with them.
This process is repeated a further three times - at 8 weeks, 6 months and finally at 12 months.
This process not only ensures sustainability for 10 years, but it also allows the local partners to build long-term relationships with the families.
The monitoring and evaluation of the WaSH program leads to measurably dramatic outcomes:
Testimonies from recipients of the intervention April 2022, please click on the following two links:
Rose
Veronica
Thank you for changing the lives of families in rural Gambia. | <urn:uuid:93b9230b-12ec-48db-8b04-766df8790eec> | CC-MAIN-2024-38 | https://www.amoreurope.org/_files/ugd/606c93_d138fc52dcae41e3829177509ec508ff.pdf | 2024-09-12T07:59:55+00:00 | crawl-data/CC-MAIN-2024-38/segments/1725700651440.11/warc/CC-MAIN-20240912074814-20240912104814-00608.warc.gz | 603,149,508 | 1,095 | eng_Latn | eng_Latn | 0.998594 | eng_Latn | 0.99876 | [
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Fast and Curious
Pere Compte · Immacolata Ercolino · Philippe Jeanjacquot
Dionysis Konstantinou · Emmanuel Thibault
1 | Summary
The pupils measure the speed of an object using the Doppler effect of the sound. In this activity they use the audio (or video) file of the sound of a car.
Î Î Keywords: Doppler effect, vehicle, speed, smartphones, sound
Î Î Further functions needed: camera for recording a video file, voice memo or sound recorder to record an audio file, signal generator for the extra activity
Î Î Disciplines:
physics, maths
Î Î Age level of students:
17-18 years
Î Î Android apps:
Sound spectrum analyzer (SSA)
Î Î iOS apps: iAnalyzer lite
2 | Conceptual introduction
The objective is to measure the speed of a vehicle by recording the sound emitted by the vehicle when it passes a microphone (e.g. that of a smartphone). Measurements are made using smartphone spectrum analysis applications.
Required skills:
Î Î Setting up an experiment to measure speed by using the Doppler effect.
Î Î Using the expression describing the relative changes in frequency at low speeds.
Î Î Using spectral data and image processing software to illustrate the applications of the Doppler effect as a method of investigation in astrophysics
Implied knowledge:
Î Î The Doppler effect: The change of the observed frequency as the source moves towards and away from the observer.
3 | What the students do
This activity is divided into three parts:
Î Î As homework: The students record the sound of a car or another vehicle by using their smartphones. (3.1.)
Î Î In class: They explain what the Doppler effect is. (3.2)
Î Î Using their smartphones: They measure and analyse the sound and determine the velocity of the car. (3.3)
3 | 1 Record the sound of a vehicle
In the first phase, the vehicle has to move towards the microphone; in the second phase it has to move away from it. It is better if the vehicle sounds its horn during the measurement. While the sound is being recorded, the vehicle is travelling in a straight line at a constant velocity (value: v).
For the recording, use either (i) the camera application for a video or (ii) the voice memo or sound recorder application for recording only the sound.
During the recording, the best method is to stand still and just turn the smartphone in the direction of the car. Be careful to record the car in a quiet place, without other noises.
3 | 2 What is the Doppler effect?
Listen to the recording and explain what characteristic of the sound is altered. In your explanation, make sure you distinguish between the two phases of the recording. The alteration is a result of the Doppler effect.
If the vehicle sounds its horn, the sound spectrum has peaks of frequency. Choose one peak with a very clear shift.
.
If the vehicle is at a standstill the frequency will be f(0)
If the vehicle is approaching the microphone, the pitch of the sound will be higher; the frequency increases to f(1).
If the vehicle is moving away from the microphone, the pitch of the sound will be lower; the frequency decreases to f(2).
The same phenomenon occurs if the vehicle is standing still and the microphone is moving.
The formulas are:
3 | 3 Measure and analyse the frequency of the sound
This activity requires two smartphones. One will play back the sound emitted by the vehicle, and the other will determine the spectrum of the sound. In the first part of the recorded
audio file, the vehicle is moving towards the microphone; in the second part it is moving away from it. While the sound was being recorded, the vehicle was travelling in a straight line at constant velocity (value: v).
3 | 3 | 1 With Android (fig. 1)
Î Î Stand in front of the playback smartphone speaker.
Î Î Start the Sound Spectrum Analyzer on the other smartphone.
Î Î Open the menu of the app.
Î Î Start to play back the file.
Î Î After one or two seconds, quickly start the analysis in Sound Spectrum Analyzer (in the menu).
Î Î In the Sound Spectrum Analyzer menu, go to the x-axis and choose log Scale. Do the same with the y-axis.
Î Î With your finger, move the cursor to the first peak (1 in the screenshot).
Î Î Read the frequency from the top right of the screen (2 in the screenshot).
Î Î After you have obtained the first frequency, measure the second frequency.
Î Î To determine the second frequency, follow the same procedure as for the first frequency. The only difference is that you start the SSA analysis just before the end of the recorded audio file.
3 | 3 | 2 With iOS (Fig. 2)
Î Î Stand in front of the speaker.
Î Î Start iAnalyzer lite on iOS.
Î Î Start to record.
Î Î Start to read the audio file.
Î Î When the audio file is finished, stop the recording.
Î Î The recording of the sound is displayed in the lower part of the screen.
Î Î With your finger, scroll along the audio file (1 in the screenshot).
Î Î The spectrum is displayed in the top part of the screen.
Î Î Touch the screen and scroll to measure the frequency of the sound (2 in the screenshot).
Î Î Choose one frequency peak.
Î Î Measure the frequency (3 in the screenshot) of this peak at the beginning (frequency 1) and at the end (frequency 2) of the recording.
3 | 3 | 3 To obtain this speed of the vehicle, use the following formula:
v=340 m/s is the speed of sound; f(1) is the first frequency; f(2) is the second frequency.
3 | 3 | 4 To go further
This formula can be deduced by dividing the formulas of f(1) and f(2)
vvehicle = 13.1 m/s; vvehicle = 47 km/h; the speed on the speedometer is 50 km/h.
4 | Cooperation option
Î Î Share different files with different velocities and different vehicles and Doppler effect measurements. Make a database of these measurements.
Î Î One school can record its files and send them to another school. The students have to estimate the speed of the vehicle from the other school's recordings.
5 | Conclusion
In this teaching unit, the students can follow the described procedure or create their own procedure.
There are other possibilities, for example:
Î Î Come back and find the real frequency f(0) when the vehicle is standing still. For this activity, use the speed of the vehicle, f(1) or f(2).
Î Î Put a buzzer or a smartphone in a fabric bag. For the smartphone, the students first have to start the signal generator app and set it to produce a sinusoidal sound. The maximum sound level should be between 500 Hz and 1 kHz. One student takes the bag and makes vertical circles with the noisy smartphone (be careful not to smash the phone while whirling it around!). Another student records the spectrum of the sound and calculates the radial velocity of the phone using the Doppler effect. This activity can be linked with an activity in which the students search for exoplanets by using the radial velocity method.
Î Î Put a buzzer or a smartphone in front of the pupils. Use the signal generator app to make a sinusoidal sound. The maximum sound level should be between 500 Hz and 1 kHz. One pupil runs with the noisy smartphone and another records the spectrum using another smartphone. You can use the Doppler effect to find the speed of the runner.
6 | Further information
Î Î For more information about exoplanets, see http://exoplanets.org/
Î Î Hands-on universe Europe: exercise about exoplanets at euhou.obspm.fr.
Imprint
taken from
iStage 2 – Smartphones in Science Teaching available in English and German www.science-on-stage.eu/istage2
published by
Science on Stage Deutschland e.V. Poststraße 4/5 10178 Berlin · Germany
Revision and Translation
TransForm Gesellschaft für Sprachen- und Mediendienste mbH www.transformcologne.de
Credits
The authors have checked all aspects of copyright for the images and texts used in this publication to the best of their knowledge.
Design
WEBERSUPIRAN.berlin
Illustration
tacke – atelier für kommunikation www.ruperttacke.de
Please order from
www.science-on-stage.de firstname.lastname@example.org
Creative-Commons-License: Attribution Non-Commercial Share Alike
First edition published in 2014 © Science on Stage Deutschland e.V.
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www.science-on-stage.eu/newsletter | <urn:uuid:5dc3a8dc-47ab-46ef-9bb4-40e8b6c2a1e4> | CC-MAIN-2024-38 | https://www.science-on-stage.de/sites/default/files/material/istage2_en_fast-and-curious.pdf | 2024-09-12T08:35:11+00:00 | crawl-data/CC-MAIN-2024-38/segments/1725700651440.11/warc/CC-MAIN-20240912074814-20240912104814-00606.warc.gz | 889,940,767 | 1,999 | eng_Latn | eng_Latn | 0.814894 | eng_Latn | 0.993543 | [
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Pharmaceutical Waste:
Disposing of unwanted medications
What's the problem?
Expired or unwanted prescription or over-thecounter medications from households have traditionally been disposed of by flushing them down
the toilet or a drain. Although this method of disposal prevents immediate accidental ingestion, it can cause pollution in wastewater, which has been demonstrated to cause adverse effects to fish and other aquatic wildlife. When the water is eventually reused, it can also cause unintentional human exposure to chemicals in medications.
Disposing of medications at home
Your unwanted medications may be disposed of in your trash. Follow these precautions to prevent accidental or intentional ingestion.
1. Keep the medication in its original container.
2. Modify the medications to discourage consumption.
The labels may contain safety information and the caps are typically childproof. Leaving the content information clearly visible, scratch the patient's name out or cover it over with permanent maker.
∫ For solid medications, such as pills or capsules: add a small amount of water to at least partially dissolve them.
∫ For liquid medications: add enough table salt, flour, charcoal, or nontoxic powdered spice, such as turmeric or mustard to make a pungent, unsightly mixture that discourages anyone from eating it.
∫ For blister packs: wrap the blister packages containing pills in multiple layers of duct or other opaque tape.
Seal and conceal. Tape the medication container lid shut with packing or duct tape, place it inside a non-transparent bag or container such as an empty yogurt or margarine tub to ensure that the contents cannot be seen. 3.
Do not conceal medicines in food products because they could be inadvertently consumed by wildlife scavengers.
Managing other types of pharmaceutical waste
Unused ampoules, vials, and IV bags should not be opened (other than to scratch out the patient's name). Wrap the container with tape to minimize breakage, then place in an opaque plastic container (such as an empty yogurt or margarine tub). Wrap the outside of the container or bag with additional duct or shipping tape to prevent leakage and further obscure the contents. Dispose of the container in the trash.
Chemotherapy drugs may require special handling. Work with your healthcare provider on proper disposal options for this type of medication.
Other resources
∫ U.S. Geological Survey research on the presence of pharmaceuticals in the environment: toxics.usgs.gov/regional/emc
∫ U.S. Environmental Protection Agency information on the potential environmental impacts of pharmaceuticals: www.epa.gov/ppcp
For more information on household hazardous wastes and collection programs, contact your county's solid waste office or www.pca.state.mn.us/hhw to find local program contact information.
Minnesota Pollution Control Agency
Changes ahead
As a national dialogue on pharmaceutical waste continues, additional options for management of expired or unwanted medications may become available. Check www.pca.state.mn.us/hhw for updates.
*
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AUDITORY PROCESSING DIFFICULTIES CHECKLIST
The following checklist acts as a screening tool to determine whether auditory processing difficulties are evident. Since there are varying forms of auditory processing difficulties it is highly unlikely that you will tick all of the items listed below.
Student Name:
Observer:
Date:
Grade:
Relationship to Student:
Does not pay attention/listen to instructions more than 50% of the time
Does not listen carefully to instructions and it is often necessary to repeat directions
Says "what?", "huh?" or "pardon?" at least five times per day
Struggles to listen to an auditory stimulus for more than a few seconds (e.g. long stories or instructions)
Has a short attention span. If this item is ticked please indicate the most appropriate timeframe:
0-2 minutes 2-5 minutes 5-15 minutes 15-30 minutes
Appears to daydream – attention drifts from time to time
Is easily distracted by background noise
Learns better one-on-one
Has difficulty with phonics (i.e. learning the sounds that match letters), spelling, writing and/or reading
Experiences difficulty with sound discrimination (i.e. "hearing" when sounds are different/the same)
Forgets what is said in a few minutes
Does not remember simple routine things from day to day
Displays problems recalling what was said last week/month/year
Has difficulty recalling a sequence that has been heard
Frequently misunderstands or "mishears" what is said/appears to be a selective listener
Is slow to grasp concepts for age/grade level
Is a poor auditory learner (e.g. is a strong visual learner)
Has delayed language abilities (e.g. has difficulty expressing ideas verbally and/or getting ideas onto paper)
Has an articulation/pronunciation problem (e.g. says "t" instead of "k")
Lacks motivation to learn or poor self esteem as a learner
Displays slow or delayed responses to verbal instructions/questions
Takes a long time to complete classroom work and/or homework
Displays below average performance in one or more academic area(s)
Has a history of hearing loss or listening difficulties
Has a history of ear infections/glue ear and/or tonsillitis
Number of Items Checked:
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NASA's STEREO detects a CME from the sun
May 17 2013
A combined view of the coronal mass ejection, or CME, that occurred on May 17, 2013, at 5:36 EDT. The center yellow image was captured by NASA's Solar Dynamics Observatory and shows the sun as seen in UV light, in the 171 Angstrom wavelength. The SDO image is superimposed on top of an image from the Solar and Heliospheric Observatory showing the CME propagating into space. Credit: NASA/SDO/Goddard, ESA&NASA SOHO
1/2
Powered by TCPDF (www.tcpdf.org)
On 5:24 a.m. EDT on May 17, 2013, the sun erupted with an Earthdirected coronal mass ejection or CME, a solar phenomenon that can send billions of tons of solar particles into space that can reach Earth one to three days later and affect electronic systems in satellites and on the ground. Experimental NASA research models, based on observations from NASA's Solar Terrestrial Relations Observatory, show that the CME left the sun at speeds of around 745 miles per second. The solar material in CMEs cannot pass through the atmosphere to affect humans on Earth.
Not to be confused with a solar flare, a CME can cause a space weather phenomenon called a geomagnetic storm, which occurs when they connect with the outside of the Earth's magnetic envelope, the magnetosphere, for an extended period of time.
The CME may also pass by Spitzer and its mission operators have been notified. If warranted, operators can put spacecraft into safe mode to protect the instruments from the solar material.
Provided by NASA's Goddard Space Flight Center
Citation: NASA's STEREO detects a CME from the sun (2013, May 17) retrieved 12 September 2024 from https://phys.org/news/2013-05-nasa-stereo-cme-sun.html
This document is subject to copyright. Apart from any fair dealing for the purpose of private study or research, no part may be reproduced without the written permission. The content is provided for information purposes only.
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Project Location
Chesapeake Bay-Virginia National Estuarine Research Reserve
Project Duration
June 2016 to May 2018
Project Lead
Sarah McGuire Nuss Chesapeake Bay-Virginia National Estuarine Research Reserve and Virginia Institute of Marine Science email@example.com
Project Type
Science Transfer – promoting the use of science
Project Partners
* Chesapeake Bay-Virginia National Estuarine Research Reserve
* Mathews County Schools
* Gloucester County Schools
* Middlesex County Schools
Climate Education for a Changing Bay Expansion
Overview
This project makes data and information compiled through the Chesapeake Bay Sentinel Site Cooperative readily available to ninth-grade earth science teachers to use in their classrooms and increase climate literacy. The project builds on a previous NOAA Bay Watershed Education and Training project titled, "Climate Education for a Changing Bay (CECB)," which provided watershed educational experiences integrated into the classroom curriculum for ninth-grade students in Gloucester County and Mathews County, Virginia. Through the current project, the Chesapeake Bay-Virginia Reserve is building on the strengths of the previous years of CECB to extend the reach into Middlesex County, while developing an alumni program to support the program in Gloucester and Mathews. All three counties lie within a region experiencing relative rates of sea level rise greater than the global average.
Anticipated Benefits
* Increased climate literacy of ninth graders in participating counties.
* Increased use of real-time reserve sentinel site data and climate science in classrooms.
* Increased teacher awareness, knowledge, and confidence relating to climate science.
* Meaningful watershed education experiences for students.
* Creation of a teacher-Chesapeake Bay-Virginia Reserve mentorship program.
Project Approach
Middlesex County will receive the full CECB program, including teacher professional development through informal meetings and trainings, an introductory classroom visit, schoolyard field experience, and an off-site field experience for the entire ninth-grade student population provided by Chesapeake Bay-Virginia Reserve education staff members. Meanwhile, Gloucester and Mathews County teachers will participate in a mentoring program, with the opportunity to receive updated training and data, and funds to continue offering CECB activities with their students.
The project approach includes three main components:
* Classroom and field experiences – Students from Middlesex County will participate in one classroom lesson, one schoolyard field experience, and one field experience off-site delivered by Chesapeake BayVirginia Reserve educators. Students from Gloucester and Mathews Counties will participate in classroom lessons and field experiences delivered by their teachers.
* Climate curriculum in the classroom – The CECB program will use data and information collected by the research and stewardship programs at Chesapeake Bay-Virginia Reserve to update the existing curriculum.
* Mentoring – Previous participants in the program will receive guidance, support, and stipends to continue the use of the curriculum both in the classroom and in the field. In the second year of funding, teachers from Middlesex County will also be included in the mentoring program, and all teachers will then be responsible for leading the classroom lessons and field experiences themselves with guidance from Chesapeake BayVirginia Reserve educators.
Targeted End Users and Anticipated Products
* Updated CECB curriculum for ninth-grade teachers in Middlesex, Gloucester, and Mathews Counties.
* Project presentation and findings at state or national education conference.
About the Science Collaborative
The National Estuarine Research Reserve System's Science Collaborative supports collaborative research that addresses coastal management problems important to the reserves. The Science Collaborative is managed by the University of Michigan's Water Center through a cooperative agreement with the National Oceanic and Atmospheric Administration (NOAA). Funding for the research reserves and this program comes from NOAA. Learn more at nerrs.noaa.gov or graham.umich.edu/water/nerrs. | <urn:uuid:f2199fe7-5e93-4d73-a548-f8f81703c9a0> | CC-MAIN-2024-38 | https://graham.umich.edu/media/pubs/Nuss-Fact-Sheet_Final_0.pdf | 2024-09-12T08:25:34+00:00 | crawl-data/CC-MAIN-2024-38/segments/1725700651440.11/warc/CC-MAIN-20240912074814-20240912104814-00607.warc.gz | 268,697,022 | 782 | eng_Latn | eng_Latn | 0.990523 | eng_Latn | 0.993396 | [
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UNIT 4 GROUP FORMATION: STAGES OF THE DEVELOPMENT OF GROUPS
Contents
4.0 Objectives
4.1 Introduction
4.2 Types of Social Work Groups
4.3 Stages of Social Work Group Formation
4.4 Phase I: Planning and Formation of the Group
4.5 Phase II: Initial Meetings
4.6 Phase III: Middle (Active Working) Phase
4.7 Phase IV: Evaluation
4.8 Phase V: Termination of the Group
4.9 Role of Group Worker in Group Formation Stages
4.10 Role as Leader
4.11 Let Us Sum Up
4.12 Key Words
4.13 Suggested Readings
4.14 Answers to Check Your Progress
4.0 OBJECTIVES
This unit aims to provide an understanding of social work group formation. It discusses the factors of group formation and types of social work groups. It explains the different stages of group formation and steps involved in each stage viz., preparations for formation of group, conducting the initial meetings, continuation of group sessions, evaluation of group and termination of the group. It also gives an overview of the role of group worker in the group formation.
The objectives of this unit are to enable the student to understand:
! factors for formation of social work groups;
! various types of social work groups that can be formed;
! the different stages of social work group formation; and
! the role of social group worker in different stages of social work group formation.
4.1 INTRODUCTION
Whenever social work practitioners do not solve the problems of client/s by one to one --- client and worker --- basis they try the group approach or social group work --
as an alternative. A number of factors determine the need to help people in distress through a group. Every individual is familiar with group life. The group life starts with the family, and continues throughout life in different social settings such as school, work place, and social clubs. People prefer to be in groups rather than live in isolation. People are shaped by others and in turn shape others. When an individual comes to know that there are others who are also having same or similar problem or need, feels assured that he/she is not alone in fighting his/her social predicament. The understanding about the social situation he/she is in changes as he/she learns how others in the same or similar social situations are coping up, and makes the person too, willing to resolve the problem. A person feels more encouraged to participate in solving the need when others having similar needs are involved to resolve the need. If the problem is something to do with the behaviour patterns then group provides the social context where in new behaviour can be tried and encouraged. Certain social situations affect a group of people and people can be helped as a group. Example is unemployed youth, professional bodies needing social recognition and support, and children in need of recreation. Social work services can cater to more clients through group intervention. Working through group saves a lot of time, energy and resources.
Social work groups are different from other groups. The social group work groups are basically formed groups. The social worker may form a new group or sometimes may work with already existing group. It involves members in a shared space and collective time. It has the power of changing individuals into members who consciously work for each other's benefit. The social work group encompass a whole gambit of human behaviour. These nurture democratic attitudes and develop the group as a selfdetermining unit. The group is formed on the basis of a contract between the social group worker and the individual members.
4.2 TYPES OF SOCIAL WORK GROUPS
The social work groups can be classified on the basis of the purpose for which the group is conceptualised. The purposes may be to meet the socio-emotional needs of individual members or to accomplish a specific or a set of tasks of an individual member or group as a whole for its growth and development. Konapka (1983) classified social work groups as development groups and social action groups. Another classification is treatment and task groups as discussed by Toseland and Rivas (1984). They further divided treatment groups as remedial, educational, growth, and socialisation groups; and task groups into committees, teams, delegate councils, treatment conference and social action groups. This classification of groups into different types is not water tight, they tend to overlap. Therefore for our discussion, the various types of groups that can be formed by social group workers are classified as
a) Remedial groups
b) Growth groups
c) Task groups
Remedial groups are mostly to enable the members to sustain their changed behaviour and to cope up with new situations in life. The focus is more on the socio-emotional needs. This type of group is formed with those people who have undergone some treatment for a pathological condition. For example, a group of people who have been discharged from a drug de-addiction centre have to be helped to continue their changed behaviour and the treatment. Growth groups are to create awareness about the opportunities to grow and develop in their career and other life positions. These groups
Social Work with Groups focus both on the social and emotional needs of the members as well as achievement of a tangible target. Some examples are: a group of youth is brought together to enhance their entrepreneurial abilities so as to improve income generating capacities and make them feel they are worthy members of the society, teaching children to acquire social skills and social etiquettes, so that they perform their social responsibilities properly and grow as useful adults. Task groups focus on certain work or activity the group is to achieve for its own development. The task could be development oriented, solving a problem or a crisis situation or a social disadvantage. Some examples are: a committee formed by an organisation to deliberate on certain strategies to improve the service delivery, an administrative group of heads of different units of an agency to work out ways and means to improve the performance of the staff and bring about coordination among the different units, group formed to tackle water shortage, poor civic amenities and reservation of jobs for women.
These groups are formed in residential settings, day-care service centres, community settings and even an open or general public platform as well as in formal organisations.
Check Your Progress I
Note:
a) Use the space provided for your answers.
b) Check your answers with those provided at the end of this unit.
1) Mention at least three factors of social work group formation.
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2) Explain any three types of social work groups with suitable examples.
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4.3 STAGES OF SOCIAL WORK GROUP FORMATION
There are a number of stages or phases in formation of a social work group. Ken Heap (1985) discussed these as group formation and planning; the first meetings; the working phase; use of activities and action; and the termination of the Group. According to Douglas (1979) there are five stages viz., conceptualisation, creation, operation, termination and evaluation. He has discussed these as the functions of leader while Toseland and Rivas (1984) discussed the stages under planning phase, beginning phase, middle phase and ending phase.
For our purpose we can discuss the stages of social group work practice under the following five heads:
! Pre-group (group formation) phase
! Initial (first meetings) phase
! Middle (Active working) phase
! Evaluation of the group
! Terminating/ending the group phase
In the pre-group phase worker identifies the need for organising a group and initiates steps to form the group. In the initial (first meetings) phase the worker and the group members meet at the place specified --- agency or any other place where group is likely to have its sessions --- and initial orientation to the group's purpose and other information is given and shared. In the middle (active working) phase the group continues its deliberations and activities to accomplish its goals and in evaluation phase the performance of the group is examined vis-à-vis the group purpose and members, goals. Finally, in the ending or termination phase the group is made to dissolve and the worker enables the members to part with each other on a goodwill note.
4.4 PHASE I: PLANNING AND FORMATION OF THE GROUP
The social group worker representing an agency providing services such as residential care, day-care and community work may come across situations where the services of the agency are effectively utilised by the client system through a group experience. The needs may even be identified by the other staff or client system itself. Once the worker identifies the need for formation of social work group, he/she starts planning for the formation of the group. For this the worker has to answer some questions with his/her professional background very carefully and systematically. These questions are:
Why is the group? Here, the worker has to look at the need for forming the group. The purpose and goals it can attain have to be conceptualised and defined.
For whom the group is being formed? Here, the task is to work out type of members the group addresses to. The eligibility criteria to enroll a member.
How many? This looks at the number of members the group consists of. Should have large number or small number of members.
How long? This focus on the life span of the group in terms of time period and the number of sessions/meetings it shall have. The group exists for days, weeks, months and the frequency of its meetings.
How to ensure members' involvement in the group? The agreements the members and the worker enter into ensure the group processes to go on till the attainment of the purpose of the group.
Keeping in mind these questions the broad steps at this stage are:
! Formulating group's purpose
! Composition of the group
! Size of the group
! Enrolling the members
! Contracting
Formulating Group's Purpose: Here the worker has to be clear in his mind as to why the group is being conceived and what it is addressing itself to. The purpose has to be expressed in a well defined statement/s. It shall not be confusing and shall not give any scope for suspecting its genuineness as to group's broad aim of helping the potential needy members. Therefore, it shall be formulated in simple statements. It shall provide answers to the potential members as to what to expect and to what extent their participating in the group is beneficial. A well-defined statement of the purpose also takes care of unnecessary members to join the group. It also enables the agency that the formation of the group is within the confines of the agency's areas of operations and is not against its interests and services. It also enable the sponsors and other resource agencies what to expect from the group.
Let us see some examples of the statements of the purpose:
--- Group is to create platform for the parents of the drug addicted college-going youth to share their problems and develop the skills to manage their wards.
--- Group is to enable the women in the community to make productive use of their leisure time.
--- Group is formed to chalk out tasks to be accomplished by the heads of the departments for the forthcoming financial year.
--- The purpose of the group may subject to some modifications to suit the changing demands during the course of the group meetings with the agreement of all the concerned parties to the group.
Composition of the Group: Once the group is established then the worker has to look into what shall be the composition of the group. Should it be homogeneous in its composition or heterogeneous? Homogeneity indicates sharing common features among the group members such as age, educational background, social class, and other interests . Homogeneity helps in building the group bond faster which is a decisive force in group process. At the same time, it fails to provide diverse information, experiences, and alternative ways of doing. Heterogeneity addresses to the need for diversity of certain characteristics of the members such as the length of time suffering with or coping with the problem, the efforts put into deal with the problem, the emotional state besides the other demographic attributes. Diversity ensures sharing of each other's situations, making comparisons, finding alternatives, and stimulates each other. At the same time it poses problems of acceptance and involvement. Therefore, it is an important task for the group worker to decide the composition of the group keeping in mind the broad purpose and the individual member needs and goals. Another aspect that has to be considered is whether to have an open group or a closed group. In open group there are no restrictions on joining the group from the point of the time. One can be enrolled into the group any time during the life of the group. While the closed group stops enrollment of members after the stipulated time of admission. Opting for open or closed group depends on the purpose, the goals and the time frame set for the group.
Size of the Group: How many members shall compose the group? What shall be the ideal size? What are the criteria to determine whether the size of the group is too big or
small? All these questions are there in the mind of the worker. There are no hard and fast rules to determine the size of the group. It basically depends on the purpose of the group and manageability from the point of time, space, funds and some form of controls that need to be introduced. Small size is easy to manage, more cohesive, provides higher levels of interaction but may not provide diverse experience, may not mobilise the required resources and the balance of the group is effected in case a member or two drops out. While the large size provides diverse experiences and even if some members drop out it will not adversely affect the group deliberations and achievement of group's purpose, can mobilise more resources, greater scope of leadership. But it limits time, all members may not find enough time to share their views, experiences, work, it gives scope to formation of subgroups and more conflicts. It is easier for some members to hide and avoid completing the tasks assigned. The professional experience and expertise of the group worker comes handy in determining the size of the group. Ideally a group of eight to fifteen members is a good size.
Enrolling the Members: Once it is decided to form the group and other modalities of the group viz., group's purpose, composition and the size of the group have worked out, then the next step is to enroll the group members. Here, the worker has to make arrangements to inform the potential members about forming the group. The information may be given directly to the potential members or passed through a notice in the agency's notice boards, a circular to the staff and other agencies concerned and by advertising in the media such as newspapers, radio, television etc., seeking applications from the interested members.
The prospective members may approach either directly or by sending in their applications. The worker has to examine the applications as to the suitability of the candidates on the basis of eligibility criteria established. The criteria include extent of need, urgency of intervention, demographic attributes, experience, and other skills. The worker can also arrange interviews with the applicants to ascertain their suitability. By interviewing the applicants the worker can also explain to them about purpose of the group and dispel some of their doubts about joining the group. Once the worker completes the screening, the suitable applicants are enrolled into the group.
Contracting: At the time of enrolling the members the worker and members have to enter into an agreement as to certain conditions that are to be followed during the course of group process. It consists of a statement of general responsibilities of the members and the worker during the life of the group. Some of these include assurance to attend the group sessions regularly and in time, to complete any task or work assigned, maintain the confidentiality of the discussions of the group, not to indulge in a behaviour that is detrimental to the well- being of the group. The contract also specifies the fees or charges if any for undertaking certain activities and for procuring any material, as well as the penalties or fines the member/s have to pay for any violations of the terms of contract. The contents in the contract are subjected to revisions to accommodate some unforeseen developments as the group process unfolds. The contract may be in written or an oral understanding. The contract binds the worker and members to planned schedules of the group and facilitate an environment to conduct the group processes effectively.
Finally the worker has to prepare a stage for beginning the group proceedings. He/She has to procure a conducive place for group sessions either in the agency itself or any other suitable place, arrange for monetary back up, gather necessary information and material. And make such other preparations for launching of the group.
4.5 PHASE II: INITIAL MEETINGS
In this section we are looking into what are the tasks the worker and members have to undertake to begin the group. In fact it is the most crucial stage as the success or failure of the group depends on how well the initial meetings are handled by the worker. The members attend the meeting with a lot of expectations. Member/s attend the meeting with the hope that time has come to get over the problem that has been affecting them over a (long) period of time. How much of it is going to be solved? They are also enthusiastic to meet and interact with others whom they have not met before and who are also having similar needs/problems. They will look forward to having new social experiences.
While on the other hand members many entertaining a number of doubts about the competence of the worker and whether participating in this group exercise can really deal with their problems effectively. They are also having a number of fears. They do not know what type of persons are the worker and other members. Is the worker and other members are of friendly disposition, understanding and sensitive and would not misuse the confidential self-disclosures the member/s likely to make in the group? Whether I can participate meaningfully in the group deliberations? Will my situation get more worsened? These are some of the fears of the member/s.
Similarly the worker too has his /her own thoughts. How much guidance the group expects from the worker to accomplish its purpose and goals? Whether the professional competence and experience is good enough to handle the group? Whether the members accept him/her? What type of new challenges and experiences the group brings ?
The Steps Involved in this Stage are:
--- Self- presentations by the worker and the members
--- Orientation about the group
--- Goal formation
--- Structuring the group session
--- Reviewing the contract
Self-presentations: As soon as the group is convened for the first time, the worker takes the initiative of making the group members feel comfortable by friendly greetings with each and every member. Once the members are settled comfortably then the worker introduces himself/herself giving personal and professional details. The worker shall give adequate information about himself/herself as possible so that it not only makes members confident about the worker but it also act as guide as to the details of information they have to disclose when their self -presentations turn comes. After that the members are asked to introduce themselves. This exercise of introductions shall be planned in such a way that it will help the members to feel at ease, and come out with more details about their situation. The worker should make them understand that the more the details they give the better will be their understanding about each other and will make a way for developing trust which is very important for effective results. There are a number of ways of introductions. The worker can employ any of such introductions keeping in mind the group's purpose and composition of the group. One way is to sit in a circle and introductions start in either clockwise or anti-clockwise direction. Another way is the members are divided into pairs and each pair is asked to exchange information about each other and then one member of the pair introduces the other and vice versa.
Orientation about the Group: After the self-presentations the worker shall orient the members about the broad purpose of the group. Here the worker spells out circumstances that paved the way for forming the group. How their disadvantage/s are likely overcome through the participation in subsequent group processes. Members are told explained about the functions and the roles of both the worker and the members. The worker also mentions previous experiences if any, so that members develop confidence in the worker as well as the strategy of adopting group work as a viable alternative. Members are encouraged to seek clarifications as to the relevance of the group's purpose to their needs or problem situation. The worker also explains the agency's background.
Goal Formation: In this step, the goals of the group are framed. Goals are statements of desired levels of change in behaviour or in social situation or in physical conditions to be achieved at some future time. The purpose of the group, agency's purpose, the needs of the individual members and the modalities of conducting the group--ThelenThelen norms of conduct --- determine the goals. The worker assesses the individual needs of the members and in consultation with them frames the goals. Toseland and Rivas (1984) specified three areas of goal formation. First area covers group centered goals that revolve around the conduct and maintenance of the group. Second area consists of common group goals that address to all concerned people --- worker, members, agency, sponsor, and finally the third area is concerning individual member centered specific goals. The goals are again viewed as ultimate goal and a number of intermediary goals (Rose, 1973). The ultimate goal indicates what final change in the status quo is to be attained while the intermediary goals that facilitate attainment of ultimate goal. These intermediary goals are formulated session-wise and /or stage-wise that is from the reference of time or progress made. Konapka (1958) emphasises that while framing the goals, care shall be taken to see that these are complementing and supplementing rather than conflicting and contradicting each other.
Some examples of the goals are:
− The parents of mentally retarded children join a group to learn some better ways of coping up with the challenges of upbringing their wards --- the general need of the group members.;
− The purpose of the group is to provide a platform for the parents of mentally retarded children to share and exchange their skills in upbringing of the children--- the purpose of the group formation.
− Agency's purpose is to make parents take more responsibility in bringing up their mentally retarded children.
− A parent's specific need is to learn to tackle the aggressive behaviour of his/her child and to make his/her spouse and other family members to accept the child.
− The group centered goal is that all members will share their problems without any reservations and will not waste the group's time by indulging in irrelevant issues.
All these are complementing and supplementing each other. For example, if the goal of joining the group is to question the policies of the agencies or to demand for more facilities then the goal is not complementary to other goals and create problems in attaining other goals, therefore, should not be included.
Structuring Group Session: Structuring the group session involves two aspects. First is structuring the time and the second addresses to the pattern of interactions. The
Social Work with Groups group has to work out how much time has to be allotted to each session, to each activity and to each member. The group has to evolve the modalities of adhering to the time schedules. It has also to work out alternatives in case of failure to adhere to the time schedules. For example it has to spend 30 minutes for a video show but because of the electricity failure, the video could not be played. Instead of idling away the time the group can have a discussion focused on the theme of the videotape.
The interactions among the members and between the members and the worker have to be structured. Structuring the interactions includes how to address each other, how to and when to intervene and interrupt, how to encourage docile and shy members to participate and control the domination of some members. It also includes certain group norms that are to be followed strictly by the members.
Reviewing the Contract: At the time of enrolling, the members and worker entered into an agreement of working together. At that time the members might not have good understanding about the whole exercise. After attending to the orientation and having initial interactions with the worker and with each other, members and worker may feel the need to change some conditions of the contract, for example, the frequency of meetings, time and duration of the meetings, and the fees etc. The contract is reviewed and new clauses are introduced or some clauses are deleted from the original contract with mutual consent.
Creating an environment that is conducive for the healthy conduct of the group session is a continuous process. The physical arrangements, financial back up and mobilising resources are the areas the group members and the worker have to work on.
Check Your Progress II
Note:
a) Use the space provided for your answers.
b) Check your answers with those provided at the end of this unit.
1) What points are to be explained in the orientation?
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2) What are the different goals formed in social work groups?
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4.6 PHASE III: MIDDLE (ACTIVE WORKING) PHASE
This phase occupies the major part of the working life of the group. Members attend the sessions regularlyand actively working towards accomplishing its purpose and goals ---- general group maintenance goals, common group goals and individual member goals. The steps involved in this stage are:
! Making arrangements for the conduct of group sessions
! Structuring the time
! Facilitating group meetings
! Assessment of the group's progress
Making Arrangements for Group Sessions: The group gears up for attaining various goals it is pursuing. The worker and the members plan and make preparation for the group meetings. The worker has to spend considerable amount of time in developing the activities and procedures for the conduct of the group meetings. A number of decisions have to be taken with regard to the selection of an activity or task, sequencing of the tasks and activities, assigning responsibilities etc. Materials and equipment to conduct the group activities have to be procured. Resource agencies and persons have to be contacted.
For example, a pre-retirement counselling group may plan for exercises that would give them an idea about the possible changes that take place in their social status and roles and how best to cope up with the new situation. The possible exercises could be role-plays, screening of a video followed with a discussion, an orientation lecture session by an expert counselor in the field etc.
Structuring the Time: The worker continues this task of setting the time limits for group sessions and individual tasks which has already been initiated in the previous phase as the life of the group is for a specified period. The members and the worker have to be quite conscious of using time to get maximum benefit out of the group meetings. It is often the tendency to delay the start the meetings for the sake of latecomers. Delaying the starting time may encourage late coming and cause inconvenience to others who report in time. It also happens that the meetings are either closed early or late. This is also not healthy as it causes inconvenience to members who have other works to attend and discourage them to attending or they may not pay proper attention to the group activity. Further, it is quite possible to get totally engrossed in a particular group task and lose track of the time. This may spill over into the other activity and giving it insufficient time. Consequently the benefits from the other activity are badly affected. So it is important that members must carefully structure their time and follow it.
Facilitating the Group Sessions: It is not sufficient just to plan and prepare for the group sessions. The very reason for forming the group is to enable the members to come on to one platform to work towards solving their problems, which they could not solve individually. This suggests that the group needs guidance and support to carry out the tasks it has set forth. The worker has to take a lead in this and facilitate the group to perform its tasks successfully.
At this stage of group's life, the members seriously pursue the goals of both individual and group. Worker encourages members to actively involve in the group activities, may they be sharing, discussing, and performing a task. The worker develops some
Social Work with Groups insight into their strengths and weaknesses. It may be noticed that some members are performing well and while others do not show progress. Because of this the group's progress is affected. The worker has to facilitate the non-performing members to perform. Equipped with the sound knowledge base in human behaviour he/she assists each and every member to be aware of their cognitive processes --- intrapersonal processes --- that are blocking their progress, and enables them to organise their social transactions --- interpersonal interactions --- in the gr oup to establish purposeful relationship.
Intrapersonal limitations revolve around feelings, thoughts, beliefs and behaviour patterns of the member. For example when a member is asked to give his feeling about the just concluded group session, if he/she expresses that so and so member is rude in interacting, then the member is giving his thought but not the feeling which may unhappiness or happiness with the session. Sometimes the member does not understand the association between these cognitive processes. In the above example the link between the thoughts and feelings are not established if the member could link the association between the thoughts of being dealt rudely by others during the course of the session and his/her being unhappy. In another case a member may entertain irrational thoughts and beliefs. In the above example if a member says that he/she feels the behaviour of a particular member is rude towards him/her because the member resembles somebody in his/her past with whom he/she had bad relationships. The worker facilitates the member to perform in desired direction by making them to understand these mental states. The worker then make suggestions for reframing and restructuring of the thoughts and expressions, as well as for stopping of the recurrence of unhealthy thoughts to enable the member to deal with these cognitive processes.
The worker facilitates interpersonal interactions whenever he/she finds them deteriorating. Deteriorating interpersonal relations are discerned when members fail to communicate with each other, participate in the group activities, avoids some members, differ and pick up quarrels with each other, and form subgroups and work against each other. The worker helps to improve the interpersonal interactions by introducing a number of ice breaking, role-playing, modeling, and simulation exercises.
At the environmental level worker connects the members with resources, creates congenial physical and social environment.
Assessment of Group's Performance: The group processes are assessed with a view to ensure that group attains its goals. It provides proper direction and guidance to the group. It includes the assessment of the levels of participation and involvement of group members in the group activities, the changes that are taking place in the members' perceptions, attitudes and behaviours, acquisition of new skills and strengthening of existing skills that would help members to deal with their problem areas and grow. It points out the areas for and type of interventions that have to be planned and implemented by the worker at individual level as well as at the group level. The assessment is being done by the worker, members themselves and others who are associated with the group. The tools that help in the assessment are:
Structured observations by the worker and other members and self-observations of members themselves. For example, it is decided to assess the communication patterns among the members. The worker and members are informed in advance or later, that is during or after a specific task has been performed, to note their observations on various aspects of communication such as the language, the gestures, modes of communication --- verbal or non-verbal --- the member/s resorts to.
Recording of the group meetings --- written reports, audiotapes and videotapes, measurement scales of behaviour, and sociogram etc. The interaction patterns, behaviour manifestations, group attraction, situation leading to conflicts, subgroup formations, leadership styles are some areas that can be assessed by the above mentioned tools. The process and procedures of assessment are carried out with or without prior knowledge of members.
4.7 PHASE IV: EVALUATION
Evaluation is an integral component of social group work. The term evaluate simply means to examine the value of. According to Trecker (1955), it attempts to measure the quality of group's experience in relation to the objectives and functions of the agency. Evaluation provides the necessary feedback on the performance of the group. It is carried out after the end of group work activity and before the group is terminated or sometimes after the group is terminated depending upon the purpose of the evaluation. It focuses on the worker's performance, agency support, the group process and growth of the members. The evaluation may be entrusted to the worker or to someone in the agency or to an outside expert.
It points out that whether the worker competently dealt with the group work process or not. What shortcomings are constraining the worker to perform better? It enables him/ her to gain confidence and make efforts to improve his/her professional knowledge and skills, gives him/her the satisfaction that he/she is contributing for good of the profession and the society.
Evaluation provides information to the agency as to the quality of its service and the additional efforts it has to make to improve its quality of services. The support it has extended to the worker and group is at the desired level or not.
It throws light on effectiveness and ineffectiveness of planning and conducting the group sessions. How far they could accomplish the goals for which they were planned. Whether inbuilt monitoring systems are useful and are properly executed or not.
It assesses the progress each and every member has made. The extent to which each member made use of the group experience to effectively handle his/her problem/need. The changes that have come in the member/s are to the desired extent or not.
Finally, it indicates measures to be taken not to repeat the mistakes or overcome the shortcomings for future groups formations and processes. Therefore evaluation is not just a routine administrative job but also a guide for the future.
Evaluation is a form of research process. It involves data collection and analysis of data. The first step in evaluation is to formulate the aims and objectives. This exercise draws boundaries to the area of evaluation. For example the aim of the evaluation is to find out the competencies and abilities of the worker.
The second step considers what type of data and sources from which the data are to be collected. Whether it is verbal or non-verbal data. For example, to know the performance of the worker the views of the members are taken or the movements and gestures of the worker are examined with the help of video tapes. The sources of data could be from the progress reports maintained by the worker, notes and other task files written by the members of the group, other staff of the agency and outside resource agencies/persons.
Third step involves collection of data. The evaluator meets respondents and issues questionnaires, collects them, administer interviews with respondents and studies records and reports--- written, audio and video.
Fourth step is analysis of the data. The data gathered is processed and analysed and conclusions are drawn. For example if the aim is to find out whether individual member's goals are attained, the conclusions could be yes or no.
Fifth elaborates the implications for the future. Based on the outcome of the evaluation necessary changes and improvements are made in future group work practice for better results.
4.8 PHASE V: TERMINATION OF THE GROUP
All things have to come to an end whether one likes or not and social work group is no exception. The end could take place on a positive or on a negative note. That is it happens since the group has accomplished its purpose and goals or the time has lapsed or even because of failure to carry on further. Therefore, the termination of the group may be scheduled or unscheduled. The unscheduled termination takes place when the members fail to attend the group sessions continually or drops out prematurely. This happens due to various reasons. It could be due to a faulty enrollment, or failure of the members to develop relationships, or unresolved conflicts among the members and subgroups, or style of functioning of the worker and so on. This form of terminating of the group is disturbing and disappointing to the worker as it reflects on his/her professional competence. Nothing much can be done in cases of unscheduled or abrupt endings.
In case of a scheduled termination the worker has to take into consideration number of measures to ensure smooth closure. The reaction of the members to the termination of the group varies. The worker has to have an idea as to the possible responses and reactions the members express for the ending. The members may welcome or disapprove the ending. Members mind could be wavering between feelings of happiness or unhappiness. Heap (1985) termed these as feelings of ambivalence. One state of mind looks at the ending as a good relief as there exists no need to face a number of pressures of coping with the group norms, need not interact with those they do not get along well, perhaps, even the group worker, no longer have to share the private and confidential information particularly in groups where the self disclosure is a precondition and emphasised.
While for other state of mind, the thought of disengaging with the group is a shock and unacceptable, feelings of getting once again isolated and alone in dealing with the problem/ need generates anxiety and fear, the reality that the nurtured relationships with other members coming to a close leads to worry, the thought of missing the support and guidance of the worker produces feelings of being abandoned and orphaned, how to fill the vacuum created in the personal time that was used for attending and preparing for group meetings is a real challenge to face.
The worker has to be aware of these type of likely reactions and responses of the members to the idea of parting with the group and work towards termination.
The preparations for termination are very much included in the middle phase itself.
It is important to prepare the members to the fact that whatever desirable behaviour patterns the member/s experience and exhibit have to be carried forward even after the
group comes to an end. The worker has to create situations within the group environment and even identify the real life situations where the member/s can act out the changed behaviours independently. This takes care of many of the members worry about missing the group support once the group ends.
Some follow-up sessions can be promised to reassure the member/s that they are not totally abandoned. Some support and guidance is still available either from worker or other members. The worker shall arrange activities wherein both worker and other members express their assessment of the progress already made and improvements to be made by each and every one of them. This exercise makes room for the group to deliberate upon what efforts the member/s have to make after the termination. Worker can suggest referral agencies to the members who need guidance and support for other shortcomings in future. Further, the worker gives assurance to the members that whatever self-disclosures made by them are kept confidential and will never be used against their interests. Members themselves share same type of assurances.
In addition to these the worker has to do other routine tasks such as preparing a report on the performance of the group, acknowledge the services and support given by resource agencies/persons, and pay the pending dues.
Check Your Progress III
Note:
a) Use the space provided for your answers.
b) Check your answers with those provided at the end of this unit.
1) Explain the steps in evaluation of a social work group.
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2) What are the steps the worker takes in the termination of the group?
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4.9 ROLE OF GROUP WORKER IN GROUP FORMATION STAGES
The group worker is the key player in the formation of the group. The worker plays a number of roles. He/she plays the most widely shared roles of social worker in general viz., enabler, mediator, advocate, educator, and facilitator. The roles specific to social work group are that of a leader and decision maker.
As enabler the worker furnishes the necessary information to members so that member's doubts are clarified and their participation levels improve. Encourages the member/s who takes initiatives in performing the group tasks.
As mediator, the worker resolves the conflicts in the group by liaison. Brings conflicting members onto discussion forum and interprets each member's points of view so that the misunderstandings that caused the conflict are put to an end. The worker also mediates the negotiations between the group and the other staff of the agency and other resource agencies.
As advocate the worker presents the case of the members to the agency authorities to secure certain additional facilities and concessions. Pleads on behalf of the member with family and/or with the community to cooperate with the member by way of accommodating the member's needs. He/She presents the case of the member/s to the referral services.
As educator the worker clarifies the misnomers the member/s have about various aspects such as the problem/need, irrational beliefs, unfounded fears etc. He passes on information to the members about the developments taking place in the areas concerning their social situations.
As facilitator the worker creates congenial environment for the group to go ahead with its activities and tasks. He/she procures the required material for the smooth conduct of the group sessions/tasks. The worker helps members who are shy and withdrawn type to participate by helping them to identify their intrapersonal and interpersonal shortcomings and assists them in overcoming these.
4.10 ROLE AS A LEADER
The group worker also plays the role of a leader in the group. As a professional with sound knowledge base in human behaviour and social interactions and interpersonal relations, the group worker is automatically assumes leadership role. Till the time the group has its leader from among the members the worker discharges the funtions of a leader. Douglas discussed four leadership acts the worker performs viz., preparation, intervention (working), intervention (control) and evaluation.
The worker provides directions to group members in planning the group activities, making preparations for carrying out the planned activities and finally in carrying out activities.
He exercises controls over those members who are either not cooperative or involving in actions that are detrimental to the group's norms and purposes.
Takes initiatives in mobilising the resources both material and human. Connects members to resource agencies and persons. Oversees the utilisation of the available resources by the members for the common good of the group as well as for the benefit of individual members.
Reminds member/s about their goals and facilitates them to pursue their goals.
Protects and supports the weak members from those members who are inclined to exploit them.
He also performs the role as decision maker. Decision making is to choose among the alternatives available. A number of decisions have to be taken in planning and organising group and its activities. The decision-making process starts from the conception of the
group to that of termination of the group. At every stage decisions have to be made. For example, a decision has to be taken to decide the size and composition of the group in the formation stage. They have to be made independently by the worker or made in active consultation with and involvement of members, agency administrators and other staff and at times even with resource and referral agencies. Even though the worker has conviction in the democratic process, still the worker is compelled to take decision as the group is in a fix or dilemma to take decisions.
Finally, the worker as a leader develops and promotes leadership in the group. The worker identifies the potential leaders from among the members and creates opportunities for them to take up leadership responsibilities.
Check Your Progress IV
Note:
a) Use the space provided for your answers.
b) Check your answers with those provided at the end of this unit.
1) What are the generic social work roles the worker plays in social work group formation?
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2) Explain the advocate role of worker in social work groups.
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4.11 LET US SUM UP
In this unit we have studied the different factors that necessitate social workers to plan for a social work group and the significant place group has in meeting the needs of people. We have learnt that social work groups are different from other groups as they come into existence for a specific purpose of enabling people in need to resolve their needs through group experience which under constant guidance from a professional trained social worker. We also have information about the types of social work groups that can be thought of by the worker keeping in mind the needs/problem situation of the members, the interests of the agency, and the availability of resources. We have learnt that the social work group formation has a numbers of phases and each phase has a number of steps, which the worker and members have to carefully involve. We have also examined the role of social group worker in group formation. We have discussed the generic social work roles as well as the roles specific to social group work viz., leadership and decision making roles.
4.12 KEY WORDS
Ambivalance : Mutually conflicting thoughts or feelings
Assessment: A process of gathering, organising and making judgment
Decision Making : Choosing among alternatives
Evaluation: A process of examining or ascertaining the worth or value
Facilitation : The act of making easy
Goal :
Goals are statements of desired levels of change in behaviour or in social situation or in physical conditions to be achieved at some future time.
Intervention : A specific action by professional worker to induce change
Interaction : An action taking place between two or more people
Intra-personal : Within the person
Interpersonal : Between people
Leader : A person who exercises goal oriented influence over others
Status Quo: existing condition
4.13 SUGGESTED READINGS
Davis, Bernard ( 1975), The Use of Groups in Social Work Practice, Routledge & Kegan Paul, London.
Douglas, Tom (1979), Group Process in Social Work, John Wiley & Sons, New York.
Heap, Ken (1985), The Practice of Social Work with Groups: A Systematic Approach, George Allen & Unwin, London.
Heap, Ken (1977), Group Theory for Social Workers: An Introduction, Pergamon Press, Oxford.
Konopka, Gisela (1958), Social Group Work: A Helping Process, Prentice Hall Inc., Englewood Cliffs, New Jersey.
Misra, P.D. (1994), Social Work --- Philosophy and Methods, Inter-India Publications New Delhi.
Sheldon, D. Rose (1975), Treating Children in Groups, Jossey - Bass Publishers, London.
Toseland, Ronald W. &. Rivas, Robert F. (1984), An Introduction to Group Work. Prentice McMillan Publishing Co., New York.
Trecker, H.B (1955), Social Group Work; Principles and Practices, Association Press, New York.
4.14 ANSWERS TO CHECK YOUR PROGRESS
Check Your Progress I
1) A number of factors determine the need for social work group formation. Firstly, man is familiar with group since in birth be it family, peers, workers or any other interest group. Secondly, individual feels encouraged to join and work with others having similar or same problem/need who are making effort to solve the problem or need. Thirdly, certain needs and problems can be worked out only through a group and cannot be dealt by individual approach.
2) Remedial groups are mostly to enable the members to change their behaviour and to cope up with new situations in life. For example a group of people who have been discharged from a drug de-addiction centre have to be helped to continue their changed behaviour and the treatment. Growth groups are to create awareness about the opportunities to grow and develop in their career and other life situations. In a situation wherein a group of youth are brought together to enhance their entrepreneurial abilities. Task groups focus on certain work or activity the group is to achieve for its own development. A committee formed by an organisation to deliberate on certain strategies to improve the service delivery, administrative group of heads of different units of an agency to work out ways and means to improve the performance of the staff and bring about coordination among the different units.
Check Your Progress II
1) The worker explains the members about the broad purpose of the group, their participation in subsequent group processes can help them. The functions of the worker and members have to play. Members are allowed to seek clarifications.
2) Group centered goals that revolve on the conduct and maintenance of the group. Common group goals, that address to all concerned people --- worker, members, agency and sponsor. Individual member centered specific goals. The goals are again viewed as ultimate goal and a number of intermediary goals.
Check Your Progress III
1) The first step in evaluation is to formulate the aims and objectives. The second step considers what type of data and sources of data to be collected. The third step involves collection of data mainly through questionnaires, interviews and reports. The fourth step is analysis of the data and finally conclusions are drawn.
2) The worker takes the initiative of reminding the members of the time for ending the group. She suggests that desirable behaviour patterns the member/s experience and exhibit have to be carried forward even after the group comes to an end. Facilities for follow-up and referral services has to be arranged. Assessment of the progress has to be done and improvements to be made are identified.
Check Your Progress IV
1) The worker plays the roles as an enabler helping members to attain their goals, mediator mediating between the member and others concerned , advocate pleads on behalf of the members with others concerned, educator passes on the
information relevant and useful for members' progress, facilitator makes sure the members carry forward with their tasks.
2) As advocate the worker presents the case of the members to the agency authorities to secure certain additional facilities and concessions. She pleads on behalf the member with family and/or with the community to cooperate with the member by way of accommodating the member's needs. She presents the case of the member/s to the referral services. | <urn:uuid:10a9112c-5f59-42a0-8491-e3f5bde2a881> | CC-MAIN-2024-38 | https://egyankosh.ac.in/bitstream/123456789/17165/1/Unit-4.pdf | 2024-09-12T08:38:11+00:00 | crawl-data/CC-MAIN-2024-38/segments/1725700651440.11/warc/CC-MAIN-20240912074814-20240912104814-00605.warc.gz | 204,798,195 | 10,733 | eng_Latn | eng_Latn | 0.981173 | eng_Latn | 0.998691 | [
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Native Americans protest North Dakota pipeline, cite effects on water
By Los Angeles Times, adapted by Newsela staff on 09.05.16 Word Count 958
ALONG THE CANNONBALL RIVER, N.D. — Long before Lewis and Clark paddled by during their journey west, Native Americans built homes here where the Cannonball and Missouri rivers meet. Called the Mandan people, they used the thick earth to guard against brutal winters and hard summer heat.
Now, Native Americans are living here again. They sleep in teepees and nylon tents, and ride horses and pickup trucks. They string banners between trees and, when they can get a signal, they post messages with hashtags such as ReZpectOurWater, NoDakotaAccess and NODAPL. For weeks, they have been arriving from the scattered patches of the United States where the government put their ancestors. They are protesting what they say is one indignity too many in a history that has included extermination and exploitation.
They are protesting the Dakota Access oil pipeline. It could carry more than 400,000 barrels of crude oil a day from the Bakken region of western North Dakota across South Dakota and Iowa to connect with an existing pipeline in Illinois.
Construction Halted By Protests
The 1,100-mile pipeline, which is estimated to cost $3.7 billion, is nearly halfway complete. But construction on a section that would run beneath the Missouri River, just north of the Standing Rock Sioux reservation, has been halted under orders from the sheriff of Morton County, Kyle Kirchmeier. He said protesters, nearly 30 of whom have been arrested in recent weeks, were creating safety issues.
Yet the protesters say they are creating something very different. They say they are putting up new resistance against what they say is a seemingly endless number of pipelines and rail lines. These would transport fossil fuels across or near tribal reservations, risking pollution to air, water and land.
"Every time there's a project of this magnitude, so the nation can benefit, there's a cost," said Dave Archambault, the chairman of the Standing Rock Sioux, who was among those arrested. "That cost is born by tribal nations."
Archambault and other native leaders have been caught off guard by the support they have received. It began with a handful of natives organizing a prayer camp along the river this spring. The protest has grown so large that it has drawn international environmental groups. Even Hollywood celebrities, including Susan Sarandon and Shailene Woodley, have decided to join them.
"Inspired by the Standing Rock Sioux's efforts to halt the Dakota Access Pipeline," Leonardo DiCaprio posted on Twitter last week.
Legal Efforts
Lawyers from Earthjustice are representing the Standing Rock Sioux in a legal effort to stop construction of the pipeline. The Standing Rock Sioux are asking a judge to stop construction and reconsider the project's permits. They claim that the Army Corps of Engineers violated the National Historic Preservation Act. The pipeline and its construction would damage ancestral sites of the Standing Rock Sioux and put the tribe's water supply at risk, they say.
On Thursday, nearly three dozen environmental groups wrote to President Barack Obama, who visited the Standing Rock Sioux reservation in 2014, with Michelle Obama. The groups said that the Corps approved the project too quickly, especially given the pipeline's size and the many sensitive areas it would cross.
The Corps of Engineers argued in court in Washington last week that the Standing Rock Sioux and other parties had enough time to express concerns and that the pipeline was properly approved. Energy Transfer Partners, the Texas company building it, says the pipeline will make the U.S. less dependent on foreign oil. The company also said that a pipeline is a safer way of transporting oil than by trains.
Judge James A. Boasberg of United States District Court said that he will rule no later than September 9 on the matter.
Resistance Until Judge Makes Decision
The pipeline has met resistance elsewhere along its route. Farmers in Iowa are concerned about soil damage, and property owners are worried that their land will be taken and used for the pipeline.
At the protest camp, Nantinki Young is a member of the Rosebud Sioux tribe from South Dakota and runs the cook shack here. Winona, who did not give her last name, is a Penobscot Native American, who drove 2,100 miles from Maine. Her role is to put together a recycling program for the hundreds of new residents of the protest camp.
And then there is Clyde Bellecourt, who is an Ojibwe from Minnesota and helped form the American Indian Movement. In 1973, he was involved in a standoff between Native Americans and the government in Wounded Knee, South Dakota, the site of an Indian massacre in 1890.
He is 80 now, and he likes what he sees at the protest camp.
"My life is almost over, but there's fresh energy here," he said. "Save the children — that's what this is all about."
Protesters have vowed to stay at least until the judge makes his decision — and potentially much longer. Observers from the human rights group Amnesty International have arrived. An employee of the federal Indian Health Service established a first-aid tent, and vans carpooled people to showers.
Members of the Standing Rock Sioux formed Spirit Resistance Radio to broadcast updates, and an art market opened to sell handmade crafts. There was talk, lighthearted for now, about establishing a school that would teach children at the camp site in native languages. People are practicing their protest tactics to stop construction in case it starts again.
Jasilyn Charger, 20, is among a group of young natives who ran together from North Dakota to Washington to protest the pipeline. She remembers the early days of the protest, when just a handful of people prayed by the river.
"When we started this, people thought we were crazy," she said. "But look at where we are today." | <urn:uuid:7b2846b1-9a21-4324-8652-3dc2a57fd358> | CC-MAIN-2024-38 | https://wi02217563.schoolwires.net/site/handlers/filedownload.ashx?moduleinstanceid=468&dataid=2227&FileName=north%20dakota%20pipeline%20article.pdf | 2024-09-12T09:19:30+00:00 | crawl-data/CC-MAIN-2024-38/segments/1725700651440.11/warc/CC-MAIN-20240912074814-20240912104814-00617.warc.gz | 571,041,003 | 1,218 | eng_Latn | eng_Latn | 0.999076 | eng_Latn | 0.999366 | [
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Response Cost
Positive Behavioral Supports and Interventions
Behavioral Interventions
Behavioral interventions aim to increase the likelihood of desirable behaviors and decrease the likelihood of undesirable behaviors. Positive Behavioral Supports and Interventions are used to model, teach, and reinforce positive behavior in all students. The most effective and humane way to reduce undesirable behavior is by developing, strengthening, and generalizing desirable behavior to replace undesirable behavior. In some situations, students may need additional interventions and support to learn, practice, and demonstrate desirable behaviors. More restrictive behavioral interventions should be temporary and approached with utmost caution. Proactive strategies should always be used, even when more restrictive interventions are implemented. The use of restrictive interventions should be based on assessment, planning, supervision, evaluation, documentation, and protective measures. The use of restrictive interventions should maintain respect for the student's dignity and personal privacy and remain consistent with the educational goals of enhancing the student's academic, behavioral, social, and emotional growth.
It is important to note that the specific interventions used should be tailored to the individual student's needs and preferences. Regular assessment, collaboration with relevant professionals, and ongoing observation of the student's response to the interventions are crucial for determining their effectiveness and making necessary adjustments.
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Business Studies KS3 and KS4
What are the aims of the course?
* To help students understand the factors that might realise a business from an idea into a commercial success.
* To learn how to use information and understand all types of business to help analyse and justify the actions needed to become more successful.
* To understand the importance of external and legal issues which are applied to today's globally competitive market.
What is the content of the course?
In Year 9, students will be introduced to a wide range of business topics as a foundation to the three assessed units in Years 10 and 11. Topics include:
* Business in the Real World
* Influences on Business
* Business Operations
* Human Resources
* Marketing
* Finance
The work will combine knowledge and understanding of business concepts and terms with a practical application using project work, research assignment and a significant use of ICT. All external assessments will take place in Year 11. Students apply their knowledge and understanding to different business contexts, ranging from small enterprises to large multinationals and businesses operating in local, national and global contexts. Students develop an understanding of how these contexts impact on business behaviour.
What will be assessed during the course?
Students need to learn to justify their views about the actions a business should take. This requires knowledge, application and analysis before making reasoned judgements. Problemsolving underpins activities in class with case study exam technique developed throughout the course. Students can expect to argue their ideas both in small groups and in whole class situations.
There will be two external exams at the end of Year 11:
Paper 1 – Influences of operations and HRM on business activity
Written exam: One hour 45 minutes worth 50% of the GCSE testing knowledge and application of operations and human resources and how they influence businesses in the real world.
Paper 2 – Influences of marketing and finance on business activity
Written exam: One hour 45 minutes worth 50% of the GCSE testing knowledge and application of marketing and finance and how they influence businesses in the real world.
Both exams have a combination of multiple choice, data response and case study questions. | <urn:uuid:fbf82208-158d-4bdc-b2ad-ac7851240102> | CC-MAIN-2024-38 | https://www.kowessex.co.uk/wp-content/uploads/2024/03/Business-Studies.pdf | 2024-09-12T08:52:27+00:00 | crawl-data/CC-MAIN-2024-38/segments/1725700651440.11/warc/CC-MAIN-20240912074814-20240912104814-00613.warc.gz | 770,380,994 | 435 | eng_Latn | eng_Latn | 0.997654 | eng_Latn | 0.997654 | [
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Nosebleeds
Nosebleeds are most common in children between 3-8 years of age. In fact, more than half of all children in this age group will have at least one nosebleed. Nosebleeds are rare in children under age 2. Children who take anticoagulants or blood thinners of all ages have frequent nose bleeds, especially in the winter months.
Common Causes of Nosebleeds include anything that causes a stuffy nose, damage or drying inside the nasal passages can cause nosebleeds. This can include; allergies (hay fever), picking one's nose, cigarette smoke, and a dry and/or cold environment. These things can cause the nasal lining to break down and expose blood vessels that are likely to bleed. The most common area for a nosebleed to happen is just inside the nose on the part dividing the right and left sides (the septum).
To help prevent nosebleeds make sure the humidity in your home is between 35-40% or use saline spray/drops 1-3 times a day. Using a nasal moisturizer that is either oil or water based through the winter months may also help prevent nosebleeds. These treatments will help keep the nose free of crusty mucus and may help prevent your child from picking his/her nose.
How to Manage Nosebleeds
Antibiotic ointment
If your child is having a lot of nosebleeds, try applying an over the counter antibiotic ointment in the nose twice a day for 3 to 6 weeks to help repair the lining of the septum. Put a pea-sized amount of antibiotic ointment on a cotton swab and swipe just inside the nose, taking care not to bump the septum. Then massage the outer sides of the nose against the septum to coat the lining of the nose with the ointment. Do one nostril at a time so your child will feel more comfortable.
Apply Pressure
If your child is having a nosebleed, apply pressure to the lower soft part of your child's nose by pinching the outer sides of the nose for 10 minutes to help stop the bleeding. Have your child breathe through his/her mouth and spit out any blood clots. Some children may have blood come out of their tear ducts. If this happens, do not be alarmed, just use less pressure when pinching the nose. A cold cloth or wrapped ice pack placed on the back of the neck, while pinching the nose may also help stop the bleeding. Your child should be sitting forward with head tilted down to avoid swallowing the blood. Blood upsets the stomach which may cause your child to throw up.
When to be concerned and contact a healthcare practitioner?
- If your child is having a lot of nosebleeds that do not stop after 10 minutes of pinching
- If you have tried the above methods to prevent nosebleeds and the nosebleeds are ongoing.
- Seek emergency care if a nosebleed lasts longer than an hour and you have used the above way to stop the bleeding. | <urn:uuid:bc1557c7-a935-4137-83eb-38b3d6bba453> | CC-MAIN-2024-38 | https://kidclot.com/wp-content/uploads/2018/09/Managing-Nosebleeds-1.pdf | 2024-09-12T09:56:46+00:00 | crawl-data/CC-MAIN-2024-38/segments/1725700651440.11/warc/CC-MAIN-20240912074814-20240912104814-00616.warc.gz | 311,952,147 | 634 | eng_Latn | eng_Latn | 0.998741 | eng_Latn | 0.998741 | [
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myenglishpath.com
Name: ____________________________________ Date: __________________________
Grade & Section: ___________________________ Teacher: ________________________
There is or There are Quiz
Choose the best answers to complete these sentences. Use:
There is / There are / Is there / Are there /
1. …………………………………... no money in your wallet!
2. How many kinds of insects …………………………………... in the world?
3. …………………………………... a few students from Arabic-speaking countries in my class.
4. …………………………………... enough time to get the work done?
5. …………………………………... over 50 children in this daycare.
6. …………………………………... a nice bird in the tree.
7. …………………………………... more girls than boys in this school.
8. …………………………………... a big hospital in our neighborhood.
9. …………………………………... a lot of news on TV today.
10. …………………………………... 10 fish in the basket.
11. …………………………………... five workers in the office. They're all from Japan.
12. …………………………………... a flower in the vase. It's red.
13. …………………………………... some books here. They are about space.
myenglishpath.com
Name: ____________________________________ Date: __________________________
Grade & Section: ___________________________ Teacher: ________________________
There is or There are Quiz
Choose the best answers to complete these sentences. Use: There is / There are / Is there / Are there /
14. …………………………………... a bus to the city center at 5 p.m.
15. …………………………………… many new students joining the course this semester.
16. How many questions …………………………………… in this test?
17. …………………………………… 50 states in the United states.
18. …………………………………… a lot of problems in this part of the world.
19. Why …………………………………… much noise in your apartment?
20. …………………………………… not any eggs for the omelet. Can you bring some?
21. …………………………………… ten apartments in this building.
22. …………………………………… a hole in her coat.
23. …………………………………… many cars in the garage?
24. …………………………………… a little milk left in the fridge.
25. …………………………………… some old furniture in the store room.
myenglishpath.com
Name: ____________________________________ Date: __________________________
Grade & Section: ___________________________ Teacher: ________________________
There is or There are Quiz
Answer Key | <urn:uuid:953d3080-f732-4f1e-aa47-d8998e2363d8> | CC-MAIN-2024-38 | https://myenglishpath.com/wp-content/uploads/2021/10/There-is-or-There-are-Quiz-with-Answers.pdf | 2024-09-12T10:24:44+00:00 | crawl-data/CC-MAIN-2024-38/segments/1725700651440.11/warc/CC-MAIN-20240912074814-20240912104814-00614.warc.gz | 373,995,346 | 510 | eng_Latn | eng_Latn | 0.816868 | eng_Latn | 0.987411 | [
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Reception Term 6 2023
Hello everyone! We hope you are all well and are enjoying the sunshine at the moment. Make sure you continue to log onto Dojo each week to check for updates and to see the amazing learning that the children have been doing do far!
This term, we are continuing to practise all of our new sounds and are learning to read longer words within sentences.
Readers and Writers
Mathematicians
We practise our reading every day and lots of us are becoming fluent- this means we don't always need to say each sound in order to read the word. It is still useful for us to use our blending hands if we need to!
In this term we will be learning which numbers go together to make 10. We will using them to add together and to take away from 10.
This term we are learning all about fantasy stories. We will be writing our own and making beautiful artwork to go alongside.
We have been learning about pirate stories this week, then will move onto castles and dragons.
This term, we will continue to practise our Phase 4 Phonics.
We will be making patterns using objects from nature, objects from around the classroom and also shapes and colours.
We will be practising our odds and evens using numbers and songs. We will also be continuing our pattern and shape work. We have been looking at designs and have been busy creating our own and building them using classroom resources.
PE
In PE this term the children will be continuing to learn about spacial awareness, throwing
There are no new sound to learn, this is why there are no new sounds in the Sound Books. Phase 4 phonics includes practising all of the sounds we know within sentences and writing longer words and simple sentences. Please do practise writing at home.
and catching, and working on their upper body strength.
Please continue to listen to your child read at home. They will continue to have a new phonetically decodable book each week which they practise reading before it goes home. It is vital that your child reads as much as possible both in school and at home.
Our PE takes place with Bristol Sports on Tuesday afternoons. We will be ensuring that the children are drinking lots of water during this hot period and taking breaks.
On Mondays, we have fun with our Real PE games in the classroom and on Thursdays we play parachute games in the big hall.
They are doing incredibly well and we are very proud of their independent reading.
Yours Sincerely, Miss Webb
Please listen to your child read at home 5 times per week. This is the most important thing you can do to support learning at this age. Just 10-15 minutes per day makes a big difference!
Your child will also be read with 3 times a week with a teacher at school.
Please remember to write in your child's reading record each time your read with them so that we know how often your child is read with at home.
Have fun reading together! | <urn:uuid:dbd8fe21-91e6-4fc3-963b-4479830d9aa9> | CC-MAIN-2024-38 | https://evergreenprimaryacademy.clf.uk/wp-content/uploads/R-Curriculum-Newsletter-T6.pdf | 2024-09-12T10:01:11+00:00 | crawl-data/CC-MAIN-2024-38/segments/1725700651440.11/warc/CC-MAIN-20240912074814-20240912104814-00613.warc.gz | 214,845,654 | 607 | eng_Latn | eng_Latn | 0.998904 | eng_Latn | 0.999134 | [
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WHAT IS FUEL POVERTY?
Fuel poverty refers to a household that cannot afford to heat its home to an adequate standard of warmth and meet its other energy needs, in order to maintain health and wellbeing. Whether a household is in fuel poverty is determined by the interplay across three factors:
* the energy efficiency of the property
* energy costs
* household income.
It is also influenced by factors such as:
* heating-related health needs
* occupancy levels related to the size of property
* housing tenure
* access to mains gas
Those most at risk
Those most vulnerable to fuel poverty and the impacts of cold, damp homes are:
* older people – particularly those living on their own and/or in larger family homes
* lone parents with dependent children
* families who are unemployed or on low incomes
* children and young people
* disabled people
* people with existing illnesses and long-term conditions (physical and mental)
* single unemployed people.
NHS and community sector organisations (Shelter) are key partners for energy advice projects to effectively address fuel poverty and cold homes
It is an important partnership because of the continued public health crisis associated with cold homes, rising numbers of households struggling to meet their energy bills, and the need for coordinated and systematic policy, planning and regulation to ensure that everyone has a warm and healthy home.
NHS professionals have daily contact with vulnerable people and are often the most trusted of isolated and older people.
Involving health professionals provides opportunities to target programmes to those most in need and most liely to benefit,but who are unlikely to apply on their own.
What is needed?
Local initiatives to develop effective and simple local solutions to fuel poverty. Protect vulnerable people so that they are not forced to live in miserable, cold, damp,houses that they cannot afford to heat adequately to protect their health.
PRESCRIPTION BAG INITIATIVE GP SURGERIES PARNERSHIPS WITH FUEL COMPANIES ENERGY EFFICIENCY MEASURES WARM HOME DISCOUNT FUEL DEBT WRITE OFF SIMPLE HEATING CONTROLS MAXIMISING HOUSEHOLD INCOME
The growing body of evidence shows a close relationship linking cold homes, fuel poverty and poor health physical and mental of the young and old. There are significant health benefits from tackling fuel poverty in our cities. | <urn:uuid:33b19ab1-b1ff-4006-b8a0-7f3d3f49869e> | CC-MAIN-2024-38 | https://www.improvementservice.org.uk/__data/assets/pdf_file/0022/9472/Fuel-Poverty-and-Housing-Issues.pdf | 2024-09-12T09:55:54+00:00 | crawl-data/CC-MAIN-2024-38/segments/1725700651440.11/warc/CC-MAIN-20240912074814-20240912104814-00613.warc.gz | 744,287,005 | 465 | eng_Latn | eng_Latn | 0.997578 | eng_Latn | 0.998571 | [
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Program Grades
Crown Active Learning Center is currently only for students between 1 st through 5 th grade.
Wh at i s CAL C?
Crown Active Learning Center offers a comprehensive homeschooling environment, emphasizing not only academic excellence but also physical health and overall well-being. Our program prioritizes the development of leadership skills and self-confidence, ensuring that students thrive both intellectually and physically. Through a balanced approach to education and personal growth, we prepare students to excel in all facets of life.
Mission:
Our mission is to provide a nurturing and stimulating environment where personalized home-schooled education meets physical vitality, promoting the intellectual, emotional, and physical growth of every student, empowering them to thrive in all aspects of life.
Information Technology Solutions
Crown Active Learning Center
At Crown Active Learning Center, we recognize the vital importance of balancing academics with physical activity. It is crucial for children not to sit at a desk all day, as physical literacy and exercise play a fundamental role in their overall development. Engaging in regular physical activity enhances not only their physical health but also their cognitive function, emotional well-being, and social skills. Our program emphasizes the importance of movement and fitness, ensuring that children develop a lifelong appreciation for physical activity. Additionally, we understand that every child learns at their own pace. By providing a flexible and personalized learning environment, we cater to the unique needs and abilities of each student, fostering an atmosphere where they can thrive both academically and physically.
Integrated Physical Wellness – Daily physical activities to promote overall health and wellness.
Customized Learning Plan – Tailored education for individual learning styles and interest.
Leadership and Empowerment – Activities designed to build leadership skills, self-confidence, and personal responsibility
Holistic Development – Emphasizing a balance between academic subjects, physical education, and personal development.
Crown Active Learning Center is not a private school. We are a licensed childcare center and private tutoring service that exists to provide a complete home-school environment for homeschool families to complete their curriculum that the parents have selected. We place a large emphasis on physical health and fitness, and leadership development, ensuring a balanced and comprehensive approach to education.
Crown Active
Learning Center
Cody R evel General Manager of Crown Sports Center email@example.com
Mand y Schuyl er
Director of Childcare at Crown Sports Center
firstname.lastname@example.org
Crown Active Learning Center Introduction
Crown Sports Center is delighted to introduce to our community, Crown Active Learning Center. At Crown Active Learning Center, we are dedicated to nurturing growth in our students and providing a stimulating environment where personalized education meets physical vitality. Our aim is to promote the intellectual, emotional, and physical growth of every student, empowering them to thrive in all aspects of life.
Since its establishment in 2006, Crown Sports Center has been a cornerstone of our community, renowned as the central hub for youth sports. Our team at Crown is thrilled and optimistic about expanding our impact by offering the most comprehensive homeschool learning center in the area. Our mission is to enhance youth education, physical health, and long-term growth, further enriching our community.
Our Directors
Heading our Crown Active Learning Center program is Mandy Schuyler. Mandy brings over 30 years of experience in childcare and over 10 years in education. Currently, as Crown Care's Director, she oversees the care and development of over 150 students. Mandy's extensive background includes serving as the Executive Director of The Salvation Army for nearly 20 years, where she honed her leadership skills and deepened her commitment to community service and child development. Mandy has an unwavering passion for child growth and education. Her expertise is vital to our students growth and success.
Cody Revel, the General Manager of Crown Sports Center, complements our team with over 10 years of experience in Physical Education and Child Physical Development. Cody holds his master's degree in applied Exercise Science with dual concentrations in nutrition and long-term child development. His passion is in improving the quality of life in our community and that starts with educating and improving the general health and wellness of our youth. His expertise ensures that our program not only fosters academic growth but also promotes physical fitness and healthy
Crown Active
Learning Center
Mission: Our mission is to provide a nurturing and stimulating environment where personalized homeschooled education meets physical vitality, promoting the intellectual, emotional, and physical growth of every student, empowering them to thrive in all aspects of life.
Vision: To be the leading home-school proctoring program that sets the standard for personalized education and physical development, inspiring a generation of well-rounded, confident, and capable individuals who excel academically, thrive physically, and contribute positively to society.
Educational Philosophy
Physical Activity
At Crown Care - Home School, our educational philosophies are rooted in a holistic approach that nurtures every aspect of a child's development. We believe that physical activity is integral to learning, as it promotes health, enhances cognitive abilities, and fosters emotional well-being. Our balanced structure ensures that students receive a comprehensive education that values both academic achievement and physical fitness.
Relationships & Support
We prioritize the cultivation of positive relationships within our community, understanding that supportive and nurturing interactions between students, teachers, and staff create a conducive environment for learning and growth. Our commitment to self-paced, personalized instruction allows each child to learn at their own speed, ensuring that their unique needs and abilities are met. This individualized approach helps students build confidence, master skills at their own pace, and develop a love for learning.
Flexibility
Our flexible learning structure accommodates the diverse needs of homeschool families, providing the adaptability necessary to support various learning styles and schedules. By integrating these philosophies into our program, we strive to create an enriching educational experience that prepares students for a lifetime of success and well-being.
Letter to Prospective Parents from Crown Sports General Manager
Dear Parents,
I am delighted to introduce you to our Crown Active Learning Center program.
At Crown Active Learning Center we believe that a well-rounded education extends far beyond traditional academics. Our program is designed to nurture the mind, body, and spirit of every student. Research has consistently shown that physical activity is not only vital for maintaining a healthy lifestyle but also plays a significant role in enhancing cognitive function, improving concentration, and boosting overall academic performance.
During my brief tenure in the school system, I observed firsthand the need for a stronger emphasis on physical health to enhance overall education and mental health. It became clear to me that incorporating physical activity and wellness into the daily routine of students was not just beneficial but essential. This experience motivated me to advocate for a more balanced approach to education—one that truly integrates physical health as a cornerstone of student success.
Our curriculum integrates physical education and wellness into daily routines, ensuring that children engage in activities that promote cardiovascular health, strength, flexibility, and coordination. These activities are not just about exercise; they are carefully crafted to teach teamwork, perseverance, and selfdiscipline—skills that are essential for success both in and out of the classroom.
We offer a variety of fitness programs, from semi-structured sports and games to creative movement and exercise, all tailored to the diverse interests and abilities of our students. By making physical activity a core component of our educational philosophy, we help children develop a lifelong appreciation for staying active and healthy.
Moreover, our holistic approach includes promoting emotional well-being through positive relationships and a supportive learning environment. We believe that when students feel safe, valued, and confident, they are more likely to thrive academically and personally.
To conclude, Crown Active Learning Center is committed to providing a comprehensive education that prioritizes the overall health and wellness of all children. We are excited to partner with you in nurturing the full potential of your child, ensuring they grow into well-rounded, confident, and capable individuals.
Thank you for considering our program for your family. We look forward to the opportunity to support your child's educational journey.
Warm regards,
Cody Revel
Cody Revel
General Manager
Crown Active Learning Center & Crown Sports Center
Schedule
Monday – Friday 8:30am – 3:00pm (FULL DAY)
```
Monday – Friday: 8:30am – 12:30pm (HALF DAY)
```
**Before Care Available as an Add-On Program: 6:30am-8:30am
**After Care Available as an Add-On Program: 3:00pm – 5:30pm
Daily Schedule
6:30 – 8:30am: Before Care ADD-ON ONLY
8:30 – 8:50am: Students arrive and engage in the morning physical activity of the day.
8:50 – 9:00am: Students set up their learning stations, have a snack, and enjoy social time.
9:00 – 9:40am: Learning Block #1: Students spend 40 minutes completing their required schoolwork.
9:40 – 10:00am: Students take a 20-minute open play/snack break.
10:00am – 10:40am: Learning Block #2: Students spend 40 minutes completing their required schoolwork.
10:40 – 11:00am: Students take a 20-minute open play/snack break.
11:00 – 11:40am: Learning Block #3: Students spend 40 minutes completing their required schoolwork.
11:40 – 12:30pm: Lunch, daily wrap up, space cleanup, and open play until parent pick up.
12:30 – 1:00pm: Arts & Craft's Session
1:00 – 2:15pm: Physical Education Session
2:15 – 2:30pm: Space cleanup, snack & Pickup for non-After Care Students.
2:30 – 5:30pm: After Care Program – ADD-ON ONLY
Calendar of Events
Curriculum & Supplies
At Crown Active Learning Center, parents have the autonomy to choose their child's homeschool curriculum. However, we reserve the right to ask parents to arrange for an academic tutor if the selected curriculum requires significant facilitator involvement. We suggest considering Time4Learning.com as a valuable resource.
For e-learning curricula, families are required to provide their students with a laptop or tablet, a mouse, and headphones. Crown Active Learning Center will furnish internet access, notebooks, writing utensils, and general art supplies.
Tuition Costs
Program Add-ons
Potential Discounts
Not Included in Tuition:
Laptops, tablets, lunch, or other devices are not included in the tuition.
Lunch Options
Crown Active Learning Center will provide a monthly menu to families for purchase food from our indoor café.
Half day students will receive 1-snack and full-day students will receive 2-snacks.
Physical Education Session Overview:
Our physical education class is designed to promote physical fitness, develop motor skills, and foster a love for active living. The class will encompass a variety of activities tailored to the age and development levels of the students.
Warm-Up: Each session will begin with a fun and engaging warm-up routine to prepare the children for physical activity. This will include various proprioceptive and stabilization activities, along with dynamic stretching exercises to enhance flexibility and prevent injuries.
Skill Development: The core of the class will focus on fundamental movement skills such as running, jumping, throwing, and catching. These activities are designed to build coordination, balance, and agility. We will incorporate games and drills that teach teamwork, cooperation, and fair play.
Fitness Activities: Students will participate in activities that promote cardiovascular fitness, strength, and endurance. This will include obstacle courses, relay races, and circuit training that are both challenging and enjoyable.
Sports Introduction: We will introduce basic skills and rules for a variety of sports, such as soccer, basketball, and tennis. Through modified games and activities, students will learn the importance of sportsmanship and teamwork while developing their athletic abilities.
Cool Down and Reflection: Each class will conclude with a cool-down period, involving light stretching and breathing exercises to help students relax. We will also have a brief reflection time where children can share their experiences and discuss what they learned during the session.
Our goal is to create a positive and inclusive environment where every child feels encouraged and excited to participate. By integrating fun and educational activities, we aim to instill a lifelong appreciation for
physical fitness and healthy living in our students.
Arts & Crafts Session Overview
Our arts and crafts class is designed to spark creativity and develop fine motor skills. Each session will involve a variety of engaging projects using different materials and techniques catered towards each age group.
Project Variety: Students will explore drawing, painting, sculpting, and other unique pieces to take home.
Skill Building: The class will focus on enhancing skills such as cutting, gluing, coloring, and assembling, tailored to each child's ability.
Creative Expression: Children will be encouraged to express themselves through their artwork, promoting imagination and individuality.
Fun and Learning: Each project will be designed to be fun and educational, teaching concepts such as colors, shapes, and textures.
Our goal is to provide a fun, supportive environment where students can explore their artistic abilities and discover the joy of creating. | <urn:uuid:fcb95200-494b-43b6-89a6-f5004d2147f4> | CC-MAIN-2024-38 | http://crownsportscenter.com/wp-content/uploads/2024/07/Full-Packet.pdf | 2024-09-12T10:24:56+00:00 | crawl-data/CC-MAIN-2024-38/segments/1725700651440.11/warc/CC-MAIN-20240912074814-20240912104814-00612.warc.gz | 7,621,231 | 2,694 | eng_Latn | eng_Latn | 0.99283 | eng_Latn | 0.99675 | [
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Alternative Provision Service
(Encompassing the 3 PRU Bases, Launchpad Tuition, and Launchpad Alternative)
INCLUSION POLICY 2021
Vision
To provide a high quality, personalised educational experience that meets learners' needs and leads to success for all.
Mission
A positive and inclusive community where young people are encouraged to achieve high standards of progress and succeed in a supported, safe environment.
Our Values / Principles
Individuals Aspirations Raised
New Experiences
Safety and Support
Personalised Programmes
Individuals Feeling Valued
Respect
Excellence in Learning
Inclusion Policy
2021-22
* Launchpad will be proactive in identifying the barriers that many encounter in accessing educational opportunities and identifying the support and resources needed to overcome those barriers.
* Launchpad, by adopting an inclusive approach, will create a welcoming and inclusive community and attempt to challenge discriminatory attitudes to achieve education for all.
* We aim to provide an efficient and cost-effective education for all our children.
* This 'Education for All' approach must take account of the needs of the disadvantaged, ethnic and linguistic minorities, children, young people who are affected by conflict, hunger, and poor health, and those with disabilities or special learning needs.
* Launchpad will offer possibilities and opportunities via a range of working methods and plans to support individuals to ensure that no child is excluded from companionship and participation in the school. We will continue in our development of a rights-based, childfriendly school, which is not only academically effective but also inclusive, healthy, and protective of all children, gender-responsive, and encourages the participation of the learners themselves, their families, and their communities.
* Launchpad acknowledges that support from the teachers and head teachers of all our feeder schools is essential, but support from the communities close to the school is also vital. All must be able and willing to promote inclusion in the classroom and in learning for all children regardless of their differences.
* Launchpad notes that curricular changes are necessary to support inclusion, flexible learning, and assessment.
* Launchpad builds opportunities for both formal and informal education across the curriculum.
* Multiple stakeholders will be encouraged to participate in curriculum design and delivery.
* CPD programmes in Launchpad are aligned to inclusive education approaches to give teachers and support staff the knowledge and skills necessary to support diversity in the classroom and curriculum. Training of all education professionals, including members of the community where possible and desirable, is essential to creating an inclusive school.
* Launchpad, by adopting an inclusive curriculum addresses the child's cognitive, emotional, social, and creative development. It is based on the four pillars of education for the twentyfirst century – learning to know, to do, to be and to live together.
* Launchpad has an instrumental role to play in fostering tolerance and promoting human rights, and is a powerful tool for transcending cultural, religious, gender and other differences.
* Launchpad, by following an inclusive curriculum takes gender, cultural identity, and language background into consideration. It involves breaking negative stereotypes.
* Launchpad adopt an accessible and flexible curriculum, with books and learning materials that will serve as the key to creating a school for all. Many curricula expect all pupils to learn the same things, at the same time and by the same means and methods. Launchpad acknowledges pupils are different and have different abilities and needs. We will provide a curriculum flexible enough to provide possibilities for adjustment to individual needs and to stimulate teachers to seek solutions that can be matched with the needs, abilities, and learning styles of each pupil. | <urn:uuid:7e57326d-3d90-46f4-bdbc-51cc0713f8bf> | CC-MAIN-2024-38 | https://paceandlaunchpad.sthelens.gov.uk/media/3150/inclusion-policy-2021.pdf | 2024-09-12T08:24:19+00:00 | crawl-data/CC-MAIN-2024-38/segments/1725700651440.11/warc/CC-MAIN-20240912074814-20240912104814-00621.warc.gz | 416,331,339 | 727 | eng_Latn | eng_Latn | 0.988883 | eng_Latn | 0.997775 | [
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Grounding Exercise 5-4-3-2-1
5 Things you can
SEE
4 things you can HEAR
3 things you can FEEL
2 things you can SMELL
1 thing you can TASTE | <urn:uuid:ff4c383f-138e-4d9a-ba8f-9d73fe97f81c> | CC-MAIN-2024-38 | https://www.sv2.org.uk/wp-content/uploads/2023/08/Grounding-Exercise.pdf | 2024-09-12T10:14:27+00:00 | crawl-data/CC-MAIN-2024-38/segments/1725700651440.11/warc/CC-MAIN-20240912074814-20240912104814-00623.warc.gz | 952,443,750 | 48 | eng_Latn | eng_Latn | 0.9649 | eng_Latn | 0.9649 | [
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