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Supporting the mental health of children who experience bullying
Case study – Olivia
Olivia is 12 years old and lives with her mother Anna, her father David, and her older sister Natasha. She is in Year 7. Olivia has a close relationship with her sister Natasha, who is 16 years old. Olivia's parents Anna and David are both supportive and have become increasingly concerned for Olivia over the last few months.
Olivia has been part of the Nippers (junior lifesaving) program since she was 5 years old. Olivia enjoys Nippers and excels within it. The group includes children who don't attend the same school as Olivia.
Most of Olivia's friends went to a different high school this year. One girl, Eliza, who Olivia knew from primary school but didn't spend a lot of time with, attends the same high school. At the beginning of the year, the two of them joined another group of girls. Olivia always felt on the outer of this new group. From the beginning they made occasional comments about Olivia's appearance. Eventually these comments became more frequent, and the group began excluding her more often. The girls would often giggle and look over at Olivia or hush to whispers when she came into the classroom. Over the holidays, the girls created a group chat on Instagram for the purpose of ganging up on Olivia. One of the girls posted a photo of Olivia taken without her knowledge. The photo was taken from an unflattering angle and had derogatory comments written over it. Further, a screen shot of the photo was taken and sent to more people in school via Snapchat. On return to school after the holidays, Olivia noticed others were laughing and talking about the photo.
Olivia's feelings of isolation and anxiety have increased significantly over the last few weeks. Her mood has been increasingly low. Olivia is refusing to go to school since attending the first week back after holidays and discovering the photo had been shared widely. She has been talking more about her appearance at home and is more conscious of her body. Olivia has started eating less and is thinking about dieting despite being quite slight in stature. Although her family know something is going on, due to her school refusal and change in mood, they are unaware of the extent of the bullying.
Olivia's mum takes her to the GP after noticing the decline in her mood along with her school refusal and eating less. The GP suggests a referral to a mental health professional for counselling.
Break out box | <urn:uuid:495a36ab-b7fd-485e-9e25-a07612068e20> | CC-MAIN-2024-38 | https://d2p3kdr0nr4o3z.cloudfront.net/content/uploads/2023/05/10113946/EM_Bullying_Case-study_FINAL.pdf | 2024-09-12T10:13:26+00:00 | crawl-data/CC-MAIN-2024-38/segments/1725700651440.11/warc/CC-MAIN-20240912074814-20240912104814-00622.warc.gz | 172,094,416 | 504 | eng_Latn | eng_Latn | 0.999563 | eng_Latn | 0.999563 | [
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Positive Practice
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.
Positive Behavioral Supports and Interventions are prevention strategies and are preferred because of the low rise of negative side effects, and the high priority placed on teaching behavior opposed to managing and controlling behavior. They may be used without the development of a written behavioral intervention plan and without documentation in the individualized education program (IEP). Examples of these interventions include:
supportive environment. The goal of positive practice is to increase the frequency and proficiency of the desired behavior while reducing or eliminating problematic or inappropriate behaviors.
Examples of Positive Practice:
A teacher uses positive practice to teach a student how to greet others appropriately. The teacher models the behavior by demonstrating how to say "hello" with a smile and eye contact. The student then practices greeting the teacher and receives praise and reinforcement for their efforts. A paraprofessional uses positive practice to teach students self-regulation skills, such as deep breathing or counting to ten when feeling angry or frustrated. The students engage in guided practice, receiving positive reinforcement for using the self-regulation techniques effectively. A social worker uses positive practice to teach students how to resolve conflicts. The students participate in role-playing scenarios where they practice using active listening, expressing their feelings calmly, and finding mutually agreeable solutions. Positive feedback is provided for effective communication and problem-solving. A parent uses positive practice to teach their child how to follow instructions. The parent breaks down tasks into manageable steps, provides clear and concise instructions, and offers immediate reinforcement for each step completed correctly.
Non-Examples of Positive Practice:
A teacher uses punitive measures, such as time-outs or loss of privileges, to address behavior problems without providing opportunities for positive practice or teaching alternative behaviors. This approach focuses on punishment rather than skill development. | <urn:uuid:0c8415f4-d630-478f-9c21-7edcae456451> | CC-MAIN-2024-38 | https://stemedresearch.siu.edu/behavior-assessment-training/positivepractice.pdf | 2024-09-12T10:04:34+00:00 | crawl-data/CC-MAIN-2024-38/segments/1725700651440.11/warc/CC-MAIN-20240912074814-20240912104814-00618.warc.gz | 494,661,051 | 588 | eng_Latn | eng_Latn | 0.99274 | eng_Latn | 0.994066 | [
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COVID-19
How COVID-19 Spreads
Updated Aug. 11, 2022
COVID-19 spreads when an infected person breathes out droplets and very small particles that contain the virus. These droplets and particles can be breathed in by other people or land on their eyes, noses, or mouth. In some circumstances, they may contaminate surfaces they touch.
About Variants
Many viruses are constantly changing, including the virus that causes COVID-19. These changes occur over time and can lead to the emergence of variants that may have new characteristics, including different ways of spreading.
Anyone infected with COVID-19 can spread it, even if they do NOT have symptoms. Learn more about what you can do toprotect yourself and others.
COVID-19 and Animals
COVID-19 can spread from people to animals in some situations. Pet cats and dogs can sometimes become infected by people with COVID-19. Learn what you should do if you have pets.
Food and Water
Food
There is no evidence to suggest that handling food or consuming food can spread COVID-19. Follow food safety guidelines when handling and cleaning fresh produce. Do not wash produce with soap, bleach, sanitizer, alcohol, disinfectant, or any other chemical.
Drinking Water
There is also no current evidence that people can get COVID-19 by drinking water. The virus that causes COVID-19 has not been detected in drinking water. Conventional water treatment methods that use filtration and disinfection, such as those in most municipal drinking water systems should remove or kill the virus that causes COVID 19
most municipal drinking water systems, should remove or kill the virus that causes COVID-19.
Natural Bodies of Water (Lakes, Oceans, Rivers)
There are no scientific reports of the virus that causes COVID-19 spreading to people through the water in lakes, oceans, rivers, or other natural bodies of water.
Wastewater
Genetic material from the virus that causes COVID-19 has been found inuntreated wastewater (also referred to as "sewage"). There is no information to date that anyone has become sick with COVID-19 because of direct exposure to treated or untreated wastewater. Wastewater treatment plants use chemical and other disinfection processes to remove and degrade many viruses and bacteria. The virus that causes COVID-19 is inactivated by the disinfection methods used in wastewater treatment.
More Information
Scientific Brief: SARS-CoV-2 and Potential Airborne Transmission
ASL Video Series: How does COVID-19 Spread?
Last Updated Aug. 11, 2022 | <urn:uuid:f63df572-42b4-4e6c-b0ef-46f76fddb4cb> | CC-MAIN-2024-38 | https://stacks.cdc.gov/view/cdc/120165/cdc_120165_DS1.pdf | 2024-09-12T10:23:44+00:00 | crawl-data/CC-MAIN-2024-38/segments/1725700651440.11/warc/CC-MAIN-20240912074814-20240912104814-00620.warc.gz | 505,111,179 | 533 | eng_Latn | eng_Latn | 0.994107 | eng_Latn | 0.996678 | [
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The Fear of Disappointment
I recently watched a parent pick up his child from Extended Day and I noticed the child was upset. I asked the dad what was wrong? He said he just told his child that the plans they had that evening had to be cancelled. He explained to me that his son had really been looking forward to the activity for some time. His son was fighting back tears and pleading his case with his dad. The dad simply said that he was sorry, and that sometimes things do not work out, as planned, and other things are more important. What a lesson for his child, a tough one at a young age, but an important one at the same time. If this were not his first big disappointment, it would certainly not be his last.
As an onlooker, I felt for both. Both were obviously disappointed. As a parent, I empathized because it brought me back to similar scenarios with my own children when I agonized over seeing them face disappointment. As an educator, I applauded the dad's kind but firm approach with his son. He did not dwell, he did not make promises, he did not try to make up for the disappointment, he simply validated his child's feelings allowing him to process and work through the situation. The next time this child is faced with disappointment, he will have stronger coping skills.
As parents, we struggle with parenting decisions every day, especially when our children are young. After all, our job is to provide and protect. Quite often this leads us to believe that to protect we need to shield our children from hurt, sadness, disappointment, or "the real world" at all costs, and rescue them from certain feelings and experiences. Our own feelings take over here, and we forget the importance of allowing our children to learn to deal with these uncomfortable situations and develop necessary coping skills for facing bumps in the road.
If you have lived through the terrible twos and experienced toddler tantrums, you know that nothing is going to happen until your child works through that tantrum. No amount of cajoling, threatening, bribing, yelling, or pleading will make a difference. Only when the tantrum is over can any inroads be made. Often, by that time, the toddler is ready to move on, all prior frustration forgotten. Toddlers move through the toddler tantrum stage unscathed.
However, as they grow we must continue to provide the right opportunities to help our children work through frustrations and difficult feelings. We must not be afraid to disappoint. We need to have faith in their abilities to work through tough experiences, accept the unexpected outcome, and self-sooth in the face of hurt and disappointment. Validating their feelings and allowing them time to feel what they feel will allow these things to occur. They too will be unscathed. Our children's future is bright and hopeful and yes, the road may not be smooth, but what better gift can we give to our children than by raising them to be resilient individuals.
Colette C. Cross | <urn:uuid:9647db2b-5fb3-4ca7-a02d-c918e89a09a9> | CC-MAIN-2018-34 | http://westmontmontessori.org/Portals/0/Pdf's/2017-2018/HOS%20Letter/May_HOS.pdf | 2018-08-18T08:17:12Z | crawl-data/CC-MAIN-2018-34/segments/1534221213508.60/warc/CC-MAIN-20180818075745-20180818095745-00581.warc.gz | 441,886,250 | 634 | eng_Latn | eng_Latn | 0.998403 | eng_Latn | 0.998403 | [
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VCE UNITS INFORMATION
VCE Chemistry Units 3 and 4
CONTENT
Unit 3
The global demand for energy and materials is increasing with world population growth. In this unit, students explore energy options and the chemical production of materials with reference to efficiencies, renewability and the minimisation of their impact on the environment. Students compare and evaluate different chemical energy resources, including fossil fuels, biofuels, galvanic cells and fuel cells. They investigate the combustion of fuels, including the energy transformations involved, the use of stoichiometry to calculate the amounts of reactants and products involved in the reactions, and calculations of the amounts of energy released and their representations. Students consider the purpose, design and operating principles of galvanic cells, fuel cells and electrolytic cells. In this context,they use the electrochemical series to predict and write half and overall redox equations, and apply Faraday's laws to calculate quantities in electrolytic reactions. Students analyse manufacturing processes with reference to factors that influence their reaction rates and extent. They investigate and apply the equilibrium law and Le Chatelier's principle to different reaction systems, including to predict and explain the conditions that will improve the efficiency and percentage yield of chemical processes. They use the language and conventions of chemistry including symbols, units, chemical formulas and equations to represent and explain observations and data collected from experiments, and to discuss chemical phenomena.
Unit 4
The carbon atom has unique characteristics that explain the diversity and number of organic compounds that not only constitute living tissues but are also found in the fuels, foods, medicines and many of the materials we use in everyday life. In this unit, students investigate the structural features, bonding, typical reactions and uses of the major families of organic compounds including those found in food. Students study the ways in which organic structures are represented and named. They process data from instrumental analyses of organic compounds to confirm or deduce organic structures, and perform volumetric analyses to determine the concentrations of organic chemicals in mixtures. Students consider the nature of the reactions involved to predict the products of reaction pathways and to design pathways to produce particular compounds from given starting materials. Students investigate key food molecules through an exploration of their chemical structures, the hydrolytic reactions in which they are broken down and the condensation reactions in which they are rebuilt to form new molecules. In this context, the role of enzymes and coenzymes in facilitating chemical reactions is explored. Students use calorimetry as an investigative tool to determine the energy released in the combustion of foods.
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MANSFIELD PUBLIC SCHOOLS Allergy and Anaphylaxis Emergency Plan
Student: ___________________________________________ Date of birth: ____/____/______
Grade: ____________ Teacher/Team/YOG:___________________________________________
Allergy to:_______________________________________________________________________
Student has asthma: Yes No
ATTENTION:
Attach Student's Picture
Allergy to:_______________________________________________________________________
Student has asthma: Yes No
ATTENTION:
If checked, give epinephrine IMMEDIATELY if the allergen was eaten, for ANY symptoms
If checked, give epinephrine IMMEDIATELY if the allergen was eaten, EVEN IF NO symptoms are apparent
Severe Allergic Reaction and Anaphylaxis: What to look for:
If student has ANY of these severe symptoms after exposure to allergen, give epinephrine:
- Shortness of breath, wheezing, or coughing
- Skin color is pale or has a bluish color
- Weak pulse
- Fainting or dizziness
- Tight or hoarse throat
- Trouble breathing or swallowing
- Swelling of lips or tongue that bother breathing
- Vomiting or diarrhea (if severe or combined with other symptoms)
- Many hives or redness over body
- Feeling of "doom," confusion, altered consciousness, or agitation
GIVE EPINEPHRINE! What to do:
1. Inject epinephrine right away! Note the time when epinephrine was given.
2. Call 911. Tell EMS when epinephrine was given.
3. Stay with student.
4. Call School Nurse and/or Parent/Guardian
5. DO NOT USE OTHER MEDICINES IN PLACE OF EPINEPHRINE! Nurse may give other medicine if prescribed which may include antihistamines or inhaler/bronchodilator
6. Staff member will accompany student to ER if parent/guardian not available
Mild Allergic Reaction: What to look for:
NOSE Itchy or runny nose, sneezing
MOUTH Itchy mouth
SKIN A few hives, mild itch
GUT Mild nausea or discomfort
If the student has ONE mild symptom from body systems pictured above, monitor student.
MONITOR STUDENT! What to do:
Stay with student and:
- Watch child closely
- Call School Nurse
- School Nurse give additional medications
- Call parents/guardians
- If symptoms of severe allergic reaction develop or MORE THAN ONE SYSTEM INVOLVED, use epinephrine (See Severe Allergic Reaction...)
Medicines/Doses:
Epinephrine, intramuscular to outer thigh:__________________________ Dose: 0.15 mg 0.30mg
Other medication to be given after epinephrine:__________________________________________________________
Medication to be given for mild symptom:_______________________________________________________________
Patient may self-administer epinephrine:
YES
NO
Patient may carry medications:
YES
NO
Parent/Guardian Contact Information:
Name: ______________________________________________
Relationship:__________________________
Phone: Home:_________________________ Cell:__________________________ Work:___________________
Parent/Guardian Authorization/Signature:__________________________________________ Date:_____________
Physician/Provider Authorization/Signature:__________________________________________ Date:_____________
MANSFIELD PUBLIC SCHOOLS Allergy and Anaphylaxis Emergency Plan
- Parent signature permits the nurse to administer this medication, communicate with the named physician relative to the diagnosis and share this information with school staff or Emergency Medical personnel.
- Your signature also gives the nurse permission to delegate epinephrine administration to trained unlicensed school personnel if a nurse is not immediately available (such as a teacher while on a field trip).
- Signature also denotes understanding that it is parent responsibility to pick-up medication when it is no longer needed at school and that medication will be properly disposed of after its expiration date or on the last day of school year.
HOW TO USE AUVI-Q ® (EPINEPHRINE INJECTION, USP), KALEO
1. Remove Auvi-Q from outer case.
2. Pull off red safety guard.
3. Place black end of Auvi-Q against the middle of the outer thigh
4. Press firmly, and hold in place for 2 seconds.
5. Call 911 and get emergency medical help right away.
HOW TO USE EPIPEN ® AND EPIPEN JR ® (EPINEPHRINE) AUTO-INJECTOR, MYLAN
1. Remove the EpiPen ® or EpiPen Jr ® Auto-Injector from the clear carrier tube.
2. Grasp the auto-injector in your fist with the orange tip (needle end) pointing downward.
3. With your other hand, remove t he blue safety release by pulling straight up.
4. Swing and push the auto-injector firmly into the middle of the outer thigh until it "clicks".
5. Hold firmly in place for 3 seconds (count slowly 1, 2, 3).
6. Remove and massage the injection area for 10 seconds.
7. Call 911 and get emergency medical help right away.
HOW TO USE EPINEPHRINE INJECTION (AUTHORIZED GENERIC OF EPIPEN ® ), USP AUTO-INJECTOR
1. Remove the epinephrine auto-injector from the clear carrier tube.
2. Grasp the auto-injector in your fist with the orange tip (needle end) pointing downward.
3. Swing and push the auto-injector firmly into the middle of the outer thigh until it 'clicks'.
4. Hold firmly in place for 3 seconds (count slowly 1, 2, 3).
5. Remove and massage the injection area for 10 seconds.
6. Call 911 and get emergency medical help right away.
HOW TO USE IMPAX EPINEPHRINE INJECTION (AUTHORIZED GENERIC OF ADRENACLICK ® ), USP AUTO-INJECTOR, IMPAX LABORATORIES
1. Remove epinephrine auto-injector from its protective carrying case.
2. Pull off both blue end caps: you will now see a red tip.
3. Grasp the auto-injector in your fist with the red tip pointing downward.
4. Put the red tip against the middle of the outer thigh at a 90-degree angle, perpendicular to the thigh.
5. Press down hard and hold firmly against the thigh for approximately 10 seconds.
6. Remove and massage the area for 10 seconds.
7. Call 911 and get emergency medical help right away.
ADMINISTRATION AND SAFETY INFORMATION FOR ALL AUTO-INJECTORS:
- Do not put your thumb, fingers or hand over the tip of the auto-injector or inject into any body part other than mid-outer thigh. In case of accidental injection, go immediately to the nearest emergency room.
- Epinephrine can be injected through clothing if needed.
- If administering to a young child, hold their leg firmly in place before and during injection to prevent injuries.
- Call 911 immediately after injection. | <urn:uuid:017682e8-9621-4e13-91f5-5ce7113903ee> | CC-MAIN-2018-34 | http://mansfieldschools.com/UserFiles/Servers/Server_1015762/File/Mansfield%20School%20District/Department/Health%20Services/Medication%20&%20Care%20Plan/2018%20ALLERGY%20CAREPLAN.pdf | 2018-08-18T08:12:49Z | crawl-data/CC-MAIN-2018-34/segments/1534221213508.60/warc/CC-MAIN-20180818075745-20180818095745-00582.warc.gz | 239,911,433 | 1,460 | eng_Latn | eng_Latn | 0.992801 | eng_Latn | 0.996883 | [
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Feb 14, 2015
* Josiah took the throne when he was only eight years old!
* Though we don't know the details of how he started his walk with the Lord, Scripture tells us that at the age of 16, Josiah made a definite commitment to follow God.
* God is righteous. His judgment of the Israelites for their idolatry resulted in them losing their land and being taken captive in Babylon.
As for me, I call to God, and the LORD saves me.
Your child is capable of sorting objects and cleaning up after himself. As you work together to put away toys, discuss how it feels when we take care of our belongings and keep our room clean. Talk about what would happen if we stopped doing these things in our home.
* How do you think the people of Israel felt after Josiah read the scroll?
* What do you think God did after the people repented?
* Pray together, thanking God that He always does what is right.
Psalm 55:16
(Child's name), give thanks to the Lord because of His righteousness. May you sing the praises of the name of the Lord Most High. | <urn:uuid:5da302c3-7d1f-4f7a-885c-556ce7401630> | CC-MAIN-2018-34 | http://rhccc.ca/yld/wp-content/uploads/2016/02/2016-02-14_TW_2.11_HFW.pdf | 2018-08-18T08:21:55Z | crawl-data/CC-MAIN-2018-34/segments/1534221213508.60/warc/CC-MAIN-20180818075745-20180818095745-00582.warc.gz | 325,154,738 | 241 | eng_Latn | eng_Latn | 0.998306 | eng_Latn | 0.998306 | [
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Winning Strategies: A Mathematical Approach to Games
January 16, 2018
Instructions: Introduce yourself to your neighbors, if you have not already done so. All the games in this worksheet are two-players games so pair up before starting a game and change pairs when you move to the next game. Read the descriptions of the games carefully. First try to play the game a few times, then you can start discussing a solution strategy with your neighbors. I may ask you or your colleagues to share your findings (and possibly write them on the board). If your group finishes early, you can move on to the next game.
1 Counting back from 15
Between you and your partner decide who will go first in the game. Starting from 15, each player in her turn can take away either one or two from the previous number.
1.1 Version A
In this version the first player to reach 0 wins.
(i) Take turns in being the first or the second player. Who do you think is more likely to win the game?
(ii) What strategy should a player use?
(iii) Can you describe a strategy such that one of the two players is guaranteed to win?
1.2 Version B
In this version the player who is forced to reach 0 loses.
(i) Take turns in being the first or the second player. Who do you think is more likely to win the game?
(ii) What strategy should a player use?
(iii) Can you describe a strategy such that one of the two players is guaranteed to win?
(iv) How does version A compare to version B?
2 Red and black cards
There are 6 red cards and 6 black cards on the table, uncovered. In each turn, a player has to pick two cards. If the cards picked are of the same color, they get replaced with a red card. If they are of different colors, they get replaced by a black card. The first player wins if the last card is black, the second player wins if the last card is red.
(i) Take turns in being the first or the second player. Who do you think is more likely to win the game?
(ii) What strategy should a player use?
(iii) Can you describe a strategy such that one of the two players is guaranteed to win?
(iv) Can you find a mathematical model that explains why your solution is right?
Challenge: Suppose now that we change the number of cards on the table. Does this change the game? Who wins in which cases?
3 Poison cookie
Between you and your partner decide who will go first in the game. Starting with a 6x6 grid, at each turn a player picks a box. Then that box and all the boxes above and to its right get eliminated from the game. The bottom left box contains a cookie, but the cookie is poisoned so the player who is forced to eat the cookie (picks the bottom left box) loses the game.
(i) Take turns in being the first or the second player. Who do you think is more likely to win the game?
(ii) What strategy should a player use?
(iii) Can you describe a strategy such that one of the two players is guaranteed to win?
(iv) Suppose now that the cookie is a great chocolate cookie so the player who eats the cookie (picks the bottom left box) wins the game. Does this change the game? Who wins?
Challenge: Suppose now that we change the size of the playing grid. Does this change the game? Who wins in which cases?
4 Dominoes on a grid
Between you and your partner decide who will go first in the game. Staring with a 6x6 grid, at each turn a player places down a domino (a 1x2 or 2x1 rectangle). Dominoes cannot overlap, and the first person who cannot place a domino down loses.
(i) Take turns in being the first or the second player. Who do you think is more likely to win the game?
(ii) What strategy should a player use?
(iii) Can you describe a strategy such that one of the two players is guaranteed to win?
Challenge: Suppose now that we change the size of the playing grid. Does this change the game? Who wins in which cases?
5 Nim
There are two piles of coins of 6 coins on the table. Each player in her turn chooses only pile and she has to pick at least one coin, but she can pick any number of coins she wishes. The player who takes the last coin wins.
(i) Take turns in being the first or the second player. Who do you think is more likely to win the game?
(ii) What strategy should a player use?
(iii) Can you describe a strategy such that one of the two players is guaranteed to win?
(iv) Can you find a mathematical model that explains why your solution is right?
Challenge 1: Suppose now that we change the number of coins in each pile. Does this change the game? Who wins in which cases?
Challenge 2: Suppose now that we have a different number of coins in the two piles. Does this change the game? Who wins in which cases?
Challenge 3: Suppose now that we change the number of piles. Does this change the game? Who wins in which cases?
6 Cutthoroat
6.1 Rules
This game is played on a graph (i.e., a set of dots connected by lines). In her turn, a player picks a vertex (i.e., a dot), deletes it and she deletes all the edges (i.e., lines) starting from that vertex. The player who is left with only dots and no lines loses.
6.2 Playing on stars
An n-star graph is a central vertex with n edges coming out of it, each ending in one vertex.
(i) Draw a 5-star graph.
(ii) Play cutthroat on a 5-star graph. Who wins the game?
(iii) Suppose that now you have two 5-stars. Does the game change? Who wins?
(iv) Draw a 6-star graph.
(v) Play cutthroat on a 6-star graph. Who wins the game?
(vi) Suppose that now you have two 6-stars. Does the game change? Who wins?
(vii) Suppose that now you have one 5-star and one 6-stars. Does the game change? Who wins?
(viii) Suppose that you have one n-star and one m-star. Can you determine the conditions on n and m that cause one or the other player to win?
(ix) Suppose that you have one n-star and one m-star. Describe a strategy such that one of the two players is guaranteed to win.
Challenge 1:
What about three stars? Or four stars?
Challenge 2: Try playing cuttrhoat on a Petersen graph. Who wins?
6.3 Line graphs
An n-line graph is one line of n vertices each connected to the next by one edge.
(i) Draw a 3-line graph.
(ii) Play cutthroat on a 3-line graph. Who wins the game?
(iii) Suppose that now you have two 3-line graphs. Does the game change? Who wins?
(iv) Draw a 4-line graph.
(v) Play cutthroat on a 4-line graph. Who wins the game?
(vi) Suppose that now you have one 5-line graph. Does the game change? Who wins?
(vii) Make a conjecture about who wins in an n-line graph.
(viii) Test your conjecture by playing cutthroat on a 6-line graph.
Challenge 1:
Try playing on a 7-path graph. Keep all your previous findings handy as this will help!
Challenge 2:
Could you think of a systematic way to solve the problem of an
n
-path graph?
7 Some background
All the games in this worksheet are combinatorial games. Combinatorial games have the following features:
* they are two-player games,
* they are finite meaning they always end,
* they are impartial as both players have the same options for a move,
*
they are perfect information games, so there is no hidden information,
* there not games of chance,
* no ties are allowed (usually the first player who cannot make a move loses).
In this situation, it has been proven that a winning strategy exists (either for the first player or the second player). The fact that a winning strategy exists does not men it is easy to find! Finding the winning strategy may need an exhaustive search using computers. For example no winning strategy is known in Hex, another combinatorial game. A surprising result of Sprague and Grundy is that every game with all the features listed above is equivalent to some version of the game of Nim.
7.1 N or P games
A game where the first player has a winning strategy is called an N game, meaning that the next player to make a move will win. If there is a winning strategy for the second player, the game is called a P game. The name comes from the following scenario: suppose that we were playing a game and we come to a position where the next player will lose, no matter what she does. Then the previous player has won, so she had a winning strategy. If we started the game from this particular position, it would be a second player (or previous player) win, so a P game.
Note that the relationship between P and N positions is not obvious. It is easy to determine if a position is an N position: if it is my turn and I have some way to make a move and put the game into a P position, then I am guaranteed to win (as I become the previous player in a P position and the next player is guaranteed to lose). On the other hand, a game is in a P position only if no matter what move I make, I am forced to put the game into a N position, so I am guaranteed to lose (as I become the previous player in a N position where the next player is guaranteed to win). It is sometimes hard to reason this through at every stage so we can just remember that: the game is N if there is a move to P, the game is P if every move leads to N.
7.2 Sum of games
When a game is the result of the sum of more games, meaning that at each turn a player can choose to make a move in any one of the games available, we can use what we know about the smaller games to decide whether in the overall game there is a winning strategy for the first or the second player. It turns out that:
* P + P = P,
* P + N = N,
* N + N = undetermined,
meaning that the sum of two N games may be P or N, we cannot tell a priori. We often use the sum of games rules in cuttrhoat to determine if a game is N or P as there are several moves where we can break a graph into two parts (i.e., we disconnect the graph) and then we can study the two parts as separate games. Challenge: See if you can justify the rules above!
7.3 Symmetry
Another interesting property is the following. Any game which is the sum of two identical games is a P game. Think about this for a second... How can we prove this?
The winning strategy is remarkably simple: the second player just needs to copy what the first player does! So if player one makes one move on the first copy of the game, the second player does the same thing on the second copy. Then we are back to a game which is the sum of two identical games. Repeat until the second player makes the last move, winning the overall game.
Challenge: Use this to prove that every line graph with an odd number of vertices is an N game. | <urn:uuid:f9d87095-e140-4c1f-9602-6e0b2c02f981> | CC-MAIN-2018-34 | http://www.math.lsa.umich.edu/WCMTC/Gandini_Games_Worksheet.pdf | 2018-08-18T08:53:01Z | crawl-data/CC-MAIN-2018-34/segments/1534221213508.60/warc/CC-MAIN-20180818075745-20180818095745-00583.warc.gz | 540,872,665 | 2,501 | eng_Latn | eng_Latn | 0.999267 | eng_Latn | 0.999371 | [
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2006 Hasbrouck & Tindal Oral Reading Fluency Data
Grade
Percentile
Fall WCPM*
Winter WCPM*
Spring WCPM*
Avg. Weekly
Improvement**
* WCPM = Words Correct Per Minute **Average words per week growth
2006 Hasbrouck & Tindal Oral Reading Fluency Data
Jan Hasbrouck and Gerald Tindal have completed an extensive study of oral reading fl uency. The results of their study were published in a technical report entitled, "Oral Reading Fluency: 90 Years of Measurement," which is available on the University of Oregon's website, brt.uoregon.edu/tech_reports. htm, and in The Reading Teacher in 2006 (Hasbrouck, J. & Tindal, G. A. (2006). Oral reading fl uency norms: A valuable assessment tool for reading teachers. The Reading Teacher. 59(7), 636-644.).
This table shows the mean oral reading fl uency of students in grades 1 through 8 as determined by Hasbrouck and Tindal's data.
You can use the information in this table to draw conclusions and make decisions about the oral reading fl uency of your students. Students scoring 10 or more words below the 50th percentile using the average score of two unpracticed readings from grade-level materials need a fl uency-building program. In addition, teachers can use the table to set the long-term fl uency goals for their struggling readers.
Average weekly improvement is the average words per week growth you can expect from a student. It was calculated by subtracting the fall score from the spring score and dividing the diff erence by 32, the typical number of weeks between the fall and spring assessments. For grade 1, since there is no fall assessment, the average weekly improvement was calculated by subtracting the winter score from the spring score and dividing the diff erence by 16, the typical number of weeks between the winter and spring assessments.
Adapted from www.readnaturally.com | <urn:uuid:14518d64-a89e-4376-be02-4ad8cfb3d87d> | CC-MAIN-2018-34 | http://www.cde.state.co.us/sites/default/files/documents/coloradoliteracy/clf/downloads/guide_for_assessing_fluency_rates_and_accuracy.pdf | 2018-08-18T09:15:21Z | crawl-data/CC-MAIN-2018-34/segments/1534221213508.60/warc/CC-MAIN-20180818075745-20180818095745-00583.warc.gz | 483,936,147 | 446 | eng_Latn | eng_Latn | 0.750199 | eng_Latn | 0.995207 | [
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Encouraging Speech and Vocalization in Children with Autistic Spectrum Disorder
Joshua Hailpern
Karrie Karahalios
Department of Computer Science firstname.lastname@example.org
University of Illinois at Urbana-Champaign Urbana, IL 61801 USA
Laura DeThorne
Department of Speech and Hearing Science email@example.com University of Illinois at Urbana-Champaign Urbana, IL 61801 USA
ABSTRACT
Technology can improve the life of those with Autistic Spectrum Disorder (ASD). Specifically, some children with ASD are not fortunate enough to acquire the ability to communicate with language on their own. With language being an important method of communication, socialization, and interacting with the world, these children need researchers to develop new solutions to help teach vocalization and speech. Without speech, these children will have difficulty communicating their needs, wants, and emotions, as well as being able to function within society at large. This paper examines the existing HCI research on ASD, as well as proposes a new direction for investigation.
Categories and Subject Descriptors
H 5.2 [Information Interfaces and Presentation]: Screen design, Voice I/O. K4.2 [Social Issues]: Assistive technologies for persons with disabilities
General Terms
Human Factors
Keywords
Accessibility, Autism, Children, Speech, Vocalization, Techniques
1. Introduction
During the normal development of a child, language is acquired without much explicit effort by parents, practitioners, or the community. However, some children, such as those with Autistic Spectrum Disorder (ASD), are not fortunate enough to acquire this skill on their own. That language is considered "a unique characteristic of human behavior… [that] contributes in a major way to human thought and reasoning"[11], these children need our help to learn to communicate and function in the "real world". Without speech, these children have difficulty expressing their desires, emotions, and communicating on a day-to-day basis. HCI
Department of Computer Science firstname.lastname@example.org University of Illinois at Urbana-Champaign Urbana, IL 61801 USA
James Halle
Department of Special Education email@example.com University of Illinois at Urbana-Champaign Urbana, IL 61801 USA
is poised to develop new techniques that use technology to assist practitioners and parents to teach their children with ASD to talk and develop normally. With 1 in 150 children being diagnosed with ASD [4 2007], the need for new solutions is growing.
2. A Brief Description of Autistic Spectrum Disorder
ASD is a developmental disability impacting social functioning, such as empathy, basic interaction and communication. It is important to note that autism affects each individual differently. These differences cause a wide range, or spectrum, or conditions ranging from individuals who are "high-functioning" or having only slight delays in communication and social functioning, to those who are "low-functioning" having a greater challenge of interacting. Other notable characteristics of many individuals with autism include "insistence on sameness… Preference to being alone… spinning objects [and] obsessive attachments to objects " [1].
3. Communication Treatments
In the 1960s, Ivar Lovaas began teaching children with autism new behaviors through a technique called "applied behavior analysis", in which a behavior is encouraged or discouraged as it encounters environmental consequences. In short, his technique relies upon using objects, food, and actions as rewards for desired behavior (prompted by a researcher) [11]. Over many trials and sessions, children with autism eventually learn to respond in a predictable fashion by interacting with people in their environment. There are three main drawbacks to this form of treatment:
♦It requires many sessions with trained professionals who are in short supply. This can place a financial burden on the family.
♦Teaching sessions require intense attention and prolonged contact from a practitioner or parent.
♦The child must interact with a human being. One characteristic of ASD is anxious, detached, and "alone" interaction with other individuals [2, 6]. Thus the interaction with a human being, as the primary mode of teaching, might pose some degree of built-in difficulty for the ASD child.
4. HCI Research On ASD Treatments
Existing work by HCI researchers has approached ASD from three primary directions. Work by Abowd and others have explored the benefits of technology to aid the diagnosis process [5, 8, 9]. This research is crucial, because early detection allows children to begin treatment earlier, allowing them to catch up faster to their nonautistic peers. Further, this work allows us to better understand how to identify autistic characteristics. Although greatly beneficial, this research does not provide a direct method to enhance the education of children with ASD.
Researchers have also explored the effect that technological environments have had on the process of assisting children with autism to learn how to interact with other human beings [7, 14]. This work uses virtual environments, as well as virtual peers, to create situations in which the children with ASD are comfortable. They are then able to learn person-to-person interactions, without the apprehension of having another person in the room. This work, however, primarily has dealt with "high functioning" children, or those who already know how to speak and have a deficit in social interaction. Therefore, it is hoped that principles learned from this body of literature will have the potential to be applied to research targeting children with ASD who have not yet acquired speech.
The third approach seeks to encourage children with ASD to "play," where playing is mediated through technology [10, 12, 13]. By creating technological methods of interaction (visual displays and physical robots), play and comfortable interactions can be garnered from children with autism. There is a feeling of "safety" by having the main form of interaction occur with non-humans. Further, these devices allow the child, rather than a third party, to be in control of the interactions. This research has much potential. To date, however, it has not focused on encouraging more communication-based activities, such as speech and human-tohuman interaction.
5. A Proposal for a New Direction in Research
Through this analysis of existing approaches, we believe there is potential to create a new direction of research, focusing on using technology to encourage meaningful speech in low-functioning children with ASD. Speech would allow these children to express needs, desires and live more normal lives in society. The literature provides strong evidence that interacting with technology often can motivate children with ASD. Further, existing literature shows that real-time visualizations, which act as social mirrors, can influence communication interaction [3]. Therefore, we see the potential of technology to aid teachers in the development of sounds, words, and speech; thereby contributing to what is an exclusively human-to-human interaction. By introducing technology into this form of treatment, we believe we can alleviate a degree of apprehension experienced by the children when interacting with humans, and provide teachers with a new technique to complement and supplement their existing approaches.
Some of the literature has successfully encouraged play by leveraging visualizations that use abstract imagery (shapes that do not directly map to real world objects). Further, research targeting human-human interaction through training on virtual environments shows the potential benefits of training with this technology. We believe that combining aspects of these two approaches could facilitate a new understanding of sound and speech. These results lead us to believe that a similar approach could be used to help children with ASD understand and control their sounds by visualizing their voice. These visualizations could be used as form of reward for making correct sounds, or as a form of feedback to allow them to visually comprehend the sounds they are making.
By constructing these visualizations using hand held devices, the learning experience could also be easily extended to day-to-day life, rather than being limited to an office or a school.
6. Current Research
In order to test whether computer generated stimuli (auditory and/or visual) can be constructed to encourage/reinforce sound production in children with ASD, we have begun the first phase of this research project. Our study attempts to uncover the effect of different permutations of auditory and visual feedback on the vocal production of children in our target population. We have constructed approximately a dozen varying types of visualizations, as well as 4 different metaphors for sound feedback.
Children enrolled in this first phase of research attend 6 sessions in which a researcher presents them with approximately 8 different forms of feedback to sound production over about a 40-minute period. Each combination of visual and auditory feedback (trial) is separated by a period of play and relaxation for the child, in order to maintain a positive and stress-free environment. Software, on the systems presenting the feedback, logs critical data points about the child's interaction with the software. With parental consent, sessions are video taped to allow researchers to gather additional data.
From these sessions, research will attempt to determine not only whether these forms of feedback can encourage sound, but also explore other related behaviors of children with ASD; is there a form of feedback (auditory or visual) that is more influential, what type and amount of attention will a child pay to the screen on a computer, are children with ASD visual learners, and are all children with ASD the same (in terms of preferences).
Phase One began in early August 2007. It is expected to be completed by middle to late October 2007. Initial qualitative results appear promising. Qualitatively, many of the children appear to have forms of feedback for which they will generate far greater number (and frequency) of sounds. In addition, many parents have expressed that their children become excited, if not elated when they realize that they are coming to a session. That could indicate that the visual/auditory stimulus is enjoyable to play with and thus could be used as a form of enjoyable education for children with ASD.
One specific child appears to be reacting over and above the others in terms of sound production. Specifically, he appears to be exhibiting signs of turn taking (with the auditory feedback), as well as mimicking many of the sounds generated (as if playing a call and response game). At the completion of his standard 6 sessions, we are planning to conduct an additional 2 sessions with a new visualization (controlled through a wizard of Oz technique) that requests that the child make specific sounds. Should those sounds be made, visual and auditory reinforcement will be provided. The choice of reinforcement will be based on the qualitative observations of the child's preferences made by researchers. Should the results prove positive, we will have an indication that these systems (with little modification) could be used to teach sound formation to some children with ASD.
For the quantitative analysis, we plan to treat Phase One as a single subject analysis across conditions with auditory and video recordings of the following variables: time in chair, percent of intervals with positive emotive state, diversity of phonetic repertoire, frequency of utterances, variation in utterance duration, and exploration of utterance volume. Though we plan to focus primarily on within subject comparisons, we do plan to do some across-subject analysis.
Further studies are planned exploring the effect of visualizations on vocalization frequency, controlling vocalization, instructing children to make specific sounds, and word formation. We also are planning to explore form factors ranging from larger objects to portable hand-held devices (which would allow children to learn outside of an office, in more comfortable environments like the home).
7. Conclusion
To date, little or no research has been reported on using technology to teach low functioning children with ASD to learn to vocalize or speak. However, the field of augmentative and alternative communication embraces technology primarily as a medium of communication and not as often as a method of instruction. If we can encourage vocalization at the age of 3, a pivotal age for children with ASD, this could lead to an increased communicative ability, which makes not only the child's life easier, but also increases their chances of functioning in the world around them. In addition, if the approach we are recommending proves successful for speech, similar methods could be applied to other behaviors or to other disorders with speech impairments.
8. References
1. Autism Society of America, ASA. Autism Society of America, 2007.
2. Baskett, C.B. The effect of live interactive video on the communicative behavior in children with autism, University of North Carolina at Chapel Hill, Chapel Hill, 1996.
3. Bergstrom, T. and Karahalios, K., Seeing More: Visualizing Audio Cues. in INTERACT, (Rio de Janerio, Brasil, 2007).
4. Center for Disease Control and Prevention, CDC. Autism Information Center, DD, NCBDDD, CDC, Atlanta, April 25, 2007.
5. Hayes, G.R., Abowd, G.D., et al. Designing Capture Applications to Support the Education of Children with Autism in International Conference on Ubiquitous Computing, (Nottingham, England, 2004).
6. Kanner, L. Autistic Disturbances of Affective Contact. in Kanner, L. ed. Nervous Child 2, V.H. Winston, 1943, 217-250.
7. Kerr, S.J., Neale, H.R. and Cobb, S.V.G. Virtual environments for social skills training: the importance of scaffolding in practice Proceedings of the fifth international ACM conference on Assistive technologies, ACM Press, Edinburgh, Scotland, 2002.
8. Kientz, J.A., Abowd, G.D., et al. Grow and know: understanding recordkeeping needs for tracking the development of young children Proceedings of the SIGCHI conference on Human factors in computing systems, ACM Press, San Jose, California, USA, 2007.
9. Kientz, J.A., Hayes, G.R., Abowd, G.D. and Grinter, R.E. From the war room to the living room: decision support for home-based therapy teams Proceedings of the 2006 20th anniversary conference on Computer supported cooperative work, ACM Press, Banff, Alberta, Canada, 2006.
10. Lehman, J.F. Toward the use of speech and natural language technology in intervention for a language-disordered population Proceedings of the third international ACM conference on Assistive
technologies, ACM Press, Marina del Rey, California, United States, 1998.
11. Lovaas, I.I. The Autistic Child. John Wiley & Sons, Inc, New York, 1977.
12. Michaud, F. and Théberge-Turmel, C. Mobile robotic toys and autism. in Dautenhahn, K. ed. Socially Intelligent Agents - Creating Relationships with Computers and Robots, Springer, 2002, 125-132.
13. Parés, N., Carreras, A., et al. Promotion of creative activity in children with severe autism through visuals in an interactive multisensory environment Proceeding of the 2005 conference on Interaction design and children, ACM Press, Boulder, Colorado, 2005.
14. Tartaro, A. Storytelling with a virtual peer as an intervention for children with autism. SIGACCESS Access. Comput. (84). 42-44. | <urn:uuid:e8ab0acd-bc50-4d3c-843a-f4cdc7b99a93> | CC-MAIN-2018-34 | http://social.cs.uiuc.edu/papers/pdfs/hailpern_menthalHealth_2008.pdf | 2018-08-18T08:16:10Z | crawl-data/CC-MAIN-2018-34/segments/1534221213508.60/warc/CC-MAIN-20180818075745-20180818095745-00589.warc.gz | 369,767,459 | 3,176 | eng_Latn | eng_Latn | 0.988025 | eng_Latn | 0.99481 | [
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The danger of Electrical Shock
Electric power does a tremendous amount of work.
But because it's such a powerful force, we need to be very careful with it.
People are injured or killed every year by electricity. The reasons are almost always carelessness, a faulty appliance or tool, or a lack of knowledge about how electricity works. You can reduce electrical injuries and death by doing three things:
1.
Understanding how electricity works three-prong plugs, meaning they are grounded. Most older homes do not have three-wire receptacles. If yours does not, you should have an electrician rewire the home to accommodate the three-prong plugs. Although three-prong adapters can be purchased, they are not recommended for permanent use. Also remember never to clip the third prong off a plug to make it fit a two-hole outlet.
2.
Recognizing potential electrical hazards
3.
Learning about safety devices that prevent shock.
* Electricity naturally flows to the earth, or to ground, through anything that will conduct electrical current. There are some compounds, like wood and glass, that are not good conductors of electricity. But electricity will pass through the human body, sometimes with fatal results, trying to get to ground. If an appliance or tool is faulty or has a shorted wire, for example, the electric current may try to find another path to ground. That's why electrical systems should always be grounded. A safe path to ground for electricity is away from your body and confined within whatever piece of electrical equipment you're using.
* Three-Prong Plugs. You may have noticed that the electrical outlets in most homes now have three-wire receptacles that accommodate electrical cords with
three-prong plugs. The third prong provides a path to ground along which the electric current travels. Most major appliances, such as stoves, refrigerators, and computers, have
* GFCI. Another device that's commonly used to prevent shocks in the home is a ground fault circuit interrupter. These are usually installed in wall-mounted receptacles in areas where electricity and water are most likely to come in contact, such as bathrooms, laundry rooms, kitchens, and outdoors. They have buttons that are marked TEST and RESET. GFCIs monitor electric current and can switch a circuit off before injury occurs. Most electric hair dryers come equipped with GFCIs on their plugs. Consumers are advised to consult a qualified licensed electrician about installing these safety devices, although many newer homes have them already.
*
It's advisable to use tools and appliances with three- prong grounding plugs, even if you have a GFCI.
Portable, or temporary, GFCIs are available, but they should not be used as a permanent alternative to wall-
mounted, receptacle-type
GFCIs.
* Overloaded receptacles. Avoid overloading a receptacle or an electrical circuit. Fires can occur when overloaded wires become hot. Most receptacles are designed for two plugs only.
* Double-insulated tools. Double-insulated tools help protect against electrical shock. An electrical shock in a tool can occur, for example, because of worn wiring that lets bare wire touch the frame of an appliance. Double-insulated tools have an outer casing of plastic or some other nonconductive material and are the only tools with two-wire plugs sold today that are approved by the Underwriters Laboratories (UL).
* In the bathroom. Never touch electrical equipment while in the bathtub. Keep all electrical appliances far enough away from water in tubs, showers, and sinks so you can't touch them, and they can't fall in and discharge electricity through the water—and through you. Receptacles in bathrooms should have a ground fault circuit interrupter so they can detect electricity leakage.
*
Throughout the house. It's a good idea to cover electrical outlets so
that objects like pins, nails, and other foreign
objects can't be inserted into the
outlets.
* In the laundry room. An ungrounded faulty appliance anywhere can be a hazard because you could become a connection to ground for escaped electricity. For example, handling an ungrounded clothes iron while touching an operating washing machine could be dangerous because you could become a path to ground for the current. In this example, the washing machine is grounded, but the iron is not. Because electricity is constantly seeking a path to ground,when you touch the washing machine while using the ungrounded iron, the electricity from the iron will travel through you as it tries to get to ground, which in this case would be through the washing machine.
* In the kitchen. An ungrounded faulty appliance, such as an electric toaster, used near a grounded kitchen sink can be dangerous. Do not handle or operate appliances when your hands are wet or when the appliances are on wet surfaces, such as a countertop that has water on it. Receptacles within six feet of a kitchen sink must have a ground fault circuit interrupter.
* In the workshop. Ungrounded faulty tools are always hazardous. Make sure power tools are grounded, or are double-insulated. Wear rubber-soled shoes, stand on a rubber mat, and keep work floors dry. Receptacles in basements and garages must have a ground fault circuit interrupter.
* Check equipment. It's advisable to check the condition of cords, plugs, and insulation on double-insulated tools for signs of fraying or other damage.
* In swimming pools. Pool lights and pumps may become faulty and create hazards. Make sure your pool has only properly installed lighting and equipment. Receptacles near pools should have ground fault circuit interrupters.
* If you have questions about your electrical system or appliances and tools, you may wish to consult an electrician about the best way to ensure your safety. | <urn:uuid:34bdef86-18c7-4d91-9b26-d55c08b069c3> | CC-MAIN-2018-34 | http://clevelandutilities.com/PDF/homesafety.pdf | 2018-08-18T09:13:40Z | crawl-data/CC-MAIN-2018-34/segments/1534221213508.60/warc/CC-MAIN-20180818075745-20180818095745-00585.warc.gz | 86,312,003 | 1,167 | eng_Latn | eng_Latn | 0.999358 | eng_Latn | 0.999377 | [
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Breakthrough In Hydrogen Fuel Production
Hydrogen fuel production could revolutionize alternative energy market with a new method that is environmentally friendly and inexpensive.
That is the claim from a team of Virginia Tech researchers have discovered a way to extract large quantities of hydrogen from any plant, a breakthrough that has the potential to bring a low-cost, environmentally friendly fuel source to the world. Y.H. Percival Zhang, an associate professor, and his team have succeeded in using Xylose, the most abundant simple plant sugar, to produce a large quantity of hydrogen that previously was attainable only in theory. Zhang's method can be performed using any source of biomass.
The commercial market for hydrogen gas is now around $100 billion for hydrogen produced from natural gas, which is expensive to manufacture and generates a large amount of the greenhouse gas carbon dioxide. Industry most often uses hydrogen to manufacture ammonia for fertilizers and to refine petrochemicals, but an inexpensive, plentiful green hydrogen source can rapidly change that market. "It really doesn't make sense to use non-renewable natural resources to produce hydrogen," Zhang said. "We think this discovery is a game-changer in the world of alternative energy."
Hydrogen Powered Vehicles
Quoting form
The
Guardian:
http://www.theguardian.com/science/blog/2013/jul/19/sweet-hydrogen-sugarenergy-needs
Zhang sees a future in which hydrogen-fuelled electric cars will phase out our dependence on fossil fuels. There are problems with hydrogen in transport, however: the gas needs to be stored and transferred at high pressure, and it's highly flammable. This has prevented the technology from being implemented in small vehicles. But Zhang's proposed solution to this problem is simple. "Why should we transport hydrogen? We can transport sugar instead, and perform the reaction in the car or in the service station."
The ultimate test for the method's viability will be the creation of a prototype, but at the moment researchers are still working to obtain maximum efficiency from the reaction. "In the future, these devices will be small enough to be incorporated in a car, where a fuel cell will then turn the hydrogen into electricity," says Zhang.
"Our bio-reactors will be a feasible option for small vehicles, but they will also work for big industrial complexes. We are designing the whole system to be very cheap, to scale it up easily."
Process
For seven years, Zhang's team has been focused on finding non-traditional ways to produce high-yield hydrogen at low cost, specifically researching enzyme combinations, discovering novel enzymes, and engineering enzymes with desirable properties.
The team liberates the high-purity hydrogen under mild reaction conditions at 122 degree Fahrenheit and normal atmospheric pressure. The biocatalysts used to release the hydrogen are a group of enzymes artificially isolated from different microorganisms that thrive at extreme temperatures, some of which could grow at around the boiling point of water. The researchers chose to use xylose, which comprises as much as 30 percent of plant cell walls. Despite its abundance, the use of xylose for releasing hydrogen has been limited. The natural or engineered microorganisms that most scientists use in their experiments cannot produce hydrogen in high yield because these microorganisms grow and reproduce instead of splitting water molecules to yield pure hydrogen.
To liberate the hydrogen, Virginia Tech scientists separated a number of enzymes from their native microorganisms to create a customized enzyme cocktail that does not occur in nature. The enzymes, when combined with xylose and a polyphosphate, liberate the unprecedentedly high volume of hydrogen from xylose, resulting in the production of about three times as much hydrogen as other hydrogen-producing microorganisms.The energy stored in xylose splits water molecules, yielding highpurity hydrogen that can be directly utilized by proton-exchange membrane fuel cells. Even more appealing, this reaction occurs at low temperatures, generating hydrogen energy that is greater than the chemical energy stored in xylose and the polyphosphate. This results in an energy efficiency of more than 100 percent — a net energy gain. That means that low-temperature waste heat can be used to produce high-quality chemical energy hydrogen for the first time. Other processes that convert sugar into biofuels such as ethanol and butanol always have energy efficiencies of less than 100 percent, resulting in an energy penalty.In his previous research, Zhang used enzymes to produce hydrogen from starch, but the reaction required a food source that made the process too costly for mass production.
Source: http://revolution-green.com/breakthrough-in-hydrogen-fuel-production/ | <urn:uuid:81e4be4d-b035-461b-98ed-9f5a41195d8f> | CC-MAIN-2022-33 | https://www.idc-online.com/technical_references/pdfs/chemical_engineering/Breakthrough_In_Hydrogen_Fuel_Production.pdf | 2022-08-18T13:28:26+00:00 | crawl-data/CC-MAIN-2022-33/segments/1659882573197.34/warc/CC-MAIN-20220818124424-20220818154424-00171.warc.gz | 700,303,613 | 927 | eng_Latn | eng_Latn | 0.997773 | eng_Latn | 0.998328 | [
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Innovations
Foldscope™ as a Teaching and Learning Tool: An Indian Perspective
Jasveen Dua 1 M.Sc., Ph. D and Samriti Dhawan 2 M.Sc., Ph. D Goswami Ganesh Dutta Sanatan Dharma College, Chandigarh, India
1 Associate Professor Dept. of Botany email@example.com
2* Corresponding Author Assistant Professor Dept. of Biotechnology firstname.lastname@example.org
Abstract
Science is all about how and why. India is a land of diversity and having an equally diverse education system. In a diverse classroom, it is important for the teacher to impart knowledge in such a way that it kindles curiosity in the learner. The best way to communicate science is 'learning by doing'. This requires great skill and apt teaching methodology especially in non-urban areas where the learning resources are scarce. In this regard there is a dire need for inexpensive, useful teaching and learning tools that can foster interest in science. This article is concerned with exploring the use and application of one such innovative tool—Foldscope™. Foldscope™ is a low cost, paper microscope that can help to magnify beyond the ability of unaided eye and explore our surroundings at the microscopic level. It is well suited to be used as a teaching and learning aide in Under-resourced regions. During the pandemic COVID-19 online and distance mode learning has come as a savior, this frugal tool can further facilitate practical learning because of its portability and unique features.
KeyWords: Foldscope, Teaching-Learning Process (TLP), Teaching tool, Portable microscope, Magnetic coupler, Onsite foldscopy
Introduction
India, a country in South-Asia, is a myriad of geographical demographics with multitude of ethnic, linguistic and cultural diversity. Its unique diversity is the strength and basis of modern India. India was once a powerhouse of knowledge and wisdom. Despite a strong heritage of intellectuals and their pioneering contribution to the world in education and other fields, the present scenario of education needs innovative changes to foster creative and critical thinking skills.
Present Scenario of Education in India
The model curriculum formulated by Kothari Commission as per Report of Ed. Comm, 1971(Aggarwal, 2009) set up to maintain uniformity has not yet fulfilled its objective. The present educational system in India is more of an input/output kind of model. Due to an Examinationcentric education system that promotes rote learning, students face a highly stressful environment with multifaceted competitions. A fierce battle is seen for grabbing grades focusing more on earning a degree and less on real skills.
The scenario of science education is even more complex, as it has failed to inculcate creativity and innovation among learners. It is a general perception that teaching science involves huge investment and that in a developing country where resources are limited, teaching modalities need to be limited (Kremer et al., 2013). Physical infrastructure in Indian institutions varies due to geographical and financial disparity. The conventional approach of knowledge dissemination using the chalk, talk, and walk method is practiced predominantly. Information and communications technology (ICT) teaching aides such as computers and LCD projectors are beyond the reach of many institutes and science laboratories, still a dream in remote areas.
In the era of globalization, Teaching-Learning Process (TLP) needs transformation (Mohapatra et al., 2012).The two crucial components–the teacher and learner both-- are continuously evolving with the changing educational needs. TLP is directed by quality of learning rather than teaching. For in-depth understanding of scientific concepts and phenomena, engaging students in practical activities is an important part of active learning in science education
(Nawani & Jain, 2010). Field-based study is critical to teaching and learning biology and can lead the students to discovery-based learning (Wieman & Gilbert, 2015; Fleischner et al., 2017).
The Digital India initiative aimed at empowering youth has led to increase in the use of laptops and tablets as a part of TLP. To meet the challenges thrown by learners, techno savvy gadgets that can be carried in pockets have conceived the recent 'anytime, anywhere' learning concept (Smith et al., 2011). One such tool that helps in 'active learning' is Foldscope™ (Cybulski et al., 2014). It is a cheap and portable paper microscope.
Though journey of microscope started around 300 years ago since the time discovered by Leeuwenhoek (Wollman et al., 2015), but is ever evolving in many ways. It is still out of the reach of many, and finds its place in laboratories only. Learning and understanding science is not a privilege of a few who can afford resources. The lesser privileged students from rural and tribal areas, where infrastructure is negligible and they have rarely been exposed to microscopes in their learning years, this affordable paper microscope-Foldscope™ is a hope for the less privileged to learn. The present article is based upon this innovative tool— Foldscope™ and its possible explorations in microscopic world within and beyond boundaries of class room. While there have been many publications over the past decade reporting on portable or mobile-phone microscopes, like Cellscope™ (Philips et al., 2015), comparably few studies have been reported of using it under field conditions. The COVID-19 pandemic has led to digital transformation of education even in most deprived regions of the nation and online teaching and distance education has come as a solution. This cheap tool can further facilitate practical learning of biology, as it has the potential to conform to curiosity of the learners due to its ease of use, low cost, and portability.
Democratization of Science: A Govt. of India initiative
Foldscopy is an initiative of DBT, GoI (Department of Biotechnology, Govt. of India) for augmenting science education. DBT aims at Popularization and Democratization of Science in India by taking science to the doorsteps of all, even in resource poor settings across the country. With this objective DBT has partnered with Prakash lab's on foldscopy to make the mission 'Science for all' possible. As a part of this endeavor the department has sanctioned projects grants to researchers and academicians in schools and colleges for exploring diverse habitats. Twining Programme is initiated by DBT (GoI) to booster the collaboration of North Eastern states with other parts of India for quality research, education and training in biosciences (Sharma and Mohan, 2016). Under its Foldscope™ Twining programme, collaborative research projects between North Eastern Region (NER) institutions and from other parts of country has culminated exchange of innovative ideas among different Foldscope users across the nation. (http://dbtindia.gov.in).
Foldscope™: The portable microscope An Overview
Foldscope™ is a low-cost, thin, pocket microscope made of color-coded paper coated with water-proof polymer. Manu Prakash, the brain behind this tiny invention, an Indian-origin scientist at Stanford University, conceptualized the idea, keeping in mind the resource constraints of developing countries (https://foldscope.com).
Foldscope™ works on the same principle of magnification as a simple microscope. It is a transmissive light microscope. The low power lens supplied with the kit is a borosilicate glass ball embedded in a circular black plastic piece; it is capable of magnifying objects 140X. This magnification is highly effective if compared to a low power lens of a compound microscope used in laboratories which has a 4X objective lens and a 10X eyepiece, the magnification being only 40X (Cybulski et al., 2014).
Unique Features
Foldscope™-the origami-based mini-microscope has following features:
* It can be assembled from a waterproof flat sheet of paper containing its jigsaw pieces within 10-15 minutes.
* It is portable - being small, it can easily fit in a pocket.
* Its tiny size ensures safety against damage even if dropped from a multi-storied building or stepped on.
* It does not require an external power source for illumination.
* It can be coupled to a mobile phone to capture images.
* It can be used for direct viewing by eye or can be projected on a screen.
* It can be used for bright-field, fluorescence or projection microscopy.
Basic Foldscope™ kit and its variants
Components included in basic individual Foldscope kit are enough to observe microscopic specimens around us. It contains Foldscope™, prepared glass slides, standard paper slides, microwell paper slide, an extra magnetic coupler, ring stickers, cover slip stickers and a cotton swab. Another variant, "The deluxe individual kit" is supplied with versatile accessories, it includes an LED magnifier light, scissors, forceps, microwell plates, petridish, microfuge tubes, droppers, strainer, clear tape roll, microscope slide set, reusable slides and cover slips, ring stickers, sterilized sample bags, a notebook and a pencil. The Foldscope™ instrument is identical in all the variants.
How to use
Foldscope™ is ready to use in three easy steps (Fig.1).
* The first involves assembling the Foldscope™ unit by joining together different pieces from a flat sheet provided in the Foldscope™ kit
* The second focuses on collecting and working with the samples.
* The third captures images of the object using smart phone coupled to Foldscope™ with a magnetic coupler
(http://www.foldscope.com).
Figure 1
A) Color coded waterproof origami sheet. B-C) Jigsaw pieces taken out from sheet which are joined together by paper folding to assemble Foldscope. C) Various accessories and kit components of Foldscope kit which are used for sample collection, preparation and viewing. D) Front view of Foldscope instrument-blue in color. E) Rear view of Foldscope instrument- yellow in color having slide pocket where slide is inserted upside down. F) Foldscope attached to smart phone. Courtesy: Foldscope instruments
Sample Preparation and viewing
Specific directions to use are provided in detail with each Foldscope™ (http://www.foldscope.com). It allows any curious explorer to have microscopic observation of any sample within short time with just a simple glass slide, transparent tape or cover slip and Foldscope™ without requiring any costly material or equipment.
Sample
Sampling involves mounting a small piece of the specimen on a glass slide and covering it either with a glass cover-slip or fixed using a piece of clear transparent tape/adhesive. Enormous variety of samples, dry or wet, can be observed under Foldscope™. It can be tiny microorganisms like some filamentous bacteria, fungi, protozoa, various tissues and cells for histological studies, as well as large organisms like nematodes, insects and their larvae, pollen grains, feathers, etc. Any translucent sample that allows the light to pass through it can be viewed under Foldscope™. Very dense and thick samples can be spread in a suitable liquid and covered with the cover slip. Simple staining techniques are required for better visualization of certain samples, while some can be viewed directly. Dry mounts are ideal for observing hair, feathers, airborne particles such as pollens and dust, as well as dead matter such as insect legs or antennae. Opaque specimens require very fine slices for adequate illumination.
Slide insertion and focusing
The slide is inserted within the slide pocket upside down (towards yellow side). Focusing of the mounted object can be adjusted in a simple way by sliding the paper platform with the thumb and forefinger.
Viewing
There are three methods to view the samples. First, the sample can be viewed directly through the eyes (Fig. 1). Second, it can be viewed through the camera of mobile phones. To view a sample with a phone, attach a magnetic coupler (provided in kit) over the lens of your phone camera- by using either a double-sided ring sticker or with any other tape. Bring your phone's camera near blude side of the Foldscope's lens and it will automatically fit in place because of magnetic couplers. The magnified image of the sample is visible on the screen of the camera. Foldscope's lens has a magnification of 140x, and that magnification is multiplied by the zoom feature of the mobile phone. It is ideal for recording the movements of living specimens by using the video feature of the mobile phone. For a clear photo and video record, a sample can be illuminated by holding the yellow side of the Foldscope towards a light source (any natural or artificial source such as a clear sky, tube light or the LED magnifier light provided). In the third method, a sample can be projected on a white screen or surface in a dark room. Projection requires a strong light source. A phone's flashlight can also be used. For this, attach a magnetic coupler over the phone's flashlight, and then bring phone's flashlight up to the aperture on the yellow side of Foldscope. Turn on the flashlight and aim it at a flat white surface. An image of the specimen inserted in Foldscope™ will be visible on the screen.
Use of Social Media Networking with Foldscope™
An online community, MicrocosmosFoldscope, is a platform for sharing information gathered through Foldscope™ (https://microcosmos.foldscope.com). This platform has served as a scientific social networking site and location for sharing of ideas and explorations from remote areas of India and the entire world. Instructors and students can post their observations on this community by registering themselves using their email ID and a unique code provided with each Foldscope™.
Methodology/the Process
The present article is an outcome of the observations revealing Foldscope™ usage. To use it as a teaching-learning tool, hands-on training sessions were conducted for undergraduate students during the 2018-2019 session. For this, a series of workshops and vacation camps (during summer and winter breaks) were organized by the Team Foldscope.IRB approval and student consent were obtained before conducting the workshop series. The instructors of all the workshops/ field visits conducted were the same so as to maintain uniformity. . In these workshops each participant was provided with a Foldscope™ sheet. After training to assemble and use these, students were encouraged to collect samples and explore on their own (Fig. 2).
The observations done by the team using Foldscope were posted on MicrocosmosFoldscope community with tags, # sd@foldscopechandigarh, and #Immuno@sdhawanchandigarh under # Indiafoldscopephase1.Students were able to perform on-site foldscopy with variety of samples collected during field visits and observe stained/permanent slides. A few of the explorations by the students during the field visits/workshops on Foldscope™ and captured with their smart phones as in Figure 3.
A) Undergraduate students attending workshop and assembling Foldscope™ from Foldscope kit components. B) An instructor helping to fold focus ramp for assembling Foldscope™. C) Another undergraduate student observing a Volvox colony while facing yellow side of Foldscope towards natural light. D) An undergraduate student excited to capture an image of focused slide on her smart phone.
Figure 3 Different explorations by undergraduate students using Foldscope™ and captured on smart phone
General Observations and the Outcome of the
Foldscope sensitization educational institution. It can ignite young minds to come up with creative ideas.
Multifarious applications of Foldscope™
Foldscope™ was observed to be a multipurpose teaching and learning tool that may be useful for any
An open school of learning
Age is no bar in usage of Foldscope™. It can be used by children, researchers, teachers or anybody
who has the quest to learn. The students trained at the workshop were allowed to take the Foldscope home to explore on their own. It was commendable that they shared the idea and had involved their parents and grandparents in this activity.
The preliminary observations on use of Foldscope™ as an active learning tool in science classrooms of both undergraduate and post graduate students revealed that it is a practical tool that students can use individually in bigger classes where access to microscopes is limited and generally the student: microscope ratio is ≥ 50:1It can be used in cell biology, microbiology, parasitological, immunology, and histochemical studies of various plant and animal tissues. Foldscope™ use is feasible in a course with medical focus or in a forensic science course, where students could look at prepared slides independently, can perform preliminary screening of hair, blood samples and can use it for human blood histopathological examinations like cell counting and morphology analysis. (Waliullah, 2018).
Multi-faceted all-purpose tool
Reports shared on a social networking community from different groups using Foldscope™ working in India revealed its potential for various applications, suggesting that it might be useful in all these fields (https://microcosmos.foldscope.com): Biodiversity and environment - It can be used for exploring floral and faunal biodiversity of different habitats.
-Monitoring soil and water quality-Foldscope™ can be used for detecting microbial contamination in potable water and microbial load of soil samples. It can significantly contribute to pollution abatement and can find its place in soil and water testing kits.
-Sanitation and Hygiene- This tool can be used to identify eggs or larvae of disease spreading mosquitoes in stagnant water and destroy them at source. It can also be used for maintenance of oral hygiene by suggested use in diagnosing infections in dental plaque.
-In checking adulteration of food itemsFoldscope™ can be used to check adulterants in various food items. It is reported to check adulterants and contaminants in various feed and food ingredients in field conditions using Foldscope™
(https://krishikosh.egranth.ac.in/handle/1/58101 39727).
.
-In minimizing post-harvest losses-The fungal and microbial growth can lead to post-harvest losses. The quality check of perishable foods and microbial spoilage can be easily detected using this waterproof, light weight tool.
-As a medical diagnostic tool-It can be used to detect hemoparasites like Plasmodium, Trypanosomes, Schistosoma (Ephraim et al., 2015) and other dangerous blood-borne infectious diseases and disorders of blood; for analysis of crystals in urine. It can be incinerated along with infectious biological samples for safe disposal. In the less-developed countries where price soaring health check-ups fail to diagnose the disease in time for treatment, Foldscope™ can serve as a low cost, high performance tool for rapid on-site analysis. Without any expensive lab equipment, its usage takes as little as 5 minutes. Being affordable, user-friendly, rapid, robust tool it held great potential to deliver point-of-care diagnostics even in the absence of any power source and internet facility (Ephraim et al., 2015; Hu et al., 2014).
As an In-field identification/learning tool
Field study is a vital component in addition to class-room sessions in effective Biology learning. Foldscope can shift the paradigm of research from laboratories to fields, experimental plots and even homes. It can be used by researchers in field as a tool for Plant Systematic, Palynological studies. For Plant pathology, it can be used to study symptoms of various diseases and microbial pathogens. It can be of great help to farmers in early identification of disease causing agents and communicate with regional agriculture officers in order to follow suitable control measures. The Foldscope Team explained the use and application of Foldscope for microscopic examination of leaves and plant parts to farmers and gardeners of Punjab and Sikkim to identify pests on plants (Fig. 2).
Role in online and distance education
The COVID-19 pandemic has led to digital transformation of education and online teaching. This immense shift from physical to digital education may persist to meet changing needs. Anticipating the future course of science education, a pedagogical change is expected in the teaching-learning environment in the post-COVID era. Physical distancing and social isolation measures, such as temporary closure of educational institutions and workplaces, have created an altogether different challenge. This cheap tool can facilitate practical
learning of biology because of its portability. The omnipresence of mobile phones and the growing access to internet across the country can make mobile phone foldscopy a promising technology. It is leading to easy information sharing, making it a perfect tool for innovative Teaching Learning Practice both in offline and online mode.
General Observations and the Outcome of the Foldscope sensitization
Besides publishing diverse and dynamic posts on MicrocosmosFoldscope community, our team at GGDSD College, Chandigarh was able to discern three salient aspects of Foldscope™.
* Foldscope™ can be used as a learning tool both by students and teachers in conducting hands-on sessions within and beyond boundaries of classroom.
* Foldscope™ can be used as an in-field identification tool. Outreach programs conducted for people of diverse age groups and spectra of the society such as farmers and gardeners have demonstrated its potential as in-field identification tool for pests and pathogens.
* Foldscope™ can be used as a basic research tool, thus laying a foundation for critical thinking. The students undertook short-term projects using Foldscope during their summer and autumn breaks, exploring and learning on their own by designing independent projects.
Advantages and Disadvantages of Foldscope™
Structurally, its unique features allow an edge over the compound microscopes in terms of its portability, low cost, easy usage, easy availability, lack of energy and power requirements, and zero maintenance cost. Its portability allows on-site analysis anywhere. Foldscope™ is simple to assemble and can be operated by anyone with minimal training. It can be used for direct viewing with the unaided eye or coupled to mobile phone for viewing and for digital record keeping for future use.
Despite its several advantages, Foldscope™ has certain limitations
Although a Foldscope™ is ideal for viewing sub cellular structures, its resolution is still relatively low as compared to the high power of compound microscopes. It has a very small focus range so image analysis is difficult. It can be coupled only to smart phones. Foldscope cannot be used under dark conditions. A light source is required. The LED magnifiers provided in the kit can be attached to Foldscope™ to mitigate this problem.
It requires regular cleaning and maintenance and must be stored in dry conditions.
Safety issues for novice workers handling unknown microbial biological samples is another major concern. It must be used under the supervision of a competent person who understands the risks associated of working with unknown microorganisms. For on-site biological fluid sampling, staining, and sample preparation can be major limiting factors, as can taxonomical identification and characterization of flora and fauna.
Conclusion
There is dire need to switch from the traditional chalk and talk approach of knowledge sharing to a learner-centric, agile, and self-learning approach in a developing country like India. Looking out for possible ways and means of imparting continuous learning are the objectives of the teachers and institutions in particular. For teaching and learning biology, the microscope is one of the most basic and powerful tools. But it is still inaccessible in under-resourced regions. The Foldscope™, a microscope that each student can own to learn biology easily is seen as a fitting substitute. Technology based tools that are easy to use and handle individually to avoid the community sharing to preclude contagious spread are being explored to meet the changed educational scenario in the Post COVID era. Though virtual labs can be the answer in the emerging scenario, wet lab simulation is a problem. Our explorations demonstrated Foldscope™ as an economical, ready to use, student-centric learning tool with potential to overcome the obstacles in disseminating science/biology education anywhere, anytime.
Acknowledgements
The authors acknowledge Department of Biotechnology, Min. of Sc. &Tech., Govt. of India, New Delhi and Prakash Labs, University of Stanford, USA for funding the Foldscope project and providing an opportunity to be a part of MirocosmosFoldscope Community. We deem it a unique privilege to acknowledge and thank administration of Goswami Ganesh Dutta Sanatan Dharma College, Chandigarh for providing the related support to compile this work. We would also like to thank teachers, students and people involved in this study for their time and contribution.
Declaration of Interest
The authors declare no conflict of interest.
Editor's note:
The authors supplied verification of permission to use student images.
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Culture Cocoon ExampLe
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Culture Cocoon—Example
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graduating college
Culture Cocoon
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Three things I believe in are?
One Challenge I have faced in my life is…
Something I feel proud of is…
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Hurry Freedom
Here for the first time in a book for young readers is the story of the African American forty-niners who went west to seek fortunes and freedom in the California Gold Rush.Among the thousands drawn west by the California Gold Rush were many African Americans. Some were free men and women in search of opportunity; others were slaves brought from the slave states of the South. Some found freedom and wealth in the gold fields and growing cities of California, but all faced the deeply entrenched prejudices of the era.To tell this story Hurry Freedom! focuses on the life of Mifflin Gibbs, who arrived in San Francisco in 1850 and established a successful boot and shoe business. But Gibbss story is more than one of business and personal success: With other African American San Franciscans, he led a campaign to obtain equal legal and civil rights for Blacks in California.
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Basics:
Using a Mouse and Keyboard
This hands-on class covers how to properly use a mouse and keyboard - essential computer skills. We will practice the single-click and double-click, and discuss the most used keys on the keyboard.
Basic Computing
This hands-on class covers the parts of the computer, opening and closing of computer programs, using the mouse, saving information, and using the recycle bin.
Introduction to the Internet
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Learn more about different search engines, search terms, and using tabs and bookmarks. Please be familiar with the skills from Introduction to the Internet.
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Please bring your email address and password with you to learn how to send, reply and forward emails. You will also learn tips to avoid spam and viruses. Please be familiar with the skills in the Basic Computing classes.
Internet Safety: Privacy & Passwords
In this class you will learn some privacy techniques, as well as how to choose better passwords. Please be familiar with the skills in the Introduction to the Internet class.
Using a Flash Drive
Bring a flash drive with you. In this class for beginners, you will learn how to save and organize documents and pictures to your flash drive. You will also learn how to delete items from your flash drive.
Microsoft Office:
Excel 1
Beginning Excel 2010 includes navigating the program, selecting and manipulating columns, rows, and cells. Please be familiar with the skills in the Basic Computing classes.
Excel 2
Intermediate Excel 2010 covers formatting, freezing panes, and using basic formulas. Please be familiar with the skills in Excel 1.
Excel 3
In Advanced Microsoft Excel 2010, you will learn how to create charts from tables of data. Please be familiar with the skills in Excel 1 & 2.
PowerPoint
In this PowerPoint 2010 class, you will learn to navigate the program, add new slides, work with text boxes, graphics, and slide transitions. Please be familiar with the skills in the Basic Computing classes.
Publisher
In this class about Publisher 2010, you will learn how to navigate the program, create text boxes, insert and work with graphics, and arrange objects. Please be familiar with the skills in the Basic Computing classes.
Word 1
This class covers creating and saving documents and includes working with text and spell checking in Microsoft Word 2010. Please be familiar with the skills in the Basic Computing classes.
Word 2
In Microsoft Word 2010, you will learn text, paragraph and page formatting. Please be familiar with the skills in Word 1.
Word 3
Intermediate topics in Microsoft Word 2010 will include finding and replacing text, setting tabs, and working with ClipArt. You should already be familiar with the skills in Microsoft Word 2.
Specialized Classes:
Intro to 3D Printing
Explore the latest printing technology. Learn how to use the 3D printer, including: Preparing a 3D design file for print, and using the equipment properly and safely. Note: Customers must complete this 3D printer certification before they can use the 3D printer independently.
Beginning Photoshop
Learn to use Photoshop Elements to edit and enhance your images.
Explore Animation
Explore Moho Debut 12, the ideal software for first-time animators, hobbyists and digital artists. Learn about the history of traditional cel animation and how to apply those techniques to animate shapes with a few clicks of the button.
Robotics – Sphero SPRK
Spark your imagination by controlling a robotic device (a Sphero SPRK) with code you create - no experience necessary.
Social Media:
Facebook 101
Learn how to sign up for an account, navigate the website, and how to update your status. Bring your email address with you. Please be familiar with the skills from the internet classes.
Pinterest 101
Learn how to sign up for an account, navigate the website, and how to "pin." Please be familiar with the skills from the Basic Computing classes.
Skype 101
Bring your own tablet or laptop with built-in camera and learn how to create an account, add a contact, and make a video call.
Twitter 101
Learn how to sign up for an account, navigate the website, what a "tweet" is and how to send one. Please be familiar with the skills in the internet classes.
Tablet, Laptop, eBook Help:
iPad Basics
Did you recently get an iPad? Want to learn more about the basics or how to download free ebooks from the library? This class is for you! Bring your Apple ID and password to learn Settings, Safari, and the App Store. You will also learn Overdrive, the library's ebook checkout app. Limited iPads are also available for those who want to learn about an iPad, but have not yet purchased one.
iPad Intermediate
In this intermediate class, you will learn about the Maps, Calendar, Contacts, and Camera apps. Library ebooks, e-audiobooks and streaming video will also be discussed. Limited iPads are also available for use. If bringing your own iPad, please also bring your Apple ID and password.
Traveling Tech Station
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I Cleaning I Operation I Maintenance I Other Considerations
As warm weather approaches, it's a good idea to tune up your home's air conditioner or heat pump. Some tips that should help save money and extend the life of the cooling equipment follow.
Operate the cooling equipment wisely
Provide good air flow to outdoor cooling equipment
The outdoor unit of the air conditioner contains a condensing coil, a type of heat exchanger which depends on large quantities of air flow to dump heat outside your home. Keep this equipment clear of tall grass, leaves and other debris.
Do Not enclose the outdoor unit with solid fencing or dense shrubs, or place the unit under a deck. Provide at least 2 feet of clearance on all sides of the equipment and 5 feet of clearance at the top.
Be certain that a clothes dryer is not vented within 10 feet of the outdoor unit. The lint from the dryer will cling to the condensing coil and lower the efficiency of the equipment and its service life.
Keep condensing coil clean
The condensing coil should be cleaned every year or so. This cleaning is usually a part of a regular service contract. The coil is easily accessible and must be chemically cleaned. If the fins in the heat exchanger are bent, they should be straightened with a comb.
Keep the indoor coil clean
The indoor coil, or evaporator coil, is located inside the heat pump or air conditioner cabinet. All the air from the home flows across this coil to be cooled in summer.
When air conditioning, the indoor coil is damp, attracts dirt and can harbor mold and other contaminants. A dirty indoor coil endangers your family's health, wastes energy and cuts the capacity of the cooling equipment.
Dirty indoor coils are notorious for reducing the air flow through the equipment. For each 10% reduction in air flow, the efficiency of the equipment drops about 5%. Reduced air flow means less cooling and makes it difficult to maintain a house's comfort in hot weather.
The coil should be cleaned every few years, depending on how often the system operates, the efficiency of the filter at trapping dirt, and the airtightness of the ductwork. Leaky ducts often draw in dirt which can accumulate on the indoor coil, so seal the seams in your home's ductwork.
Indoor coils are often dirty because they are hard to reach and therefore seldom cleaned. Frequently a service technician will have to cut into the ductwork in order to inspect the indoor coil. The coil should be cleaned with a chemical solution and a soft brush. Typically it takes a couple of hours for a technician to clean the coil and may cost from $50 to $200, depending on accessibility.
To get the most out of your heat pump or air conditioner, for the least cost, operate it efficiently. Start with the thermostat. A higher setting saves money. Try keeping the room air temperature at 80 to 85 degrees and using ceiling and room fans to circulate the air to maintain comfort. Each degree you raise the thermostat can save up to 5% on cooling costs. Any time you will be away from the house for a few hours, be sure to raise the thermostat setting. You will save money and it should only take a few minutes for the cooling equipment to bring the temperature back to a comfortable level after you return.
Shade windows
Over 20% of your air conditioning bill can be due to sunlight streaming through unshaded windows. Keep window curtains drawn during the day to block sunlight. Keeping east and west windows shaded is particularly important as they get the most sunlight in summer.
Solar shade screens are another effective way to shade windows. These fiberglass insect screens have a special weave that blocks sunlight. They can be installed in standard screen frames and must be placed on the outside of the window glass. The shade screens are a little darker than conventional insect screening. Some people appreciate the increased privacy they offer.
It's not just the heat… it's the humidity
Reducing moisture levels inside the home can save on cooling costs and improve comfort. Air conditioners and heat pumps dehumidify the air as well as cool it. Much of the excess humidity inside the home comes from humid outdoor air leaking inside. Sealing unwanted air leaks, such as around holes for plumbing and wiring, helps lower interior moisture levels and reduce air conditioning costs. For some houses, air leaks can contribute to over 30% of cooling costs.
Simple check on cooling efficiency
One easy way to determine if your air conditioner or heat pump needs a tune-up is to check the difference in temperature between the air exiting the supply ducts and that drawn into the return ducts. You will need an accurate thermometer for the test and to operate the cooling equipment for at least 15 minutes when the outdoor temperature is above 80 degrees. While the unit is running, measure the temperature of the air at a return and a supply register. These registers should be the ones closest to the inside cooling equipment. The temperature difference should be between 14 and 20 degrees. A smaller difference indicates time for a service call.
In addition to cleaning the indoor coil, have the technician check the blower. Usually, the blower is readily accessible and can be easily removed and cleaned.
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Energy Wise Appliances
I EnergyGuide Label I Options
Today's home appliances offer consumers a dizzying array of options from designer colors to automation. While the choices can be overwhelming, it is important to keep cost in mind. The true cost of an appliance is both the purchase price and the cost for energy and water to operate it.
Be a Smart Shopper
Federal law requires that a bright yellow EnergyGuide tag be attached to many home appliances, including refrigerators, freezers, dishwashers, and clothes washers. The EnergyGuide tag provides an estimate of how much the energy to operate a particular appliance will cost. The tag also shows a range of energy use, from the lowest rated to the highest, for appliances of comparable size and type.
Choose a model that has a low operating cost. For example, an EnergyGuide tag for an electric refrigerator may show the most thrifty energy user requires 700 kilowatt-hours of electricity each year to operate, while a less efficient model requires 1,200 kilowatt-hours. Both are the same size and color, and have identical features. However, the more efficient model will cost less than $70 a year to operate, while the other will be over $120.
Food Storage
Refrigerators and freezers typically use the most energy of all kitchen and laundry appliances, especially if you have older units. Recent federal regulations have led to dramatic improvements in their efficiency which means much lower operating costs. The most efficient 20 cubic-foot refrigerators, complete with automatic defrost, cost less than $50 a year to operate.
If you have an older refrigerator, it may be worthwhile to trade it in on a new, high efficiency model. Do not plug in that old clunker in the utility room. The $120 or so it costs to operate yearly can make the food it stores expensive. Plugging a second refrigerator in only when you need the extra storage can save on electricity costs and does not harm the unit.
Energy fact sheet
11
Cooking
There are many new types of burners for electric cook-tops, including solid disk elements, radiant elements under glass, or high-tech halogen or induction elements. While several of these save energy, their main advantages are ease of cleaning, greater control and other amenities. The cost of electric cooking with standard coils is usually so low for a family that it is difficult to justify these more expensive options solely on the value of the energy saved.
Other appliances, such as microwaves and convection ovens, can reduce the energy required for cooking by more than one third. By releasing less heat into the home, they can also help lower air conditioning needs.
Dishwashing
Over 80% of the energy used by a dishwasher can be for heating water. Models that use less water not only save this precious resource, but energy, too. A model with a booster heater will allow you to set the temperature on your water heater to 120°F yet still have water temperatures in the dishwasher of 140°F. The lower temperature setting for the water heater reduces the risk of scalding and saves you money. Using the air dry feature and operating the unit only when full saves even more.
Laundry
The energy used by clothes washers is also primarily for water heating. Models that use less water use less energy. The horizontal axis machines, which are popular in Europe, are entering the U.S. market. Since they tumble the clothes, they do not have an agitator. They use less water and detergent and spin the clothes faster resulting in less need for drying.
To save energy on drying clothes, buy a clothes dryer that has a moisture sensor to prevent overdrying. Eliminate energy costs altogether with a solar clothes dryer. You can buy a clothesline at any hardware store for just a couple of dollars. Be sure to hang it away from overhanging trees!
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Physical Education
About the course
Students gain understanding of the scientific and socio-cultural factors that underpin physical activity, and demonstrate their ability as either performer or coach. Students will need to be analytical in their approach to the theory, whilst also developing excellent evaluation techniques.
Students will study 3 different areas of Sport:
Paper 1 – This paper looks in-depth into the understanding of the human anatomy and how this is effected and impacted by sport.
Paper 2 & 3 – This unit look at the Skill acquisition, Psychology and History of sport. It is designed at looking at how to organise and be a sports coach / Psychologist in order to improve sports performance.
Assessment
There is 3 areas of assessment for A Level PE;
Paper 2 = 35%
Paper 1 = 35%
NEA Coursework = 15% Practical assessment = 15%
STUDENTS MUST BE PERFORMING AND TRAINING TO AT LEAST A GOOD CLUB STANDARD IN ONE ACTIVITY AND BE ABLE TO PROVIDE VIDEO EVIDENCE OF THEIR PRACTICAL PERFORMANCE.
Careers
There are many careers that this A Level can take you onto. As it is classes as a science A Level, this can lead you to not only study sport at University but also any Science subject which can lead to medicine, dentistry, biomedical sciences. It also has a large aspect of psychology therefore this can help with any career such as counselling.
More Sports orientated careers = Sports science; PE teacher; Physiotherapist; Professional sportsperson; sports coach/consultant; Sports policy at local and national level; Diet and fitness instructor; Personal trainer. Also all the Forces are also an option.
Entry Requirements
The first entry requirement is the level of practical ability. Students must be training and performing regularly to at least a good club level in one activity. They should have shown a dedication and commitment to this activity over the duration of their high school education.
Students must also achieve at least grade 4 5 in double award science, and grade 4 and 5 in either combination in English language and English literature. If students have taken PE at GCSE it would be expected that they will have achieved at least a grade 5 on the theory paper.
Find Out More
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What Can I Do? Safety Tips for Children.
Because children cannot look out for themselves, it is our responsibility as parents to foresee problems they might encounter. The most important key to child safety is open, frequent, and effective communication. Children are naturally trusting, especially with adults. Parents must teach children to balance this trust with caution. Educate children in a gentle manner by giving them certain rules to remember. This will build the self-confidence they need to handle dangerous situations.
Teach children to be street-smart.
Friends
Get to know your children's friends. Encourage children to play in groups, not alone. Besides being safe, it is more fun.
Strangers
Tell your children never to go with, or talk to, strangers. Make sure your child knows what a stranger is.
The Neighborhood
Walk the neighborhood with them and show them the safe places to go, such as a trusted neighbor's house or business.
If someone on the street demands money, jewelry, or other items from your child, advise the child to hand it over.
Cars and Vans
Instruct children to stay away from individuals in cars or vans. Teach them that it is okay to decline an invitation for a free ride by simply ignoring the invitation.
Basic Tips
Teach children their full name, the name of their parents or guardian, their address, and home telephone number with the area code..
Teach children how to use the telephone (cell phone and landline) to call "911" or "0" if an emergency occurs. Practice periodically on a disconnected telephone.
Maintain open communication with your children. Listen to their feelings and fears about certain people and uncomfortable places. Help them to learn to trust their instincts.
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Unit 11: Global Context of Management
Globalization:
Globalization can be defined as the integration of economic, cultural, political, religious, and social systems reaching the whole world and practically all human beings.
In other words, Globalization is the process of development of the global community. It binds countries, institutions and people in an interdependent global economy.
According to Sundaram and Black: "Globalization is the process by which an activity or undertaking becomes would wide in scope."
Globalization is a process of integration of the world as one market. In other words, globalization is a free movement of goods, services, people, capital, and information across national boundaries.
Forms of Globalization: Following are the different forms of globalization.
1. Economic Globalization: It refers to increased global inter-linkage of the market in goods, services, trade, capital and finance. It is contributed by privatization, deregulation, liberalization, declining costs of transport and communication etc. Several countries have remove or decrease the tariffs for import goods, they even declare the free trade zone, which helps to create economic integration between countries. Similarly, World Trade Organization (WTO) has played vital role in this process by initiating in different activities.
3. Political Globalization: Now a days, countries are joining hands to make a regional blocks such as SAARC, EU, APEC,ASEAN etc. which helps them to build a strength and exchange views and experience, establishment of good governance system, legal system, free media, decentralization etc. and thus facilitate political globalization. And even this political globalization influences the political system worldwide is shifting paradigm from command and mixed economics to the free market economy.
2. Cultural Globalization: Cultural integration between the nations is called cultural globalization. Due to the technological improvement the people can now know about other's nation value, belief, customs etc, easily and exactly. This helps to increase mutual understanding, peaceful coexistence and learning from each other's experience. Thus, it creates the cultural homogeneity which we called cultural globalization.
4. Environmental globalization: Integration and commitment of the nation's for the purpose to tackle and prevent any further degradation of the global ecology is known as environmental globalization. These countries are encouraging other nation to understand and join hands on preserving natural resources and adopt necessary legal and other measures to protect the environment.
Nature of globalization:
1. World Trade: The main objective of globalization is to facilitate world trade. Thus, globalization focuses on enhancing the better trade between nations.
3. Foreign Direct Investment (FDI): FDI is a long term investment which involves acquiring foreign firm, building strategic alliance, joint ventures etc.
2. Portfolio investment: Next feature of globalization is portfolio investment. It means nation or private institution purchase the foreign securities in the form of stock, bond, guilt etc. and in return obtain dividend, interest. Thus, increase and decrease in interest rate directly affect the inflow and outflow of the capital in a country.
Contributed by: Everest International College, Soalteemode, Kalimati, Kathmandu.
1
4. Multi-National Companies: A company which operates beyond the boundary or across the national boundaries is called MNC. FDI is the main factor for the growth of MNC. Since it focused on the foreign market so it is also a nature of globalization.
Methods of Globalization:
1. Exporting: A company can globalize its activities through exporting product from one country to another country.
3. Franchising: It refers to the rights granted by a company to another company allowing to use or sell certain product. Such as Coca-Cola, Pepsi, McDonald. A franchiser is responsible for the brand name, marketing and human resource development.
2. Joint Ventures: Joint ventures are jointly owned firms by foreign and domestic firm for establishing long-term relation. They are created by combining the resources and expertise needed to develop new product and technologies.
4. Licensing: It refers to the given right to a company by another one to manufacture a patented product for which the latter has to pay royalty or fees to the former. The company which has unique patented product or valuable knowhow but do not have resources to enter into the foreign market usually give license to other company to produce the goods.
6. Subcontracting: It refers to outsourcing certain production function or process to others firm due to low cost or better quality or both.
5. Strategic Alliances: When two firm make alliances to take market advantage is called strategic alliances. These alliances do not have any joint management of asset so they can be separated easily whenever they want.
Changing Global Business Scenario:
1. Changes in national economic priority: Economic priorities of most of the countries have been
2. Global outsourcing: Due to quality and low-cost, organizations are now purchasing inputs from other organization throughout the world.
changed. They are following market based economy so privatization, deregulation are common in countries. Nation's are encouraging private industries and given freedom in decision making.
3. Investment in education: Most of the foreign investors are willing to invest in those nations, where there is level of education is high with skill workforce and labor market. So emerging countries are investing much of the portion of the GDP in education and skill development program to attract those investors.
4. Shift from manufacturing to services: Most of the developed countries are shifting their business from manufacturing to services sectors, such as hospitals, banking etc.
Effects of Globalization:
There are both positive and negative effects of globalization. They are:
Positive effects:
1. Creation of demand for goods and services.
3. Transfer of technology.
2. Parallel growth of economy.
4. Employment opportunities.
6. Economic Advantages.
5. Recognition.
Negative Effects:
Contributed by: Everest International College, Soalteemode, Kalimati, Kathmandu.
2
1. Exploitation of resources.
3. Maximum advantages will go to reach countries.
2. High price for necessary goods.
4. Threat for indigenous industries.
Multinational Companies:
Multinational companies are generally defined as a company engaged in producing and selling goods or services in more than one country. They are operating worldwide in different forms and subsidiaries or affiliates.
According to Daniels and Radegaugh, "A company that has worldwide approach to markets and production is known as MNE. It usually undertakes nearly every type of international business practice"
Types of Multinational companies:
1. Raw material seeker: These MNCs look for best and cheapest raw materials from local suppliers processed them locally and shipped them in home country from production of goods. Such as British Petroleum, Anaconda Copper etc are those MNC who seeks for raw material internationally.
3. Cost minimizes: These MNCs seek out and invest in lower cost production sites abroad. (E.g. Taiwan, China, India, Malaysia, Thailand etc) to remain cost competitive both at home and abroad.
2. Market Seeker: These MNCs look for market overseas to sell the product and services. E.g. IBM, Unilever etc.
Advantages and Disadvantages of MNCs:
Advantages:
1. Transfer of technology.
3. Employment of people
2. Economic growth.
4. Transfer of knowledge and skill
5. Public welfare ( social works).
Disadvantages:
1. Loosing economic sovereignty.
3. Influence in the local culture.
2. Chances of exploitation of labor forces.
4. Rise in unnecessary influence to the local government.
Contributed by: Everest International College, Soalteemode, Kalimati, Kathmandu.
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A Wonderful World: Appreciating God's Creations
This theme will showcase the world we live in. Each year group will have the chance to explore a special part of our world- starting on a local level and then venturing further afield. Geography and Science will be some of the main drivers in this unit, with each year group focusing on place knowledge to start their learning. This unit also has many enrichment opportunities: children will have the opportunity to experience what it is they are learning about, and to be able to draw effective comparisons to what they already know including their local area.
Year 1 - Forests
Throughout this focus, children will discover the importance of the world's forests – studying these from different focus points. Through Geography children will be able to identify the UK on a world map and identify the location of different forests. Children will also look at the different aspects of a forest including wildlife and habitats. They will also look at the oceans and countries using maps and globes, as well as looking at weather patterns. Through Art, children will learn to make natural collages, use pencil skills for sketching and use a range of materials to create pictures of seasonal changes. They will also learn about how to sketch and make different marks for affect, as well as using their experience and imagination to draw pictures.
In Science, children will be learning about the structure of plants and trees, identifying and classifying wild and garden plants as well as different types of trees.
In Computing, children will be exploring the hardware of a computer, its uses in the world, looking at different programmes they might need to use.
Theme Impact
Children will learn to take responsibility for looking after the world around them. Children will focus on how the forest has been treated in the past and what they can do to change and improve this.
Catholic Social Teaching
Children will focus on community and participation, building on the teachings of Year Reception. They are to look at different communities, particularly those of different faiths. What builds their community? Their interests, religion, beliefs and qualities. How can they add to our community for the good of others? How can we help and support those around us?
Application
Children to explore different ways of saving the forests through discussion, posters and voting. World Land Trust – Buy and Acre Programme.
Enrichment
Wyre Forest and Forest School
Wider Curriculum
As well as exploring the forests, children will continue to learn in other areas of the curriculum alongside their theme. These areas include...
Computing
Hardware of a computer
PE
Dance and Run, Jump and Throw
Cooking
Dips and Dunkers
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Let's Talk about Suicide
by Danniele (Dani) Warmuth, MSW, LGSW (she, her, hers), Crisis Stabilization Therapist at Washburn Center for Children
Hearing the words, "your child is suicidal", could be the most terrifying moment for a parent and caregiver. It can leave a parent and caregiver feeling confused, helpless, sometimes hopeless, and asking what to do. While it can feel intimidating, talking and asking about suicide, to your child or teen can be one step on a path to prevent it (Boston Children's Hospital, n.d).
After a year of COVID-19, children of all ages continue to experience disruptions to life that make it hard for them to fully live. While some are ecstatic about being back to school, others are nearly immobilized by it, and some continue to be fully in distance learning. Not only has school been impacted by COVID but children of all ages continue to be worried about the health of their family and friends, are unable to see loved ones, and unable to participate in activities that they used to use to cope.
In fact, research indicates that COVID-19 may increase mental health symptoms and possibly increase the risk factors for suicide due to the stress, worry, isolation, grief, and fear related to COVID-19 (Mayo Clinic, 2020).
It's heavy. Kids and teens can be deeply helped by the adults in their lives. For caretakers, having tools to talk about suicide and knowing how to spot the signs that your child needs support can make all the difference.
Setting the table to talk
Let's start by clearing the air: asking someone if they are suicidal will not cause them to commit suicide.
It can be hard to find the words or "right way" to talk about or ask your child about suicide; yet it is a proven tool for prevention.
So, what's a good way to approach it with your child or teen? Every child is different and you know your child best. Most will respond when you are upfront, compassionate and clear with your questions. Start the conversation by asking: "I'm worried about you. Have you been having thoughts about wanting to die or killing yourself?" (Boston Children's Hospital, n.d). If your child doesn't respond, keep asking and talking about suicide it will not cause them to commit suicide but instead can prevent it.
For more support to talk with someone who may be in emotional crisis or thinking about suicide, visit Suicide Awareness Voices of Education (SAVE) online.
Why should we have this conversation?
"The second leading cause of death for young people ages 10-20" in the state of Minnesota is Suicide (Minnesota Department of Health, 2019).
There are multiple factors that contribute to an "increase of suicidal thoughts and behaviors, such as childhood trauma and adversity, serious mental illness, physical illness, alcohol or other
abuse, a painful loss, exposure to violence, social isolation, and easy access to lethal means" (Minnesota Department of Health, 2019) along with experiencing oppression, historical trauma, and culture genocide.
It is important to know though that having any or multiple of these risk factors does not automatically mean that a child has suicidal thoughts and behaviors. It is also important to know that suicide is preventable, treatment is available, and there is hope.
Watching for warning signs
There are multiple warning signs for suicide, though the best way to know if someone is suicidal is to ask.
According to Boston Children's Hospital, warning sides include:
* preoccupation with death
* lack of interest in activities that used to provide the person with pleasure
* intense sadness and/or hopelessness
* social withdrawal
* irregular sleep patterns
* substance use
* giving away possessions
* exhaustion
* risky behaviors
* increased irritability
* inability to think clearly/concentration problems, and
* changes in appetite
* changes in school patterns e.g. drop in grades or lack of attendance
Discover the hope in talking about suicide
What we know is that suicidality is treatable and positive outcomes are possible – even if it may feel impossible.
* Help is here. We are a community ready to support each other in healing – and there's never been a more ideal time to start – individually, as a family and communally.
* Your greatest tools in the caregiver toolkit is to be compassionate, supportive, and to check in with your child if you are concerned about them having suicidal thoughts.
* Find connection to support the healing process: the more connected with others and supported a child feels the less likely they are to commit suicide.
* Create a safety plan with your child using the Safety Plan Template from the Suicide Prevention Lifeline, with a clinician, or with a community agency such as COPE.
* We are here for you at Washburn Center for Children. If not our team of licensed, compassionate therapists, connect with another mental health provider or community organization suited to your needs as we recognize that culture is healing and wellness does not begin or stop with just mental health treatment.
* If you or a loved one is at risk of suicide, please call the National Suicide Prevention Lifeline at 1-800-273-8255 or Text MN to 741741.
* If you have a teen or child who is immediate danger or imminent risk, call 9-1-1 and ask for a Crisis Intervention Team (CIT) officer.
Resources
Crisis Numbers:
* National Suicide Hotline 1 800 366 8288,
* Cutting & Self Abuse 1 800 366 8288,
* Nacional de Prevención del Suicidio- 1-888-628-9454
* Crisis Text Line 741-741 text 'Start',
* Trevor Project (LBGTIQ+ specific) 1-866- 488-7386
Downloadable Apps:
* Combined Mind
* Clear Fear
* Calm Harm
* My 3
Where can I learn more online?
* National Suicide Prevention Lifeline
* #BeThe1To
* National Alliance on Mental Illness (NAMI)
* Centers for Disease Control and Prevention (CDC) Suicide prevention resources
* https://www.naminh.org/resources-2/bipoc/
Citations
* https://thementalhealthcoalition.org/wp-content/uploads/2020/07/BIPOC-Mental-HealthResources.pdf
* Centers for Disease Control and Prevention, "Mental Health, Substance Use, and Suicidal Ideation During the COVID-19 Pandemic — United States, June 24–30, 2020," 2020, August.
https://www.cdc.gov/mmwr/volumes/69/wr/mm6932a1.htm?s_cid=mm6932a1_w; National
*
Institute of Mental Health, "Suicide," 2020, September.
https://www.mayoclinic.org/diseases-conditions/coronavirus/in-depth/covid-19-suicide- https://www.nimh.nih.gov/health/statistics/suicide.shtml.
*
risk/art-20490350
teens/symptoms-and- https://www.childrenshospital.org/conditions-and-treatments/conditions/s/suicide-and-
causes#:~:text=In%20the%20US%2C%20suicide%20is,and%2012%20has%20suicidal%20thoug hts.
* https://www.health.state.mn.us/docs/communities/titlev/adolescentsuicide.pdf
* https://www.cdc.gov/violenceprevention/suicide/fastfact.html
* America's Health Rankings. (2019). Teen Suicide in Minnesota in 2018. Retrieved from https://www.americashealthrankings.org/explore/annual/measure/Suicide/state/MN. | <urn:uuid:05aa6e9e-2262-4577-bc83-4c911bbdf733> | CC-MAIN-2022-33 | https://washburn.org/wp-content/uploads/2021/03/Lets-Talk-About-Suicide-Washburn-Center-for-Children.pdf | 2022-08-18T14:42:00+00:00 | crawl-data/CC-MAIN-2022-33/segments/1659882573197.34/warc/CC-MAIN-20220818124424-20220818154424-00177.warc.gz | 531,664,007 | 1,614 | eng_Latn | eng_Latn | 0.78759 | eng_Latn | 0.995391 | [
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The Idea Hoarder
For the Activity Collector in You
Dear Miss Idea Hoarder! Share any ideas, ask questions … or make confessions to firstname.lastname@example.org
Look what I found!
Game
Balloon Ping Pong
For this game you will need a balloon and a ping pong paddle made from a paper plate and craft stick for each child. Ping pong paddles can be assembled by gluing or taping a jumbo craft stick to a paper plate. This game can be used as a "just for fun game" or a "Bible skill game".
Set a line across the room and divide into two teams. The object of the game is to keep the balloon in the air. When the balloon falls on a teams side, the opposite team will get a point. Add a twist to this game by working on the books of the Bible as the balloon is hit across the line. For every hit, another Book of the Bible has to be named. Use this game at the end of class to fill time or at the beginning for your early arrivers!
Craft
Flip Flop Bible Verses
For this craft you will need one piece of craft foam per child, 1 chenille stick, sharpie markers, a hole punch, and scissors. You can choose to have the children trace and cut the shape of their own foot or you can pre-cut foot shapes to create a flip-flop shaped sandal. Once the flip-flops have been cut out, have each student write the memory verse for the day on their flipflop. Encourage them to be creative and add fun shapes and designs to their flip-flop with the markers. Punch two holes at the "foot" of the flip-flop and thread through the chenille stick to form a strap .
This craft is ideal for lessons on "taking the Gospel to Others," "Being the hands and feet of Christ," and "following in the footsteps of Jesus."
Bible Skill
Balloon Relay through the Bible
For this game you will need a large package of balloons (enough to write each book of the Bible—you can do just NT or OT), a sharpie marker to write on the balloons, and pre-printed posters or paper with the Bible categories on them: Poetry (OT), Letters (NT), Minor Prophet (OT), Major Prophet (OT), Law (OT), History (OT) (NT), Gospels (NT) and Prophecy (NT). If only using one section of the Bible you will not need both NT and OT posters. Lay the posters out on the floor and scatter the balloons. Instruct the children to use their feet to move the balloons to the correct Bible category that each Book written on the balloon fits in. This will challenge even your most Bible savvy children, yet give enough fun that they'll ask to play every week! If blown up large enough, the balloons will keep for a couple of weeks too!
Writer: Jesica Fredin
Edited by: Amy Adams
For more ideas and helps see www.mrmarksclassroom.com | <urn:uuid:affa2896-e8e0-49f4-bb56-0187e7a964a0> | CC-MAIN-2022-33 | https://www.mrmarksclassroom.com/wp-content/blogs.dir/10/files/2014/06/The-Idea-Hoarder-Kids-1june-16.pdf | 2022-08-18T13:07:04+00:00 | crawl-data/CC-MAIN-2022-33/segments/1659882573197.34/warc/CC-MAIN-20220818124424-20220818154424-00178.warc.gz | 764,578,840 | 639 | eng_Latn | eng_Latn | 0.997244 | eng_Latn | 0.997244 | [
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Year 4 Knowledge Organiser RE Autumn Term 1
What I should already know?
* That people have different ideas and believe different things and that these are of equal value in British law
* That beliefs with deities are called religions.
* That people who believe the same thing often organise themselves into groups with spiritual leaders.
* That religious groups have rituals and practices, which are specific and sometimes unique to their religion.
* That religious groups often have special buildings in which they meet to worship.
* That religious groups often have special sacred books which they use in their worship and that these sacred writings often form the basis of their beliefs.
* That religious beliefs are regarded as the truth by believers.
* That the main religion in Britain is Christianity but there are also many other religious groups in our society, one of which is Sikhs.
* That Sikh teachers are called Gurus.
* That the Sikh religion began in India and many but not all Sikhs are of Indian heritage.
What will I know by the end of the unit?
- What we mean by the word authority.
- What we mean by the term "figure of authority".
- Examples of commonly held figures of authority.
- How books and texts can be authoritative for religious groups such as Christians and Sikhs.
- That Christians regard the Bible as having authority; Sikhs regard the Guru Granth Sahib as having authority
- That Sikhs regard the Guru Granth Sahib as a person and treat it like a person.
- That it is important to question authority of people and of books – that we shouldn't blindly trust those in authority including books.
Vocabulary
Authority Authoritative Figure of authority Sikh Christian Bible Guru Guru Granth Sahib Sahib Text Chauri Turban Religious Gurdwara Vicar Commandment Sermon
mount Teaching Outcomes
Draw and annotate example of authority.
Identify advice given in the Bible and the Guru Granth Sahib.
Sort and evaluate statements.
Role play showing respect for Guru Granth Sahib.
Speech bubble sheet for Sikhs view of Guru Granth Sahib.
Key Knowledge
- Books and texts can be authoritative for religious groups such as Christians and Sikhs.
- That Christians regard the Bible as having authority ; Sikhs regard the Guru Granth Sahib as having authority.
- That Sikhs regard the Guru Granth Sahib as a person and treat it like a person.
- Sikhs follow the teachings of the 10 Gurus whose knowledge is written in the Guru Granth Sahib.
- Christians follow the teachings of Jesus as written in the New Testament of the Bible.
- The Bible is a "mini –library" of many books bound in one.
- Sikhs worship in a building called a Gurdwara
- Christians worship in a building called a church.
Investigate!
- What we mean by the word authority.
- What we mean by the term "figure of authority" and who/what they are.
- Which books and texts can be authoritative for religious groups such as Christians and Sikhs.
- Why Christians regard the Bible as having authority and Sikhs regard the Guru Granth Sahib as having authority – what advice can we find in them?
- How Sikhs and Christians show respect for their religious books.
- Whether it is wise to blindly trust those in authority including books. | <urn:uuid:438bbd7f-ea04-4b03-9f93-7911f1f8ee73> | CC-MAIN-2022-33 | https://www.hernejunior.com/_site/data/files/documents/3FE18598CF5B14A669A9B3D543A124BA.pdf | 2022-08-18T14:08:17+00:00 | crawl-data/CC-MAIN-2022-33/segments/1659882573197.34/warc/CC-MAIN-20220818124424-20220818154424-00177.warc.gz | 690,742,910 | 680 | eng_Latn | eng_Latn | 0.993786 | eng_Latn | 0.993786 | [
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17 March 2020
Peer Reviewed Refereed Research Journal
Social Inclusion: Awareness about Recent Policies and Schemes by Government of India in Inclusive Education.
Yogita Kamal (JRF) School of Education Devi Ahilya University Indore, Madhya Pradesh, India
Abstract
The topic of social inclusion is an emerging concept which is increasingly gaining interest in various areas including education, infrastructure, policies, research etc. regarding the inclusion of differently-abled child in the society. Social inclusion is important because it explores the capacity of the differently-abled individual within an inclusive environment. Basically, this paper focuses on the awareness among society people about recently created schemes, policies, and apps by the government of India for the disabled children to make their inclusion in the mainstream. Also, this paper will bring to light some real examples of social inclusion from different areas of society. This paper tries to provide awareness, information about the various facilities provided by the government of India. After having all these initiatives, our society not able to include disabled student due to various reason which is discussed in this paper and on the basis of which some suggestions are point out for the teacher to deal with such situation in education.
keywords: Inclusive education, social inclusion, schemes/policies of government of India, apps for differently abled child.
1.0 Introduction
Inclusion is an act or practice of including someone as a part of group, this group can be a family, school, community or society. And when inclusion is done at the level of society, then it is called social inclusion.
Generally, the word inclusion considers for disabled persons but, inclusion is about all of us for learning to live together. It is true that class represent the small group of society in which everyone come from the different environment and have different problems. Social inclusion is one of the ways through which a teacher can solve the problems of students by involving them in various activities, but these problems may be difficult to solve for a differently abled student. For this reason, teacher should aware about the ways through which student get better and appropriate environment for their development without biases. Not only at the level of the classroom but there are many schemes and policies which were made by the government of India to include the disabled child in the mainstream at different levels as well as in different areas because social inclusion has many benefits 1 such as :
Individual strength develops
Student work on self-goals by observing the participation of the other students of their own age.
Social inclusion includes students, teachers as well as their parents
Social inclusion provides opportunities for accepting the individual differences
Social inclusion affects positively the disabled student when merging them with other students.
So, by applying the social inclusion approach in education a teacher can give an inclusive environment to the disabled child where they can learn with their own pace and style within a nurturing inclusive environment. This paper focuses on the various initiatives taken by the government of India, community or group for social inclusion. These initiatives include scholarships, free books, free education etc. The aim of this paper focuses on the awareness
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about schemes, policies, applications among people (these peoples can be a teacher, student, parents or anyone from the society), who help the needed students. Also, some recent examples are included in this paper regarding social inclusion of disabled students in different areas such as public sectors, in education, in society etc. More specifically, the objectives of this paper include:
- To aware of the recent schemes created by the government of India for special children's
- To give information about some software applications which help in the development of the child with different disabilities
- To aware about the various facilities which are given to the differently abled student by the government of India
- To draw out suggestions for the teacher to give an inclusive environment to the student for their development.
Before knowing the initiatives taken by the government of India, let's study the beginning of inclusion in India.
1.1 Background
The government of India created various policies 2 regarding special education since independence in 1947 to ensure the right for every child for basic education. The formal initiatives were taken by the government of India are given in table (Table I) :
Table I:
Schemes for special children since independence up to 2010
After studied different schemes and policies by the government of India before 2010, now let's study the various current initiatives taken by the government of India for differently abled child.
1.2 recent Inclusive Education Initiatives
As it is clear from the background that the government of India contributing continuously in the field of inclusive education. There are various schemes and policies which are created by
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government of India recently and these initiatives are discussed below regarding inclusion for differently abled children in education.
1.2.1 Schemes and Policies
To enhance the level of education, the government took several initiatives 3 in 2016. But due to lack of awareness about these policies or schemes among teachers and scholars, students were deprived of getting the best way for their development. These are the list of several initiatives :
184.108.40.206 Chunauti 2018 Policy
Under this policy, the government ensures that every student despite their cognitive challenges are given fair attention and opportunities for improving their abilities. The Delhi government has undertaken an active initiation to test and find out the learning disabilities condition in student such test includes the dyslexia condition, hyperactivity disorder, and other learning disabilities conditions. This will help them to give a right and proper environment with guidance to ensure student could read and write before they reach class eighth.
220.127.116.11 BRICS Nations Adopts Inclusive and Equitable Quality of Education
Majority of problems can be solved by giving the proper education. So, BRICS nations also realize the need and importance of education and they adopt the "new Delhi declaration on education" resolving to ensure the inclusive and equitable quality of education which leads to promoting opportunities for lifelong learning for all.
18.104.22.168 Free Textbook to Female Students
For the inclusion of girls from 9-12, free textbooks, uniforms and notebooks are distributed by the Jharkhand school of education and literacy department.
22.214.171.124 UP GOVERNMENT distribute rupees 267.30 crore among 89,100 meritorious girl students under scheme KANYA VIDYA DHAN.
126.96.36.199 HINDI is included in engineering colleges, decided by the Madhya Pradesh government, keeping in mind the problems faced by the student from various parts of the country, who studied in regional languages.
188.8.131.52 Student with special needs in Maharashtra will now get concessions in academics and examinations of class 1-9 and 11by the stategovernment. They have a benefit as they can avail writers of elder age with permission of their school.
184.108.40.206 Banglore University announced Free of Cost Higher Education to Orphan Students There are many children from weaker section and orphans who are not able to afford higher education, so for these children free education to master's degree courses are provided.
220.127.116.11 Saksham Scholarship Scheme.
This scholarship is implemented by MHRD (Ministry of Human Resource Department) through All India Council for Technical Education (AICTE) to provide encouragement and support to differently abled students. There can be 1000 such students get benefited and able to pursue the technical education in a year. This scholarship is applicable for those students whose family income is less than Rs 6 lakhs per annum. Under this scheme, student get tuition fee of Rs 30000/- or Rs.2000/- per month for 10 months as incidentals.
18.104.22.168 National Overseas Scholarship for Students with Disabilities
This scholarship provided to the disabled student to pursue programmes in higher education including master's degree and Ph.D. outside India.
Not only this, government of India is set to launch the ACCESSIBLE INDIA CAMPAIGN, which will help in making India a more disabled-friendly nation. This accessibility is regarding public places, television programs, and many more.
1.2.2 Initiatives taken by GOI through accessible India Campaign
Accessible India Campaign targeted to make at least 50% government buildings disabled friendly in each of the state capital and central capital till the end of May 2018 and also make
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25% of the public transport vehicles under the government as disabled friendly. There are 7 such initiatives taken by this campaign.
An audit of 100 government buildings would be done in 2016 which is converted into fully accessible buildings.
A team of expert will be made with the help of which awareness programmes and workshops will be done, for the sensitizing main stake holders (including builders and activists).
People can comment and upload pictures on a web portal which will be created regarding accessibility of any building.
To make TV programmes more useful for visually impaired children, the government is planning to introduce set-top boxes with a special button on the box which converts text on TV into voice.
Sign languages will be introduced in more than 25% of the programmes, starting with Door darshan, to make television more disabled-friendly.
Screen reader programmes will be present on the websites of the government. These programmes convert text into speech mode for visually impaired children.
To provide information on disabled-friendly public utilities in a city a mobile app will be launched.
There are many more different types of mobile apps which are helpful for the special child as well as for every child who has difficulty in learning.
1.3 Apps for Inclusion of Special Child
Technology plays an important role in our daily life including almost all areas such as in homes, in education, in offices etc. But one of the vital roles which is emerging now is that technology also very useful in the development of a disabled child. There are different apps 4 for different disability. Some apps are given in the table (Table II).
Table II :
List of apps and their features
(http://www.gettingsmart.com/2017/01/7-apps-for-working-with-special-needs-students/)
There are many such applications which are available for different type of disabilities in a child to make them included in society. Some of these applications are free while some are paid and
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are available on Android as well as on tablets. To see the results of such initiatives can be understood by the following examples.
1.4 Examples of Social Inclusion
There are many schemes and policies which are created by government for the inclusion of students irrespective of their caste, color, religion, disability etc. Example of such work and other news indicating the inclusion in different ways :
Textile stands, wheelchair, ramps, toilets, railings etc. are made for the differently abled passengers at the central India airport. Also, switches made up with Braille lipi is made in lifts.
Abin Chaudhary is a famous architect from Kolkata. He said that it is a social responsibility if an architect that he made things which are comfortable and safer for children, older persons as well as differently abled children.
Shalini is a 14-year-old girl, who is only visually impaired child in her school among 1068 children in the school of Sikar, Rajasthan. She won 4 gold medals in Para-athlete. All this is possible because of inclusive environment given by that school.
Initiative by palival community: Ramakrishna garden situated at MR-9 east ring road, Indore. This school is up to 8th class and there are 256 students who take free education. Now it will be going to start 9 th and 10 th class in which 200 more students will take admission from 1-15 April 2018. Here, all the teachers are female and focus on quality education and discipline. There is the advanced computer lab, library etc facilities are available. Any child can take admission in this school.
1.5 Reasons for Lacking in Social Inclusion
Above are some positive example of social inclusion but still, there are many reasons due to which India lacking in social inclusion, let us deal with some of the reasons below :
As per the latest update, according to 2011 census 5 (updated in 2016), the total number of disabled populations is 2.68 Cr out of 121 Cr population of India, this is 2.21% of the total population. The majority (69%) of disable population are resided in rural areas (i.e., 1.86 Cr disabled persons) and belong to age group 10 to 49. Out of the total disabled person (26814994) only 26.6% (7143577), are literate. If three fourth of the disabled children are not getting a compulsory education, then how they include in the mainstream. It implies that education system not able to include this population or lacking in educational inclusion.
Trained teachers in special education are also one of the main reasons that our education system not able to give a proper and inclusive environment to the differently abled students. They have Lack of awareness about different schemes, policies and software application among teachers due to which they not able to guide properly to differently abled children.
Unfriendly with techniques: even sometimes people know about the techniques which can be used in the development of the concept in differently-abled students, but due to lack in using these techniques they not able to provide proper education.
Lacking the positive attitude of society for differently abled people. Whatever, the facilities provided by the government, the development and social inclusion not possible until the attitude of society changes for disabled persons.
On the basis of above reasons, some of the suggestions for teachers can be included at an individual level to include the disabled children among classroom which leads to school then community or society and final at the level of nation.
1.6 Suggestion for Teacher
The teacher is a person, which act as a connecting link between the student and content. As more as this linking is good the more will be learning to take place. And for a special child, it is very important that how teacher include it is his/her class. some suggestions are given below regarding the inclusion of such children in education :
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A teacher should aware of the scheme of different disability and give this information to the needed child to merge them in mainstreams.
A teacher should aware about the policies created by government for special children
A teacher should use the different apps for better understanding and clear the concept if needed
If needed a teacher should give guidance regarding problems of education for such children time to time.
A teacher should be trained to handle the disabled child at both rural and urban level.
1.7 Conclusion
The government of India is working on inclusive education since from the independence by creating various schemes and policies for differently abled children. Not only at the level of school but also at the level of society by providing facilities in different areas and by creating applications at an individual level so that child can learn by itself. But it is essential now to build an inclusive environment or society through this approach to inclusive education. This effort is going to challenge the commonly held beliefs but surely develop a new set of core assumptions regarding social inclusion. Education inclusion is not a merely method for teaching the disabled child, but it stresses on equal participation of all regardless of the intensity and severity of a child's disability. A good social inclusive environment is that in which not only the student teacher, but the involvement and cooperation of parents and community is essential to meet the challenges of disabled children.
Refrences
1 WEBLIOGRAPHY, http://www.inclusion.com/inclusion.html
2 MHRD (2005).Action Plan for Inclusive Education of Children and Youth with Disabilities. http://www.education.nic.in
3 Pareek S. (2015). 7 Government initiatives that Aim to Improve Lives of people with Disabilities. The Better India. Retrieved at: https://www.thebetterindia.com/31834/government-initiatives-for-the-accessibleindia- campaign/
4 Rooheart J.(2017). 7 APPS for Working with special needs students. Retrieved athttp://www.gettingsmart.com/2017/01/7-apps-for-working-with-special-needs-students/
5 Disabled Population in India as per census 2011 (2016 updated). Retrieved at http://enabled.in/wp/disabled-population-in-india-as-per-census-2011-2016-updated | <urn:uuid:d9f23747-3aac-46a1-b2f1-4e8bbbf214d2> | CC-MAIN-2022-33 | http://shabd-braham.com/ShabdB/archive/v8i5/sbd-v8-i5-sn-2.pdf | 2022-08-18T14:29:04+00:00 | crawl-data/CC-MAIN-2022-33/segments/1659882573197.34/warc/CC-MAIN-20220818124424-20220818154424-00180.warc.gz | 50,405,303 | 3,553 | eng_Latn | eng_Latn | 0.998013 | eng_Latn | 0.998406 | [
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Scenarios:
5. When Lucy and Dylan were playing Lucy kept tickling him even when he said to stop, he was laughing so she thought he was ok.
6. When Brian is at his aunts she always gives him a big sloppy kiss.
Put up the rule on the board and discuss what each of the children have done differently are there any things they could have done to help how they felt?
Scenarios:
7. When Lucy was poorly the doctor had to put some cream on her privates because she was sore.
8. Fara helps give her baby brother a bath and washes his penis and his bum.
9. When Jay is getting changed for PE he thinks its funny to show off his penis to the other boys.
10. When Autumn has a bath and is alone she likes to touch herself between her legs, it feels nice.
Put up the rule on the board and discuss what each of the children have done differently are there any things they could have done to help how they felt?
No one should touch us in a way we don't like, especially our privates. If someone says no or stop these are important words and should always be listened to (even when said in fun).
The only time anyone is allowed to touch your privates is if we are asking for help, for example if we are sore or poorly or too little to wash ourselves properly, but if anyone touches our private parts, this should never be a secret.
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Your Child at 9 Months
Development
You can expect your baby to begin creeping, crawling, pulling up to stand, cruising (walking along furniture), crawling up stairs, plating peek-a-boo or pat-a-cake and waving "bye-bye". Your child may become shyer with strangers and cry when you leave. Transitional objects (blankets, stuffed animals) can also help soothe baby at this time.
Feeding your Baby
Now is the time to start finger foods, like Cheerios, well-cooked vegetables, peeled soft fruits, shredded cheese, potatoes, and finely diced meats. Pancakes and French toast are good breakfast foods. Juice should be avoided- offer the baby water instead. Foods to avoid include choking hazards such as: nuts, popcorn and hot dogs. Honey should be avoided until age 1 year.
Think Safety!
Baby proof your home before you infant starts crawling or walking. Children are very inquisitive at this age and will try to get into anything and put everything in their mouth. Keep these VERY DANGEROUS items completely out of reach: drain cleaner, dishwasher detergents, furniture polish, paint thinner, turpentine, and all medications. Keep purses out of reach. Look for areas of standing water in and around your home, such as buckets, planters, toilet bowls. These can be drowning hazards – drain the water or secure the lids well. Check all your cabinets to be sure there are no cleaning supplies or medications within reach. Keep gates at the head and foot of stairs and check them often for secure placement. Your water heater should be kept below 120° F to prevent accidental burns. As always, NEVER leave your child alone in the bathtub, no matter how shallow the water is. Keep the Illinois Poison Control number near the phone – 1-800-222-1222 and call if the baby ingests any poisonous substance. Check your car seat – your baby should remain in an infant seat until 20 lbs. but continue to face backwards.
Parenting Challenges
Obstinacy and acting out are normal at this age. Your child is learning what is and is not allowed so be sure to set consistent limits. Teach "no", and try to divert behaviors by offering an alternate toy or activity. Not wanting to go to sleep is common. Don't feed the baby to get him/her to sleep, and don't bring the baby into bed with you. Let him/her fall asleep on their own – the baby will sleep better. Be consistent with bedtime and nap time routines.
Immunizations
Your child will receive the third and final dose of Hepatitis B Vaccine. As with all vaccinations, your child may experience discomfort at the injection site or lo-grade fever. You can give your child acetaminophen (Tylenol) to treat these symptoms. Please call our office with any fever over 101° F, inconsolable crying lasting longer than 3 hours, or if your child becomes pale or limp.
Resources for parents
"Parenting with Love and Logic" – Foster W. Cline and Jim Fay
Appointment hours:
Monday 9:30 AM-8:00 PM Tuesday, Wednesday & Thursday 9:30 AM- 8:00 PM Friday 9:30 AM-5:00 PM
Sat 9:00AM – 1:00PM Sun 8:00AM – 12:00PM
Sick Walk-In Hours
–Mon – Fri 8:00 AM – 9:30 AM
**** Please note there are no walk-in sick hours on
Saturday or Sunday****
Kids First Pediatric Partners
www.Kidsfirstpediatricpartners.com
4611 W. Golf Road, Suite 200
Skokie, IL 60076
Office Phone 847-676-5394
After Hours Answering Service
773-250-6232
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Suggested Drone Topics for STEM Curriculum: Basic/Advanced terms, Videos, Articles <><><><><><><> Maybe U818A best for Grades 3,4,5 <><><><><><><>
Teaching for future careers:
(
UDI 818A Quadcopter"
updated
")
http://bestreviews.com/5-best-drones
Concepts: Weight, Lift, Drag, Thrust (Tap Find Out) http://howthingsfly.si.edu/ & Be challenged
============
Drone View(Tap
>
Right) Business, Industry, more for Drones! http://www.droneviewtech.com/welcome
Imagine future(Scroll Down): http://commoncore.scholastic.com/sites/default/files/Drones%20Take%20Off.pdf
============
Basic flight Dynamics: Roll, Pitch, Yaw http://howthingsfly.si.edu/flight-dynamics/roll-pitch-and-yaw
More Basics (R, P, Y) & related terms: http://dronelife.com/2014/09/29/drone-definitions-learning-uas/
============
https://www.youtube.com/watch?v=w2itwFJCgFQ
https://www.youtube.com/watch?v=lbrBgG3fn0Y
YouTube Videos of Drone flying
https://www.youtube.com/watch?v=AoPiLg8DZ3A
https://www.youtube.com/watch?v=yHjwfQTwDtY
============
http://www.top10drone.com/top-10-best-drone-video-footage-cities-2015/ Beautiful overviews of cities!
http://www.smithsonianmag.com/ist/?next=/travel/most-beautiful-drone-travel-videos-2014-180953650/Terrific Views!
=========Articles below are ideas on how to integrate drones into curriculum. ========
Showcase Drones: http://knoxville.citymomsblog.com/tates-middle-school-students-soar-with-new-drone-curriculum/
Eutopia Drone Uses: http://www.edutopia.org/blog/7-ways-use-drones-classroom-heather-wolpert-gawron
Drones 4 Schools: http://robohub.org/drones-for-schools/ & http://www.edudemic.com/drones-classroom-can-happen/
Urge Kids to investigate for future: http://www.theoaklandpress.com/article/OP/20150428/NEWS/150429406
Investigate Technology Integration: https://www.teachingchannel.org/blog/2014/04/23/make-stem-come-alive/
Robotics, Drones, 3D Printing, Rovers, STEM to promote the future: http://tech-labs.com/products/stem
Drone summer camp shows a peek into future: http://news.rice.edu/2015/08/14/flying-toward-the-future/
Building Modelswith3D Printers: https://opensource.com/education/15/9/apps-bots-and-education
STEM: https://gigaom.com/2013/12/12/how-robots-can-teach-children-math-and-inspire-interest-in-the-stem-fields/
NASA Basics: https://www.grc.nasa.gov/www/k-12/UEET/StudentSite/dynamicsofflight.html#contolflight
<><><><><> Coding: Definitely for Grades K,1,2 Computer Science Enhancements <><><><><>
Block Codingactivities forProblem Solving&Logic ThinkingCode School: code.org
Block Codingactivities forProblem Solving&Logic ThinkingCode School: code.org
Web Site for Registration of Drone(s): http://federaldroneregistration.com/ | <urn:uuid:3f4bf003-ef7d-43c1-aec9-e66c2f37be4d> | CC-MAIN-2018-30 | http://www.itws.org/MUDronesEnhanceSTEMCurriculumA.pdf | 2018-07-20T06:53:31Z | crawl-data/CC-MAIN-2018-30/segments/1531676591543.63/warc/CC-MAIN-20180720061052-20180720081052-00544.warc.gz | 495,094,866 | 789 | eng_Latn | eng_Latn | 0.807106 | eng_Latn | 0.807106 | [
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EYFS Areas of Learning: Class 1 Spring Term 2 2022 Dinosaur Roar!
These are 'intended' activities and can change or be adapted to take into account each child's interests and individual needs
Personal, Social & Emotional
Exploring how to lead happy, healthy lives: healthy eating, exercise and looking after our teeth.
Physical Development Gross Motor Skills
Discuss positive rules together & expectations of behaviour.
Share our achievements using stickers and reward certificates.
Think about own feeling, emotions, and those of others. Use stories e.g The Worrysaurus
Play in a group, extend, and elaborate their ideas. Take turns and share with each other.
Share their own dinosaur knowledge. Talk about their own preference, likes and dislikes and listen to each other.
Maths Numbers White Rose Maths
* Hunt and count dinosaur bones hidden in school garden.
* Continue counting and sorting into groups.
* Dice game to follow dinosaur footprint trail.
*
Comparing groups and quantities.
* Number rhymes and songs.
* Exploring the composition of numbers to 5 (extend to 10)
Reception Following White Rose Maths 'Building 9 & 10'
* Exploring number bonds to 10.
* Comparing numbers to 10.
Shape, Space & Measures:
* Length and Height: Measure dinosaur footprints.
* Make dinosaur pictures using 2D shapes.
* Ordering heights and sizes of dinosaurs.
* Make dinosaurs with 3D junk modelling materials on a large and small scale.
* Recognise and make repeating patterns.
PE lessons that focus on travelling skills (running, hopping, skipping, jumping) and using body parts.
Dance exploring and creating movements like dinosaurs.
Play sending and receiving games with bats and balls, bean bags, quoits, hoops. Using bikes, trikes, scooters in outdoor play.
Talk about the effects of exercise after PE or playing outside.
Learning to put out and put away equipment safely.
Digging in the garden to plant bulbs for Springtime.
Brushing up leaves and tidying the outdoor area and school garden.
Build and construct on a larger scale outside using crates, boxes, foam bricks and planks.
Fine Motor Skills
* Threading beads, reels, pasta, shapes etc.
Dough Gym- a daily physical intervention that combines the use of dough with a series of wrist, hand and finger exercises.
* Make collages/models using scissors, glue, tape, paper, junk.
* Fine motor movement – digging, scraping, chipping to excavate dinosaurs.
* Model with dough, clay, plasticine rolling pins and cutters.
* Use cutlery independently at lunchtimes.
* Using tweezers for counting out items.
Understanding the World Past and Present
Exploring & Using Media & Materials
What do we know about dinosaurs? How can we use the past to find out about how they once lived and how they became extinct?
What is a palaeontologist?
The Natural World
Seasonal Changes - explore changes in the weather outside.
Exploring ice - investigate ice and melting using simple experiments to 'free' the dinosaurs.
Celebrating Shrove Tuesday: Making pancakes and finding out about Lent.
People, Culture & Communities
Celebrating Mother's Day: making cards and baking cakes.
Celebrating Easter: finding out about this Christian festival. Making Easter bonnets and other crafts linked to spring and Easter.
Creating with Materials
Use clay/salt dough to make fossils Make a dinosaur world using small world and craft materials.
Make dinosaur eggs. (mod rock) Being Imaginative & Expressive
Explore erupting volcanoes using bicarb soda and vinegar.
Create dinosaur dances to music. Use musical instruments to create musical sounds to represent volcanoes erupting, dinosaurs roaring etc.
Learn and sing new dinosaur songs.
Communication and Language Listening, & Attention, Understanding, Speaking
Role play. Create a Dinosaur Explorer's Area using the children's ideas.
Rhyming activities and games: Dinosaur rhymes and poems.
Listen carefully to each other when sharing 'news' and during circle time.
Use role play & other play experiences to share ideas and use talk to explore language and extend vocabulary.
Literacy: Comprehension
Engage in storytelling to retell, invent and tell their own stories, rhymes and songs.
Read a range of books and stories linked to
Dinosaurs. (Both fiction and non-fiction)
Select books of own choice to read.
Retell stories in home corner role play/reading area. (Use puppets, dressing up, small world) Sequencing stories using story props and pictures.
Bring own favourite books and stories to share with the class.
Writing:
Write own name at every opportunity: on any work, label for a model, in sand, tracing letters, using writing area.
Create own non - fiction book about dinosaurs. Make a dinosaur- Write some facts about it. Daily Phonic programme: Continue Phase 1 with Nursery/ Phase 2& 3 with Reception. Home reading books linked to phonic phases. (Reception children)
Reading:
Enjoy an increasing range of books. Select library books to share at home.
Use Non - fiction books and computing to find out more information about Dinosaurs. Individual reading using decodable reading books (Reception) | <urn:uuid:9a5c054a-740c-4139-bae9-aac79a24e8f3> | CC-MAIN-2022-33 | https://www.castlecarrock.cumbria.sch.uk/download/7075/ | 2022-08-18T13:46:32+00:00 | crawl-data/CC-MAIN-2022-33/segments/1659882573197.34/warc/CC-MAIN-20220818124424-20220818154424-00181.warc.gz | 609,179,338 | 1,077 | eng_Latn | eng_Latn | 0.997153 | eng_Latn | 0.997153 | [
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Play Within the pre-school, all children are supported in developing their potential at their own pace. Our Key Person system enables us to ensure a planned curriculum tailored to the needs of each individual child. By means of developmentally appropriate play activities and a high level of adult input, we offer a curriculum which leads to nationally approved learning outcomes and prepares the children to progress with confidence to the national curriculum at the age of 5 years.
While children enjoy their play the following foundation stage areas of learning are developed:
o Personal, social & emotional - children are supported to develop confidence and self-respect. They learn to play and work individually, with adults and within a group;
o Communication & language – listening skills, following instructions, increase in vocabulary;
o Physical skills – a range of equipment and opportunities, indoors and out, helps develop confidence and enjoyment in the use and development of their body skills and self care;
o Literacy – songs & rhymes, storytelling and listening games plus a wide range 'writing' activities help build early literacy skills;
o Mathematics- children become familiar with sorting, matching, sequencing and counting, which form the basis for early mathematics;
o Knowledge and understanding of the world- children can explore and experiment with a range of natural and manufactured materials. Simple tools are available to help them with problem solving:
O Creative development- children are encouraged to use a wide variety of resources in order to express their own ideas and feelings, includes art, music and dance.
POLICIES
We have a full set of policies available on our website. All are designed to promote the best possible experiences for the children, families and staff. Our policies are reviewed on a regular basis and comments and suggestions from parents are always welcome.
OUR AIM
o To enhance the development and education of young children under statutory school age in a parentinvolving, community based group.
o To provide a safe, secure and stimulating environment with open access to outdoors.
o To work within a framework which ensures equality of opportunity for all children and families.
WE OFFER:
o An individually tailored curriculum leading to approved learning outcomes.
o Preparation for our feeder schools: Bredon, Overbury & Ashton First school. (we work closely with all schools around Bredon Hill)
o Individual care and attention, made possible by our high ratio of adults to children.
o Fun and friendship with children and other adults.
o The support of an assigned Key Person.
o Opportunities for you and your family to be directly involved in the activities of the group and in your own child's progress.
Sessions Run:
Monday, 9-12, 12-3 (lunch 12-1 optional) Tuesday 9-12, 12-3 (lunch 12-1 optional) Wednesday 9-12 ,12-3 (lunch 12-1 optional) Thursday 9-12, Forest School 12- 3 (lunch 12-1 optional) Friday 9-12, 12-3 (lunch 12-1 optional) Breakfast club 8:30-9:00 Kemerton Early Years & Forest School Victoria Hall Kemerton Nr. Tewkesbury Gloucestershire GL20 7HP
www.kemertonpreschool.com www.forestschool.org
KEYFS - 01386 725697 (8:30-3 Mon-Fri term time) Deb Manns (Owl) 01684 773148 (07825749201)
Kemerton Early Years & Forest School C.I.C
OFSTED Reg. No. – EY439205
PROSPECTUS
Tel. 01386 725697 email@example.com
www.kemertonpreschool.com www.forestschool.org
ADULT RESOURCES
We are proud of the high ratio of adults to children in our group. This ensures individual attention to the needs and development of each child.
Ratio - 1 : 6 for 3-4 year olds 1 : 4 for 2 year olds.
STAFF
Our staff are well qualified and experienced with many having children of their own.
You can view current staff profiles on our website under parent info. www.kemertonpreschool.com
We take Early Years students from time to time (see policy). We also welcome parents to 'stay & play'.
There are always at least two qualified staff members at each session and all renew first aid qualifications every 3 years. ALL staff and volunteers are DBS checked and references sought before they start to work with your children
KEY PERSON
Each child has one special adult (their Key Person) to relate to. This can make settling into the group much easier at the start. The Key Person works closely with the parents to ensure that there is good communication between home and us, and helps all children to reach their full potential.
RECORD KEEPING
We have an excellent record keeping system in which all observations of the children in the group and at home are used on a regular basis to plan play activities to help the development of each child. Tapestry - an online journal, enables parents to have instant access to observations made on their child and parents are also encouraged to share activities done at home.
TRAINING
All staff are required to attend professional development training including Safeguarding. We regularly attend area support meetings and training sessions to share good practice and learn new skills. All staff embrace positive behaviour management strategies.
ROLE OF PARENTS
Our setting recognises parents as the first and most important educators of their children. With this in mind, our Pre-School aims to support parents and to encourage them to work with us in the group, contribute to their child's records and enjoy a social side in supporting our charity fundraising events.
SPECIAL NEEDS
The number of adults in our pre-school enables us to provide individual attention for each child. Each child is able to progress at her/his own rate in all areas of development, and this is true for children with or without disabilities or learning difficulties. Our full Special Needs policy is available on request.
MANAGEMENT AND ADMIN
The day to day running of the setting is in the hands of the Managing Director & Deputy, supported by a Board of Directors of this non-profit making Community Interest Company. Staff meetings are held regularly Company registration no. 06930959
FEES
As a Registered Provider of Nursery Education, fees are paid by the LEA for up to 15-30 hrs per week for children from the term after their 3 rd birthday. Fees for younger children or extra sessions are £4.00 per hour and £1 for Forest School (to cover mini bus costs). Payment at the beginning of each half term by internet transfer or cheque preferred. Please see us in confidence to discuss alternative if required. Some 2yr olds may also qualify for funding. Breakfast club £4.00 for half hour.
We accept childcare vouchers.
STARTING AT KEYFS
The first days - a child who is tense or unhappy will not be able to play or learn properly, so it is important for parents and staff to work together to help the child feel confident and secure in the group. This can take longer with some children than others and you are welcome to stay with your child initially to ensure this.
What to wear - in order to feel free to explore with all kinds of materials, including messy ones, it is best to send children in clothes that are easily washed, and not too new. Simple clothing which they can handle themselves helps to develop independence. Slippers /soft shoes for indoors and Wellies/sturdy shoes for outside. Uniform also available blue/Navy.
STANDARDS
We are:-
o Ofsted inspected and credited (Rated Good in Oct 2016)
o Registered providers under the Early Years Education Scheme (30 hrs offered).
We have close links with Overbury, Bredon & Ashton-under-Hill first schools.
Forest School and outdoor play forms an integral part of your child's time with us, allowing them to explore and learn from the natural world in their own way within a secure environment.
We hope that your child's time at Kemerton Early Years and Forest School will be a very happy and productive one. | <urn:uuid:6261d74b-80a4-4f06-99e5-dfeadd584fc9> | CC-MAIN-2022-33 | https://kemertonpreschool.com/docs/prospectus%202019.pdf | 2022-08-18T12:46:07+00:00 | crawl-data/CC-MAIN-2022-33/segments/1659882573197.34/warc/CC-MAIN-20220818124424-20220818154424-00183.warc.gz | 314,128,544 | 1,674 | eng_Latn | eng_Latn | 0.991886 | eng_Latn | 0.996051 | [
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Growing vegetables
There has been a revival of vegetable growing in recent years matched by a call from people wanting information on how to grow their own. This is the first of a series of articles on the subject, outlining stages of vegetable growing at different times of the year. Links to web sites providing more detailed information are given on the CGS website.
Bill Sowerbutts
Many gardens planted in cottage garden style now rarely include vegetables. Traditionally, when a larger proportion of people lived in cottages, the term was used to describe the garden surrounding it, which often included a vegetable plot. Those who already grow a range of plants in their garden, and want to include vegetables, have a head start over complete newcomers because they usually know about how to look after plants, as well as how to avoid some of the pitfalls. A separate vegetable plot is not essential; vegetables can be grown among other plants and spaced irregularly rather than in lines.
My knowledge about growing vegetables has grown over the years and although I'd not describe it as very easy - I'd rather say it is not difficult which assumes a degree of knowledge and understanding. It certainly helps if you know a bit about the soil types and the effect that water, light, and temperature have on plants. You need to develop a protective attitude because there are birds, insects and furry animals out there who will also enjoy eating your vegetables unless you stop them. Weeds will turn up uninvited, keen to show how fast they can grow. If you do not have garden beds or an allotment you can grow vegetables in pots, grow bags or window boxes. If you want to let someone else start growing your vegetable plants, or only want to grow a few of a particular type, you can buy partly grown plug plants instead of starting from a packet of seeds.
In September thoughts might be more about winding down for the year than about growing vegetables, but autumn is a good time to start routine maintenance on arguably the most important resource vegetables will need next year - your soil. To ensure my heavy soil is fertile and has a
'You need to develop a protective attitude because there are birds, insects and furry animals out there who will also enjoy eating your vegetables unless you stop them'.
good texture I add compost and dig it over using a spade. This way surface plant debris ends up 25cm or so underground where it will rot. Furthermore, at that depth few weed seeds will germinate. Digging to 25cm or more can be tiring but it can be done in stages over several months and pays dividends. Winter frosts and rain break down the soil lumps, so by springtime the soil is approaching seedbed quality. If you cannot dig, a thick layer of organic matter put on the soil surface in autumn will rot down to make a soil suitable for growing vegetables - but it is my impression that when folk just 'tickle' the ground surface rather than give their soil a good turning over, they find persistent weeds are a problem.
If you already garden you will probably have most of the tools and equipment needed to grow vegetables. While most vegetables can be grown from seed sown directly into the soil, conditions, including the weather, have to be right to ensure success. UK weather is unreliable. Considerable control over growing conditions can be achieved using a greenhouse, but even a heated propagator is very useful for getting plants started. Most run on electricity and can be used indoors.
Bill gardens in Cheshire and is a recent addition to our Executive Committee. He says 'Some people wonder if I am directly related to the Bill Sowerbutts who used to be on Gardeners' Question Time, or am that very person. I am neither. However, some of my ancestors apparently came from the Ashton-under-Lyne area of Greater Manchester where my namesake lived and grew vegetables, so I feel I am from the same gene pool'. | <urn:uuid:d5b01522-456f-47a1-839f-01931a655ba4> | CC-MAIN-2018-30 | http://thecottagegardensociety.org.uk/assets/public/files/Bills_veg_Sept_2013.pdf | 2018-07-20T07:05:16Z | crawl-data/CC-MAIN-2018-30/segments/1531676591543.63/warc/CC-MAIN-20180720061052-20180720081052-00544.warc.gz | 370,944,748 | 795 | eng_Latn | eng_Latn | 0.999437 | eng_Latn | 0.999449 | [
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Background Paper for Session I: Climate Stabilization
Scientific understanding of Climate Change & Associated Risks, Consequences for a Global Deal
Chair:
Achim Steiner
Rapporteur:
Karsten Sach
PIK Contributing Authors: Stefan Rahmstorf, Anders Levermann, Jennifer Morgan
1 Scientific Basis
Important insights of climate research have been well confirmed in recent decades and are now generally accepted as fact by the scientific community. Key findings include a rapid increase of carbon dioxide concentrations in the atmosphere during the last 150 years from 280 ppm (a value typical for warm periods during at least the past 700,000 years) to now 380 ppm. This rise is entirely caused by humans and is primarily due to the burning of fossil fuels, with a smaller contribution from deforestation. CO2 is a gas that affects climate by changing the Earth's radiation budget: an increase in its concentration leads to a rise in near-surface temperature. If the concentration doubles, the resulting global mean warming will likely be between 2 and 4°C (the most probable value is ~3ºC). Since 1900, global climate warmed by ~0.8°C. Temperatures in the past ten years have been the highest since measured records started in the 19th century and for many centuries before that (Fig. 1).
Most of this warming is due to the rising concentration of CO2 and other anthropogenic gases.
It follows that a further increase in CO2 concentration must lead to a further rise in global mean temperature (Fig. 2). For a range of plausible assumptions about future emissions (from 1990 to 2095), this rise will be in the range from ~2 to ~7 ºC above pre-industrial .
For comparison: The last major global warming happened at the end of the last great Ice Age (about 15,000 years ago); it involved a global warming of ~5ºC over a time span of 5,000 years. Unchecked anthropogenic warming could reach a similar magnitude over a fraction of this time – and, of course, starting from an already warm climate.
2 Impacts and Risks
Whether this warming is considered "dangerous" change can, of course, not be determined by scientists alone, as it depends on societal value judgments about what is dangerous. However, science can help to clarify what are the risks that arise from such unprecedented warming. Amongst the most important risks are the following:
* Sea level rise and loss of ice sheets. In the 20th century global sea level rose by 15 20 cm. Currently, sea level is rising at 3 cm/decade, faster than projected in the scenarios of the IPCC Third Assessment Report. Future rise by 2100 will likely by less than one meter, but even if warming is stopped at 3 ºC, sea level will probably keep rising by several meters in subsequent centuries in a delayed response (Fig. 3). Coastal cities and low-lying islands are at risk. What is now a once-in-a-century extreme flood in New York City (with major damage, including flooded subway stations) would statistically occur about every 3 years if sea level were just 1 meter higher.
* Loss of ecosystems and species. Global temperatures would reach a high never seen for millions of years, and the rise would be much too fast for many species to adapt. A large fraction of species - some studies suggest up to one third of species - could be doomed to extinction already by the year 2050. Life in the oceans is not only threatened by climate change but by the equally serious problem of the perpetual global ocean acidification, which is a direct chemical result of our CO2 emissions independent of the warming effect.
* Risk of extreme events. In a warmer climate, the risk of extreme flooding events will increase as warmer air can hold more water (~7% more for each degree ºC of warming). Hurricanes are expected to become more destructive: an increase in energy, not frequency, of hurricanes is suggested in response to rising sea surface temperatures by both models and data (Fig. 4). A number of recent studies has shown that the observed rise of sea surface temperatures in the relevant areas of the tropics is primarily due to global warming, not to a natural cycle.
* Risks to water and food supplies. While the total global agricultural production may not decline in a warmer climate, many poorer and warmer countries can expect reductions in yields due to water shortages and weather extremes. The water supply of major cities like Lima is threatened when mountain glaciers disappear.
* Non-linear responses - tipping points. For some climatic subsystems, positive feedbacks have been identified, which may self-amplify the response to external disturbances. Among these are the large-scale ocean circulation in the Atlantic, the Arctic sea ice, the Greenland and Antarctic ice sheets, and the Indian monsoon circulation. Some of these changes can be irreversible.
These are only examples – the exact consequences of such a major change in climate are difficult to predict, and surprises are likely.
3 Avoiding Dangerous Climate Change
In the 1992 United Nations Framework Convention on Climate Change (UNFCCC), nations committed themselves to preventing a "dangerous interference" with the climate system. To avoid the most dangerous consequences of climate change, the European Union decided to keep global average temperature rise below 2ºC in comparison to preindustrial levels (EU limit, see Fig. 2). Though uncertainties regarding the carbon cycle remain, the necessary reduction in emissions is roughly 50% by 2050, compared to the
level of 1990, ±10%. In addition, global emissions must peak and decline in the next 10 to 15 years.
According to latest economic modeling results (see special issue of the Energy Journal, 2006, edited by O. Edenhofer et al., as well as the Stern Review published in November 2006), this can be achieved with minimal costs (~1% lower GDP by 2100) by induced technological innovation, including increased energy efficiency and renewable energy technologies (wind, biomass, solar). The background paper for Session II outlines the various energy scenarios associated with targeted atmospheric concentration levels.
4 "The Global Deal"
The UNFCCC and the Kyoto Protocol have been guided by the IPCC findings. In order to avoid operational disruption after the first commitment period of the Kyoto Protocol (ending in 2012), the next round of focused negotiations should begin in December 2007 and be completed by 2009. Core elements of that post-2012 climate agreement are discussed below. The broader issues of how to achieve climate protection while sustaining the process of economic development in poor countries as well as the challenges of tackling climate change while operating in a modern society that defines its success on unending growth and resource use is addressed in the Session III background paper.
Criteria
In order to guide and evaluate the options for a global deal which addresses both mitigation and adaptation, a basic set of criteria has to be met. Clearly each society and constituency will rank the various criteria differently. While only twenty-five countries are responsible for 83% of emissions, a global package must also take into account interests of the most vulnerable countries':
Criteria for an adequate post-2012 regime include:
* Climate effectiveness. Limiting global mean temperature increase to a maximum of 2° C above the pre-industrial value.
* Fairness. The principle of equity is a particularly important one for all, but especially for the developing countries who have contributed the least to this historic problem thus far.
* Inclusion of major economies. Focus on industrialized countries with fair contribution from other countries.
* Consistency with achieving development and economic goals.
* Inclusion of adaptation measures.
* Engagement of markets for economically efficient and effective solutions. Unleash innovation and shift investment.
www.nobel-cause.de firstname.lastname@example.org Tel. ++49 / 03 31-2 88-25 00
I. Vision for international climate protection: low carbon development and 2°C
The goal of limiting global temperature rise to 2°C lends a strategic direction to economic development in this century. This goal calls for at least a halving of global emissions of greenhouse gases by 2050 compared to 1990 levels.
II. Creation of a global carbon market
Establishing a reliable and long-term price signal for carbon dioxide creates effective incentives for worldwide mitigation of greenhouse gas emissions. A carbon market generates this price signal and at the same time creates the flexibility which participating companies need with regard to when and where they wish to achieve the required emissions reductions. Alongside emissions trading, the Kyoto mechanisms should be scaled up and the European Emissions Trading Scheme linked up to comparable systems in other regions (e.g. North America, Australia, Japan and other countries, including emerging economies).
Furthermore, auctioning emission allowances and imposing charges on the use of the market can generate resources for financing adaptation measures, developing key technologies and/or reducing emissions from deforestation.
III. Ambitious emissions reduction commitments for industrialised countries
A stable and sufficiently high price level on the international carbon market presupposes ambitious absolute and binding emissions reduction targets for industrialised countries. Such binding targets are also a politically necessary sign by those countries primarily responsible for presently observed climate change. The group of industrialised countries should reduce its emissions by around 30% by 2020 compared to 1990. By 2050 the emissions of this group of countries must be reduced by ~80%. Countries with higher per capita emissions and a higher emissions intensity in their national economies should contribute more.
IV. Measurable, reportable and verifiable measures in developing countries
The involvement of developing countries must take their very varied starting conditions into account and requires attractive incentives for emissions mitigation. A staged international regime which varies in form for the different countries according to their historical emissions, per capita emissions and per capita income (multi-stage approach) would both bend emissions growth in emerging economies and ensure that sustainable development goals are met.
In detail, this means that the poorest countries are initially exempt from new commitments on emissions limitation and the most advanced countries (e.g. South Korea, Saudi Arabia) would be required to take on national caps. Middle income countries would commit to scaling up their efforts to decouple economic growth and emissions and quantifying and measuring these contributions internationally.
After 5-10 years in each case, incentives and commitments of the countries concerned should be re-assessed in light of their economic development. Gradually, all countries will make increasingly ambitious contributions to global emissions reduction.
V. Technology: development, market development, market penetration
In addition to creating a binding and ambitious commitment framework, it is also necessary to strengthen the links between research, development, market diffusion and technology transfer. While a growing carbon market and a strong price signal for CO2 will have a major influence on the use of currently available technologies, new measures and mechanisms are also needed in order to develop and disseminate emerging technologies.
At a multilateral level, industrialized countries must commit to making a larger contribution to funding technological progress in developing countries. This financial support will be provided through a technology fund to be set up. The fund will focus on joint R&D projects and the demonstration of key technologies, as well as deployment of already existing technologies.
In order to leverage private sector capital, the fund should grant co-financing for research, development and implementation, and receive applications for joint R&D projects from both private companies and developing country governments. By making it possible for these countries and companies to apply for co-financing from the fund, 50% to 75% of the total costs of "decarbonisation" could be provided by private sources from industrialized countries.
According to estimates in the Stern Report, an appropriate financing for decarbonisation (e.g., reversing the trend in the global emissions over the next 10-15 years) would be secured if industrialized countries committed to providing around 20 billion US dollars a year up to 2015 in addition to the revenues from the co-financing. The options for financing this fund include using part of the "assigned amount" of each country for the next commitment period for the fund; auctioning some of the allowances; and/or using public funds of the industrialized countries.
In parallel, trade and investment barriers should be dismantled for climate-friendly products so that a profitable market for such technologies and products would develop in the participating countries.
VI. Adaptation: climate-proof investments and risk management
Adaptation efforts must be significantly scaled up in the post-2012 regime, addressing the fact that many of the most vulnerable countries are already experiencing the impacts of climate change. Three key elements should be included:
1. An international adaptation fund to support adaptation in developing countries. Such a fund would cover a significant part of the expenditures of developing countries.
2. A compensation mechanism for disasters and other extreme weather events, especially in the poorest developing countries, e.g., through insurance mechanisms.
3. A commitment by industrialized countries to make their investments in developing countries climate-safe without using funds from existing development aid programmes.
Industrialized countries should bear this extra cost instead of developing countries.
VII. Reducing emissions from deforestation, especially in developing countries
Accounting for around 18% of global greenhouse gas emissions, deforestation, especially in developing countries, contributes considerably to climate change. Furthermore, the conservation of primary forests in some regions could play a role in protecting against the consequences of climate change. Long-term mechanisms should be sought which can place financing on a solid footing – e.g., through a suitable and sustainable link to the global carbon market or through adequate and predictable public and private funding.
VIII. Inclusion of international air and maritime transport
The sector with the most rapidly rising emissions worldwide is international aviation and maritime transport. Up to now these sources are exempt from emissions restrictions. The post-2012 regime must include targets to reduce emissions from these sectors.
IX. Conclusions
In order to at least halve global emissions below 1990 by 2050 so as to increase the likelihood of avoiding the worst impacts of climate change, such as the complete melting of the Greenland ice sheet, an ambitious and inclusive post-2012 agreement is needed. This agreement should be based on the UNFCCC and the Kyoto Protocol and include a set of equitable commitments from all major economies to reduce or curb emissions of greenhouse gases. In order to stay below 2°C, global emissions must peak and decline in the next 10 to 15 years. While a carbon price and expanded markets should be a key element of the post-2012 regime, new and innovative technology deployment and adaptation funds should be created in order to both drive low carbon investment and ensure that the most vulnerable countries are able to adapt to the impacts. Time is short. Countries should have completed negotiations on the post-2012 regime by 2009. | <urn:uuid:912c2999-860a-4ac7-9c06-8cd3985acef0> | CC-MAIN-2018-30 | http://www.nobel-cause.de/potsdam-2007/scientific-background/session-i-climate-stabilization/Nobel_Symposium_climate_stabilization_session_I.pdf | 2018-07-20T06:55:20Z | crawl-data/CC-MAIN-2018-30/segments/1531676591543.63/warc/CC-MAIN-20180720061052-20180720081052-00549.warc.gz | 522,524,474 | 3,056 | eng_Latn | eng_Latn | 0.996564 | eng_Latn | 0.997343 | [
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Kimberly Schofield Program Specialist-Urban IPM firstname.lastname@example.org
Be Aware of Yellowjackets
Yellowjacket workers are ½ inches in length, with black with yellow markings on the head, thorax and abdomen. The yellowjackets use their chewing mouthparts to construct carton nests out of chewed vegetable fiber. Nests are usually underground, but occasionally they can be found in wall voids and indoors. Their nests are usually spherical and consist of a number of round combs that are attached to each other and then surrounded by a layered outer covering.
The colony begins with a single queen that has survived the winter. The queen is very large and more orangish in color. In the spring, the queen's ovaries develop and she finds a nesting site. She constructs a nest of 20 to 45 cells and produces eggs that hatch into larvae. The queen feeds the larvae for about 30 days or until the larvae pupate and develop into adults. Later in the summer, workers construct larger reproductive cells in which male and female wasps are produced.
Yellowjackets are considered beneficial since they feed developing larvae arthropod prey. However when their nests are disturbed, defending worker wasps can sting multiple times. Also, foraging worker wasps may be a nuisance at picnics and other outdoor events.
Some Control Options:
One strategy is to hang traps in sunny locations in areas of nesting sites. Liquid insecticides can also be used to kill yellowjackets. Also insecticidal dusts can be used and are sometimes preferred since the workers attempting to use the nest opening will track dust and contaminate brood and other colony members.
All must be used with extreme caution, since wasps will attack when sensing an insecticide applied to their nests. Wear protective clothing that covers the whole body, including gloves and a veil over the face. Hiring a pest management professional is sometimes needed to reduce risks to you and your family.
Mention of commercial products is for educational purposes only and does not represent endorsement by Texas AgriLife Extension or The Texas A&M University System. Insecticide label registrations are subject to change, and changes may have occurred since this publication was printed. The pesticide user is always responsible for applying products in accordance with label directions. Always read and carefully follow the instructions on the container label. | <urn:uuid:a02fb40c-577a-4445-94b4-618416643d5b> | CC-MAIN-2018-30 | http://uenha.org/CityBugs/Yellowjackets.pdf | 2018-07-20T06:36:18Z | crawl-data/CC-MAIN-2018-30/segments/1531676591543.63/warc/CC-MAIN-20180720061052-20180720081052-00547.warc.gz | 388,834,188 | 484 | eng_Latn | eng_Latn | 0.996293 | eng_Latn | 0.998905 | [
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Over 350,000 Free Food and 9,000 Drink Recipes
Vegetarian Diets Benefits
Vegetarian diets can help protect your heart. Many vegetarians eat nuts as a form of protein, and these nuts contain healthy fats called omega fats. Omega-3 and omega-6 both help the body reduce cholesterol, and work to unclog arteries. You know that weight loss is an industry. A money-making industry with many claims to make: Claims of weight loss pills, herbs and juices. Claims of exercise machines and exercise programmes. Claims of high-fat, no fat or lean diets. Diets high in fibre are associated with lower rates of colon cancer and coronary artery disease than diets low in fiber. If you have diabetes, you can better control your blood sugar by eating a diet that's high in fiber, too.
Today, most people complain of high blood pressure and elevated cholesterol levels. A diet rich in seeds, legume, whole grains and nuts can easily bring these down to a great extent. Plus being a vegetarian can not only improve your digestive system, but also makes it function more efficiently. Ensure a properly balanced diet by having all four main food groups within a vegetarian diet, namely beans, nuts and seeds; grains; dairy products; and fruits and vegetables. Include something from each group in your daily vegetarian diet to get all the nutrients you need.
The advantage that vegetarians have over non vegetarian dieters is the way that we study food labels carefully. By reading labels to ensure there are no animal products, we are more able to notice added sugar, salt and hidden fats, and can therefore avoid them. You may find that a vegetarian diet is the key to weight loss in your specific case. Vegetarian raw foods are nutrient and enzyme rich. They are often lower in calories than traditional non-vegetarian diets.
Some interesting facts about this diet has been found after investigation. Exceptionally studies, is a researcher on the flesh of animals has adverse effects on our systems that have pushed up vegetarians. However, the greatest benefits of a plant-based diet are spiritual. To concentrate in meditation, we need to be calm and collected. If we eat animals, our own consciousness will be affected. A healthful vegetarian diet based on whole grains, pulses, nuts, fruits,and vegetables will also be good for your heart as it is low in fat. The fats you use in vegetarian cooking should be vegetable fats and oils such as olive oil, coconut oil or groundnut oil.
Read About weight loss tips And reduce cellulite And Also perfect butt
More Vegetarian Recipe Articles | <urn:uuid:66fbb245-c6fb-4b3c-aed6-5a39235511f1> | CC-MAIN-2018-30 | http://theweekendchef.com/vegetarian-diets-benefits/?print=pdf | 2018-07-20T06:46:19Z | crawl-data/CC-MAIN-2018-30/segments/1531676591543.63/warc/CC-MAIN-20180720061052-20180720081052-00552.warc.gz | 374,690,743 | 597 | eng_Latn | eng_Latn | 0.999491 | eng_Latn | 0.999511 | [
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WHAT YOU NEED TO KNOW ABOUT HEIR PROPERTY
What is "Heir Property?"
Heir property refers to land that has been passed down informally from generation-to-generation. In most cases, it involves landowners who died without a will.
Heirs' property is land owned "in common" by all of the heirs, regardless of whether they live on the land, pay the taxes, or have ever set foot on the land.
Things you should know
When a landowner dies without a will, the state decides who inherits the land. Overtime, when land is passed down through several generations without a will, distant relatives who do not know each other could be co-owners of the same property.
Heir property is the leading cause of Black involuntary land loss. According to the Census Bureau, 80 percent of land owned by Blacks has been lost since 1910 due to heir property.
Common Problems
Decisions regarding use of the land, such as harvesting timber or leasing for agricultural purposes, must be agreed upon by everyone entitled to the land.
Some owners may want to sell the land, while others want to live on it or farm it.
Some will pay their share of taxes and maintenance, while others will not.
It is hard to get loans, grants, and Government assistance based on property ownership because there is no clear title.
Lack of clear title also means that the property is less marketable for sale or lease.
One owner could force a court-ordered sale of the entire property so that all of the descendants can "cash out."
Some owners are unable to receive a home loan to complete badly needed home repairs.
What you should do
Try to work out family disagreements before they become legal battles. Get a will and encourage other heirs to make a will to prevent more people from becoming heir owners.
Make a family tree to identify every heir. Maintain a list of all of the heirs with their current addresses. Create a plan to take care of the property. You may need to have meetings once or twice a year.
RESOURCES FOR THE 10 STATES MOST AFFECTED BY HEIR PROPERTY LOSS
Arkansas
Arkansas Land and Farm Development Corporation · 484 Floyd Brown Dr. · Brinkley, AR 72701 Phone: 870-734-1140 · Contact Person: David Frantz
Mississippi
Mississippi Center for Justice · 5 Old River Place, Suite 203 · Jackson, MS 39215 Phone: (601) 352-2269 · Contact Person: Charisse Gordon · Email: firstname.lastname@example.org
Alabama
Center for Minority Land and Community Security · Tuskegee University · 100 Campbell Hall · Tuskegee, AL 36088 · Phone: (334) 727-8333 · Contact Person: Jess Gilbert
Georgia
Georgia Appleseed · 1100 Peachtree Street, Suite 2800 · Atlanta, GA 30309 Phone 404-477-4347 Contact Person: Crystal Chastain Baker · Email: email@example.com
South Carolina
The Center for Heir's Property Preservation · 1535 Sam Rittenberg Blvd, Ste. D · Charleston, SC 29407 Phone: 843-745-7055 · Contact Person: Jennie Stephens · Email: firstname.lastname@example.org
Texas
Texas Title Project · 727 E. Dean Keeton Street · Austin, Texas 78705 · Phone: 512-232-1222 Contact Person: Frances Martinez · Email: email@example.com
North Carolina
Land Loss Prevention Project · 401 N. Mangum Street, 2 nd Floor · Durham, NC 27701 Phone: 919-682-5969 · Contact Person: Wendy Burnette · Email: firstname.lastname@example.org
Virginia
Black Family Land Trust (located in NC; serving AL, GA, MS, NC, SC, & VA) · 411 W. Chapel Hill St., Suite 1104 · Durham, NC 27701 · Phone: 919-682-5969 · Contact Person: Ebonie Alexander
Florida
Florida A&M University Cooperative Extension Program · 4529 Bainbridge Hwy. · Quincy, FL 32352 Phone: 850-875-8552 · Contact Person: A.McKenzie-Jakes · Email: email@example.com
Louisiana
Louisiana Appleseed · 909 Poydras Street, Suite 1550 · New Orleans, LA 70112 Phone: 504.561.7312 Contact Person: Christy Kane · Email: firstname.lastname@example.org | <urn:uuid:19aa0573-8787-46d2-81ec-f2e9fe2ac6d0> | CC-MAIN-2018-30 | https://www.fsa.usda.gov/Internet/FSA_File/whatyouneedtoknowheirproperty.pdf | 2018-07-20T07:04:06Z | crawl-data/CC-MAIN-2018-30/segments/1531676591543.63/warc/CC-MAIN-20180720061052-20180720081052-00553.warc.gz | 880,745,197 | 984 | eng_Latn | eng_Latn | 0.638602 | eng_Latn | 0.982453 | [
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Mexican Laborers Weed Sugar Beet Field
By Unknown
This photograph shows Mexican citizens weeding and thinning in an unidentified sugar beet field in Oregon, probably in Malheur County, during World War II. In 1942, the United States government negotiated with Mexico to import workers in order to alleviate a serious national agricultural labor shortage. The Mexican Farm Labor Program was more commonly known as the Bracero program, translated as "helping hands." More than 15,000 Mexicans came to Oregon under the program. The government estimated that during the war, Mexican workers thinned 25 percent of Oregon's sugar beets, and harvested 40 percent. They also harvested asparagus, onions, cucumbers, and peas, and worked in apple and pear orchards.
The Mexican government stipulated terms for hiring braceros including guaranteed wage levels and adequate housing. However, poor oversight in the Pacific Northwest meant that many farmers did not meet those conditions. Most workers lived in dilapidated camps, with poor protection from wind and cold weather, and farmers often paid substandard wages.
In the Pacific Northwest, braceros held strikes for better wages and conditions. However, they received little outside support and were rarely successful in their claims for improvements in their working and living conditions. After the program ended in 1964, Mexican workers continued to cross the border for seasonal, migrant labor, and many immigrated to the United States with their families.
Further Reading: Gamboa, Erasmo. "Mexican Labor in the Pacific Northwest, 1943-1947: A Photographic Essay." Pacific Northwest Quarterly 73:4, 1982: 175-81.
Gamboa, Erasmo. Mexican Labor and World War II: Braceros in the Pacific Northwest, 1942-1947. Austin, Texas, 1990.
Written by Kathy Tucker, © Oregon Historical Society, 2002.
Oregon History Project https://oregonhistoryproject.org/articles/historical-records/mexican-laborers-weed-sugar-beet-field/ | <urn:uuid:e8f31401-c874-4f0f-8833-15f8bda0bb24> | CC-MAIN-2018-30 | https://oregonhistoryproject.org/articles/historical-records/mexican-laborers-weed-sugar-beet-field/pdf/ | 2018-07-20T06:55:31Z | crawl-data/CC-MAIN-2018-30/segments/1531676591543.63/warc/CC-MAIN-20180720061052-20180720081052-00553.warc.gz | 716,462,801 | 422 | eng_Latn | eng_Latn | 0.994796 | eng_Latn | 0.994796 | [
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BIO
Born in Milano, Italy in 1968, Antonella had an introverted nature and a deep sense of observation towards nature and natural phenomena.
She has always been intrigued and fascinated observing biomorphic shapes, interweaved forms and the flow of fluids, liquid and gases.
While she was spending time observing waves, roots, rocks, trees, roots, branches, fire places, smoke etc., she absorbed the 'movement of nature' that, as she discovered many years after, is responding to the rules of sacred geometry, fractals and algorithm patterns.
She was also fascinated by the human body its anatomy, physiology and possibilities of movement and expression. She graduated in physical education and discussed a thesis on physical expression for adults.
In the same years she became a professional contemporary dancer and after working with a company in Italy for several years, she moved to Brussels, Belgium, where the contemporary dance career continued with different companies in Belgium, Slovenia, UK and Holland.
She established herself in Brussels.
After different injuries, that stopped her to dance professionally, she directed her artistic creativity towards other forms of art and she had a cathartic moment in creating the X-Ray Labyrinth, an installation build with X-Rays, that has been her reflection on life, disease and death and allow the audience to have the same experience.
The Lab installation passed the first selection at Laguna Art Prize in Venice in 2015.
She studied sculpture/volume with Lucia Bru for seven years at ACA St. Gaillart in Brussels, where she graduated and always in Brussels she studied video art with Erick Nerinckx for two years.
Drawing has always accompanied the different form of art, but it was in Thailand during a two months trip, that became her main form of expression.
She found in the drawing practice a form of ritualistic meditation and the channeling expression of her inner vision of reality and a graphic expression where all her observations from her early age could take form.
In her fields of interest there is also philosophy, physic and spirituality. She has been always interested to finds the big answers to life and death and questioning the purpose of being a human being acting in this world and our responsibility towards the protection of the environment.
Her physical activity and interest for the body and mind development transformed from dance into yoga and she became a teacher in both yoga and meditation.
She found a link between the flow state of mind reached by meditation and the flow state of mind of artistic creativity.
She has as well developed a form of teaching drawing, that comes from the experience of contemporary dance processes of creation, but that is also interweaved with the meditation state of mind and personal expression.
In her workshops she aims to guide people to find a personal sense of freedom in drawing.
She introduces in her work elements of technical composition taken from contemporary dance improvisations and facilitates the personal expression of her students through different stimuli that tap into memories and emotions. | <urn:uuid:98a9fff6-3425-498b-803c-5627fed2c035> | CC-MAIN-2018-30 | https://img-cache.oppcdn.com/fixed/44945/assets/61u7C4OhvhsTU4RX.pdf | 2018-07-20T07:03:47Z | crawl-data/CC-MAIN-2018-30/segments/1531676591543.63/warc/CC-MAIN-20180720061052-20180720081052-00551.warc.gz | 676,876,660 | 587 | eng_Latn | eng_Latn | 0.998426 | eng_Latn | 0.998436 | [
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Executive Summary
Course Title: Ties that Bind: Attachment, Developmental, and Therapeutic Parenting
Summary of Training:
Attachment Theory is the theme that runs through child welfare: from child to parent, worker to supervisor, client to therapist. This training focuses on those relationships that determine safety, risk, treatment, and progress. The trainer offers examples for cultural competence in engaging children through ages and stages of healing. Emphasizing attachment, grief, and loss changes the focus of child welfare work from behavior-based interventions to services targeting safety, well-being, and permanence. Attachment is the template for all future relationships and can be developed, strengthened, and repaired to foster conscience, character, pro-social behavior, empathy and self-esteem.
A PowerPoint presentation is the backdrop for explanation, demonstration, role play, videos, vignettes, art, books, puppets, games, and discussion. This interactive class encourages participants to share examples, practice interventions, and offer feedback.
Target Audience:
The training incorporates practical hands-on tips and tools easily accessible to all managers, supervisors, workers, parents, caregivers, and service providers.
Outcome Objectives for Participants:
* Trainee will be able to assess the strength of child-parent attachment
* Trainee will understand how removal and placement affect attachment
* Trainee will be able to identify elements of case plans to enhance attachment
* Trainee will be able to facilitate and assess visitation attachment activities
* Trainee will be able to identify services to enhance/repair attachment Competencies
* 1.2 Ethnic and culturally competent assessment and intervention planning
* 2.12 Understand effects of attachment/separation/placement on development
* 2.2 Identify family strengths and factors that contribute to abuse and neglect
* 2.19 Identify the elements of strength-based case plans
* 2.14 Work collaboratively with biological, foster, and kinship families.
* 2.13 Understand the elements of concurrent and permanent planning AFSA/CWS Goals
* Child Safety – Secure attachment reduces risk/increases safety
* Permanence – Secure attachment/permanence contribute to each other
* Well-being – Secure attachment facilitates developmental growth
Activities
* Assessment - demonstration, examples, role play, videos, vignettes
* Case Planning – case examples of attachment impaired by abuse/neglect
* Visitation – demonstration, examples of attachment enhancing activities
* Placement – explanation, examples of placement impaired attachment
* Services – explanation, examples of attachment enhancing services
* Reunification/Permanence – examples of attachment case plan services
Ways that Supervisors can support the Transfer of Learning from the classroom to the job…
BEFORE the training
Review the executive summary with staff, highlight specific learning objectives, encourage participants to bring specific case examples and questions, and alert participants that they will present an overview of the training to other staff members.
AFTER the training
Ask participants to present an overview of the training to other staff members, identify specific cases to which concepts can be applied, apply material to investigative interviews, case planning, visitation, and permanency planning, and facilitate development of resources that incorporate attachment theory.
OUTLINE
9:00-9:30 a.m.
I. Awareness
A. Agenda
B. Training Rules
C. Class Objectives
D. Overview
1. Attachment
Activity: Ask a trainee or have trainer read "The Invisible String."
2. Developmental Parenting
3. Therapeutic Parent
Activity: Trainees introduce themselves, name a person to whom they are attached, and describe how they know they are attached.
9:30-10:30 a.m.
II. Understanding
A.
The Arousal/Relaxation Cycle
Example: Play a portion of the First Five Years video showing parent-child interaction.
B. Secure vs. Compromised Attachment
1. Domestic Violence Video
2. Abuse Disrupts the Cycle
C. Attachment and the Brain
Demonstration: Hand/Brain demonstration with trainees using their hands to represent the primitive, emotional, and thinking brain.
D. Results of secure attachment
E. Results of compromised attachment
1. Signs and Symptoms
2. Other Causes
F. The Attachment Continuum
1. Secure
2. Anxious
3. Avoidant
4. Disorganized
G. Internalized Core Belief System Transfer of Learning Activity: Trainees stand in for Joey and Sammy as
trainer reads vignettes and trainees identify internalized belief systems.
H. The Unlearning Curve
I. Parking Lot, Questions, and Comments
BREAK
10:30-10:45 a.m.
10:45 a.m. -12:00 p.m.
III. Developmental Parenting
A. Ages and Stages
B. Maslow's Hierarchy of Needs
C. Erikson's Stages of Psycho-Social Development
D. Chronological versus Developmental Age
Transfer of Learning Activity: Trainees in groups at their tables use flip chart paper to list the experiences that contribute to normal emotional, cognitive, physical, and social development in the infant, toddler, child, and adolescent and report out.
E. Stages of Grief and Loss
1. Child, Parent, Relatives, Caregivers, Workers
2. Child Welfare Services as Crisis Intervention
Transfer of Learning Activity: The trainer uses puppets to express sadness then demonstrates reflective listening in responding to trainees' stories.
F. Stages of Placement Transfer of Learning Activity: Trainees use a doll cutout to list expectations of the ideal child, compare to a child welfare child, and bury the ideal child.
G. Parking Lot, Questions, and Comments
LUNCH
12:00 – 1:00 p.m.
1:00-2:00 p.m.
IV. Therapeutic Parenting
A. Overview of Concepts
B. The Baby's Crying
C. Caregivers' Role
Activity: Trainee reads "I Love You Stinky Face". Discussion focuses on commitment levels of parents and the system.
D. Neuroplasticity
E. The Brain Bypass
Transfer of Learning Activity: Trainees pair off and face each other as if through glass and mirror each other's expressions with leader/follower.
F. Re-Wombing
G. Funneling
H. It Takes Two
Transfer of Learning Activity: Trainer and trainee role play a parents responses to an uncooperative child, seeking control, then cooperation.
I. The Wounded Child
Demonstration: Trainee draws and compares children using walls in various stages of healing from trauma. Courtesy: Daniel A. Hughes.
J. Walls and Windows
K. Down into the Hole
L. Alphabet Soup
M. Emotional Intelligence
Transfer of Learning Activity: Trainer helps trainees play "Feelings Candyland" using colors to represent emotions with examples.
N. The Investigative Parent
O. Traditional Discipline
P. Go Fly a Kite!
Demonstration: Trainer uses a kite to demonstrate that attachment must be a priority over discipline for therapeutic parents.
BREAK
3:00 – 3:15 p.m.
3:15 – 4:00 p.m.
V. Application
A. Job Description
B. What's Required
Transfer of Learning Activity: Trainees cut hearts from construction paper and tear them as trainer recalls abuse, taping hearts back together with care.
C. Attachment Language
D. Joining Exercise
Transfer of Learning Activity: Trainees pair off role playing child and caregiver using attachment based therapeutic language and skills.
E. About Therapy
F. Planning for Attachment
Transfer of Learning Activity: Trainees in table groups develop case plans focusing on attachment and present them for processing and debriefing.
G. Attachment Tool Box
H. Wrap Up
1. Review
2. Taking it Home
3. Evaluation
Equipment
* Computer, PowerPoint, projector, screen, remote control, Post-It flip charts, markers, red paper, scissors, First Five Years video, Domestic Violence Video, "The Invisible String", "I Love You Stinky Face", puppets, Candyland, Sammy/Joey vignettes, child cutouts, white box, CWS photo, tape, kite and string.
Transfer of Learning Exercises
* Demonstration, examples, role play, videos, vignettes
* Tables identify attachment by developmental age
* Secure/Insecure attachment core beliefs vignettes/group process
Fairness and Equity
* Ethnic/cultural variations in attachment styles
* Culturally appropriate visitation activities
* Culturally appropriate attachment enhancing services
Bibliography
Bowlby, John, A Secure Base: Parent-Child Attachment and Healthy Human Development.
California Child Welfare Clearinghouse, www.cachildwelfareclearinghouse.org
Davis-Maxon Allison, M.S., MFT, www.kinshipcenter.org
Hughes, Daniel A., Building the Bonds of Attachment
Hughes, Daniel A., Facilitating Developmental Attachment
Keck, Gregory C., Ph.D. & Kupecky, Regina M., LSW, Parenting the Hurt Child
Keck, Gregory C., Ph.D. & Kupecky, Regina M., LSW, Adopting the Hurt Child
Kubler-Ross, Elizabeth, M.D., On Death and Dying
National Child Traumatic Stress Network, www.nctsnet.org
Perry, Bruce D., M.D., Ph.D., The Boy Who Was Raised as a Dog
Perry, Bruce D., M.D., Ph.D., www.childtrauma.org
Siegel, Daniel, M.D., The Developmental Brain
Siegel, Daniel, M.D., Parenting From the Inside Out
Siegel, Daniel, M.D., The Mindful Brain
Michael A. Jones, LCSW is a therapist and trainer in private practice since 2004. Michael was licensed by the California Board of Behavioral Sciences December 15, 2004 (#22452). He has six and a half years training and experience working with traumatized children and their families at San Diego County Child Welfare Services. Michael worked with foster and adoptive children and families for three years. Then, Michael created an internship program in East San Diego County. He served as a full time field instructor for social work students from San Diego State University. The School of Social Work voted him undergraduate field instructor of the year in 2006. His training experience includes teaching classes in attachment parenting, PTSD in children, parenting sexualized children, and positive parenting for foster, adoptive, and kinship parents through Grossmont College; attachment and bonding to residential care workers through San Diego Community College District; placement and permanency for child welfare workers through the San Diego State University Academy for Professional Excellence; clinical case management and case planning to social work students as adjunct faculty at San Diego State University School of Social Work; and attachment, developmental, and therapeutic parenting to group home and foster family agency parents and staff. Michael earned his masters degree in social work from Our Lady of the Lake University in San Antonio, Texas. Before becoming a social worker, Michael was a television reporter, anchor, producer, and editor for 15 years in Illinois, Tennessee, Oklahoma, and Texas. | <urn:uuid:b468a932-6970-4e70-b7d1-fbb506c711a7> | CC-MAIN-2018-30 | http://bayareaacademy.org/wp-content/uploads/summaries/Attachment%20Training%20ES.pdf | 2018-07-20T06:24:16Z | crawl-data/CC-MAIN-2018-30/segments/1531676591543.63/warc/CC-MAIN-20180720061052-20180720081052-00554.warc.gz | 41,235,531 | 2,309 | eng_Latn | eng_Latn | 0.979056 | eng_Latn | 0.98176 | [
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Published July 11th , 2018
By Lynn Ballou CFPr
Lynn's Top Five
Lynn Ballou is a CERTIFIED FINANCIAL PLANNER T professional and Regional Director with EP Wealth Advisors, a Registered Investment Advisory Firm in Lafayette. Information used in the writing of this column is believed to be factual and up-to-date, but we do not guarantee its accuracy and it should not be regarded as a complete analysis of the subject(s) discussed. All expressions of opinion reflect the judgment of the author as of the date of publication and are subject to change. Content is not intended to be interpreted as tax or legal advice. Always consult a tax and/ or legal professional regarding you specific circumstances.
I remember scrambling every summer for activities to keep the kids entertained and mentally engaged so that they didn't lose the momentum of the school year. I also wanted to slip some life lessons in there in ways that were fun and palatable - sort of like popsicles made with real veggies! Building financial literacy and capability skills can be those veggies. There are many fun, age appropriate ways to work on important life money skills with your kids and grandkids this summer. Here are a few:
1) Pre-K through Second Grade: What can a dollar buy? What about five dollars? Give each child real dollar bills and take them to one of our local dollar stores, or even a drugstore with a toy section. Try to guess what things cost and help them use their real dollars to buy what they can.
2) Third through Fifth Grade: Building on the above, what if children want to buy something that costs more? Time to introduce the concept of saving. Every week give them a few real dollars - you set the amount - and then go buy the more expensive toy after they've accumulated enough money. This is also a great age for providing children with "above and beyond" chores around the house they can do to earn extra spending money. Sweeping out the garage and washing the car were favorites in my family. Don't make it too huge or too long or they'll lose interest. Maybe work side by side with them.
gardening help work well for this age group.
3) Middle School: It's time to introduce the concept of a clothing allowance. Look in closets, drawers and laundry baskets and have your kids figure out what clothes they'll need for the summer and eventually for the fall first semester. Make a list and then go shopping together to check out prices. Create a clothing budget together, give them real dollars, and help them make their choices. Don't bail them out by paying with a credit card if they go above budget. If they want more spending money, it's time to work for it! Babysitting and other
4) High School: Your goal here is to instill confidence and realism in your teens about money so that when they leave for college, they can live on a budget and avoid some of the pressures they'll face to live beyond their means. Start with helping them craft a summer budget and then break it down on a weekly basis. Next, compare it to income sources such as work and allowances to teach them not to live beyond that amount. And if you haven't already, it's time to visit the bank and set up a checking and/or savings account. For your older high schoolers who are driving, have them obtain a debit card and/or a low limit credit card for gas or emergencies so they can build confidence while still at home with you as the safety net. Review their spending weekly online to be sure all is well.
5) As a family: For the younger kids, there's actually a family board game called "The Allowance Game" and of course, my family favorite, the time-tested "Monopoly." Planning vacations together can be a real-life lesson on spending and budgeting, too, allowing you to keep it within your family means for everyone's sake.
These are just a few ideas; I know you'll have your own fantastic ones. The most important goal is to raise a financially literate citizenry while in a safe, loving environment, all while making it enjoyable. Remember, it starts with us. Incorporating these goals into family fun enhances the learning and the wonderful summer memories. Trust me - you'll be the "cool" parents with the financially savvy kids. Enjoy!
All expressions of opinion reflect the judgment of the author as of the date of publication and are subject to change.
file:///C/.../Documents/Web/Lamorindaweekly/archive/issue1210/pdf/Lynns-Top-Five-Its-time-to-talk-money-real-money-with-our-kids.html[7/10/2018 5:15:32 PM]
Reach the reporter at: email@example.com
back
Copyright Lamorinda Weekly, Moraga CA
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What Is Nonpoint Source Pollution?
As rainfall reaches the earth and the runoff moves over the ground, it may pick up natural and manmade contaminates and deposit them into lakes, rivers, wetlands, coastal waters, and groundwaters used for drinking water. This transport of contaminates is called nonpoint source (NPS) pollution.
Nonpoint source pollution is the largest source of water quality impairments in the nation.
Nonpoint source pollution is not the same as point source pollution. Point source pollution originates from a clearly defined outlet such as an end-of-pipe discharge from an industry or municipal wastewater treatment facility. A National Pollutant Discharge Elimination System (NPDES) permit is required for point sources to discharge treated wastewater to waters of the state. Nonpoint source pollution refers to widespread and diffuse polluted runoff from lawns and septic tanks, roadways and parking lots; some agricultural, forestry, surface mining, and construction practices; and other human daily-living and land- use activities.
NPS Pollution Control in Alabama
In Alabama, the Department of Environmental Management (ADEM) is tasked with implementing a statewide NPS management program. The state management program promotes the implementation of best management practices, education and outreach, pollution prevention, technology transfer, technical assistance, and watershed/water quality monitoring and assessments. Federal grant assistance may be available to implement watershed protection plans designed to achieve water quality standards, or to meet other NPS management goals important to the community.
Potential nonpoint sources and causes of pollution may include:
Agriculture
Agricultural NPS pollution is primarily derived from improper livestock and crop production practices. Land preparation and
planting, pesticide and fertilizer applications, irrigation practices, animal waste and by-product disposal, equipment use, and livestock grazing and trampling can degrade water quality, damage wildlife habitat, destabilize streambanks, and impair water clarity and stream flow. Principal NPS pollutants include sediment, suspended solids, nutrients, pathogens, and pesticides.
Construction
Residential housing and commercial building development, road and bridge building, utility rightof way clearing, and other land distur- bance activities can introduce large quantities of sediment, suspended solids, and other pollutants to receiving waters. Sedimentation can fill ditches, clog drainage pipes, increase flooding, decrease reservoir storage capacity, impair navigation, damage fisheries and animal habitat, and contribute to recreational-use and aesthetic concerns. Construction refuse, debris from land clearing operations, and inadvertent discharge of fuel, lubricants, and coolants used in equipment may also adversely affect water quality.
Forestry
Forestry activities include the construction and use of logging roads, skid trails, and stream crossings; tree cultivation and
harvest, prescribed burning, leaking equipment, and fertilizer and pesticide applications. NPS pollutants include nutrients, sediment, chemicals, and changes in water temperature. Forestry activities may cause streambank degradation, alter base and peak streamflows, accelerate erosion processes, and limit sources of food, shade, and habitat for wildlife and aquatic organisms. The scope and scale of environmental, economic, and aesthetic concerns may depend on post harvest land-use characteristics.
Urban Runoff
Pollutants from urban areas may include sediment from development and construction; hydrocarbons and chemicals from vehicles; fertilizers and pesticides from lawns and gardens; pathogens from septic systems and pet wastes; nutrients from clippings and leaves; or trash and detergents washed down stormwater drains. In addition, urban activities may disrupt natural water flow, degrade wetlands, erode streambanks, and destroy aquatic habitat. Impervious surfaces such as pavement reduce infiltration of water into the ground, reduce pollutant filtering capacity of soil and vegetation, and increase the rate and quantity of polluted runoff.
Onsite Wastewater Systems
Over half of all homes in Alabama use on-site septic tank systems. Poorly installed and improperly maintained household septage
treatment systems can contribute pathogens and nutrients to surface and groundwaters and may cause serious human health problems.
Resource Extraction
Surface mining of coal and non-coal minerals, and oil and gas extraction activities may result in the discharge of sediment, heavy metals, hydrocarbons, and brine. Land disturbance activities may disrupt natural surface and groundwater flows, foster acid runoff, and degrade aquatic and wildlife habitat, reproduction and survival.
Provided everyone does
their part, Alabama can protect its valuable streams, rivers, lakes and bays from nonpoint source pollution!
Alabama's NPS Program Implementation Measures
Public Education/ Involvement The ADEM Nonpoint Source
Unit may provide federal grant funding or resource material to address NPS polluted runoff. Assistance may be available to agencies, academia, civic and service groups and associations, the regulated community, and others. Public awareness activities support the voluntary implementation of environmentally protective and economically sensible best management practices to improve or protect water quality.
ADEM education and outreach efforts support:
* Watershed protection plan development and implementation
* Watershed and water quality monitoring and assessments
* Citizen volunteer water quality monitoring
* Multi-media presentations, articles, and newsletter
* Targeted-audience BMP manuals, videos, brochures, and information sheets
* Pollution prevention
* Technical training, technology transfer, and BMP demonstrations
Best Management Practices
Best Management Practices (BMPs) refer to structural or nonstructural practices, or managerial measures, policies and procedures recognized to be the most effective, practical, and economical means of preventing or reducing NPS pollution levels to those compatible with water quality standards. BMPs may address a single pollutant source or cause, or be integrated into a holistic management system. Proper BMP design, construction, and operation and maintenance is critical to NPS program effectiveness and implementation success.
Compliance Program
A voluntary NPS pollution management approach is preferred. Traditionally, NPS pollution has been dealt with by providing financial and technical assistance and encouraging voluntary actions. However, if the voluntary approach falters, enforcement of applicable water quality protection rules and regulations is used to ensure responsible compliance and management.
Watershed Protection
The NPS program in Alabama promotes a holistic watershed protection approach. The goal is to focus stakeholder interest on NPS issues and concerns within a hydrologically-defined geographic area. The public and private sectors are encouraged to cooperatively develop and implement a watershed protection plan. A watershed plan provides a management decision framework for achieving water quality standards and protecting natural resources. Watershed plan goals, objectives, and milestones consider partnership interest, geographic scope and scale, sound science and data, and BMP implementation options and resources.
To Learn More or To Participate:
ADEM Education and Outreach (334)394-4360
Visit the ADEM Home Page:
http://www.adem.state.al.us (Watershed Management)
Visit the U.S. EPA NPS Page:
http://www.epa.gov/region4/water/nps/
This publication was made possible in part by an ADEM Section 319 grant from Region IV, U.S. EPA Alabama Nonpoint Source Program Alabama Department of Environmental Management P.O. Box 301463 Montgomery, AL 36130-1463
Alabama Department of Environmental Management
ADEM - Education & Outreach
PO Box 301463
Montgomery, AL 36130-1463
Alabama Department of Environmental Management
Prevention and Reduction of Polluted Runoff in Alabama
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How to Read Your Meter
It is important to familiarize yourself with the information on your meter. To identify this information, the following icons and displays are helpful.
Nine-digit LCD displays the meter reading in billing units of measure (cubic feet). The number is shown in odometer style, reading left to right.
Flow/leak indicator shows the direction of flow through the meter:
ON
OFF
Flashing
Water in use.
Water not in use.
Water is running slowly/low flow indication.
Average flow rate is displayed every six seconds on LCD display.
Leak indicator displays a possible leak:
OFF
Flashing
Continuous ON
No leak indicated.
Intermittent leak indicated. Water used during at least 50 of the 96 15-minute intervals during the previous 24-hour period.
Continuous leak indicated. Water used during all 96 15-minute intervals during the previous 24-hour period.
Durham - Where Great Things Happen
RATE | <urn:uuid:185ae4fc-3698-42ae-8b81-8dec00f62524> | CC-MAIN-2022-05 | https://durhamnc.gov/DocumentCenter/View/3366/Meter-Display-PDF?bidId= | 2022-01-28T19:07:41+00:00 | crawl-data/CC-MAIN-2022-05/segments/1642320306335.77/warc/CC-MAIN-20220128182552-20220128212552-00350.warc.gz | 267,817,334 | 197 | eng_Latn | eng_Latn | 0.997287 | eng_Latn | 0.997287 | [
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Class.......................................................... Name..........................................................
Writing a text from Memory
Write a text to introduce yourself, school and daily routine.
You must refer to the following points:
- Introduce yourself and describe your appearance.
- You like and dislike wearing what type of clothes including colour and give your reason.
- Your normal daily routine.
- The subjects and food you like or dislike and give your opinion.
The best essays will include all of the below (put a tick in the box if you have used):
* Link words
* Opinions
* Extended sentences
* A good range of vocabulary
Write approximately 110-130 characters
Communication(15 marks)
Accuracy of characters and structures (10 marks)
Total (25 marks)
Level
10
20
30
40
50
Communication
Accuracy of characters and
Total
Mark
13-15
10-12
7-9
4-6
1-3
0
structures Mark
9-10
7-8
5-6
3-4
1-2
0
1
Level 5+
Level 5
Level 5-
Level 4+
Level 4
Level 4-
23-25
20-22
17-19
14-16
11-13
8-10 | <urn:uuid:16fb9a84-b6c2-4575-aa8c-c6793b039988> | CC-MAIN-2022-05 | https://ci.ioe.ac.uk/wp-content/uploads/2020/09/Jinbu-2-Unit-2-Paragraph-Writing-Teacher.pdf | 2022-01-28T18:50:04+00:00 | crawl-data/CC-MAIN-2022-05/segments/1642320306335.77/warc/CC-MAIN-20220128182552-20220128212552-00350.warc.gz | 218,108,900 | 268 | eng_Latn | eng_Latn | 0.971676 | eng_Latn | 0.971676 | [
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COMMUNICATION & LANGUAGE
* Understanding and answering simple where and when questions
* Speaking in role play situations and small groups
* Building up vocabulary related to topic
* Using talk in pretend situations
* Joining in with rhymes and songs
* Joining in with the repetitive part of a story
* Listening to, identifying and making sounds
LITERACY
* Talking about story events and characters
* Using "Talk For Writing" story maps to retell stories. "The Enormous Turnip", "The Billy Goats Gruff", "Oliver's Fruit Salad" "Handa's Surprise"
* Continuing with Read Write Inc.
* Hearing the sound at the beginning of words
* Read names, 'mum', 'dad' and character names
* Giving meaning to marks they make, using letter sounds they know.
UNDERSTANDING THE WORLD
* Developing mouse and IWB pen control on the computer to select tools, drag and draw.
* Completing a simple program
* Making toys work by pressing buttons, lifting flaps, pushing or pulling
* Understanding how we can help plants to grow
* Observing and talking about growth of a bean
*
Identifying parts of the plant e.g. roots,
THEMATIC CURRICULUM OVERVIEW
Traditional Tales and Fruit
"What if all fruits were the same?"
EXPRESSIVE ARTS & DESIGN
* Singing - Seasonal songs and African Songs
* Play dough – modelling, shaping, cutting, rolling
* Making bridges (Billy Goats Gruff)
* Making body sounds and vocal sounds
* Making loud and quiet sounds and responding to the sound by movement
* Playing Djembe drums
PERSONAL, SOCIAL & EMOTIONAL DEVELOPMENT
* Selecting own resources and activities
* Sharing resources and taking turns
* Forming good relationships with peers and adults
* Initiating conversations
* Being friendly
* Talking about their own and story characters feelings
MATHEMATICS
* Number rhymes -5 currant buns
* Counting beans and comparing groups
* Making a set of a given number of beans and currant buns
* Ordering objects by size
* Ordering beanstalks by height
* Ordering fruit by weight
PHYSICAL DEVELOPMENT
* Outdoor play with large wheeled toys and climbing and balancing equipment.
* Game skills- throwing and catching a bean bag, large ball and medium ball
* Outdoor play with small games equipment – rolling hoop, kicking balls, throwing and catching beanbags/ balls and quoits/ bouncing balls, retrieving a ball, rolling a ball,
*
Developing control of tools e.g. colouring in with | <urn:uuid:ce06f385-9426-463f-9de0-bf2acf1fb606> | CC-MAIN-2018-30 | http://www.greenfieldsprimary.co.uk/wp-content/uploads/2018/04/nursery-summer1.pdf | 2018-07-20T06:31:02Z | crawl-data/CC-MAIN-2018-30/segments/1531676591543.63/warc/CC-MAIN-20180720061052-20180720081052-00556.warc.gz | 466,331,334 | 548 | eng_Latn | eng_Latn | 0.992252 | eng_Latn | 0.992252 | [
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Name:__________________________ Date:_______________________________________
Internet Resource Evaluation
Source Name:________________________________________________________________
URL:_______________________________________________________________________
Answer yes or no to each of the following questions, and if the page gives the information, write it on the line next to the answer.
AUTHORITY
1. Is there a sponsoring organization for the page?
Yes No
2. What is the top-level domain of the site (.edu, .gov, etc…)
________
3. Is there a link to a page describing the purpose of the sponsoring organization?
Yes No
4. Is there a way of verifying the legitimacy of the page's sponsor? Is there a phone number or postal address to contact for more information? (Simply and e-mail address is not enough).
Yes No
5. Is it clear who is the author?
Yes No
6. Are the author's qualifications for writing on this topic clearly stated?
Yes No
7. Is the name of the copyright holder given?
Yes No
ACCURACY
1. Are the sources for any factual information clearly listed so they can be Verified in another source?
Yes No
2. Is the information free of grammatical, spelling, and other typographical errors? (These kinds of errors not only indicate a lack of quality control, but also can actually produce inaccuracies in information).
Yes No
3. If there are charts or graphs containing statistical data, are they clearly labeled and easy to read?
Yes No
OBJECTIVITY
1. Is the information provided as a public service?
Yes No
2. Is the information free of advertising?
Yes No
3. If there is any advertising on the page, is it clearly differentiated from the informational content?
Yes No
4. Does the author have a bias?
Yes No
5. Is the author affiliated with a particular organization or association?
Yes No
CURRENCY
Delores Carlito, General Reference Librarian
Updated 12/05; 1/05; 08/03; 07/02
Created 07/00
Used By Permission
Copyright 1998-2008 University of Alabama at Birmingham
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Talking Matters
www.talkingmatters.com.au Ph: 8255 7137 Helping your child to reach their potential
Responding to tactile input (touch)
Our tactile system is our sense of touch, which we gain through different receptors in our skin. The ability to interpret tactile information is important to our safety as it can alert us when something is unpleasant or dangerous. We are always actively touching or passively being touched.
Tactile stimulation can be in form of light touch, deep pressure, skin stretch, vibration, movement, itch, temperature and pain.
Light touch is transmitted to the brain faster and is often over stimulating and disorganising. Firm touch is transmitted to the brain slower and is often less stimulating and more calming.
For some children, their tactile system is not working normally and they may perceive safe touch as scary or uncomfortable. This is called tactile defensiveness. In other cases, children may be less aware of touch and touch things more than others without being aware they are doing it. This is called being tactile seeking.
Children who experience tactile defensiveness may find the following strategies helpful:
Talk your child through what a texture is going to feel like before expecting them to touch it. This will reduce anxiety about touching it.
If your child is anxious they are likely to be more sensitive to touch e.g. soft spikes may feel like razors. It is important to ensure your child is feeling calm and ready to touch new textures.
Giving your child opportunities for proprioception (through deep pressure or movement activities) before doing a tactile activity will reduce their sensitivity towards the texture.
Slowly work towards introducing new textures to your child by giving them a range of textured objects of a similar type.
Use firm pressure when touching your child such as giving bear hugs rather than light cuddles. Avoid using light touch e.g. pats on the head, shoulder or back. Always tell your child when you are going to touch them. Never surprise them or approach them from behind.
Your child may prefer to go first or last in line, and hold their partner at their wrist to avoid light touch from others.
Talking Matters Occupational Therapy
Dress your child in tight fitting long sleeve clothes where appropriate to avoid things brushing past their skin. Avoid tags and rough fabrics.
Try to gradually incorporate a variety of tactile experiences into play, so that your child can initiate touch themselves, rather than being forced.
Children who are tactile seeking may find the following strategies helpful in their day to day life:
Attach different textured fabrics to the bottom of the child's school desk for them to fiddle with e.g. artificial grass, satin or corduroy.
www.talkingmatters.com.au
Textured weighted lap cushions with different fiddle toys attached are a great idea for circle time. If the toys are attached your child will not be able to throw or bounce it around the room.
Giving your child opportunities for proprioception (through deep pressure or movement activities) will reduce your child's need to seek out tactile sensation.
Practice touching hard and soft. Some hard touch is okay, but your child may need to ask first e.g. giving massages. Some soft touch is okay, depending where on the body. Teach your child about 'safe hands' rather than using the words 'no hitting' as your child may not be aware how hard they touched the other person.
Teach your child where it is appropriate and inappropriate to touch. Back, arms, hands and shoulders are usually okay places to touch others to get their attention. Chest, head, face and crotch are not okay places to touch to get others' attention.
Verbalise when you see your child touching things to bring their attention to it, and where necessary direct them to something more appropriate they can touch.
Activity Ideas:
Here are some suggestions for introducing children to tactile based activities in less intrusive ways for children who are tactile defensive.
Try drawing in shaving cream, sand, dirt, corrugated cardboard, plastacine, or sandpaper with a paintbrush or pencil before trying with fingers. This will help your child identify the texture without the mess on their hands.
Have them put on gloves before exploring with their fingers through water beads, rice or soy beans.
To avoid anxiety related to splashing, give your child full control over water activities. Have a towel ready to dry their hands straight away and plan the rules before playing.
Talking Matters Occupational Therapy
During bathing, let your child wash their own head and hair with a flannel rather than tipping water over their head.
Let your child feel the texture on their forearm before touching it to their fingertips. The forearm has much fewer tactile receptors than the fingertips, and so will be less sensitive to the texture.
Have reduced time expectations of how long your child will play with a texture for. Follow up by giving them deep pressure through squeezing their hands and arms before suggesting they try again.
Below are a number of activities that will expose children to a variety of tactile inputs for those who are tactile seeking.
Drawing or writing in different textures such as shaving cream, sand or dirt.
Hiding objects in different textures such as water beads, rice or soy beans.
Water play with cups, straws, spoons or graters. Take turns to pour the water using the objects over each other's hands and feet.
Place objects in your child's hands while they are blindfolded and get them to guess what they are.
Colour in a shapes with a vibrating pen.
Massage each other's hands, arms, body, head, legs and feet with a handheld vibrating massager.
Complete finger, hand or foot paintings.
Have a water gun, water balloon or spray bottle fight in the backyard.
Do some cooking and have the child involved in mixing the ingredients with their hands.
Make slime with corn flour and food colouring.
For more information or to explore your child's tactile processing needs, book an appointment with an occupational therapist. | <urn:uuid:4bc3614e-92cd-495c-9af7-4a9e8c91a4f9> | CC-MAIN-2018-30 | https://www.talkingmatters.com.au/about-us/resources/sensory-integration/responding-to-tactile-input | 2018-07-20T06:46:23Z | crawl-data/CC-MAIN-2018-30/segments/1531676591543.63/warc/CC-MAIN-20180720061052-20180720081052-00558.warc.gz | 995,514,495 | 1,284 | eng_Latn | eng_Latn | 0.998429 | eng_Latn | 0.998412 | [
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Different Paths
Edward I. Maxwell
"Two roads diverged in a yellow wood..." That is how one of Robert Frost's most famous poems, "The Road Not Taken," begins. He goes on to consider what it means to take paths through life that have not been charted before. When considering what it means to experiment and discover new solutions, Frost's poem is very appropriate. New solutions for new problems very rarely mirror solutions that have come before. While past experience and knowledge of previous answers are important when facing new challenges, ultimately the problem solver must try something untested. It is for this very reason that companies, governments and other organizations, when faced with a particularly difficult challenge, assign several different and independent groups the job of finding a solution. This increases the chances of solving the problem more quickly.
A period from American history that exemplifies this concept is the New Deal Era. During this period the American people, their government, and various companies across the country, embarked upon several different,untestedcourses of action to combat the Great Depression, and lift the country out of a downward spiral. Countless programs were imagined and initiated, groups invested in new technologies and techniques, and people sought out new ways to keep their lives on an even‐keel. Most notably, Franklin Delano Roosevelt (FDR), serving as President of the United States, set about to establish a great variety of government programs. These programs were meant to nurture recovery on several different fronts. FDR understood the likelihood that certain plans, no matter how well‐crafted, might fail to truly bring about recovery. Therefore, he called for the development of several.
Roosevelt turned to his "Brain Trust" to help create all these government programs. The Brain Trust was a group of cabinet members and advisors who were very close to the President. These men and women worked in all different fields, from economics and manufacturing, to the arts and anthropology. Each had his or her own area of expertise, and was asked by Roosevelt to create a solution specific to that particular area. Roosevelt was determined to not only mend the economic or financial injuries to the American people, but also to mend the injuries to their spirit, sense of initiative, purpose and creativity. Roosevelt viewed the Great Depression as a complicated problem that had arisen within a complicated society. Only a great number of various programs could address most of the country's problems and also ensure that many of the programs survived.
Three important New Deal government programs were the Tennessee Valley Authority (TVA), Works Progress Administration (WPA), and the Civilian Conservation Corps (CCC). Such programs were part of FDR'salphabet soupof policies.
The Civilian Conservation Corps was a group of young men between the ages of 18 and 25 who were responsible for helping to keep safe and cultivate certain natural resources across the United States. The CCC was incredibly popular. It was very successful in boosting the morale, or sense of well‐being, among its workers. These young men were paid $30 a month, sending $25 home to their parents. Living in camps, they worked to plant new trees,
helped America's forests regrow, built roads, and made adjustments to the land to protect it from floods, fires and erosion.
The Tennessee Valley Authority is a government‐owned corporation that sought to rejuvenate the economy of the Tennessee Valley region during the Great Depression. This corporation set out to fulfill these goals by constructing dams to generate hydroelectric power as well as building coal‐burning plants to generate electricity. The TVA was incredibly successful in meeting the region's electricity needs. Countless individuals worked as part of the TVA's initiatives, whether constructing new dams and plants or operating existing ones.
The Works Progress Administration gave jobs to millions of Americans and was the largest New Deal program. WPA workers helped build roads and public buildings, including many schools. A smaller group of American artists, musicians, writers, actors and directors were also given jobs by the WPA. This was a large part of FDR's goal to heal more than just each American's money troubles. He wanted to help American culture grow, even during a time of great hardship. The WPA is credited with funding many murals and other pieces of art across the United States. These art pieces were meant to inspire and reenergize the American people. The program also gave artists the chance to practice their craft and earn a living wage.
The New Deal Era was a period in American history during which almost every possible solution you could imagine was tried. FDR was determined to hit the Great Depression with everything he could manage. It may be, however, that the efforts of the New Deal programs were not what finally ended the Great Depression. World War II broke out in 1939, and the United States entered the war in December of 1941. Many men became soldiers and many women went to work on military assembly lines. Almost overnight, American factories were producing everything from bullets and guns to tanks and airplanes. Uniforms needed to be stitched and food rations needed to be grown. It may be that this war effort was the single thing that helped most to put America back to work. Suddenly, the Great Depression was forgotten in the face of a military threat from overseas. | <urn:uuid:ca613dbe-f182-4b45-bde3-071c4178ebb7> | CC-MAIN-2018-30 | http://mrquamme.weebly.com/uploads/2/3/7/8/23781425/reading_short_answer_nd_exam.pdf | 2018-07-20T06:20:36Z | crawl-data/CC-MAIN-2018-30/segments/1531676591543.63/warc/CC-MAIN-20180720061052-20180720081052-00559.warc.gz | 243,993,460 | 1,981 | eng_Latn | eng_Latn | 0.999117 | eng_Latn | 0.999124 | [
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E-Safety Policy
Overview
The Green Paper Every Child Matters and the provisions of the Children Act 2012, Working Together to Safeguard Children sets out how organisations and individuals should work together to safeguard and promote the welfare of children.
The 'staying safe' outcome includes aims that children and young people are:
[x] safe from maltreatment, neglect, violence and sexual exploitation
[x] safe from accidental injury and death
[x] safe from bullying and discrimination
[x] safe from crime and anti-social behaviour in and out of school
[x] secure, stable and cared for
Much of these aims apply equally to the 'virtual world' that children and young people will encounter whenever they use ICT in its various forms. For example, we know that the internet has been used for grooming children and young people with the ultimate aim of exploiting them sexually; we know that ICT can offer new weapons for bullies, who may torment their victims via websites or text messages; and we know that children and young people have been exposed to inappropriate content when online, which can sometimes lead to their involvement in crime and anti-social behaviour.
Summerhouse ensures that every child in their care is safe, and the same principles should apply to the 'virtual' or digital world as would be applied to the school's physical buildings.
This policy document is drawn up to protect all parties – the students, the staff and the school and aims to provide clear advice and guidance on how to minimise risks and how to deal with any infringements.
Managing the Internet Safely
The Internet is an essential element in 21st century life for education, business and social interaction. ICT skills and knowledge are vital to access life-long learning and employment; ICT is now seen as a functional, essential life-skill along with English and Maths. All pupils should be taught to use the Internet efficiently and safely, and to develop a responsible and mature approach to accessing and interpreting information.
The Internet provides many benefits to pupils and the professional work of staff through, for example:
[x] access to world-wide educational resources, including museums and art galleries
[x] access to experts in many fields for pupils and staff
[x] educational and cultural exchanges between pupils world-wide
[x] collaboration between pupils, professionals and across sectors
[x] access to learning wherever and whenever convenient
The Internet enhances the school's management information and business administration systems through, for example:
[x] communication systems
[x] improved access to technical support, including remote management of networks and automatic system updates
[x] online and real-time 'remote' training support
[x] secure data exchange between local and government bodies
Summerhouse:
[x] Pupils are supervised at all times, as far as is reasonable and is vigilant in learning areas
[x] Uses the LGfL filtering system which blocks sites that fall into categories such as pornography, race hatred, gaming and sites of an illegal nature
[x] Staff preview all sites before use [where not previously viewed and cached] or only use sites accessed from managed 'safe' environments such as the Learning Platform
[x] Is vigilant when conducting 'raw' image search with pupils e.g. Google image search;
[x] Informs users that Internet use is monitored;
[x] Informs staff and students that they must report any failure of the filtering systems directly to the ICT consultant. Our systems administrators report to LGfL where necessary;
[x] Blocks all Chat rooms and social networking sites except those that are part of an educational network or approved Learning Platform
[x] Has blocked pupil access to music download or shopping sites – except those approved for educational purposes
[x] Requires all pupils (and their parent/carer) to individually sign an e-safety / acceptable use agreement form which is fully explained used as part the admissions pack
[x] Requires all staff to sign an e-safety / acceptable use agreement form and keeps a copy on file
[x] Makes clear all users know and understand what the 'rules of appropriate use' are and what sanctions result from misuse – through staff meetings and teaching programmes
[x] Makes information on reporting offensive materials, abuse / bullying etc available for pupils, staff and parents
[x] Immediately refers any material we suspect is illegal to a member of SLT who will alert the appropriate authorities – Police – and the LA
E mail
E-mail is now an essential means of communication for staff at Summerhouse and increasingly for pupils and families. Directed use of regulated e-mail in schools can bring significant educational benefits, increasing the ease of communication within the school community and facilitating local and international school projects.
However, e-mail can provide a means of access to a pupil that bypasses the traditional school physical boundaries. The central question is the degree of responsibility for selfregulation that may be delegated to an individual. Use of freely available, unregulated email within a school is not appropriate.
Summerhouse has an appropriate educational, filtered Internet-based e-mail option.
In the school context, e mail should not be considered private and most schools, and indeed Councils and businesses, reserve the right to monitor e-mail. There is a balance to be achieved between monitoring to maintain the safety of pupils and the preservation of human rights, both of which are covered by recent legislation.
The use of personal e-mail addresses, such as Hotmail are avoided by all staff and appropriate LA or LGfL systems are used for professional purposes.
Staff and pupils need to be made aware of the risks and issues associated with communicating through e-mail and to have strategies to deal with inappropriate e-mails. This is part of the school's E-Safety and anti-bullying education programme. Pupils need to understand appropriate e-mail behaviour.
Summerhouse:
[x] Do not publish personal e-mail addresses of staff on the school website. We use postholder or office e-mail address
[x] If one of our staff or pupils receives an e-mail that we consider is particularly disturbing or breaks the law we contact the Police
[x] Accounts are managed effectively, with up to date account details of users
[x] Messages relating to or in support of illegal activities will be reported to the relevant Authority and Police
Pupils:
[x] Pupils are taught about the safety and 'etiquette' of using e-mail both in school and more generally (for example personal accounts set-up at home) i.e. CEOP, 'thinkuknow'
- not to give out their personal e-mail address
- they must not reveal private details of themselves or others in e mail, such as address, telephone number, etc
- to 'Stop and Think Before They Click' and not open attachments unless sure the source is safe
- that they must immediately tell a teacher/responsible adult if they receive an e-mail which makes them feel uncomfortable, is offensive or bullying in nature;
- not to respond to malicious or threatening messages
- not to delete malicious of threatening e-mails, but to keep them as evidence of bullying
- not to arrange to meet anyone they meet through e-mail without having discussed with an adult and taking a responsible adult with them
- that forwarding 'chain' e-mail letters is not permitted in school
[x] Pupils sign the school Agreement Form to say they have read and understood the e-safety rules, including e-mail and we explain how any inappropriate use will be dealt with.
Staff:
[x] Staff use LA e-mail systems for professional purposes
[x] Staff should use only the school domain e-mail accounts on the school system when communicating on behalf of Summerhouse
[x] Staff know that e-mail sent to an external organisation must be written carefully, (and may require authorisation), in the same way as a letter written on school headed paper. That it should follow the school 'house-style'
- the sending of multiple or large attachments should be limited
- the sending of chain letters is not permitted
- embedding adverts is not allowed
[x] All staff sign our school Agreement Form to say they have read and understood the esafety rules, including e-mail and we explain how any inappropriate use will be dealt with.
Managing Equipment
The computer network is owned by the school and is made available to students to further their education and to staff to enhance their professional activities including teaching, research, administration and management.
The school reserves the right to examine or delete any files that may be held on its computer system or to monitor any Internet or email activity on the network.
Summerhouse:
[x] Ensures staff read and sign that they have understood the school's e-safety Policy.
[x] Makes clear that pupils should never be allowed to log-on or use teacher and staff logins – these have far less security restrictions and inappropriate use could damage files or the network
[x] Makes clear that no one should log on as another user
[x] Has set-up the network with a shared work area for pupils and one for staff. Staff and pupils are shown how to save work and access work from these areas
[x] Requires all users to always log off when they have finished working or are leaving the computer unattended
[x] Where a user finds a logged-on machine, we require them to always log-off and then logon again as themselves
[x] Has blocked access to music download or shopping sites – except those approved for educational purposes;
[x] Makes clear that staff are responsible for ensuring that all equipment that goes home has the anti-virus and spyware software maintained and up-to-date, and the school provides them with a solution to do so
[x] Makes clear that staff are responsible for ensuring that any computer or laptop loaned to them by the school, is used solely to support their professional responsibilities
[x] Makes clear that staff accessing LA systems do so in accordance with any Corporate policies
[x] Maintains equipment to ensure Health and Safety is followed
[x] (e.g. projector filters cleaned / equipment installed and checked by approved Suppliers / LA electrical engineers
[x] Ensures that access to the school's network resources from remote locations by staff is restricted and access is only through school / LA approved systems
[x] Does not allow any outside Agencies to access our network remotely except where there is a clear professional need and then access is restricted and is only through approved systems;
[x] Ensures that all pupil level data or personal data sent over the Internet is sent within the approved secure system in our LA
[x] Follows LA advice on Local Area and Wide Area security matters and firewalls and routers have been configured to prevent unauthorised use of our network
[x] Reviews the school ICT systems regularly with regard to security
Developing safe school web sites
The school website is an important, public-facing communication channel. Procedures and practice need to ensure website safety. A senior member of staff will oversee / authorise the website's content and check suitability.
Use of still and moving images
Great care is taken when using photographs or video footage of pupils on the school website. The school obtains consent from parents for use of photos or video footage of children. Their first name and last names will not be displayed in the photograph. An easy rule to remember is:
[x] If the pupil is named, avoid using their photograph / video footage.
[x] If the photograph /video is used, avoid naming the pupil.
If showcasing school-made digital video work, pupils aren't referred to by name on the video, and pupils' full names aren't given in credits at the end of the film
When showcasing examples of pupils work, only their first names are used rather than their full names.
Only images of pupils in suitable dress are used to reduce the risk of inappropriate use.
In many cases, it is unlikely that the Data Protection Act will apply to the taking of images e.g. photographs taken for personal use, such as those taken by parents or grandparents at a school play or sports day. However, photographs taken for official school use, which are likely to be stored electronically alongside other personal data, may be covered by the Data Protection Act. As such, pupils and students should be advised why they are being taken.
Parental permission is obtained before publishing any photographs, video footage etc of pupils on the school website.
Procedures:
Links to any external websites are thoroughly checked before inclusion on a school website/learning platform to ensure that the content is appropriate both to the school and for the intended audience. Links are checked regularly, not only to ensure that they are still active, but that the content remains suitable.
Text written by pupils is always reviewed before publishing it on the school website. The work must not include the full name of the pupil, or reveal other personal information. Although it may seem obvious, check that pupils' work doesn't contain any statements that could be deemed defamatory.
The school will also ensure they are not infringing copyright or intellectual property rights through any content published on the website. For example, using images sourced through Google, or using a Trademark for which copyright permission has not been sought.
Mobile Phones
Digital images - photographs and video clips - can now readily be taken using mobile phones. Extreme abuse is the so called 'happy slapping' incidents sent to others or posted onto a website. Identified children bring mobile phones to school this has to be agreed with the Headteacher. They are to be handed in at the office at the beginning of the day and should be collected at the end of the day.
Staff should be advised not to use their personal phone, tablet or camera without permission e.g. for a school field trip. If personal equipment is being used it should be registered with the school and a clear undertaking that photographs will be transferred to the school network and will not be stored at home or on memory sticks and used for any
other purpose than school approved business.
Summerhouse has one mobile phone that should be used when taking children out of the school grounds outside of regular school hours. The mobiles will be stored in a safe and secure place within the school office.
Digital images/video of pupils need to be stored securely on the school network and old images deleted after a reasonable period, or when the pupil has left the school.
All staff and pupils know to report any inappropriate use of images to the designated person and understand the importance of safe practice. Staff and pupils understand how to consider an external 'audience' when publishing or presenting work.
Summerhouse:
[x] The Headteacher takes overall editorial responsibility to ensure that the website content is accurate and quality of presentation is maintained
[x] Uploading of information is restricted to administration officer and other staff members authorised by the Head Teacher
[x] The school website complies with the school's guidelines for publications
[x] Most material is the school's own work; where other's work is published or linked to, we credit the sources used and state clearly the author's identity or status
[x] The point of contact on the web site is the school address and telephone number. Home information or individual e-mail identities will not be published
[x] Photographs published on the web do not have full names attached
[x] We gain parental / carer permission for use of digital photographs or video involving their child as part of the school enrolment form when child joins a school
[x] Digital images /video of pupils are stored on the network and images are deleted at the end of the year – unless an item is specifically kept for a key school publication
[x] We do not use pupils' names when saving images in the file names or in the tags when publishing to the school website
[x] We do not include the full names of pupils in the credits of any published school produced video materials /DVD
[x] Staff sign the school's Acceptable Use Policy and this includes a clause on the use of mobile phones / personal equipment for taking pictures of pupils
[x] Pupils are taught about how images can be abused in their E-safety education programme
Summerhouse:
[x] The school will block access to social networking sites
[x] Pupils will be advised never to give out personal details of any kind which may identify them and / or their location.
[x] Pupils should be advised not to place personal photos on any social network space. They should consider how public the information is and consider using private areas. Advice should be given regarding background detail in a photograph which could identify the student or his/her location e.g. house number, street name or school
[x] Students are advised not to publish specific and detailed private thoughts
[x] Children are made aware that bullying can take place through social networking especially when a space has been setup without a password and others are invited to see the bully's comments
How will infringements be handled?
Whenever a student or staff member infringes the e-Safety Policy, the final decision on the level of sanction will be at the discretion of the Headteacher and LA.
How will staff and children be informed of these procedures?
[x] They will be fully explained and included within the school's E-safety / Acceptable Use Policy. All staff will be required to sign the school's E-safety Policy acceptance form;
[x] Pupils will be taught about responsible and acceptable use and given strategies to deal with incidents so they can develop 'safe behaviours'. Pupils will sign an age appropriate Esafety / acceptable use form;
[x] The school's e-safety policy will be made available and explained to parents, and parents will sign an acceptance form when their child starts at the school.
[x] Information on reporting abuse / bullying etc will be made available by the school for pupils, | <urn:uuid:9a6097ff-392b-42e8-9714-dc07231b798e> | CC-MAIN-2022-05 | http://summerhousesouthwark.org.uk/wp-content/uploads/2020/05/E-Safety-and-Acceptable-Use-Policy-2019.pdf | 2022-01-28T18:36:48+00:00 | crawl-data/CC-MAIN-2022-05/segments/1642320306335.77/warc/CC-MAIN-20220128182552-20220128212552-00352.warc.gz | 63,295,678 | 3,556 | eng_Latn | eng_Latn | 0.99867 | eng_Latn | 0.998936 | [
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PSHE Learning Organiser – Year 2 Autumn 1 – "What would the world be like without trees?"
Prior Learning (What we already know?)
- To know about loss and how to deal with disappointment
- To identify their special people, what makes them special and how special people should care for one another.
- To listen to other people and play and work cooperatively (including strategies to resolve simple arguments through negotiation).
New Learning
- Change and loss- moving home, losing toys, pets or friends.
- Recognise people who look after them, their family networks, who to go to if they are worried and how to attract their attention.
- That people and other living things have rights and that everyone has responsibilities to protect those rights.
- To help construct, and agree to follow, group, class and school rules and to understand how these rules help them.
New Skills
Listening, cooperating, turn taking, negotiating, recognising own strengths and weaknesses, being responsible, understanding and developing rules, decision making, voting.
Key Questions
Key Facts
How can we make sure things are fair?
Summarise the school rules.
Discuss who will be a good school parliament representative and why?
Vocabulary
Personal strengths and skills, Cooperation, Evaluation, Negotiation, Explanation. Responsibility, Democracy
Fairness is treating all people equally.
Rules are important in keeping people safe and promoting good citizenship.
National and global rules can be laws.
Different people are in charge of making rules. E.g. School rules = Headteacher, Town Rules= Town Mayor, National rules = Prime Minister
Change and loss can present different, strong emotions.
A support network is a group of rusted adults who make you feel safe and who you can go to for help.
Rights are things which we are all entitled to.
Key
https://www.youtube.com/watch?v=WB3zolACju I
Can I do this……………?
* be able to name some of their own strengths and skills.
* be able to identify a new skill to develop.
* understand and practise listening skills, take turns and make clear explanations.
* understand and practise group work skills, including discussion, negotiation and cooperation.
* be aware of how their strengths and skills can be useful in a group.
* be able to evaluate a group work task.
be able to name some adults in school who look after them and describe their responsibilities.
* be able to describe some of the responsibilities they have in the classroom and towards family and friends.
* be able to state classroom ground rules and explain how they have been made.
* understand why we have classroom rules and describe what the classroom would be like
without them.
* be able to explain what is meant by voting and be able to name some people who make decisions at school.
* share information, opinions and feelings and listen to those of others, as part of a class discussion. | <urn:uuid:ef05a5bb-dc37-479a-8bef-41e05d8f10ac> | CC-MAIN-2022-05 | https://www.buckdenschool.co.uk/_site/data/files/users/7/files/C87B014982101733C802637BEEB95BD3.pdf | 2022-01-28T19:30:40+00:00 | crawl-data/CC-MAIN-2022-05/segments/1642320306335.77/warc/CC-MAIN-20220128182552-20220128212552-00352.warc.gz | 706,890,150 | 585 | eng_Latn | eng_Latn | 0.995889 | eng_Latn | 0.995889 | [
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4. Chunking
Chunking is a simple strategy that involves dividing a task or activity into a series of small 'chunks'. Each chunk can be divided into even smaller chunks if necessary. The purpose of chunking is to make a large or difficult task much more achievable and manageable. Learning tasks that are complex, difficult or time-consuming should be divided into smaller pieces to make them easier for students.
When students complain that a task is too difficult, it's often because there are too many pieces (even if no single piece is overly challenging). Chunking helps to reduce the cognitive load and make the task more achievable. For example, say a project is expected to take 4 weeks and a student is having trouble getting started. Using a chunking strategy, the TA can help the student to divide their project into 12 stages. The student can then concentrate on one manageable stage at a time.
Hint
Don't make the assumption that students will know how to divide a task into neat sections even if it seems obvious to you – many adults can't even do this!
If a student is struggling with a maths or science question, chunking the problem down into logical sections allows both you and the student to identify exactly where the problem lies. Take a maths problem that requires 4 steps. A student will typically believe that he or she 'can't do it' when in fact only 1 step is the stumbling block. This type of chunking is also known as 'task analysis' or 'task analytic instruction'. It is commonly used when working with students who have disabilities to learn simple skills such as hand washing or tying a shoelace. Chunking can also be used for memorising lists. Remembering 18 items is nearly impossible, but remembering 3 categories that each contain 6 items might be achievable.
Here is an example of how you might chunk a basic maths question into 8 steps. You could then identify and target the step where the student is struggling.
Find the mean of the following numbers: 5, 10, 50, 100, 75, 12.
The Teacher Aide Training Manual
198
* Step 1: how is the mean calculated?
* Step 2: guess the mean from looking at the numbers.
* Step 3: add all the numbers together and write down the answer.
* Step 4: count the number of numbers and write that down too.
* Step 5: do the mean calculation: step 3 / step 4.
* Step 6: write down the answer in a sentence: 'The mean is ___'.
* Step 7: check your answer is similar to your guess (step 1).
* Step 8: double check your calculations.
Once the student can easily use this process, the number of steps might be reduced to 3 or 4. With that mastered, the student is ready to tackle more advanced calculations – if he/she gets stuck, the process is there as a reference.
Here is how fading can be used in conjunction with chunking:
1. Explain how to do the task and model it for the student (go through the steps).
2. Have the student practise with a set of simple numbers (e.g., 2, 2, 4, 4).
3. Use a few different numbers so the student can practise.
4. Use more numbers (e.g., 8, and larger numbers, e.g., 120).
5. Help the student with each step while remembering the importance of prompting.
6. Once the student 'gets it', leave him/her to do 5 practice questions.
The Teacher Aide Training Manual
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THE HESSLE ACADEMY Penshurst Primary
Sex and Relationship Policy
Effective Date:
October 2014
Date of minuted approval by the Governing Body:
31 January 2019, 10 December 2020
Review Committee:
Primary Local Board
Next Review Date:
December 2022
Owner:
Deputy Headteacher - Head of School
The DfE recommends that all primary schools should have a Sex and Relationship Education Programme tailored to the age and the physical and emotional maturity of the children. It should ensure that both boys and girls know about puberty and how a baby is born – as set out in Key Stages 1 and 2 of the National Science Curriculum.
What is Sex and Relationship Education (SRE)?
It is lifelong learning about physical, moral and emotional development. It is about understanding the importance of marriage, stable and loving relationships, respect, love and care. It is also about the teaching of sex, sexuality and sexual health. It is not about the promotion of sexual orientation or sexual activity.
The focus in primary school should be on teaching the fundamental building blocks and characteristics of positive relationships, with particular reference to friendships, family relationships, and relationships with other children and with adults.
This starts with pupils being taught about what a relationship is, what friendship is, what family means and who the people are who can support them. From the beginning of primary school, building on early education, pupils should be taught how to take turns, how to treat each other with kindness, consideration and respect, the importance of honesty and truthfulness, permission seeking and giving, and the concept of personal privacy.
Establishing personal space and boundaries, showing respect and understanding the differences between appropriate and inappropriate or unsafe physical, and other, contact – these are the forerunners of teaching about consent, which takes place at secondary.
Respect for others should be taught in an age-appropriate way, in terms of understanding one's own and others' boundaries in play, in negotiations about space, toys, books and resources.
Aims and Objectives
The aim of the policy is to develop the pupil's self-esteem and self -respect so that they can form attitudes, values and beliefs, which will ensure that they become responsive and caring individuals.
The objectives of the policy are:
- to establish with clarity what pupils will actually receive in terms of Sex and Relationship Education at Penshurst
- to publicise the practice and procedure at Penshurst in relation to Sex and Relationship Education
- to ensure a sound basic understanding to enable further learning into secondary education
Principles
- Sex and Relationship Education will be provided as appropriate to the age, ability and needs of the pupils
- Sex and Relationship Education will be provided in such a manner as to have due regard to moral considerations and the value of the pupils' family life
- Sex and Relationship Education will reflect the ethos of the school and the community it serves.
- The Sex and Relationship Education programme will give the pupils the knowledge needed to encourage respect for themselves and others and to take responsibility for their own actions
Provision
- Sex Education will embrace the needs of all pupils, recognising diverse backgrounds and special educational needs. It will develop and explore knowledge, skills, attitudes and values around a range of topics embedded in the thematic curriculum
- a good Sex and Relationship Education provides a secure foundation for later work. The programme will be planned appropriate to the pupil's needs and levels of development. All education will be based on the principles of exploring health and well -being, and building positive relationships of trust, respect and love
- Sex and Relationships Education will focus on how pupil can keep themselves safe and where they can go for help should they need it
- Sex and Relationship Education will be teacher-led, with expert guidance and discussions in place from relevant health professionals
- Sex Education will be delivered through the Health Education programme, which is itself, taught via a spiral curriculum according to age/year group.
- the aspects of Sex and Relationship education contained within the Science curriculum will be taught alongside the rest of the agreed programme
- National Curriculum Science:
o life processes common to humans and other animals include nutrition, movement, growth and reproduction; and
o stages of the human life cycle.
By the end of the primary phase pupils should know:
- that families are important for children growing up because they can give love, security and stability
- that stable, caring relationships, which may be of different types, are at the heart of happy families, and are important for children's security as they grow up
- the characteristics of healthy family life, commitment to each other, including in times of difficulty, protection and care for children and other family members, the importance of spending time together and sharing each other's lives
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- that others' families, either in school or in the wider world, sometimes look different from their family, but that they should respect those differences and know that other children's families are also characterised by love and care
- that marriage represents a formal and legally recognised commitment of two people to each other which is intended to be lifelong
- how to recognise if family relationships are making them feel unhappy or unsafe, and how to seek help or advice from others if needed
SPECIFIC ISSUES STATEMENTS
Working with parents
The school is committed to working with parents. Under the Education Act (1993) pupils can be withdrawn by their parents from parts of sex education that are outside the compulsory elements contained in the science National Curriculum.
We aim to share the content and material with parents whenever possible and invite discussion prior to any component of the programme which may be deemed sensitive. A copy of this Policy will also be available for any interested parent, on line and on request from the school office. Should parents then wish to withdraw their child, staff will be available to discuss their concerns and make appropriate arrangements. However, we actively encourage parents to allow their children to participate in all educational opportunities.
Difficult questions
Sometimes pupils may ask explicit or difficult questions in the classroom. Teachers will use their professional skill and discretion before answering and if necessary deal with them later individually. Where appropriate, teachers will discuss the pupil's concerns with the parents. Any sensitive questions addressed to non-teaching staff (e.g. lunchtime supervisors, learning assistants) should be referred to the class teacher who will be aware of the pupil's background and level of maturity to allow a more considered answer. This could be referred to the School Nurse or School Welfare Team in accordance with parents/guardians wishes.
Similarly, if a pupil is using abusive terms or sexual language or behaviour in the playground, the class teacher needs to be informed and appropriate action taken in line with school Behaviour Policy
Confidentiality
Teachers are aware that effective Sex and Relationship Education, which brings an understanding of what is and is not acceptable in a relationship, can lead to the disclosure of a child protection issue. All school staff should ensure the School's Child Protection procedures are followed.
MONITORING AND EVALUATION
The Primary Local Board will take responsibility for ensuring that the policy is monitored systematically. The monitoring and evaluation process will be the responsibility of the Headteacher.
The effectiveness of the policy can be monitored by:
- checking teachers' planning;
- evaluating the children's verbal and recorded work;
- working with Health professionals
- ensuring the policy is overseen every two years by governors;
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3
e
a
r
Y
The National curriculum maths objectives for children in Year 3 are on the back of this leaflet. Some targets are harder than they seem.…………….. For example, a child who can count in hundreds may not know what each digit represents. In 784, the 8 is worth 80 or 8 TENS, it is not just an 8. In the number 468, the 8 is worth 8 or 8 ONES.
Number games
roll a 3 and a 7 that could be 37 or 73. Try these:
Roll 2 dice and make two 2 digit numbers, eg: if you
*Count on or back from each number in 10s
*Subtract 9 from each number (a quick way is to take away 10 and add 1 back on)
*Add 19 to each number (the quickest way is to add 20 and take away 1)
*Double each number.
Can you tell the time?
Whenever possible ask the child the time to the nearest 5 minutes. Make sure you look at a an analogue clock as well as a digital one. Ask questions like; What time will it be in 1 hour? What time was it an hour ago? Time the child on tasks like tidying their room or getting ready for school. Can they guess how long it will take? Can they do a quicker time?
Fractions
Use 12 buttons or paper clips or whatever you have *Find 1/2 of the amount.
*Find 1/3 of the total. Try using other numbers.
*Find 1/4 of the amount.
Up and down the scales
Guess with your child the weights of different things in the house. Guess which order they will be in. Weigh them on scales and record the amounts. Place the items in order smallest to largest or largest to smallest. Were you right?
Bean race
Roll 2 dice and multiply the numbers together. If you get it right you win a bean or a button. The first to get 20 questions right wins.
Make 20
Write out the numbers 1-20 on a piece of paper. Make them big enough to place counters or coins on. Take turns, roll the dice. Put a counter on the number that is needed to total 20. eg: Throw a 4 and place a counter on 16, as 4 + 16 = 20.
Bingo
One person has the 2x table the other the 5x table. Write down six numbers from your times table on paper. Roll dice and add the numbers together then x by 2 or 5 depending on which one you are. If your answer is on the paper, cross it out. First to cross them all out wins.
6 + 1 = 7 7 x 2 = 14 Can you cross it off?
Try with different times tables.
Secret sums
16 + 30 = 46
Ask the child to choose a number between 1 and 100. Secretly do something to that number like + 30. Tell them the answer. The child then chooses another number. Again tell them what the answer is if you + 30. Can they guess what you did? Swap roles, you choose a number and they have to do something mathematical to it.
45 + 30 = 75 Did you add 30? | <urn:uuid:ce0f44ef-4b1d-4308-95f7-728fec85a530> | CC-MAIN-2022-05 | https://roundwoodprimary.herts.sch.uk/wp-content/uploads/bsk-pdf-manager/2020/06/Year-3-Maths-Objectives.pdf | 2022-01-28T20:03:12+00:00 | crawl-data/CC-MAIN-2022-05/segments/1642320306335.77/warc/CC-MAIN-20220128182552-20220128212552-00351.warc.gz | 523,489,473 | 741 | eng_Latn | eng_Latn | 0.996232 | eng_Latn | 0.998735 | [
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The Grieving Process
When a loved one/classmate is dying or dies, there is a grieving process. Recovery is a slow and emotionally painful one. The grieving process can be less painful if you try to understand that loss and grief is a natural part of life. Learn to accept your loss, believe that you can cope with tragic happenings, and try to allow your painful experience be a psychological growth process that will help you to deal with future stressful events.
The grieving process usually consists of the following stages. Note that not everyone goes through all these stages.
Denial and Shock
At first, it may be difficult for you to accept your own dying or the death of a loved one/classmate. As a result you will deny the reality of death. However, this denial will gradually diminish as you begins to express and share your feelings about death and dying with other students or friends.
Anger
During this stage the most common question asked is "why me?". You are angry at what you perceive to be the unfairness of death and you may project and displace your anger unto others. When given some social support and respect, you will eventually become less angry and able to move into the next stage of grieving.
Bargaining
Many students try to bargain with some sort of diety. They probably try to bargain and offer to give up an enjoyable part of their lives in exchange for the return of health or the lost person.
Guilt
You may find yourself feeling guilty for things you did or didn't do prior to the loss. Forgive yourself. Accept your humanness.
Depression
You may at first experience a sense of great loss. Mood fluctuations and feelings of isolation and withdrawal may follow. It takes time for you, the grieving student, to gradually return to your old self and become socially involved in what's going on around you.
Please note that encouragement and reassurance to the bereaved student will not be helpful in this stage
Loneliness
As you go through changes in your social life because of the loss, you may feel lonely and afraid. The more you are able to reach out to others and make new friends, the more this feeling lessens.
Acceptance
Acceptance does not mean happiness. Instead you accept and deal with the reality of the situation.
Hope
Eventually you will reach a point where remembering will be less painful and you can begin to look ahead to the future and more good times.
Ways to Cope with Death and Dying
- Discuss feelings such as loneliness, anger, and sadness openly and honestly with other students, instructors and family members.
- Maintain hope.
- If your religious convictions are important to you, talk to a member of the clergy about your beliefs and feelings.
- Join a support group
- Take good care of yourself. Eat well-balanced meals. Get plenty of rest.
- Be patient with yourself. It takes time to heal. Some days will be better than others.
Ways to Help a Bereaved Student
- Be supportive but do not attempt to give encouragement and reassurance when a student is in the depressed stage of grieving. It will not be helpful.
- Talk openly and honestly about the situation unless the student does not want to.
- Use an appropriate, caring conversational tone of voice.
- Show that you care. Listen attentively and show interest in what the grieving student has to say about his/her feelings and beliefs. Share your feelings and talk about any similar experience you may have had. Avoid using the phrase "I know just how you feel.
If symptoms of depression are very severe or persistent and the grieving student is not coping with day to day activities encourage that student to reach out to the Counseling Center for professional help. | <urn:uuid:9fe3cfad-9479-478f-ab05-f8fdac599f9e> | CC-MAIN-2022-05 | https://www.fordham.edu/download/downloads/id/1512/the_grieving_process.pdf | 2022-01-28T18:47:32+00:00 | crawl-data/CC-MAIN-2022-05/segments/1642320306335.77/warc/CC-MAIN-20220128182552-20220128212552-00353.warc.gz | 786,255,252 | 753 | eng_Latn | eng_Latn | 0.998362 | eng_Latn | 0.998899 | [
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STUDY ON GREENHOUSE
prof.eng. LUPASCU Lorena 1
1Liceul teoretic Beceni, Buzau email@example.com
ABSTRACT: In this paper we present theoretical notions concerning the greenhouse effect and solar radiation intensity analysis using weather station AWS/EV.
KEYWORDS:
greenhouse intensity of solar radiation.
1. Introduction
Human activity in the atmosphere is due to throw large amounts of greenhouse gases, especially carbon dioxide gas, nitrogen oxides, methane and chlorofluorocarbons (CFC). Scientific and technical revolution, increasing number of people, put before mankind technical and fundamental economic problems: increased industrial production, agricultural production, the need for intensive sources of mineral raw materials, fuels and energy. These increases must take place under maximum protection of the environment [1].
In the atmosphere there are natural concentrations of greenhouse gases such as water vapor, carbon gases, methane and nitrous oxides. Short wave length rays, visible light called the sun can cross these gases, warming the atmosphere, the oceans, the planet's surface and living organisms. Heat energy is scattered into space in the form of infrared, ie how long. The latter are absorbed in part by greenhouse gases, to reflect again the surface of the Earth. Because of this natural phenomenon called "greenhouse effect" average temperature at the Earth's surface is maintained at 15 °C. It's what we call a normal climate.
The main substances contributing to pollution atmosphere are: oxides of sulfur and nitrogen, chlorofluorocarbon-carbons, carbon dioxide and carbon monoxide, they are only part of billions of tons of pollutants that generates each year the development of industry, and terrestrial and aquatic ecosystems affects the time in which the pollutants enter in the water. Greenhouse concept was first proposed by Fourier in 1827. A simplified representation of the greenhouse effect is shown in Figure 1, and a simple explanation of it consists of the following: short-wave solar radiation can pass through the clear atmosphere almost unchanged, while the terrestrial long-wave radiation emitted by the Earth's surface is partially absorbed and re-emitted in outer space by a number of atmosphere gases in low concentrations [8]. Through this process the incident energy net land area in the lower atmosphere is supplemented thereby contributing to increasing temperature .
Table 1 Factors responsible for the occurrence of the greenhouse effect, [4] .
2. Materials and methods
Global solar radiation intensity G horizontally and atmospheric temperatures, was monitored weather station: AWS / EV Biotechnical Faculty of Engineering, Geco MICROS SIAP program version 2.3.2 software automatically records the following parameters: air temperature, wind direction and speed, atmospheric humidity, solar radiation, rainfall.
It consists of a transducer which is heated in proportion to the incident solar radiation, absorbed by a special layer of black paint of the measuring surface of the heat. Double layer shielding of special optical glass to optimize the characteristics of the measurement under different environmental conditions.
The weather station is wireless transmission range up to 300 m and the set of sensors integrated pillar of 1.77m and tripod for [2, 5]. Solar radiation sensor is manufactured in accordance with international specifications WMO (World Meteorological Organization).
This transducer is included in the family of smart sensors, as it is equipped with a microprocessor that performs multiple functions: checking the operation right, data preprocessing, A / D conversion to electrical signals, etc..
These features will ensure excellent accuracy and high reliability of data. The protection is made of aluminum alloy corrosion, shield UV-resistant plastic material with a low thermal capacity.
Internal circuits are protected from atmospheric discharges and polarity reversal. This is an analog sensor output signal between 0 and 2 VDC.
Measurement from 0-1300 W/m.
Privacy Framework is a aluminum alloy corrosion, UV resistant plastic with low thermal capacity. Internal circuits are protected from atmospheric changes and polarity inversion. This is an analog sensor output signal having a range from 0 V to 2V. 2
Sensitivity of 1.5 mV / W / m 2
Accuracy + / - 10 W / m 2
Resolution + / - 0.5 W/m 2.
Linearity: + / - 1%
Operating Temperature -30 to 60 0 C
Output signal: 0 V (0 W/m 2 ) at 2 V (1300 W/m 2 )
Sensor connector 4 pin female
Mounting: with support (mast), the position is important because it must be pointed south.
3. Results and discussion
Based on recorded global radiation intensity, we calculate the direct and diffuse components of solar radiation. Based on 24 hour weather station record of 24 in 2012, we assumed diffuse radiation intensity equal to one fifth of global radiation intensity and the intensity of direct radiation is the difference between global and diffuses [6]. According to equation (1),
G - global or total radiation intensity
D - is the intensity of scattered radiation;
B - Direct radiation intensity
We analyzed global radiation in June 2009 and June 2010, and the results are shown in Figures 2 to 7. It is noted that the values of global radiation recorded by the weather station in June 2010 are slightly higher than those recorded in June 2009..
Based on global radiation recorded by station we calculated two other direct and diffuse components (Figures 5, 6, 7).
Figure 3 Global radiation July 2009 and July 2010
Were performed and measurements of temperature and was observed that the temperatures were slightly rising atmospheric [7].
Conclusions
The greenhouse effect has produced average annual world temperature increases from 14 0 C in 1880; 15 0 C in 1980, forecast for 2050 is at least 170, more than 20 0 C. In Romania have been emitted to the atmosphere only in 1989, 72 million tonnes of CO2, 41 million tons powders, 1.3 million tons of SO2, NOx 0.45 million tons.
Severe measures are needed in all areas (industry, transport, agriculture, appliances) backed by legislation in line with international environmental provisions to reduce emissions. Gaseous shell represented the earth's atmosphere is one of the keys to life on earth. Among the components of air, oxygen is vital plant and animal respiration, the phenomenon of
oxidation being the main source of energy for life processes. Carbon dioxide from the air occurs in chlorophyll assimilation and atmospheric nitrogen is one link in the nitrogen cycle in nature.
When it exceeds certain limits, damaging life on earth. Substances that underlie the formation of tropospheric ozone are nitrogen oxides and volatile organic compounds. Tropospheric Ozone reacts with plant and animal tissues and reaches even cause greenhouse effect.
"Bad ozone" form in the lower layers of the atmosphere and lead to photochemical pollution type. When it exceeds certain limits, damaging life on earth.
City Hall measurements performed for ozone pollution, finding concentrations exceeding the maximum permissible especially during lunch. Very tall buildings in cities and especially downtown blocks proper ventilation and air circulation.
The greenhouse effect is usually considered responsible for global warming and extreme weather all current. Given the amount of greenhouse gases in the atmosphere and future emission estimates were made predictions about climate change to take place. Expect an increase in soil temperature by 1-3° C at the end of the 21st century for increasing the concentration of CO2 at 600 parts per million (increase considered significant when considering that between today and the average temperature during the last glaciation there a difference of 4-5 degrees.
Also, the narrow avenues which acts as real canyons, and other toxic gases accumulate for living organisms, particularly those from traffic.
He questioned whether global warming a little break and the answer was probably not. It is known that a small increase in CO2 is beneficial to plants because they help photosynthesis. Such crops would grow and they and probably would contribute to the food supply of the world's growing population.
Regarding concerns about rising sea levels as a response to warming would lead to more evaporation and precipitation over land and that temperatures would remain below 0 ° at the poles, which would keep frozen ice caps, so eventually the ocean would decrease.
Would also large acreage to higher latitudes and milder temperatures in the winter season would increase the life of the plant, decreasing stress imposed ecosystems.
Your oldest and well known is the opposite of that, on the contrary, the ocean will increase, leading to flooding and coastal erosion, extinction of many species of fish and birds. Impact on forests, water and agriculture will be negative, soil loses moisture and increasing storm frequency. Is expected to desertification
Solving this problem is not simple.
Although the scientific community agrees that the concentration of greenhouse gases in the atmosphere has increased significantly since the Industrial Revolution (performed direct measurements of 1958 onwards and indirectly by analysis of prehistoric air trapped in glaciers) dispute over global warming cannot be easily solved in lack of meteorological data on rainfall periods. The world has become territory of beating of different camps, some frightening, others completely silent, followers of climate cooling, and others that say slow warming gives us enough time to decide what to do (30).
The greenhouse effect is necessary, it maintains Earth warm enough to be habitable. Greenhouse gases absorb and retain some of the solar heat, preventing its loss by radiation back into space and keeping warm the planet's surface.
The sun warms the earth directly to the average temperature of -18 ° C and the greenhouse gases it up to 15 o C.
Earth receives a lot of direct heat radiation from the visible and infrared spectrum, absorbing 70% of it. The rest goes back into space through reflection.
The rest of the spectrum (UV, X-ray, gamma and radio) provides less than 0.1% of the total energy received by the Earth. UV radiation reaching the ground rarely being stopped by stratospheric ozone.
REFERENCES
[2] Carmen - Otilia Rusănescu, Ileana Nicoleta Popescu, Marin Rusanescu, Ladislau David Analysis of variation in relative humidity in autumn 2009, Revista International Journal of Energy and Environment, Issue 4, Volume 4, 2010, pp. 113-121, ISSN: 1109-9577
[1] Andreea S. – Electrosam, Efectul de sera, Anul 3, numarul 4, Ianuarie 2009
[3] Rev.Tehnica Instalaţiilor nr. 5/2003
[5]Carte tehnica statia meteo
[4][http://opengis.unibuc.ro/index.php?option=com_content&view=article&id=585:ciclul-globalal-carbonului-i-efectul-de-ser&catid=38:articole];
[6] Rusănescu Carmen Otilia, Rusănescu Marin, Stoica Dorel - ANALYSIS SOLAR RADIATION Revista Hidraulica, nr. 3 /2013, ISSN 1453-7303]
[8].Cristian Oprea – Solar radiation, Theoretical and practical aspects Bucharest 2005
[7] Carmen Otilia RUSĂNESCU, Gigel PARASCHIV, Gheorghe VOICU, Marin RUSĂNESCU Comparative Analysis of Atmospheric Temperature Values, Relative Humidity In 2009 And 2010 In West Side Of Bucharest City, Bulletin UASVM Agriculture, 68(2)/2011, Print ISSN 1843-5246; Electronic ISSN 1843-5386, pag. 130-138] | <urn:uuid:a860e550-ca89-444d-884d-fb9aa9d3df99> | CC-MAIN-2022-05 | https://hidraulica.fluidas.ro/2013/nr_4/pdf/p58_64.pdf | 2022-01-28T20:21:07+00:00 | crawl-data/CC-MAIN-2022-05/segments/1642320306335.77/warc/CC-MAIN-20220128182552-20220128212552-00354.warc.gz | 348,005,982 | 2,435 | eng_Latn | eng_Latn | 0.892617 | eng_Latn | 0.988716 | [
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2020 Community Air Protection Incentives Public Opinion Survey
5. Can you think of any other way to reduce, or help prevent, air pollution in your community?
No
x
Ban leaf blowers no
Ban smoking
No
Prevent wildfires
No
No
Reduce commuting distances. Provide walkable communities. Shopping should be within walking distance for every resident.
Outlaw gas powered lawn and garden equipment
Make developers pay for sound walls in established neighborhoods
Forbid the use of leaf blowers
Ban gas powered leaf blowers and other garden equipment. During the worst air pollution ever this us summer there were still gardeners spraying leaf bloweris that put the particulate matter that landed from the fires back into the air. The noise pollution is a frustrating daily occurrence often times just to pick up a few leaves. The noise reverberate so that someone working 100 meters away is still very loud indoor. The permanent hearing loss damage that this causes to those workers has a lifetime of negative consequences. These devices are often the highest source of direct pollution via their gas engines and they put back that particulate matter that fell to the ground back into the air. Although they're not allowed to operate legally before 9 AM many workers start far earlier in the morning such as 730am waking up us shiftworkers up.
Banning gas powered leaf blowers. Exchanging them for electric leaf blowers or paying for street sweeping instead of a claw that only picks up piles.
Ban large polluting trucks from downtown and improve sound walls around freeway
Please, leverage congestion pricing for cars entering the city, ideally a fee that's higher (think around $7) than a round trip ticket on transit ($5).
In Sacramento transportation is over 50%. Of GhG emissions. The best way to reduce this is to reduce vehicle trips by getting people to use transit, walking, biking.
More bike lanes and bike storage. More bike trails on levee, make thoroughfares for bikes.
Incentivize and encourage public transit. It will especially be necessary to regain ground after the pandemic. Also encourage building of homes closer to jobs.
Stop people from driving everywhere, especially with trucks and SUVs
We should stop building more/expanding freeways. We need to improve public transit and use congestion pricing on freeways. We also need to legalize high-density housing in job centers so people can live near where they work.
As mentioned above, synchronizing traffic lights would greatly reduce the amount of time cars sit idle and consequently would reduce the amount of time cars are on the road. I think this should be the #1 priority.
This may seem small but leaf blowers are going every day. They run them even when no leaves are present. All they do is blow dust/debris all over. My street wreaks of exhaust from this just about every day of the week.
Widen the freeway so that traffic is moving and not clogged so that trucks and cars are not idling
Elk Grove Unified School District has already installed Merv 13 Air filters in all of its schools
More convenient transit
Encourage a lasting change from the recently and suddenly learned ability to work remotely. Recognized and incentive-ize employers that are making it work now,in Spring 2021 and beyond...
Truck routing out of disadvantaged neighborhoods
More low emission public transit
Improve transit, walking and biking to reduce car dependence.
Continue to ban wood-burning fireplaces
Use remote sensing to identify vehicles on major arterials (e.g. 12th Street) that have modified exhaust systems that bypass catalytic converters. Have remote cameras capture the license plate numbers and have BAR require immediate SmogCheks of these vehicles.
Enforce "NO" smoking rules, no parking in front of apt units, leaf blower/tractor vehicles park on street instead of by apt unit, residents who have customers (childcare and/or laundry services) need to move to larger units and have parking in front of their unit only. Everyone should be required to wear a mask while on the property. Aggressive males should be urged to stop what they are doing.
Prohibit installation of gas appliances in new buildings (I believe this is already being done in some places).
Improve the bicycle network in the region so it's safer, more convenient and fun to get around to more destinations by bicycle.
Reduce use of leaf blowers
Gas powered blowers from gardening services go 7 days a week around Folsom and in our neighborhood. Along with the loud, disturbing noise pollution, the gas smell is evident. Other communities such as Burlingame promote lower level decibal blowers or battery powered which have lower decibel noise/no gas. Get people out of their cars and walking/ biking.
gradual shift to electric vehicles, solar power, decrease factory emissions, and definitely more trees
Stop building more homes, which means more people and in turn more cars.
Re-evaluate traffic control systems. Large number of stoplights cause excessive emissions and waste fuel. If there were more one way streets/avenues that eliminated left turns and reduced the number of stop lights, there would be improved efficiencies in fuel & time while reducing emissions. High speed regional light rail. I should be able to get on a train in Folsom and get to the Sacramento airport in 30-45 minutes. Connections to other regional cities (Elk Grove, West Sac, Auburn, Placerville) would allow me to avoid using my car for nearly half of my trips. The subway system in Paris is a great example.
Funding and promoting legislation to reduce/eliminate emissions and fund sustainable energy sources in the community.
As there were less cars driving the roads and highways at the beginning of the pandemic, the air was clearer in those same areas. Less noise too.
1. Do not permit additional lanes on Highway 5. Traffic will still be congested in our area and the additional lane brings more pollution
Slow community growth and expansion of community. Support bike riding and bike trails.
continued public education with all communities and business.
Remove drive through restaurants like In n Out
INSTALL SMARTER TRAFFIC LIGHTS!!!! REDUCE IDILLING!!!! Mandate Time windows for landscape maintenance in residential areas. I.E. NOT on Saturdays or Sundays. NOT at 4-6 PM.
Incentivize businesses and governments to allow remote working where possible
Active transportation, better access to multimodal transportation
Better mass transit and offer incentives to use mass transit vs driving own cars
Promote public transportation. Encourage teleworking. Try to get people to stop using fireplaces. Maybe pay a rebate to those who decommission their fireplaces. More regulation enforcement against industry that violates air pollution laws.
Sac Metro Air District 2020 Community Air Protection Incentives Public Opinion Survey
CA state government needs to manage forest land by doing controlled burns and allowing for clearing of downed and trees that require trimming back. Environmental laws that don't allow for clearing need to be relaxed or eliminated. This is a huge issue that needs to be addressed and state government officials including the idiot governor need to pull their heads out of the sand and quit blaming it on climate change.
Improve health of forests
NO
Incentivize electric vehicles
Stop building more houses; if not, then build them only if the builder commits funds to centralized public transportation or additional access roads to reduce congestion and pollution. The key is ensuring this is done as the houses are built not 7 years out. Equip city vehicle fleet with electric vehicles.
Reduce driver's commutes. Outlaw outdoor burning & wood burning fireplaces.
eliminate leaf blowers limit landscaping that requires regular trimming with machines
No
Safe bike lanes away from traffic More incentives to buy equipment that expels less pollution
Quit permitting drive thru windows at businesses.
more and safer dedicated bike lanes
Ban outdoor firepits.
Notifying the public when the air quality is unhealthy so people like me, stay home and do not use lawn mower, blower, etc. if I know the air quality is bad, I try not to add to the Problem and make it worse.
improve public transit by covering more area and higher frequency of service
Reroute traffic in areas that have already reached a level F or forcibly reduce the amount of traffic each day.
continue safety improvements for pedestrians and bikers
Finding funds for more school buses for our district and expanding routes so more students take the bus to school instead of each family driving their children.
Get wildfires under control! This includes forcing the electric companies (especially PG&E) to repair and maintain equipment, as well as learn from native practices around controlled burns. Goats are an excellent way to reduce risky vegetation while producing meat, goat milk, and goat cheese, and we in Folsom love the goats that come in the summer along the greenway. Finally, above all, put climate measures in place that will help mitigate global warming. Climate measures will assist businesses to reduce emissions while decreasing warming, which will then reduce severity of wildfires.
Less new housing in fire prone areas. In Folsom, the new South of 50 development has no protection from wildfire that could rip through nearby fields. Housing development needs to stop in these fire-risk areas.
No
No
Get rid of all municipal, county, special district cars, trucks and vans that are not specific to a job function. If it is just a vehicle to get from point a to b they can take public transit.
limit development
Develop air water brigade for forrest fires or other fire suppression Management Manage dead forestry Wild fire pollution is the worst!
How does this work with the availability of Small Business Loans to help with equipment replacement costs. If there is no help for small business owners there is no incentive to change.
Prohibit fires in fireplaces.
Make our cities human scale! Allocate enough funding for safe separated bike and pedestrian infrastructure that connects to the places we need to go.
ban gas-powered leaf blowers and lawn mowers
No
Provide incentives to residents & business to purchase or lease electric vehicles.
Encourage work at home. Improve local traffic flow.
-Drought tolerant ground covers, shrubs, trees along freeways to reduce dust in summer, fall and drought periods. Also reduces sound in surrounding neighborhoods and looks good. Possibly partnership with SMUD to target industrial, commercial, and non-resid areas. -Require audits of commercial buildings and incentivize green house gas reducing retrofits in industrial and commercial spaces in older, working class, or low income areas. -Event inviting people to bring gas powered lawn/grounds equipment and swap to quality electric equipment at site. No questions asked. Potential partnership with SMUD and manufacturers.
Give incentives to residents to buy electric vehicles, replace buses and have more routes.
Improve and/or develop safe routes for pedestrians and cyclists to incentivize active transportation and linkages to transit.
access to level 5 autonomous transportation
Educate the public about ways individual homeowners or property renters can reduce air pollution
Upgrade freeways with dedicated Truck lane and I-80 & I-5 loop outside of city. Demo freeways on river that cause gridlock.
Bring the Green Line to Natomas and connect it to the Jibe network.
Ban gas leaf blowers
Not at this time.
more regulation on air polluting businesses
No, I cannot.
I believe that people should start driving hybrid or electric cars electrical vehicle charging stations at community centers, recreation centers and fitness businesses
In midtown and in neighborhoods complete streets and close midtown to Most car traffic. Walk ability and biCycling must be the primary mode of transportation. Make sure there are no food deserts - grocery stores should be walkable to reach everywhere in Sacramento. Provide incentives for being car less and using public transportation. Clean up the city including creek beds, the parkway, and the air and water of course.
Education about lawn and garden equipment alternatives that are less polluting, combined with rebates for both consumers and landscape businesses. More subsidies for transit to increase frequency. More subsidies for electric cars, electric bikes/scooters and other no/low polluting modes of transportation More electric car charging stations throughout the state to make choosing an electric car a more plausible option. Drastic changes to environmental laws that will help alleviate the impacts of climate change - and hopefully have some impact on the prevalence of wildfires.
c (see the Caltrans UC Davis study on trees as a way to reduce PM 2.5) g (teach folks to tape a MERV 13 filter to the back of a standard box fan (see University of Michigan study on effectiveness)
I think a cheap and effective way to reduce pollution is to monitor it. The air quality district should launch a program to buy PurpleAir monitors or other equipment for homeowners around the region. This would help identify problems and possible solutions.
Not sure.
Being more strict with policy. Changes need to be made now.
Start doing forestry management so you are more prepared to deal with seasonal wildfires-this has been neglected for years and contributes to out of control fires that we are experiencing. This has caused to worst air quality and is something you can address to make a positive change.
install electric vehicle charging stations across our community, we lack them in Rancho Cordova, our old shopping centers do not have charging stations.
No
Sac Metro Air District 2020 Community Air Protection Incentives Public Opinion Survey
no
Reduced car emissions
N/A
N
Not at this time.
Drive Electric vehicles
None no
less urban growth no
No
No
No n/a
This survey is stupid
install huge fans to blow the bad air to the foothills
Encourage more working from home even after COVID no longer a threat.
Build housing close to employment
Give out more alternative options: -bikes are even cheaper. ;) -investing in active transportation
Incentivize companies to continue to allow people work from home whenever possible.
Hm. I can't really think of anything additional.
using less and less of air pressured sprays and household supplies and products .
Dismantle homeless communities, cleaning illegal dumping while giving fines, educating residents about pollution, prohibiting trash burning in households.
Outlaw the use of fireplaces and Fine people for using them. Provide funding to convert wood burning fireplaces into gas. Restrict firepit use and charcoal barbeques.
Increased protections via regulation: infill in my area means partial bypassing of CEQA regs, and infill, particularly dense housing, typically is earmarked for already suffering communities in terms of poor air quality. There is a growth of Industrial facilities within residential areas in Rancho Cordova.
Encourage electric lawn mowers & other lawn maintenance equipment for all gardening companies & individuals.
If you fix the roads people won't be weaving in and out so much.m or stepping in the gas which polluted more air
Cars and trucks uses the most oils. There's also manufacturers that pump smoke out of the factory's everyday
Plant more trees, promote air filter changes.
Trash, littering. Give high school students community service hours for keeping the neighborhood clean!
Have more community gardens and trees.
Provide more plants to families. Provide necessary items for families to filter the air.
Capture the methane from land fills.
Build and improve mass transit infrastructure Green roofs Require energy efficiency in planning/design for ALL new construction - residential and business related - especially related to HVAC. There are sustainable building practices that can reduce our energy needs and carbon emissions Offer incentives for gas fireplace refit in homes
More frequent street sweeping on high traffic roads.
Support climate change initiatives.
Fund programs that encourage mode shift away from cars and single-occupancy vehicles to less polluting modes. This may be out of the District's scope since it doesn't manage zoning and roads, but I think the Air District could look into potential ways to affect change in this manner.
More zero-emission transportation options and wildfire prevention strategies
Air purifiers for residents
stop Building and use what we have.
Installing more and better bike parking and bike lane infrastructure
End gridlock by a dysfunctional highway design intervention needed for the fast population growth. Make I-80 go straight- outside the city and the same for I-5. The spaghetti like design of freeways CAUSE GRIDLOCK GRIDLOCK IS THE WORST AIR POLLUTION!!!!!
Provide shelters and real solutions for homeless persons in California.
Invest in greener tech all over the city
Address multiple needs first in underserved communities. Do not allow building within 1000' of a freeway. Seriously reduce traffic Support safe, well run transit
Improve mobility options & usage to reduce single occupant internal combustion engine vehicle use. Ban gas lawn/garden equipment with incentives to use electric equipment.
Sac Metro Air District 2020 Community Air Protection Incentives Public Opinion Survey
Energy conservation, eating less meat/dairy, forcing companies to switch from single use plastics to biodegradable materials and materials that are actually recycled. Crappy single use plastics from everything from pens, razors, toothbrushes to yogurt cups. These all end up in landfills or the ocean. Creating these products pollute in many ways. We must consume less single use items. The recycling symbol does not mean things are even recyclable and it is cheaper to make a new one rather than to recycle especially with plastic. Livestock produces a tremendous amount of pollution as well. People don't like to talk about it but if we eat less meat/dairy we would be helping the environment. Also encouraging people to plant vegetable gardens would also help the community not only with health but pollution because if you have a garden that means less trips to the grocery store. I don't really advocate for less cars because the public transit system is awful. Especially with a pandemic the last thing you want to do is ride mass transit. I also don't think riding a bike around busy streets is safe. People need their cars and putting even more regulations on cars is a great burden to poor people who can't just go out and buy a tesla. Perhaps if you eliminate food deserts in many neighborhoods people could walk more but what do you expect? People need their cars. A huge issue is the planning of new neighborhoods. These "privileged" neighborhoods with streets that go in every which direction discourage walking. If you are discouraged from walking you must use your car. A grid style neighborhood helps with pollution and the health of individuals by making walking more accessible. Honestly this survey is so grade school, do you even know what the real issues are or are you just blaming the obvious? There are much bigger issues here. People in America need their cars period. So move on from that as a solution. Perhaps think of ways that they will drive less and be encouraged to do more walking such as planning neighborhoods where walking makes sense. If your neighborhood is a maze of streets that are difficult to "walk" out of you have no choice but to drive. If you live in a food desert you have no choice but to use a vehicle to purchase food. Please think outside of the box if you truly wish to work on the problem of air quality. And yes, wildfires are a huge issue. It's time to take proactive measures. Even the native Americans knew you had to take care of the forest if you don't want it to burn down. We can't just let everything grow and grow and not manage. Let's get some more goat-herders who can help clear vegetation. Let's update our electrical grid so less precious energy is wasted just dissipating on our outdated lines. Let's get solar panels to people at low/no cost. Let's improve the storing of solar energy with innovating better batteries. Your list of air polluting items is just plain pedestrian. There is very little we can do do have less cars or less trucks. Everything is shipped. Everyone drives to work, school, stores, etc. Yes, you can provide equipment that is more efficient in the energy that it uses. But to who? Who does that benefit? And who does that put limitations on? Increasing fees and regulating cars to electric only hurts our poorest citizens without any choices. Your solutions need to be able to be realized equitably and the onus should be put on companies like Amazon who are major polluters with all of the packaging waste they create especially when they don't pay taxes that would go into the public sector to help make meaningful improvements. This survey literally shows me you are just checking a box and not actually looking for anything meaningful. An air filter is not a solution. It is a band-aid on top of an open gushing wound. Don't waste our time with this. What will you actually do? Yay, a more energy efficient lawn mower, whoopty-doo!! Have you educated yourselves on city planning that actually improves air quality? You have provided the community with a survey that a kindergartener could have made. Time to put the thinking cap back on and go back to the college educated drawing board.
Diesel engines don't need to sit Idling when not in use, especially train engines in urban/suburban areas. There must be some way to accomplish this.
Restore native habitat in the urban environment. Work with the native plant society (CNPS) and the Sacramento Tree Foundation to restore native plants to residential and open spaces.
provide better dust control, clean streets using sweepers, vacuum trucks, and water trucks. Car on dirty hiways create dust particles too small to see.
Working with our federal and state forestry to maintain healthy forests rigorous enforcement of noise pollution regulations require diesel exhaust to exit exhaust pipe at least 12 feet above grade for ALL diesels
No
Preventing the use of small lawn equipment, particularly blowers that disperse so much particulate into the air, in addition to the pollution they contribute themselves. Gas-powered lawn equipment is noisy, unhealthy, and not necessary given the advances in zero-emission motors for this equipment.
Encourage people and trucks to "idle' less. Most trucks never turn off their engines, and are burning fuel 24/7
Provide funding for the Sacramento TMA to give incentives to people to not drive alone.
Slow streets and other infrastructure improvements to help people get out of their cars, free all-electric buses around town to get people out of their cars, reducing emissions to slow climate change, shut down SMUD's gas-powered plants, create zero emission car shares all over town (neighborhood carshare?), make all city buses electric, permanent telecommuting policies, stop sprawl development,…
No greater enforcement of fugitive dust mitigation from construction
build more accessible and usable public transportation
Sound walls too, covered in foliage.
cash for clunkers type program
More bike paths for safe bike travel.
Make burn day guidelines more widely understood
STOP driving kids to schools. Some of the worst traffic anywhere. Parents tend to idle for long periods of time. PROHIBIT DROP OFF/PICK UP within 1/2 mile of schools.
I install electric grills in public parks and recreation areas only,
Two-stroke engines are heavy polluters. Provide active programs making new landscaping available at no cost to all businesses and residences in the greater Sacramento area: provide low water-intensive plants and landscaping; outlaw two-stroke engines such as lawn mowers and leaf blowers; provide trees at no cost; get RENTERS the clout to force installation of energy-efficient windows, weather-stripping and insulation, solar energy, rain collectors, heat reflectors for roofing.;
Reduce traffic lights to reduce idle time, and synchronize lights to keep the flow of traffic moving
Promote Wood burning fireplace conversion or removal. Promote electric blowers, trimmers, and mowers for homes and commercial landscapers
More strict rules on local residents/ aka my apartment neighbors who constantly have wood burning fire pit every night outside in the open lawn campaign to 'arrest and give larger consequences to those starting wildfires.
Trash trucks running on electricity or bio fuel
Each one of us need to take more responsibility for what is happening to our planet.
Complete bike trail/Sacramento River Parkway project to enable better bike and pedestrian connectivity/infrastructure.
Allow easier retrofit of older (1974-1990) vehicles to more efficient IC systems.
Figure out how to seed clouds with something that binds to particulate matter so it can fall to the ground safely.
N/A
Controlled burns, vegetation reductions, and selective logging to reduce out of control fires.
Make cigarette smoking illegal
Education classes on the use of fire., etc
EV car share, used EV purchasing incentives, public transit subsidies
Campaign to the youth with youth.
Better walkability (shade and landscaping) in other parts of Sacramento County. Zoning that encourages mixed use and neighborhood stores.
Provide more bus transportation Encourage use of bicycles
Offer more ckean air days on Sac RT
Ban all leaf blowers. Raking is better for people and the air.
Currently our biggest problem is wildfires but I'm not sure you have any control over that. I am firmly of the belief that cars are the biggest polluters in my community so decreasing car usage should be a priority. Put in more bicycle infrastructure to encourage more people to ride bikes and use their cars less. reduce emisios from cars and trucksl
None More public transportation
Increase incentives for buyers of electric cars
More useful transit options. Help fund bike connections.
no
Give greater incentives for electric vehicles
There is an old street sweeper that uses a little water and large brooms on the truck. It makes more of a mess than it cleans. Plant more trees! Encourage folks to stop growing grass and plant xeriscapes, and pollinator habitat.
Improve public transit options for neighborhoods outside of the central city area. Increase tree canopy citywide and in underserved neighborhoods.
There has been a lot done over the last few years. I think we have made great progress. I think we can just hold on with what we got for a few years. If we move to fast and require to much to fast it will put people out of business.
none
More public education on the status of the current air quality and effects of continued mass polluters electric vehicles, public transportation, mandatory mileage requirements for vehicles, increase cost of gas,
Improve public transportation apply fines for gross polluter's, and benefits to purchasing electric vehicles and things that help our air quality.
N/A
There seems to be a huge disconnect between those in charge of forests, land, and water management throughout the state... they need to work together... years of neglecting the outcomes of changes made without updating structures, replanting after fires, manicuring land (grasses) on open fields, or diverting water far away from the sources have contributed to both growing air pollution and these yearly wildfires.
Forest management.
No
No. Sac metro Air District is doing a great job.
Trying to prevent forest fires by any way possible.
Control smoke from fireplaces.
More public transportation, better streets
Expand light rail to Elk Grove, Folsom and other commuter communities
Replace all using gas equipment, all kind of using gas transportation to electric.
Build communities that don't require car dependence.
Incentive to replace city vehicles and equipment with electric
Provide safer bike paths and trails that do not share space with busy roads. Encourage clean alternate transportation like biking and walking. Carmichael isn't a mecca for walking or biking.
Improve roads
More energy generated by wind and solar power.
n/a
Help with the construction of more charging stations to facilitate easier use of electric vehicles by consumers. Encourage businesses to consider more "remote work" options to help keep cars off of highways for work commutes.
In West Sacramento we need to stop the train crossing in the middle of the day that backs up idling cars for almost an hour.
More public transportation.
We also get fumes from planes.
N/A
Make sure all replacement equipment is electric. For both air quality and climate change - no fossil fuel powered equipment or buses or fireplaces, etc!!!!!!!!!!!!!!!!!!
Help pay for smog repairs to low income Better forest management Offer discounts to have chimney cleaned
No
Prevent forest fires by thinning the dead trees and the dead plants and wood on forest floor. Thin and clear all trees at least a half mile around towns and cities.
Providing air purifiers is a fantastic idea! We are suffering from wildfire smoke EVERYWHERE in California. My mom said the AQI was 305 at her home in Sonoma County where the current fire is. I bought her two purifiers but they are expensive so this is a great new incentive program concept!
Education of the citizens and students on ways they can help. Higher density housing. Less old cars and trucks.
thanks to the tree huggers forest fires have caused more pollution in Calif. and across the country than anything else.
Better infrastructure for walking and biking so you don't have to drive everywhere
Encourage community (residents and businesses) involvement, including ridesharing and keeping all vehicles in good shape so they don't burn oil or have excessive exhaust. Also, the notifications about no burn days and AQMD info would be helpful.
Given that air pollution exists outside the building envelope and the impact of larger events (wildfires), meaningful improvements to HVAC design standards, components, and systems (including affordability) may become much more important in protecting health.
Have more dense and walkable communities where residents are closer to their workplaces and, thus, do not have to commute as much.
Stress & Encourage Local Business Shopping & Eating. Encourage Biking & Provide Safety & Other Incentives. Educate on the Cycle of Man-made products to evaluate the amount of carbon & pollution contribution in making the products Provide incentives for discouraging private vehicle use and encouraging public transit, bike and small electric mode of transport within neighborhoods or communities. Better, Quick Response to Fires & Task Force for Improvement. Find solutions to lessen cars in lines at Fast Food restaurants, drive ins, coffee shops--the exhaust is harmful and contributes to pollution
Fund more electric vehicles and charging stations; enforce truck idling rules.
Divert trucks from residential streets
Incentivize: (1) telework or satellite (shared) work spaces to minimize commutes, (2) modal connections like e-bikes or scooters, and (3) zero- or near-zero-emission transportation network company (Uber/Lyft) and last-mile delivery vehicles.
No
Deploy currently available technologies and not wait for the perfect...which may never arrive.
Help with traffic flow by making sure the green and red stop lights are in sync. This would create substantially less idling time and therefore reduce emissions.
Provide alternatives to car travel such as buses and RT's SMART rides, light rail, regional trains.
Encourage more people to make daily trips by bicycle, and leave their cars at a home. Also, to work on incentivising people to use light rail to get around and use bikeshare for first and last mile trips.
Test commercial vehicles annually and sideline polluting vehicles.
Promote remote work, improve bike lanes and bike PSAs so people feel comfortable biking, continue improving transportation routes and availability
Straighten out I-5 to go outside with loop roads into town. Redesign 1-80 so it is not an exit off of I-80 at West Sac. It needs to go straight too. Make Truck Only lanes. Make Double deck highways, if necessary. Ban leaf blowers Ban fireplaces
Promote/subsidize electric vehicles
Sac Metro Air District 2020 Community Air Protection Incentives Public Opinion Survey
Increased emphasis on public transportation and high-density development
ride more bikes or walk in town, plant more trees
Re-route airplanes SMF flights to avoid going over residential communities.
Assigned routes for garbage trucks to minimize truck traffic
Support bicycle infrastructure advancement, programs, etc., that facilitate more bicycle trips for work, shopping, entertainment. Support public transit & passenger rail to replace their vehicles with the most current emissions controls and/or low/zero emission "fuel" sources.
Keep the state out of the way. Let private business come up with solutions. Look at the mess your in now.
Since the wildfires are a direct result of climate change, any change that reduces our carbon footprint is a good thing. Better public transportation (buses and light rail), for example, to encourage people to drive less. Getting rid of leaf blowers. Reducing our dependence on fossil fuels, which will mean reducing demand for fracking and drilling. I realize these aren't community-level changes, but we need to be looking at the bigger picture too.
Your current enforcement efforts are substandard. I filed air pollution cases for years in a rural county north of Sacramento and am aware that active enforcement matters to behavior. You need investigators that document 2.5PM dust cases from construction and misuse of lawn blowers. You need to dedicated half time DDA to file the cases. You need to be serious about enforcing current law and thereby changing perception about the health effects of PM 2.5.
No
Better and more reliable transit
Incentivizing programs to reduce automobile traffic no
On a national level: Planting trees (of course) Changing policy Adopting green energy technology
To do what I answered on your survey promote use of electric vehicles for low-income people; need chargers at apartment complexes; need help buying electric--last I looked, the promotion to turn in an old car required buying a NEW electric car--too expensive on a fixed income Living in a better homes/apartments. Specifically, ones that actually have air filters.
City needs to clean the street , 街道很 dirty, 要提供多些洗街，clean up trash, 多些公園剪草及種些清新的花，領空氣清潔
沒有
Plant more trees and shrubs none
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10 TARVATA PELLIKADU... 11 VA TARAGATI
(Stop marriages after class 10.. promote joining in class 11)
Special campaign to aware on problems by Child Marriages and Career Counselling
Background: Recent report (2015) of Unicef reveals that India occupied position 11 with 47% child marriages in the country. Prevalence of child marriages is very high in the state of Andhra Pradesh (6.34%) among girls. Krishna district (8.8%) tops in the state. In view of the seriousness APSSA State Project Director (SPD) initiated this campaign to stop child marriages.
Issue/Challenge: Andhra Pradesh Sarva Shiksha Abhiyan observed a key challenge that Due to poverty and disturbed families children after completion of class 10 in KGBVs could not afford for class 11 and they are forced to obey for marriage. In this regard, the parents/guardians should be made aware on problems due to child marriages and importance of educating the children for better quality of life.
Theme for campaign: State Project Office felt that children understand and can show more impact than elders to stop child marriages. This initiative transformed as a Special campaign organized throughout the state to aware on problems by Child Marriages and Career
Counselling The theme for the campaign is 10 TARVATA PELLIKADU... 11 TARAGATI (Stop marriages after class 10 and promote joining in class 11). Initially a state level meeting was held on 26.03.2017 with all the special officers of 352 KGBVs and the poster was released by the State Project Officer. A plan of action was designed to take the theme in the society to promote education and stop child marriages.
Convergence as the key: The support has been taken from various departments. All the District Project Officers of SSA, District Education Officers, Sectoral Officers, government line departments in the state viz., Police Department, Women and Child Welfare, Legal and Health department etc. Local NGOs and subject experts were involved to explain the legal, health, academic, welfare issues.
Campaign strategy: District in-charges from state office organized the campaigns which include meeting with parent/guardians of about 12 thousand class 10 students in all KGBVs on 30 March 2017 on the occasion of closing of final exams and organized pledge to continue education and join class 11. Career counselling was also given by concerned authorities. Legal issues were explained by police and law departments and health issues by health department. Phone number of nearby police station issued to all the students. SSA felt that awareness among girl children will be useful as they can actively convey and even oppose if the family members wish to conduct their marriages.
During the campaign, famous psychiatrist Smt. Radhika Reddy conducted counselling to the students and explained the negative consequences of child marriages to the parents. She told that child marriage effectively ends a girl's childhood, curtails her education, minimizes her economic opportunities, increases her risk of domestic violence, and puts her at risk for early, frequent, and very high-risk pregnancies.
Impact: Even though the programme was held for only one week, good awareness in the state was observed as 3 child marriages were stopped that are planned in Krishna, Prakasam and Ananthapur districts. The family members were also given counselling for not to conduct marriages up to the age of 18 years. Some girl children were also visited and reported to the nearby police stations that their family members wish for their marriage.
This also led to community awareness not to conduct child marriages. The Govt. of Andhra Pradesh also wishes to introduce class 11 and 12 in some KGBVs of all the districts in the state to avoid child marriages and support girl child education. This practice will be continued in the next year also.
One of the illustrations for the impact is given hereunder:
Brief information of this press clip: A class 5 student aged 11 years who lost her father is in the guardianship of her uncle. Her uncle and mother wished to conduct her marriage. That small girl reached Police Station in Mydukuru in Kadapa district and explained her problem with CI Venkateswarlu and DSP Sreenivasulu. Police counselled her mother and family members. | <urn:uuid:e99c00d5-f1e3-4087-b385-371cc1fab81d> | CC-MAIN-2022-05 | https://repository.education.gov.in/wp-content/uploads/2017/10/10-tarvata-pelli-kadu-11-taragati.pdf | 2022-01-28T20:30:08+00:00 | crawl-data/CC-MAIN-2022-05/segments/1642320306335.77/warc/CC-MAIN-20220128182552-20220128212552-00353.warc.gz | 515,762,090 | 882 | eng_Latn | eng_Latn | 0.997406 | eng_Latn | 0.998453 | [
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DrRacket's Error Message Composition Guidelines for *SL
These guidelines distill our current thoughts on writing good error messages for novices, as informed by our research. Please apply these to all code you write, including libraries and Teachpacks. Inform Kathi, Shriram, and Guillaume of any cases that appear awkward under these guidelines.
General Guidelines
Frustrated students will peer at the error message for clues on how to proceed. Avoid offering hints, and avoid pro‐ posing any specific modification. Students will follow well‐meaning‐but‐wrong advice uncritically, if only because they have no reason to doubt the authoritative voice of the tool.
Be concise and clear. Students give up reading error messages if the text is too long, uses obscure words, or employs difficult grammar.
Message Structure and Form
Start the message with the name of the construct whose constraint is being violated, followed by a colon.
State the constraint that was violated ("expected a…"), then contrast with what was found. For example, "this func‐ tion expects two arguments, but found only one." If needed, explain how what was found failed to satisfy the con‐ straint. Write somewhat anthropomorphically with an objective voice that is neither friendly nor antagonistic.
If an expression contains multiple errors, report the leftmost error first: e.g., the error in(define 1 2 3)is "expected the variable name, but found a number", not "expected 2 parts after define, but found 3". Before raising an error about a sub‐part, call 'local‐syntax‐expand' on all sub‐expressions to the left to trigger their errors.
State the number of parts instead of saying "found too many parts." Write the code necessary to make plurals agree.
Vocabulary
Permitted Words
Useonlythe following vocabulary words to describe code:
function, variable, argument, function body, expression, part, clause, top level, structure name, type name, field name, binding.
Use 'binding' for the square‐braced pair in aletand other similar binding forms.
Use 'argument' foractualarguments and 'variable' forformalarguments and in the body of the definition.
Use 'part' when speaking about an s‐expression that is not an expression, either because it is malformed, because it occurs in a non‐expression position, or because it is a valid piece of syntax for a macro invocation. A well‐formed and well‐placed call to a function, primitive, or macro is not a 'part', it is an 'expression'.
Prohibited Words
These guidelines use fewer terms than the current implementation to define code, emphasizing commonality among con‐ cepts rather than technical precision (which most students do not appreciate anyway).
General Vocabulary Guidelines
Avoid modifiers that are not necessary to disambiguate. Write 'variable' instead of "local variable", "defined varia‐ ble", or "input variable". Write 'clause' instead of "question‐answer clause". If they appear necessary for disambigua‐ tion, try to find some other way to achieve this (and drop the modifier).
When introducing macros with sub‐parts, reuse existing vocabulary words, such as 'clause' or 'binding' (if appropri‐ ate), or just 'part', instead of defining new terms.
Use 'name' only when describing the syntax of a definition form. For example, the define form in BSL should say "ex‐ pected at least one variable after the function name." Outside of the definition form, simply use the word 'function' rather than distinguish between (1) a function, (2) the variable that binds the function, and (3) the name of that vari‐ able. [Rationale: Students learn this distinction when they learn about lambdathe first is the lambda implicit in the definition, the second is the variable introduced by the definition that can appear as the first argument toset!, the third is the particular sequence of lettersbut BSL should avoid this complexity, and ASL's error messages should maintain consistency with BSL.]
Avoid introducing technical vocabulary, even if well‐known to a mathematician.
Punctuation
Do not use any punctuation beyond those of the normal English language. Do not write <> around type names, and do not write ` ' around keywords. | <urn:uuid:5c225525-efba-4e4e-9794-0d36d645ed2c> | CC-MAIN-2022-05 | https://cs.brown.edu/~kfisler/Misc/error-msg-guidelines-racket-studlangs.pdf | 2022-01-28T20:05:33+00:00 | crawl-data/CC-MAIN-2022-05/segments/1642320306335.77/warc/CC-MAIN-20220128182552-20220128212552-00354.warc.gz | 252,561,265 | 1,529 | eng_Latn | eng_Latn | 0.997236 | eng_Latn | 0.997456 | [
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Fetterbush
(Lyonia lucida
)
For definitions of botanical terms, visit en.wikipedia.org/wiki/Glossary_of_botanical_terms.
Also known as Fetterbush (a common name for many species in this genus), Shiny lyonia is a long-lived evergreen shrub that occurs naturally in lower scrub edges, scrubby flatwoods, xeric hammocks, moist pine flatwoods and forested wetlands. Flowers typically appear in spring and are attractive to butterflies and bees; fruits are eaten by birds and other wildlife. The foliage offers cover.
Shiny lyonia's flowers are urceolate, vary in color from whitishpink to pink to deep rose, and are held by 5 light-green sepals. They are born in showy clusters and have a pleasant honey-like fragrance. The plant's bright green leaves are small, leathery and oval to broadly elliptic. They have a shiny upper surface, conspicuous midrib and are often spotted. A vein encircles the margin, which is a helpful identifier. Leaves are alternately arranged. Fruit is a small brown ovoid to urceolate capsule with very tiny seeds.
Its common descriptor "shiny" and its species epithet lucida refer to the shiny or bright leaf surface. The species epithet lucida is from the Latin lucidus, meaning "shining."
Family: Ericaceae (Heath family) Native range: Nearly throughout Florida (vouchered in all counties except Suwanee and Monroe)
Hardiness: Zones 8A–10B
Soil: Well-drained, acidic soils
Exposure: Full sun to partial shade
Growth habit: 3–10'+ tall with 2–4' spread
To see where natural populations of Fetterbush have been vouchered, visit www.florida.plantatlas.usf.edu.
Pictured above left: Leaves showing spots and conspicuous midribs and margins. Above right: Fetterbush capsule. (Photos by Stacey Matrazzo)
Garden tips: Shiny lyonia's bright green foliage has a fresh appearance that is accented by its many bellshaped blooms that vary in color from plant to plant. Use in masses or mixed with other shrubs and grasses from a flatwoods ecosystem for a naturalistic landscape. The plant can also be used in masses next to a swamp edge. It can be temporarily inundated or tolerate short drought periods once established.
Fetterbush is often available at nurseries that specialize in native plants. Visit www.PlantRealFlorida.org to find a native nursery on your area. | <urn:uuid:10a5c212-e061-4eb4-8789-1d02800f2655> | CC-MAIN-2022-05 | https://www.flawildflowers.org/wp-content/resources/pdfs/flowerfriday/Lyonia_lucida.pdf | 2022-01-28T18:50:03+00:00 | crawl-data/CC-MAIN-2022-05/segments/1642320306335.77/warc/CC-MAIN-20220128182552-20220128212552-00351.warc.gz | 799,887,818 | 537 | eng_Latn | eng_Latn | 0.996349 | eng_Latn | 0.996349 | [
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May 2016
Engaging all our audiences
How the Science Museum Group are applying science capital to their practice - work in progress
Introduction
The Science Museum Group (Science Museum, London; Museum of Science and Industry, Manchester; National Media Museum, Bradford; National Railway Museum, York) has been working with King's College London and BP in the Enterprising Science project. This research and development project is using the concept of science capital to understand how people from all backgrounds engage with science and how their engagement might be supported.
The informal science sector can support the building of people's science capital by 'linking to, valuing and building on' the cultural experiences and resources they already have. This booklet documents how we are reflecting on and applying the science capital concept to our museum practice.
Science capital informed practice
Science capital can help us to understand what influences and shapes people's attitudes towards science (whether they see if science is for them or not). It considers all the science related knowledge, social contacts, attitudes, skills and experiences a person has and how they use those resources to their advantage in life.
It recognises the significance of what you know, how you think, what you do and who you know in shaping your relationship with science.
A nationally representative survey conducted with 3,658 11-15 year olds in England (conducted as part of the Enterprising Science project 2014) found that 1 :
5% of young people have 'high' science capital
68% of young people have medium levels of science capital
27% of young people have low science capital
It is thought that science education and engagement experiences may unconsciously benefit the more privileged, so how can the informal sector ensure that its practice is as equitable/ accessible as possible?
Science capital at a glance
An animation to help explain science capital can be seen here: http://bit.ly/sciencecapitalexplained And you can read more here: Science Capital made clear.
Why is science capital a useful principle for museums and science centres?
Science capital research builds on our understanding of the role and the value that museums and other out-of-school experiences play in society, and of the challenges some segments of our audiences have to access and engagement with our offer.
Science capital offers the sector a lens for understanding the differences in our visitor's engagement with science – why some people do or don't take part in (or engage with) the experiences we offer. It deepens our current understanding of how visitors' cultural references and values, including their interests and aspirations, might affect their engagement and experience with us, and that barriers to visiting us are more than language, financial and geographical.
Through awe-inspiring authentic objects, cutting-edge science stories, and hands-on activities, museums and science centres celebrate and showcase the past, present and future of science and technology. By connecting people's everyday lives and cultural experiences to science and encouraging science talk, we can create a space where people of all ages and backgrounds have an opportunity to explore and engage with the wonders of science.
People 'bump into science' in many different ways. Museums and science centres are part of a wider 'learning ecology' or eco-system. No single institution can build a person's science capital in isolation, it requires a holistic, joined-up approach. By developing science capital informed experiences and reflecting on our practice, we can help effect change.
Ultimately, we can create a space where science is inspiring, interesting, and enjoyable and promotes science engagement for all our visitors - in the museum and beyond, and will help us to reach out connect with those who aren't yet using us.
SMG learning philosophy, framework and opportunities
The SMG learning vision is to enrich the lives of a large and diverse audience by igniting their curiosity in science.
The learning and engagement experiences that we develop and deliver are designed around the SMG philosophy and framework and our learning opportunities:
Philosophy & approach: to encourage and promote curiosity and questioning; to 'assist discovery'. Through active participation and reflection; social interaction and in context.
Framework: science experience ingredients are: to hook, inform, enable and extend (see Appendix 2)
Science capital dimensions can help to shape and inform how we deliver our science engagement experiences to achieve our vision. By having a better understanding about the differences in our visitor's engagement with science, we can develop experiences that will be more effective at offering them meaningful and 'personal' connections with science.
Museum learning opportunities
Across SMG, we have a fruitful combination of both contemporary and historical science which uses authentic objects, cutting-edge science stories and hands on experiences to reveal how science and technology has transformed and improves all of our lives. The learning opportunities we can maximise include:
Applications of science in everyday life (and in context through our authentic historical collections)
Promote the relevance of science to people's lives and communities
Introduce how people (the inventors and users) have shaped science (through stories and social context).
Use and recognise the skills* used and developed through doing science (and help build selfefficacy of these)
*museum skills… We have identified five core skill areas that can be used and developed in our Museum. Wider skills may still be used in specific activities and wider 'soft' skills (such as team work, creativity, imagination) are implicit in the experiences we offer.
Making observations (close attention) Look for patterns, changes, make comparisons, collect data and take measurements.
Communication
Discussion, sharing knowledge and ideas and listen to others.
Asking questions (curiosity) Find out more by asking questions such as; What if…? How? or Why does it…?
Creative problem solving (creative thinking) Seek out imaginative solutions to challenges/ critical and creative thinking.
Using evidence Use evidence to support ideas and theories, reason/ make predictions etc.
Putting the research into our practice
Working out the most effective way to apply the research to our practice is still in progress. There is not a 'single' approach or method when applying the science capital principles to the different functions and activity of the museum (visitor experience, exhibitions, café, learning resources, commercial etc.) – one size (approach) does not fit all. To date, we are using the research to:
Audit and reflect on our current offer to help us recognise our strengths, identify challenges and find new opportunities and gaps in our offer.
Audit and reflection tool (see Appendix 1)
Shape the development and delivery of new and existing experiences using the dimensions of science capital.
Science capital dimensions in museum context (and examples) (see Appendix 2)
Learning outcomes with science capital lens (see Appendix 3)
Review and (re)define what success should look like (visitor engagement/learning outcomes).
Learning outcomes with science capital lens (see Appendix 3)
Review and improve the support and information for key audiences (onsite and digitally). How they build confidence and skills, especially for families and teachers (who are our gateway to young people and to those families who do not yet visit) to make full use of our experiences.
Research and identify examples of good practice across the sector and share. (See our Transforming Practice Seminar report and new Transforming Practice blog)
Measuring impact (what does science engagement look like?)
Building someone's science capital happens over time; and we believe, also requires a change in the environment we invite someone into so their existing capital is valued. Therefore it is not, in itself, an evaluation or impact measuring tool. We cannot easily measure a change in visitors' science capital through a short term museum/ science centre experience; embedding science capital needs to have belief in the long game.
However, science capital principles can be used to shape the learning outcomes of our experiences that will lead to greater visitor engagement with science, which we can observe.
Science capital shaped and informed experiences
Greater
science engagement
Leads to
Improved life opportunities
Leads to
(observable and measurable)
Engagement can be observed and measured as visitors having:
a meaningful connection
link with self and sense of belonging
persistence; positive emotions
purposeful and focused participation
competence and mastery
Another aspect that we can monitor is the changes in our practice, to create an environment and experiences that reflect the principles of science capital and value what our audiences 'bring with them'. The impact of the concept on our practice will be visible in our everyday work.
Appendix 1: Audit and reflection tool
SMG is piloting an auditing tool to help us reflect on our current offer and to shape the design of our experiences and resources. Informed by the science capital dimensions, this practical tool can help identify best practice and highlight opportunities for improvement.
We hope that this will enable us to provide a space and experiences where science is inspiring, interesting, and enjoyable and promotes science engagement for all our visitors.
How are we creating a welcoming and equitable space?
[x] How is the content/ science presented?
[x] Who is presenting the science?
[x] Does it assume prior experience or knowledge?
[x] Who is included/ absent? (Does it exclude any gender/ ethnicity etc?)
How does it… acknowledge and build visitors' science knowledge and/or skills? (i.e. what science you know) Currently…
How does it… help visitors recognise (that they know) people who use science in their everyday lives? (i.e. who you know) Currently…
How might it be improved…
How does it… link the science to everyday life/ personal experiences? (i.e. how you think) Currently…
How might it be improved…
How might it be improved…
How does it … encourage visitors to talk and do further science-related activities? (i.e. what you do) Currently…
How might it be improved…
Appendix 2: Science capital dimensions in a museum context
SMG have reflected on the science capital dimensions for our museum context and are using them as guiding principles to inform the design and outcomes of our varied experiences and resources.
Science capital dimensions
Museum context
1. Scientific literacy
(Knowledge and understanding about science and how science works.
Confidence/ ability to use and apply science knowledge, principles, language and scientific processes into everyday life)
What science you know
2. Science related attitudes, values and dispositions
(Seeing relevance and value of science in your everyday life.
Seeing that science has value/ Can you see yourself as a science-y person)
How you think
3. Knowledge about the transferability of science qualifications (skills, knowledge) in the labour market
(Awareness of where and how science skills, knowledge and understanding are useful for any job)
How you think
4. Consumption of science-related media
(Unstructured science activities -exposure to science through TV programmes, books, games, online etc.) What you do
Give opportunities for visitors to use/ apply their existing science knowledge and skills through a wide range of activities.
Use common/ correct science language and content (national curriculum level) to enable visitors to recognise and reinforce their prior science knowledge with their museum experience.
Knowledge and Understanding
Frame all experiences around SMG learning vision
Recognise that every visitor will come with a different experience, knowledge and attitudes towards science
Help visitors to see where science is useful and relevant to their everyday lives (don't make assumptions of prior experience/ attitudes).
Challenge visitors' perceptions of science through surprising experience/ content delivery. E.g.
Present science content in different and relevant formats (invite and excite)
Include multiple voices and perspectives to enable visitors to make personal connections.
Share personal stories/ connections which invite others to share their own.
Highlight the diversity of people using and working with science (widen perceptions).
Give positive reinforcements/ validation of science knowledge and behaviour.
Attitudes and Values, Behaviour and Progression, Enjoyment, Inspiration & Creativity
Give opportunities to use/practice scientific skills when interacting in the museum –observation, asking questions, using evidence, communication, problem solving etc.
Help visitors to recognise the skills they have and to make use of them in the museum
Highlight how the skills visitors are using are transferable/useful for science jobs and beyond).
Show where and how skills are used by people who use science in their work.
Skills, Knowledge and Understanding, Attitudes and Values
Provide opportunities to extend the museum experience through accessible digital media, e.g. games/ films/ books/ kits which will extend and add value to the visit.
Link to platforms/ content that are used/ familiar with target audiences.
Enjoyment, Inspiration & Creativity, Behaviour and Progression
5. Participation in out of school learning activities
(Taking part in informal science activities outside of school.
Enable the museum learning experience to extend back to school, home & local community, doing experiments, science kits/ tinkering etc.)
What you do
6. Family science skills, knowledge and qualifications
(How much families and community are interested in science and have science-related skills interests, qualifications and jobs)
Who you know
7. Knowing people in science related roles and jobs
(Recognising the science skills and knowledge used in the everyday activities and work of people you know)
Who you know
8. Talking to others about science
(Talking about science outside of school, e.g. with friends, siblings, parents, community members.)
Who you know
Help visitors recognise where they are using science in activities they do beyond the museum/ classroom
Support teachers and families to make best use of the museum visit. Through:
Good communication/ advocacy of museum experiences and value of learning opportunities for all students/ families (not just top sets etc.)
Easy/ intuitive access to museum support resources (pre visit/during/ post visit).
Link science learning experiences between school, the museum and home.
Encourage and enable the museum experience to extend beyond the museum/ activity through discussion and participating in further linked science activities.
Encourage repeat visits
Attitudes and Values, Knowledge and Understanding, Enjoyment, Inspiration & Creativity, Behaviour and Progression
Empower parents/ guardians to feel confident using the museum and to participate in activities.
Provide opportunities for students to talk/ question family members during and beyond their visit (for family members to share their existing knowledge and experiences that they have).
Provide opportunities for families to complete challenges/ activities together which share everyone's existing knowledge and experiences.
Extend the museum experience at home with wider members of their families and community.
Attitudes and Values, Knowledge and Understanding, Behaviour and Progression
Help visitors to recognise where people they know use science and science skills in their everyday lives. (E.g. in their family, community).
Provide opportunities to meet and talk with a wide range of people who use science in their work (in and from science) and help build/ recognise a personal connection with them.
Highlight skills and experiences of museum staff and of others working at events.
Knowledge and Understanding, Attitudes and Values
Empower/ build confidence for visitors/students to share (science) knowledge with others.
Design experiences which promote science talk both during and beyond the visit, between peers and family members.
Enable visitors to continue those conversations beyond the museum experience/activity and build confidence for them to do that.
Provide activities which reflect/ recognise that all family units are unique and different.
Behaviour and Progression, Skills
Appendix 3: Visitor learning outcomes with science capital lens.
SMG are using the science capital dimensions to inform our learning outcomes. These help practitioners to shape experiences and create outcomes that are measurable and observable.
Our learning outcomes are used to:
Shape and inform the development of an experience or resource
Reflect on practice during delivery
Monitor progress against (outcomes that are observable and measurable)
Audit the breadth of experiences that we offer to identify any gaps
10
Appendix 4: Museum learning framework
SMG believe a good museum science engagement experience needs 4 simple ingredients: hook, inform, enable and extend, whether it is an interactive show, exhibition, teacher resource or event.
Hook
Inform
How the experience or resource captures people's attention and helps them to make a personal connection. A good hook can be achieved through:
Introducing the content in surprising ways (e.g. games, humour, and popular culture).
Sparking curiosity ('did you know…?')
The awe and wonder of our authentic objects, of 'seeing the real thing'
Linking the content to people's lives, local community and current events.
Being thought-provoking and opinion-generating.
Enable
How it gives the opportunity for people to actively do something and interact with the (new) content (not passive absorption of information).
Enabling approaches include:
Thought-provoking questions which get people thinking and talking. (e.g. see, link, wonder)
Hands-on activities
Challenges to 'gamify' the learning experience.
Self-discovery/ learning (take ownership of knowledge)
How it provides science content knowledge and context at an appropriate level to help visitors link to and build on their existing knowledge. Ideas include:
Provide information through a variety of formats e.g. video, animation, images etc.
Use objects or working models to highlight the underlying science principles and concepts.
Stories - social/ historical and personal stories which help put science into context.
Extend
How it provides the opportunity and a reason to continue the learning experience in other parts of the museum and/ or back at home and in the classroom. Making the experience last longer than the experience itself and helping embed the science in audience's everyday lives. Ideas include:
Activities and questions to completed on way home/ on way back to school
Advocate activities to be completed by families at home/ in local community
11
Further information
About Enterprising Science
Enterprising Science is a five-year partnership across the Science Museum Group, King's College London and supported by BP. This research and development project uses the concept of science capital to understand how young people from all backgrounds engage with science and how their engagement might be supported enterprisingscience.com
The Science Museum Group and science capital sciencemuseum.org.uk/enterprisingscience sciencemuseum.org.uk/sciencecapital
or get in contact with us at:
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Question types
This chart shows the range of question types in Key Stage 2 Comprehension 1, and the questions of each type found in each activity.
* Literal (or direct) questions ask children to retrieve information directly from the text – the answer is right there on the page. Sometimes children will have to retrieve information from more than one part of the text in order to answer these questions.
* Inferential questions rely on reading between the lines to work out the answer. This may mean using children's prior knowledge and experience of the world in order to form expectations about the text, or piecing together clues from the text – or both. Inferential questions often call for the use of empathy, in order to understand characters' actions and motivation.
* Evaluative questions ask for children's own response to or opinion on the text, and should be backed by reasons. These questions often involve quoting appropriately from the text.
* Language and structure questions focus on the author's craft and the way the text is constructed, and may relate to children's vocabulary development as well as to aspects of the author's style.
Copyright © Schofield & Sims Ltd, 2015. Published by Schofield & Sims Ltd, Dogley Mill, Fenay Bridge, Huddersfield HD8 0NQ, UK (www.schofieldandsims.co.uk). | <urn:uuid:58a9e6a2-be90-4862-a1ee-a03e7095b2ec> | CC-MAIN-2022-05 | https://www.schofieldandsims.co.uk/downloads/KS2Comprehension/ks2-comprehension-1-question-types.pdf | 2022-01-28T19:03:15+00:00 | crawl-data/CC-MAIN-2022-05/segments/1642320306335.77/warc/CC-MAIN-20220128182552-20220128212552-00353.warc.gz | 982,458,035 | 275 | eng_Latn | eng_Latn | 0.998634 | eng_Latn | 0.998634 | [
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California State University, San Bernardino
CSUSB ScholarWorks
Course Outlines
5-2017
Beginning Painting: Intro to Paint
Jessica Agustin
Follow this and additional works at: https://scholarworks.lib.csusb.edu/art-course-outlines
Recommended Citation
Agustin, Jessica, "Beginning Painting: Intro to Paint" (2017). Course Outlines. 8. https://scholarworks.lib.csusb.edu/art-course-outlines/8
This Article is brought to you for free and open access by the Curriculum Archive at CSUSB ScholarWorks. It has been accepted for inclusion in Course Outlines by an authorized administrator of CSUSB ScholarWorks. For more information, please contact email@example.com.
Curriculum Archive
CLASS TITLE: Beginning Painting (Spanish)
DATE: 01/16/2017 (revised 4/27/17)
SITE: CIM C Yard
TEACHING ARTIST: Jessica & Ezequiel (Peer Leader)
Revision to Current Class
OVERVIEW OF CLASS
This will be an introductory class to the media of paint. Participants will explore paint as well as learn how to apply it technically to a composition. Participants will also investigate different forms of art and artists. They will develop an understanding of how to formally apply paint as well as exploring conceptual ideas for each composition
ESSENTIAL QUESTION OR THEME
The general topic of the class will be painting technique's such as mixing primary, secondary and tertiary colors. The class will also touch on paint application techniques: sgraffitio, wet on wet, dry brush, layering, palette knife, etc.)
STUDENT LEARNING OUTCOMES
These should include at least 3 of the 4 areas:
* Technical/ skill
o Participants will explore acrylic paint and its technical application.
o Participants will practice mixing colors and create a painting with those skills.
* Creativity/ imagination
o Participants will learn to take inspiration from their surroundings.
* Cultural/ Historical
They will discuss and analyze these examples.
o Participants will look at the work of various artists and cultural influences.
* Reflection/critique
o Participants will participate in Portfolio Review at end of session
STUDENT LEARNING GOALS
Students will use the techniques learned to develop their own expressive conceptual ideas in three completed painting. By the end of the class, my goal is that students feel more comfortable with painting techniques.
MATERIALS
*This item may not be available at all sites. Please use alternate methods in that case.
Week 1
* Orientation
Week 2:Project 1: Color Wheel Mandala
* Lesson 1
o Review Outline
o Quick Demo: Paint brushes- how to use/clean
o Prep/Warm-Up: Color Mixing Handout- Primary, Secondary and Tertiary
Week 3
* Lesson 2
o Finish Color Mixing Handout
o History/Culture: What is a mandala? (Introduce the concept of the mandala and its importance in different cultures.)
o Begin brainstorming designs/plan own mandala
Week 4
* Lesson 3
o Studio Time: Color Wheel Mandala
Week 5:Project 2: Collage Inspired Painting
* Lesson 4
o Prep/Warm-Up: Fun Painting Techniques (Wet on wet, scumbling (layering), sgraffito, palette knife)
o History/Culture: Brief history & examples of collage (Picasso, Rauschenberg, Hannah Hoch)
o Brainstorm: Participants will come up with a theme/message that they want to convey. Then, look through magazines, gather images and colors that stand out to them. This will be a mixed media painting using collage & painting.
Course Outline
Week 6
* Lesson 5
o Studio Time: Continue picking images or collage
o Begin Painting!
Week 7
* Lesson 6
o Studio Time: Continue Painting
Week 8:Project 3: Self-Portrait
* Lesson 7
o Introduction of Self-Portraits & Project
o Self-portrait images from Frida Kahlo, Francis Bacon, Pablo Picasso, Egon Shiele, Artemesia Gentileschi. These are self-portraits from different artists, style and eras (any of others will works). Discuss these portraits: What do you see? What do you think the artist was trying to convey? Why? Etc.
o Students will produce Self-portraits with the help of plastic mirror sheets*, if available. However, this project is less about technique and more about self-expression. Advice students to use their creativity and think outside the box.
§ * If plastic mirror sheets are unavailable, participants may have the option to use their picture ID. However, a better option would be for participants to depict aspects of their person into their painting. Provide options or examples such as: Include your three favorite colors, your favorite sport, favorite hobbies, favorite books, etc.
Week 9
* Lesson 8:
* Studio day: Continue Self-Portraits
Week 10
* Lesson 9:
o Last day to finish Self-Portraits
o Portfolio Review | <urn:uuid:fa945210-d0d0-42a7-9a44-4691e6b305c6> | CC-MAIN-2022-05 | https://scholarworks.lib.csusb.edu/cgi/viewcontent.cgi?article=1009&context=art-course-outlines | 2022-01-28T20:23:04+00:00 | crawl-data/CC-MAIN-2022-05/segments/1642320306335.77/warc/CC-MAIN-20220128182552-20220128212552-00352.warc.gz | 540,239,882 | 2,086 | eng_Latn | eng_Latn | 0.885427 | eng_Latn | 0.969231 | [
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Medical Physics Class Energy, Work, and Power of The Body
Physics Fundamentals by Vincent P. Coletta
Learning Goals
Looking forward at …
* The Concept of Energy
* Work and Kinetic Energy
* Potential Energy
* Total mechanical energy
* Power
* The Energy to Run
The Concept of Energy
* The law of conservation of energy.
* This law states that there exists a numerical quantity called "energy" that remains fixed in any process that occurs in nature..
* Energy comes in many forms. Mechanical energy, Electrical energy, chemical energy, nuclear energy, and thermal energy are some forms of energy we shall study in later chapters.
* In this lecture we study only mechanical energy,
1. kinetic energy, associated with the motion of a body, and
2. potential energy, associated with the position of a body and a particular kind of mechanical force.
Work and Kinetic Energy
* When a force acts through a distance, we say, "The force does work."
* More precisely, the work 𝑾 done by a constant force 𝑭 acting on a body moving in a straight line is defined to be the product of the force component 𝐹 𝑥 in the direction of motion times the distance ∆𝑥 the body moves:
Work and Kinetic Energy
* If a body does not move, ∆𝑥= 0, and so, even though forces may act on the body, no work is done by those forces (Figure a).
* no work is done on a moving body by any force that is perpendicular to the direction of the body's motion (Figure b), since such a force has a zero component in the direction of motion.
Work and Kinetic Energy
* The unit of work is the unit of force times the unit of distance the Nm in SI. This unit is given the name "joule" (abbreviated J), in honor of James Joule, who demonstrated by numerous experiments in the nineteenth century that heat is a form of energy:
* In the cgs system the unit of work is the erg, defined as a dyne-cm. Since 1 𝑁= 10 5 𝑑𝑦𝑛𝑒 and 1 𝑚= 10 2 𝑐𝑚, 1 𝑁−𝑚10 7 𝑑𝑦𝑛𝑒− 𝑐𝑚 or
Work and Kinetic Energy
* EXAMPLE 1 Pulling a Suitcase
* An airline passenger pulls his suitcase a horizontal distance of 40.0 m, exerting a force F of magnitude 25.0 N, directed 30.0° above the horizontal. Find the work done by the force F.
Work and Kinetic Energy
* EXAMPLE 2 Lifting a Box
A woman slowly lifts a box weighing 40.0 N from the floor to a shelf 1.50 m above
(a) Find the work done by the force 𝐹 the woman exerts on the box.
(b) Find the work done on the box by its weight 𝑤.
(c) Find the net work done on the box.
Work and Kinetic Energy
(c) The net work done on the box is the sum of the work done by each of the forces acting on the box. Net work equals zero:
Work and Kinetic Energy
* Kinetic Energy
* A body's kinetic energy 𝐾 is defined to be half its mass 𝑚 times the square of its speed 𝑣.
Work and Kinetic Energy
* Kinetic energy is conserved. A more interesting example of conservation of kinetic energy occurs in the game of pool.
* ball has a mass of 0.2 𝑘𝑔 and is initially moving at 10 𝑚/𝑠, its initial kinetic energy
* The other balls are initially at rest and so have no kinetic energy.
* Just after the collision, the kinetic energy of 10 𝐽 is shared among all balls
Work Potential Energy
* Constant Gravitational Force
* The work done on a body on or near the earth's surface by the constant force of gravity.
* work always equals the decrease in a quantity called "gravitational potential energy," which depends on the body's elevation.
* when gravity is the only force doing work on a body, the sum of the body's kinetic energy plus its gravitational potential energy is conserved.
Work Potential Energy
Work is done by the gravitational force gravitational potential energy
the work equals the difference in the values of the gravitational potential energy
Work Potential Energy
For example, suppose a roller coaster weighing 10 4 𝑁 starts at an elevation of 40 𝑚 , where its potential energy 𝑚𝑔𝑦= 4 × 10 5 𝐽, and falls to an elevation of 10 𝑚, where its potential energy 𝑚𝑔𝑦= 10 5 𝐽 . No matter what path the roller coaster follows, the gravitational force does work on it equal to its decrease in potential energy of 3 × 10 5 𝐽
Total mechanical energy
* We define the total mechanical energy 𝐸 to be the sum of the kinetic and gravitational potential energies:
* As a simple example of conservation of mechanical energy, consider a body in free fall.
* As a body falls, its speed increases. Its kinetic energy increases while its potential energy decreases, so that the sum of the two the total mechanical energy remains constant.
* This is illustrated in Fig. for a 1 kg body falling from rest through a distance of 1 m.
Power
* The rate at which work is performed by a force is defined to be the power output of the force. The average power, denoted by ത 𝑃, is the work divided by the time ∆𝑡 over which the work is performed.
* The SI unit of power is the 𝐽/𝑠 , which is called the " 𝑤𝑎𝑡𝑡 " (abbreviated 𝑊), in honor of James Watt, the inventor of the steam engine.
* Why is it so much harder to run than to ride a bicycle at the same speed?
* When you ride a bicycle, it is after all your own body that produces your motion, just as when you run. And yet cycling requires much less effort than running. After 30 minutes or an hour of running along a level road at a moderate pace, even a well conditioned runner may tire, whereas a cyclist can keep the same pace with little effort.
* We say that "running burns calories" or that "running uses a lot of energy."
* To understand the physical basis of such expressions, to see why running requires so much energy and is so much less energy efficient than bicycle riding, we shall apply concepts of work and energy to the human body.
* also extend concepts of work and energy to systems of particles such as human bodies and machines.
* in general how energy is used by the body when muscles contract and specifically how that energy is used in running and cycling.
* The following are some general properties of work and energy associated with muscular exertion:
1. Work Done by Muscles
* Muscles consist of bundles of muscle fibers. Under tension, these fibers can shorten, or "contract," as protein filaments within the fibers slide over each other.
* Contraction of a muscle fiber means that a force (the tension in the muscle fiber) acts through a distance (the distance the fiber contracts).
* The direct effect of a muscle's contraction may be to move one of the body's limbs.
* For example, if you hold a weight in your hand and contract the biceps muscle in your arm, your hand and forearm swing upward, raising the weight. The work done by your biceps muscle is approximately equal to the work done by the force your hand exerts on the weight.
* The effect of this work is to increase the weight's gravitational potential energy.
2. Heat Generated by the Body When Muscles Contract
* Heat, a disordered form of energy, is generated whenever muscles do work.
* Typically the quantity of heat generated when muscles contract is about three times as great as the work done by the muscles.
* When your muscles do very much work, you can usually feel the heat generated by your body.
* You may begin to sweat, which is a way the body gets rid of excess heat.
3. Internal Energy of the Body
* The body's internal energy is the total energy of all the particles within the body.
* Chemical reactions within the body provide the energy necessary to produce muscle contraction. The energy released by these chemical reactions produces the work and heat associated with muscle contraction.
* Conservation of energy implies that the body's loss of internal energy equals the sum of the work and heat generated.
Loss of internal energy = Work done by muscles + Heat generated
* When your body loses much internal energy in a short time interval, you tend to feel tired. Your body's internal energy is replenished by the consumption of food.
* Now we can use these basic concepts of work and energy to understand why cycling requires less energy than running.
* Suppose you ride a bicycle with, well-inflated tires and very little friction in its moving parts. Riding over flat, level pavement at 10 km/h, requires little effort.
* Once moving, both the kinetic energy and the gravitational potential energy of the bicycle and your body stay constant with just a little pedaling required.
* Consequently, only a little work needs to be done by your legs as they push against the pedals and your body loses little internal energy in producing this small amount of work. The work that is done by your legs is needed to compensate for the small negative work done by friction and air resistance. If you did not pedal at all, your bike would gradually slow down.
* In contrast to riding a bike, when you run on a flat, level surface, your kinetic energy and gravitational potential energy can never be exactly constant.
* Watch a runner and you will see that the runner's head moves up and down somewhat, an indication of some change in elevation of the runner's center of mass. This means that the runner's gravitational potential energy is not constant.
* Some of that energy is lost each time the runner's body moves downward, and this energy must then be supplied as the body moves up - ward again.
* More efficient runners, bob up and down less than average runners do and there by use less energy.
* A runner's center-of-mass kinetic energy also necessarily varies somewhat, again in contrast to that of a cyclist.
* this effect is more difficult to see, a runner's center of mass continually alternates between speeding up and slowing down with each stride.
* the variation in center-of-mass speed is slight, it does require a significant amount of work for the legs to increase the center of mass kinetic energy from the minimum value to the maximum value during each stride.
The End
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Viewpoint
Tunnel vision
Time:
15 mins
Region:
Yorkshire and the Humber
Landscape: rural
Location: Just off the B6479, between Stainforth and Langcliffe, North Yorkshire, BD24 9NU
Grid reference:
SD 82371 66317
Getting there: Turn off the B6479 opposite Langcliffe Mill. Follow the road a short distance as it crosses the railway bridge then turn left at the first junction. Turn left at the second junction and pass several buildings that make up a depot. After the depot turn left and stop in front of a tunnel.
Keep an ear out for: Passing trains on the famous Settle to Carlisle Railway
Between the North Yorkshire villages of Langcliffe and Stainforth, just off the main road, is a curious brick building. It looks like a long tunnel, but no trains or other transport have ever passed through.
Now derelict and left to ruin, it once fulfilled an important role in our agrarian and industrial past.
As you enter the tunnel it takes a while for your eyes to adjust. You might want to switch on your torch and look around or just allow the darkness to envelop you. Look up and you'll see a roof of elegantly curving bricks. At regular intervals a number of arched entrances allow a beam of light to flood in.
Today you're probably the only person brave enough to enter this damp, dark world but this was once a dirty, noisy, hot and dangerous hive of activity…
This tunnel was built in the 1870s as part of an industrial size lime kiln. In the nineteenth century lime was an important product in both rural and industrial Britain. Farmers spread lime over their fields to 'sweeten' or improve the soil and increase the quality and yield of their crops.
Reconstruction of the Craven Lime Works © Yorkshire Dales National Park Authority
Before cement, lime was also used to make mortar. It was a key ingredient in construction, literally holding buildings together. The ancient Egyptians used it to plaster the pyramids! It was also used in local industries including leather making, textiles and making paper.
In order to access the lime, first limestone rock had to be quarried from the hills, then heated in huge furnaces (or kilns) to extract the 'quicklime'. So why is this giant lime kiln found here at Langcliffe? The simple reason is that this area is rich in two key ingredients – limestone and coal.
Limestone blocks from the nearby quarry were brought in and stacked in the burning chamber. Coal, also found locally in underlying rocks was mixed in, and once lit, continually added through small chutes at the top of the kiln. As one chamber burned, waste heat warmed limestone blocks in the next two or three chambers.
Using this efficient process, limestone was burned continuously in a circuit around the twenty two individual burning chambers, taking an average of six weeks for one whole circuit of the kiln. Behind the burning zone, two or three chambers were left to cool down at a time before the lime (now a white powder) could be shovelled out and loaded onto railway wagons.
This was dirty and dangerous work. The temperature inside the kiln chamber was very hot. Powdered lime ended up in the men's clothes and boots, and it stuck to their moist skin causing an itchy rash. Lime burners keeping watch overnight risked inhaling the poisonous fumes or even rolling into the kilns and being burnt alive.
Bridge of troubled water
Beyond the far end of the tunnel, follow the footpath north for just under 400 yards and you'll come to another feat of engineering. A pretty stone built aqueduct crosses over the Settle to Carlisle railway. An aqueduct is a man-made way of carrying water across obstacles. But why is it here?
In the mid1860s the Midland Railway decided it wanted a share of the lucrative London to Scotland passenger traffic, but was thwarted by having to use the lines of its rival company, London and North Western Railway. The only solution was to build a new section of railway bypassing the LNWR line. This meant the construction of numerous tunnels and viaducts across some of the harshest terrain in England. Where it wasn't possible or cost effective to build tunnels or viaducts, a much smaller and cheaper aqueduct was built. Here it diverts a stream over the railway.
Photos: © Scrappy Annie, Flickr (reproduced under Creative Commons License) / © Yorkshire Dales National Park Authority
Every landscape has a story to tell – Find out more at www.discoveringbritain.org | <urn:uuid:b54f96e4-ca29-40c4-ada5-3f7958670b0a> | CC-MAIN-2022-05 | https://www.discoveringbritain.org/content/discoveringbritain/viewpoint%20pdfs/Stainforth%20viewpoint.pdf | 2022-01-28T20:23:52+00:00 | crawl-data/CC-MAIN-2022-05/segments/1642320306335.77/warc/CC-MAIN-20220128182552-20220128212552-00355.warc.gz | 773,765,043 | 954 | eng_Latn | eng_Latn | 0.996951 | eng_Latn | 0.998796 | [
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Explanation of Google Classroom
Google Classroom is a 21 st century distance learning platform. Google Classroom is your child's teacher's virtual classroom. The Chromebook laptops issued to students are specific to Google; however, Google Classroom can be accessed through any device with Internet access. Once accessed through a join code for each class, students can find all of their teacher's notes, assignments and at some points, assessments, on this platform.
Steps to access Google Classroom:
Once Internet connection is established, follow these steps:
1. Search Google Classroom in the Internet search bar.
2. Using the waffle symbol at the top right where the student's first initial pops up, choose the Google Classroom icon.
3. Two prompts will appear verifying the student's identity.
4. Next, choose the plus sign at the top right to join a class.
5. Obtain a join code from each teacher. These are specific to their classes, and only teachers can give them to you.
6. Once in the Google Classroom, use the three tabs Stream, Classwork and People at the top to navigate. This is where you can find assignments, participate in activities, take assessments and submit work.
NOTE: Not every teacher sets up his/her Google Classroom exactly the same, so take some time to understand where to find things in each classroom.
Uses of Google Classroom:
The main purpose of Google Classroom is to be able to fluidly transition to a distance learning situation should school shut down again. However, since the beginning of this school year our teachers have been using Google Classroom as a tool in conjunction with in-person teaching. Because of this, students are already well- versed in the Google Classroom platform. If any quarantine situation should arise, the transition to a full or part time at- home learning situation should be smooth.
Learning during Quarantine:
If your child has to quarantine for any situation, please have your child follow the following steps in an effort to continue learning:
1. Email his/her teacher to communicate his/her current situation.
2. Have your student attempt to keep up with all lessons, assignments and even assessments through Google Classroom.
3. Ask your child's teacher if she/he plans to use Google Meet for live streaming their class. Teachers are beginning to use this tool. They might even record the live stream for later viewing.
NOTE: If your child is able, we highly encourage your child to keep up as best as possible as to avoid a break in learning. Also, if quarantined for a length of time, make-up work for all 7 classes is daunting. Using Google Classroom for all classes, can alleviate much of the make-up work stress for your child. Teachers will enter 0s for assignments as a reminder to your child to make up work. These will be changed as soon as work is made up; however, it is completely possible to avoid make up work altogether using Google Classroom during quarantine. | <urn:uuid:a58af0b4-3fc3-470b-a16d-2155fbe0e8de> | CC-MAIN-2022-05 | http://pitcherjunior.stpsb.org/documents/howtousegc_during_quarantine.pdf | 2022-01-28T20:28:13+00:00 | crawl-data/CC-MAIN-2022-05/segments/1642320306335.77/warc/CC-MAIN-20220128182552-20220128212552-00356.warc.gz | 48,959,344 | 591 | eng_Latn | eng_Latn | 0.998949 | eng_Latn | 0.998949 | [
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BRITISH WILDLIFE CROSSWORD
At the League, protecting beautiful British wildlife is at the heart of what we do. Test your knowledge with our wonderful wildlife crossword.
DOWN
ACROSS
1. A non-native duck with distinctive orange 'sails' originating from China.
4. An alternative name for birds of prey.
3. This flower's scientific name is the Hyacinthoides non-scripta.
7. The biological ability bats use to navigate.
10. The Gatekeeper, Comma and Red Admiral are all species of this creature.
9. The only deer species in Britain with palmate antlers.
11. An otter lives in a...
15. The collective noun for a group of foxes.
14. A poisonous reptile found on heathland.
2. Live in burrows or warrens.
6. A trait that British hedgehogs, dormice and bats share. They all...
5. Lost a race with a tortoise in Aesop's Fable.
8. The name given to a fox's tail.
13. This tree's seeds are winged, set in pairs, and usually fall to the ground spinning.
12. A camouflaged fish that can change colour based on its surroundings.
16. The name of the process when a hedgehog sheds its baby spines and grows adult spines.
18. A long bodied, semi-aquatic mammal that swims using its rear limbs.
17. The green woodpecker's call is known as a...
w w w. l e a g u e . o r g . u k | <urn:uuid:10a4331a-ea27-4239-821e-e0d271e77b16> | CC-MAIN-2022-05 | https://www.league.org.uk/media/filer_public/da/84/da84a218-9183-4600-8229-a4f15bf661da/league_animal_advocates_crossword.pdf | 2022-01-28T19:16:48+00:00 | crawl-data/CC-MAIN-2022-05/segments/1642320306335.77/warc/CC-MAIN-20220128182552-20220128212552-00355.warc.gz | 894,564,178 | 329 | eng_Latn | eng_Latn | 0.991532 | eng_Latn | 0.991532 | [
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Quantitative Methods in the Geosciences
21-460-375 Fall 2018 Syllabus
Instructor: Dr. Kristina Keating
Email: email@example.com
Office: Smith Hall 139
Office Hours: Monday 11:00am-12:00pm
Meeting Time: Mon 1:00pm-3:50pm (lecture); Wed 11:30am-2:20pm (lab)
TA: Yonghui Peng
TA email: firstname.lastname@example.org
Course Description
This course provides an overview of the basic quantitative and computing methods used to understand geoscience datasets. The student will gain confidence in the quantitative interpretation of geoscience datasets and acquire skills that are required to fully understand many earth and environmental science subject areas. Concepts covered include [1] plotting and visualizing geoscience data, [2] basic data analysis using Excel and Matlab, [3] linear regression and curve fitting models to geoscience datasets, [4] krigging methods, [5] time series analysis. Examples illustrating each concept will be drawn from the geosciences.
Learning objectives
The primary learning objective of this course is also a key learning objective for the environmental science and geology major programs offered by the department of earth and environmental sciences: Acquisition of quantitative skills relevant to the geosciences and environmental sciences through the collection, analysis, and synthesis of scientific data
Course specific learning goals that fall under this department level goal include:
* Mastery of basic numeric manipulation and literacy
* Mastery of basic processing, curve fitting and graphical analysis of data using Excel and Matlab
* Ability to apply simple models to geoscience datasets and estimation of model parameters, along with uncertainty assessment
* Familiarity with basic time series analysis methods for extracting geoscience information from time series datasets
Schedule (subject to change)
Units 1 and 2 are designed to introduce fundamental basic quantitative skills. Units 3 to 7 are directed at gaining expertise and confidence in Excel and Units 8 to 12 are directed at gaining expertise and confidence in MATLAB. These are two of the most extensively used tools for quantitatively investigating geoscience data. Units 13 and 14 will use these tools to interpret
different aspects of data. In each unit we will use example datasets from a broad range of the geosciences.
Unit 1: Introduction:
- Why do we need quantitative analysis of geoscience data?
- Examples from scientific literature and popular media (e.g. the hockey stick curve; bar graphs).
- Recognition of simple functions: exponential growth/decay, log growth, lines, polynomials, trig functions.
- Functional notation.
- Approaches for problem solving (what are the data, what are the unknowns, what are the constraints, drawing a diagram, etc).
- Identifying independent variables, dependent variables and model parameters
Unit 2: Basic number skills:
- Solving equations for unknowns.
- Understanding units of measure common in the geosciences.
- Defining units appropriate for a problem.
- Understanding significant figures.
- Scientific notation.
- Rounding numbers and precision versus accuracy.
- Converting units.
- Making estimates/back of the envelope calculations.
Unit 3: Introduction to the spreadsheet I
- Basic Excel skills (entering data, loading data, making calculations, plotting two variables, different types of plots).
Unit 4: Introduction to the spreadsheet II
- Plotting in excel.
- Basic excel functions (average, sum, stdev, var, max, min, count, countif, abs, sqrt)
- Verbal descriptions of numerical relations.
- Basic line fitting
Unit 5: Data collection and analysis I: basic statistics.
- Trendline fits
- Basic analysis of trendline fits
- Data and predicted data
- Residuals, sum squared residuals, sum squared total, R-squared value
- Regression function
Unit 6: Data collection and analysis II: basic statistics.
- Histograms
- Histogram function in excel
- Using histograms to analyze residuals.
Unit 7: Data collection and analysis I: basic statistics.
- Solver in excel
-
Fitting a Gaussian distribution to a histogram of residuals.
Unit 8: Introduction to Matlab: Basic Matlab skills:
- Entering data.
- Basic plots and plotting data.
- Manipulating data.
Unit 7: Data collection and analysis I: basic statistics.
- Assessing data quality.
- Calculating means and standard deviations and probability density functions.
- Creating and understanding histogram.
Week 8: Data collection and analysis II: Interpreting results.
- Developing logical conclusions based on numerical relations.
- Understanding sources of error and error propagation rules.
- Understanding assumptions and how that affects numerical relations.
-
Unit 9: Numerical models in the geosciences:
- The difference between data (inputs) and model parameters (unknowns).
- Understanding fluxes and rates.
- Developing flow charts.
Unit 10: Predicting geoscience data with a model:
- The 'forward' problem
Unit 11: Estimating model parameters from geoscience observations:
- the 'inverse' problem
Unit 12: Time series analysis:
- Extracting the important information from long geoscience datasets.
Unit 13: Time-frequency analysis:
- Analyzing the frequency content of time series data and what it means.
- Identifying wave characteristics (wavelength, period, amplitude, frequency).
- Recognizing periodic phenomena (in time and space).
Unit 14: Interpolation, kriging and contouring spatial geoscience data
- Developing a meaningful interpolation.
- Understanding kriging artifacts.
Texts:
There is no required text for this book as all material for this course (both lecture and lab) will be constructed by the Professors using examples of their own work in the geosciences, along with the extensive resources developed by the Science Education Resource Center (SERC) at:
Carlton College in recognition of the need to improve quantitative training in undergraduate geosciences (http://serc.carleton.edu/quantskills/about.html).
Grading
The breakdown for the grading is as follows.
* Take home assignments/lab write-ups: 30%
* 2 Midterms
: 25%
* Final
: 25%
* Quizzes:
10%
* Participation:
10%
Grading information
* Take home assignments: –Weekly assignments are due in class one week after the assignment was given out. All assignments should be handed in electronically via blackboard. Unless otherwise stated, only assignments that are returned as a single pdf
document will be accepted.
** NO LATE ASSIGNMENTS WILL BE ACCEPTED **
As I recognize that at times there are extenuating circumstances that will prevent you from being able to complete your assignment on time, the two lowest assignment grades will be dropped.
* 2 Midterms: in-class, closed-book format; all exams will be cumulative.
Midterm 1: Wednesday October 3rd
Midterm 2: Wednesday November 14th
* Final: in-class, closed-book format; all exams will be cumulative – time determined by Rutgers Exam Schedule.
* Participation: Students are expected to participate in class and will be graded according to their in class participation. Participation grades will be given for (1) participating in class discussions, (2) participating in small group discussions, and (3) in class answers to group assignments.
* Quizzes: in-class, closed-book format; quizzes are not cumulative – once per week at the beginning of the lecture. No make-up quizzes will be given, but the two lowest quiz grades will be dropped.
Attendance Policy
Attendance is not mandatory for this class, however, missing classes will result in reduced quiz grades, as no make-up quizzes will be given, and a reduced participation grade. If you anticipate that you will have an extended absence from class due to an unforeseen circumstance, please make an appointment to speak with me outside of class to discuss your options.
Student responsibilities
* Notes: No notes will be handed out and students are expected to take careful notes. This format was chosen because it has been shown that students learn and retain information better when taking hand written notes in class (as opposed to notes on a computer or not
taking notes at all.) If you would like to discuss note taking strategies then let me know and we can either do so in class or during my office hours.
* Respect: Out of respect for their peers and their professor, students should arrive on time and should not wander in and out of class during the lecture. Phones should be turned off for the duration of class. Computers in class should only be used for course-related activities. Students are expected to listen to their peers or their professor during class and not interrupt. Any student found disrupting class will be asked to leave for the duration of the lecture. Students are expected to everyone in the class (professor, TA, fellow students) respectfully; disrespectful behavior will not be tolerated and will be addressed immediately.
* "Home" work: The problems and labs assigned in this class are designed to help improve student problem solving abilities and to encourage independent learning. As such, to answer some problems students may be required to do research beyond what is directly taught in class. To facility this approach, students are strongly encouraged to take advantage of the faculty office hours and to work in groups. Occasionally, reading assignments will be given out before class. When this is the case students are expected to come to class having read the reading material and to be prepared to discuss it. As with most undergraduate level courses, it is expected that each student will spend approximately three hours working on course material (assignments and studying) outside the classroom for every one hour spent in the classroom.
Email Policy
Emails sent to the professor should be formatted properly (the proper format will be discussed in class). Emails not sent with the proper format will not be answered. Expect at least 24 hours between sending an email and receiving a response. Emails will only be answer Monday through Friday. Note, that this means that if you need help with an assignment and would like to contact me to arrange a time to meet, you need to send an email about that at least two days before the assignment is due.
Other Important Information
Americans with Disabilities Act Statement: If you need accommodations because of a documented disability, contact the Disabled Student Services Office on x5300
Academic Honesty Policy: Cheating in any form will not be tolerated. The first occurrence of any of this behavior will result in a grade of "F". | <urn:uuid:6d78ac36-fd6a-46e2-8599-de776367bc8d> | CC-MAIN-2022-05 | https://sasn.rutgers.edu/sites/default/files/sites/default/files/inline-files/Quantitative%20methods%20syllabus%2020180904.pdf | 2022-01-28T20:16:19+00:00 | crawl-data/CC-MAIN-2022-05/segments/1642320306335.77/warc/CC-MAIN-20220128182552-20220128212552-00357.warc.gz | 533,888,190 | 2,172 | eng_Latn | eng_Latn | 0.977787 | eng_Latn | 0.994862 | [
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Press Release
Greene County Public Health
A Safe Communities Grantee of Ohio Department of Public Safety Ohio State Highway Patrol-Traffic Safety Division 360 Wilson Drive, Xenia, OH 45385
Contact Person:
FOR IMMEDIATE RELEASE
Laurie Fox, Public Information Officer 937-374-5669; email@example.com
Friday, October 15, 2021
In the Driver's Seat: Parents Are the Key to Teen Driving Success
Talk to Teens About the Importance of Driving Safety During National Teen Driver Safety Week
XENIA, OH — National Teen Driver Safety Week is October 17-23, 2021 – the perfect opportunity to talk with teens about safe driving habits. This year, the U.S. Department of Transportation's National Highway Traffic Safety Administration (NHTSA) is teaming up with Greene County Safe Communities Coalition through Greene County Public Health to help empower parents to discuss the importance of driving safety with their young drivers. Parents of teen drivers can partner to support each other through this period of life. Don't hand over the keys until the teen knows the Rules for the Road. Ultimately, parents are in control.
Motor vehicle crashes are a leading cause of death for teens (15-18 years old) in the United States. There were 2,042 people killed in crashes involving a teen passenger vehicle driver (15-18 years old) in 2019; 628 of the deaths were the teen driver. In 2019, an estimated 92,000 teen passenger vehicle drivers were injured in motor vehicle traffic crashes and an estimated 264,000 people were injured in crashes involving a teen driver, accounting for almost 10% of all those injured that year.
"Parents play a critical role in teen driver safety in their ability to consistently communicate important driving safety information," said Melissa Howell, Greene County Health Commissioner. "New teen drivers are still gaining experience behind the wheel, which increases the chance of dangerous situations for the teen and others around them," she said. "This is why it's so important for parents to have these discussions with their teens. Don't be afraid to have this conversation every day. NHTSA offers parents and caregivers helpful tips and a framework for having discussions with their teen drivers about risky driving behaviors that can lead to fatal consequences."
By sharing their driving experience, parents can help teen drivers make smart choices and actions to stay safe on the road. NHTSA gives parents tips on how to talk about safe driving behaviors with their teens along with how to address the most dangerous and deadly driving behaviors for teen drivers: alcohol and other drug use, lack of seat belt use, distracted driving, speeding, and driving with passengers.
NHTSA's website, www.nhtsa.gov/road-safety/teen-driving, has detailed information and statistics on teen driving, and outlines the basic rules parents can use to help reduce the risks for teen drivers:
1. Impaired Driving: All teens are too young to legally buy, possess, or consume alcohol. However, nationally, 16% of teen passenger vehicle drivers involved in fatal crashes in 2019 had alcohol in their system. Alcohol isn't the only substance that can keep teens from driving safely: marijuana
affects a driver's ability to react to their surroundings. Driving is a complex task and marijuana slows the reaction time. Remind teens that driving under the influence of any impairing substance — including illicit or prescription drugs, or over-the-counter medication — can have deadly consequences. Let teens know this behavior won't be tolerated.
2. Seat Belt Safety: Wearing a seat belt is one of the simplest ways for teens to stay safe in a vehicle. Yet, too many teens aren't buckling up. More than half (55%) of the teen passenger vehicle drivers who died in crashes in 2019 were unbuckled. Teen drivers and passengers are more likely to die in a crash if they are unbuckled (nine out of 10 of the passengers who died were also unbuckled). Empower teens to stand strong and confirm everyone is buckled up - including front seat and back seat passengers - before the vehicle moves. Reward teens with driving privileges for buckling up every trip, every time, and requiring their passengers to do the same.
3. Distracted Driving: Cell phone use while driving is more than just risky — it can be deadly. Texting while driving is outlawed in 47 states, Washington DC, Puerto Rico, Guam, and the U.S. Virgin Islands. Remind teens about the dangers of using a phone while driving and clarify that any phone use (texting, talking, or using any social media apps) is unacceptable. Even if they are stopped at a light, remind teens that posting on social media while driving is unacceptable and illegal.
Distracted driving isn't limited to cell phone use. Other passengers, audio and climate controls in the vehicle, eating, or drinking while driving are all examples of dangerous distractions for teen drivers. In 2019, among teen drivers of passenger vehicles involved in fatal crashes, 10% were reported as distracted at the time of the crash. Remind teens that headphones are not appropriate to wear while driving a vehicle. All drivers need to be able to hear another vehicle's horn or the siren from an emergency vehicle, so they can safely move over and out of the path.
4. Speed Limits: Speeding is a critical issue for all drivers, especially for teens who are less experienced. In 2019, more than one-quarter (27%) of all teen drivers of passenger vehicles involved in fatal crashes were speeding at the time of the crash. Males were more likely to be involved in fatal speeding-related crashes than females. Remind teens to always drive within the speed limit.
5. Passengers: Passengers in a teen's vehicle can lead to disastrous consequences. Research shows the risk of a fatal crash dramatically increases in direct relation to the number of passengers in a vehicle. The likelihood of teen drivers engaging in risky behavior triples when traveling with multiple passengers.
Parents can help protect their teen drivers by discussing risky driving behaviors. Self-reported surveys show that teens whose parents set firm rules for driving typically engaged in less risky driving behaviors and were involved in fewer crashes.
Teens need to understand the rules and any other restrictions outlined in Ohio's graduated driver licensing (GDL) law and the deadly consequences that could occur. By knowing and enforcing the laws, the teen driver's safety and that of others on the road is improved.
"Teens will learn much of this content in driver education, but it's their home environment that drives the lessons home and gets the rules to stick. Parents should set these rules before handing over the car keys," Howell said. "We hope parents will start the conversation about safe driving during National Teen Driver Safety Week then keep the conversations going — every day throughout the year — to help keep their teens safer behind the wheel."
For more information about National Teen Driver Safety, visit www.nhtsa.gov/road-safety/teen-driving.
Celebrating 100 years of Greene County Public Health… Your Accredited and Trusted Local Public Health Authority Since 1920
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Basic Facts about Low-Income Children Children under 18 Years, 2015
Yang Jiang | Maribel R. Granja | Heather Koball
January 2017
Among all children under 18 years in the U.S., 43 percent live in low-income families and 21 percent—approximately one in five—lives in a poor family. This means that children are overrepresented among our nation's poor; they represent 23 percent of the population but comprise 33 percent of all people in poverty. Many more children live in families with incomes just above the poverty threshold. 1
Being a child in a low-income or poor family does not happen by chance. Parental education and employment, race/ethnicity, and other factors are associated with children's experience of economic insecurity. This fact sheet describes the demographic, socioeconomic, and geographic characteristics of children and their parents. It highlights the important factors that appear to distinguish low-income and poor children from their less disadvantaged counterparts.
How many children under age 18 years live in low-income families in the United States?
There are nearly 72 million children under age 18 years in the United States.
◆ ◆ 43 percent—30.6 million—live in low-income families
◆ ◆ 21 percent—14.8 million—live in poor families
Percentages may not add up to 100 due to rounding.
23
+
53
+
Note: Above low income is defined as at or above 200% of the federal poverty threshold (FPT), poor is defined as below 100% of FPT, and near poor is between 100% and 199% of the FPT. The low-income category includes both the poor and the near poor.
Figure 1: Children by family income, 2015 24
What is the 2015 federal poverty threshold (FPT)? 2
◆ ◆ $24,036 for a family of four with two children
◆ ◆ $19,078 for a family of three with one child
◆ ◆ $16,337 for a family of two with one child
Is a poverty-level income enough to support a family?
Research suggests that, on average, families need an income equal to about two times the federal poverty threshold to meet their most basic needs. 3 Families with incomes below this level are referred to as low income:
◆ ◆ $48,072 for a family of four with two children
◆ ◆ $38,156 for a family of three with one child
◆ ◆ $32,674 for a family of two with one child
These dollar amounts approximate the average minimum income families need to make ends meet, but actual expenses vary greatly by locality. In 2014, the cost of meeting basic needs for a family of four required about $85,800 per year in Boston, Massachusetts; $61,500 in Akron, Ohio; $57,200 in Tulsa, Oklahoma; and $53,600 in McAllen, Texas. 4
Has the percentage of children living in low-income and poor families changed over time?
The percentage of children living in low-income families (both poor and near poor) increased from 42 percent in 2009 to 43 percent in 2015 (Figure 2), but has decreased from a high of 45 percent in 2012. Between 2009 and 2015, the overall number of children of all ages decreased by one percent, while the number of low-income children increased by 0.7 percent and the number of poor children increased by 2 percent (Table 1). Figure 2: Children living in low-income and poor families, 2009–2015 Table 1: Percentage change of children living in low-income and poor families, 2009–2015 2009 2010 2011 2012 2013 2014 2015 50 45 40 35 30 25 20 15 10 5 0 Percent (%) 41+44+45+44+42 21+23+23+23+22 42% 20% Poor Less than 100% FPL Near poor 100–199% FPL
How do children compare to the rest of the population?
The percentage of all children under age 18 years in low-income families surpasses that of adults. In addition, children are more than twice as likely as adults 65 years and older to live in poor families (Figure 3).
Percentages may not add up to 100 due to rounding.
Does the percentage of children in low-income families vary by age group?
The percentages of children under 18 years who live in low-income and poor families are 43 percent and 21 percent, respectively, yet there is variation by age group. Younger children are more likely to live in low-income and poor families than older children (Figure 4).
◆ ◆ 45 percent of children ages 3 through 5 years—5.4 million—live in low-income families
◆ ◆ 44 percent of children ages 6 through 11 years—10.7 million—live in low-income families
◆ ◆ 45 percent of children under age 3 years—5.2 million— live in low-income families
◆ ◆ 39 percent of children ages 12 through 17 years—9.4 million—live in low-income families
3
Does the percentage of children in low-income families vary by race/ethnicity?
As Figure 5 illustrates, the percentages of low-income and poor children under 18 vary by race and ethnicity: whites comprise the largest share of all low-income children (36 percent, 11.0 million) while Hispanics make up the largest share of poor children (36 percent, 5.4 million). 5
Figure 5: Race/ethnicity among children by family income, 2015
Black, American Indian, and Hispanic children are disproportionately low income and poor (Figure 6).
◆ ◆ 63 percent of black children—6.2 million—live in low-income families
◆ ◆ 61 percent of American Indian children—0.3 million—live in low-income families
◆ ◆ 61 percent of Hispanic children—10.8 million—live in low-income families
◆ ◆ 30 percent of white children—11.0 million—live in low-income families
◆ ◆ 39 percent of children of some other race—1.4 million—live in low-income families
◆ ◆ 29 percent of Asian children—1.0 million—live in low-income families
Indian
Does the percentage of children in low-income families vary by parents' nativity? 6
Figure 6: Percentage of children in low-income and poor families by race/ ethnicity, 2015 30+63+61+29+61+39 12+36+30+12+33+19 Percentages may not add up to 100 due to rounding.
◆ ◆ 52 percent of children with immigrant parents—9.5 million—live in low-income families
◆ ◆ 39 percent of children with native-born parents—21.2 million—live in low-income families
What are the family characteristics of low-income and poor children?
Parents' Employment 7
Children with a full-time, yearround employed parent are less likely to live in a low-income family, compared to children with parents who work part time/part year or who are not employed (Figure 7).
Figure 7: Percentage of children in low-income and poor families by parents' employment and education, 2015
◆ ◆ 30 percent of children with at least one parent who works full time, year round—16.1 million—live in low-income families
◆ ◆ 73 percent of children with no parent who works full time, but at least one parent who works part time or part year—9.0 million—live in low-income families
◆ ◆ 9 percent of children with at least one parent who works full time, year round—4.6 million—live in poor families
◆ ◆ 46 percent of children with no parent who works full time, but at least one parent who works part time or part year—5.7 million—live in poor families
◆ ◆ 70 percent of children with no employed parents—4.4 million—live in poor families
◆ ◆ 87 percent of children with no employed parents—5.5 million—live in low-income families
Nevertheless, many low-income and poor children have parents who work full time. About half (53 percent) of low-income children and 31 percent of poor children live with at least one parent employed full time, year round.
Parents' Education 8
At the same time, significant shares of low-income and poor families with children are headed by parents with at least some college education, as shown in Figure 8.
Family Structure
Higher levels of parental education decrease the likelihood that a child will live in a low-income or poor family. Among children with at least one parent with some college or additional education, 30 percent live in low-income and 12 percent in poor families. By contrast, among children whose parents have less than a high school degree, 83 percent live in low-income and 53 percent in poor families (Figure 7).
◆ ◆ 83 percent of children with parents who have less than a high school degree—6.3 million—live in low-income families
◆ ◆ 30 percent of children with at least one parent who has some college or additional education—15.0 million— live in low-income families
◆ ◆ 66 percent of children with parents who have a high school degree but no college education—9.3 million—live in low-income families
About one-half of children (47 percent) in low-income families—14.3 million—and 35 percent of children in poor families—5.2 million—live with married parents. Children who live with married parents are much less likely to be poor or low income compared to children who live with a single parent.
◆ ◆ 30 percent of all children residing with married parents—14.3 million—live in low-income families
◆ ◆ 11 percent of all children residing with married parents—5.2 million—live in poor families
5
◆ ◆ 68 percent of all children residing with a single parent—16.3 million—live in low-income families
◆ ◆ 40 percent of all children residing with a single parent—9.5 million—live in poor families
Percentages may not add up to 100 due to rounding.
Does the percentage of children in low-income families vary by where they live?
Region
The percentage of children in lowincome families varies substantially by region (Figure 9).
Figure 9: Percentage of children in low-income families by region, 2015
◆ ◆ 46 percent of children in the South—12.8 million—live in low-income families
◆ ◆ 40 percent of children in the Midwest—6.1 million—live in low-income families
◆ ◆ 43 percent of children in the West—7.5 million—live in low-income families
◆ ◆ 36 percent of children in the Northeast—4.2 million—live in low-income families
Residential Instability and Home Ownership
Research suggests that stable housing is important for healthy child development. 9 However, children living in low-income families are nearly twice as likely as other children to have moved in the past year and nearly three times as likely to live in families that rent, rather than own, a home (Figure 10).
◆ ◆ 19 percent of children in low-income families—5.7 million—moved in the last year
◆ ◆ 11 percent of children in families above the low-income threshold—4.7 million— moved in the last year
◆ ◆ 65 percent of children in low-income families—19.9 million—live in families who rent their homes
◆ ◆ 23 percent of children in families above the low-income threshold—9.6 million—live in families who rent their homes
Are children in low-income families covered by health insurance?
Among all children under age 18, approximately 7 percent living in lowincome families and 6 percent living in poor families are uninsured. 10 Consistent with research suggesting older children in general are particularly at risk of being uninsured, children ages 12 through 17 years in low-income and poor families are more likely to be uninsured compared to younger children in low-income and poor families (Figure 11). 11 Public insurance reaches many more economically disadvantaged children than private plans, covering 72 percent of low-income children and 84 percent of poor children (Figure 12).
◆ ◆ 7 percent of children living in low-income families—2.0 million—are uninsured
◆ ◆ 72 percent of children living in low-income families—22.1 million—are covered by public insurance
◆ ◆ 27 percent of children living in low-income families—8.1 million—are covered by private insurance
7
Endnotes
This fact sheet is part of the National Center for Children in Poverty's demographic fact sheet series and is updated annually. Unless otherwise noted, analysis of the 2015 American Community Survey (ACS) was conducted by Yang Jiang and Maribel R. Granja of NCCP. Estimates include children living in families with at least one parent and most children living apart from both parents. Children living independently, living with a spouse, in the foster care system, or in group quarters are excluded from these data (read our report on foster youth at http://www.nccp.org/publications/pub_1165. html). Children ages 14 years and under living with only unrelated adults were not included because data on their income status were not available. For children who do not live with at least one parent (for example, children being raised by grandparents), parental characteristics are calculated based on those of the householder and/or the householder's spouse. We would like to thank Renée Wilson-Simmons, NCCP Director, for her advice on this fact sheet and both Seth Hartig and Suma Setty for data checks and proofreading. Special thanks to Diana Gazzia for layout and production.
poverty threshold, as determined by the U.S. Census Bureau; low income is defined as family income less than 200 percent of the poverty threshold.
2. The U.S. Census Bureau issues the poverty thresholds annually. Thresholds vary by family size and composition. See http:// www.census.gov/data/tables/time-series/ demo/income-poverty/historical-povertythresholds.html for the complete 2015 poverty thresholds.
3. Cauthen, Nancy K. & Fass, Sarah. (2008). Measuring Income and Poverty in the United States. New York, NY: National Center for Children in Poverty, Columbia University, Mailman School of Public Health.
4. Estimates from the Economic Policy Institute's Family Budget Calculator. Retrieved November 2016 from http://www. epi.org/resources/budget/.
family were born in the U.S. or its territories, or born abroad to American parent(s). The variable "immigrant parents" is defined to mean that at least one parent in the family is either a U.S. citizen by naturalization or is not a citizen of the U.S.
7. Parents' employment is defined as the employment level of the parent in the household who maintained the highest level of employment in the previous year. Parents can either have no employment in the previous year, part-year or part-time employment, or full-time, year-round employment. Part-year or part-time employment is defined as either working less than 50 weeks in the previous year or less than 35 hours per week. Full-time, year-round employment is defined as working at least 50 weeks in the previous year and 35 hours or more per week.
8. Parents' education is defined as the education level of the most highly educated parent(s) living in the household. Parents can either have no high school degree, a high school degree but no college, or some college or more.
1. United States Census Bureau, 2015 American Community Survey 1-Year Estimates (2016). Table S1701: Poverty Status In the Past 12 Months. Washington, DC: United States Census Bureau. Retrieved November 2016 from http://factfinder.census. gov/faces/tableservices/jsf/pages/ productview.xhtml?pid=ACS_15_1YR_ S1701&prodType=table. While these numbers reflect the total number of children in poverty, the remaining numbers in this report include only children living in families, as defined in the note above. In this fact sheet, poverty is defined as family income less than 100 percent of the federal
5. In the most recent ACS, parents could report children's race as one or more of the following: "White," "Black," "American Indian or Alaska Native," or "Asian and/ or Hawaiian/Pacific Islander." In a separate question, parents could report whether their children were of Hispanic origin. For the data reported, children whose parent reported their race as White, Black, American Indian or Alaska Native, or Asian and/or Hawaiian/Pacific Islander and their ethnicity as non-Hispanic were assigned a non-Hispanic category of their race. Children who were reported to be of more than one race were assigned as Other. Children whose parent identified them as Hispanic were categorized as Hispanic, regardless of their reported race.
9. Aratani, Yumiko. (2009). Homeless Children and Youth. New York, NY: National Center for Children in Poverty, Columbia University, Mailman School of Public Health.
10. People can report more than one type of insurance coverage. Children not covered by private or public health insurance at the time of the survey are considered uninsured.
6. The variable "native-born parents" is defined to mean that both parents in the
11. Schwarz, Susan Wile. (2009). Adolescent Mental Health in the United States. New York, NY: National Center for Children in Poverty, Columbia University, Mailman School of Public Health.
To find comparable information for infants and toddlers, see Basic Facts about Low-Income Children: Children under 3 Years, 2015; for young children, see Basic Facts about Low-Income Children: Children under 6 Years, 2015; for children in middle childhood, see Basic Facts about Low-Income Children: Children 6 through 11 Years, 2015; for adolescent children, see Basic Facts about Low-Income Children: Children 12 through 17 Years, 2015.
SUGGESTED CITATION
Jiang, Y., Granja, M.R., & Koball, H. (2017). Basic Facts about Low-Income Children: Children under 18 Years, 2015. New York: National Center for Children in Poverty, Columbia University Mailman School of Public Health. | <urn:uuid:ebdce17b-eade-4afc-b0ef-3f7d349fb967> | CC-MAIN-2022-05 | https://www.nccp.org/wp-content/uploads/2017/01/text_1170.pdf | 2022-01-28T19:40:45+00:00 | crawl-data/CC-MAIN-2022-05/segments/1642320306335.77/warc/CC-MAIN-20220128182552-20220128212552-00357.warc.gz | 938,120,847 | 3,909 | eng_Latn | eng_Latn | 0.996091 | eng_Latn | 0.99676 | [
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ONE MOUNTAIN, MANY WORLDS
The mountain pathways are a network of pedestrian routes that, due to the range and diversity of places covered, represent one of the most enriching ways of discovering the region.
The Canadas route follows an wide natural amphitheatre lodged in the foothills of the south side of the Torre plateau. At the entrance to this amphitheatre, lies the picturesque village of Alvoco da Serra, the starting point of a pathway that develops through a network of intricate stone paths known as "canadas".
EMERGENCY CONTACTS
European SOS Emergency Number 112
808 200 520
Environment and Territory SOS
GNR (Subgroup of the Mountain Intervention Group for Protection and Help) Tel.: 961 188 070 / email@example.com Nossa Senhora da Assunção Hospital: Tel.: 238 320 700
OTHER CONTACTS
C.I.S.E. (The Serra da Estrela Interpretative Centre) Visconde de Molelos Street, Seia / Tel.: 238 320 300 / firstname.lastname@example.org
ADIRAM (Association for the Integrated Development of the Network of
Mountain Villages)
Tel.: 238 310 246 / email@example.com
CERVAS (Ecology, Recovery and Wild Animal Surveillance Centre)
Tel.: 919 457 984 / firstname.lastname@example.org
Seia Tourist Office:
Tel.: 238 317 762 / email@example.com
Loriga Tourist Office:
Tel.: 238 951 175
Sabugueiro Tourist Office:
Tel.: 238 315 336
Snow Clearing Centre:
Tel.: 275 336 251
Penhas Douradas Weather Station: Tel.: 275 981 304 Serra da Estrela Natural Park (Seia Delegation): Tel.: 238 001 060
WHERE TO STAY AND WHERE TO EAT
www.aldeiasdemontanha.pt
promoters
partners
Percurso pedestre em processo de homologação pela FCMP
MOUNTAIN PATHWAYS
CANADAS ROUTE
The Canadas route develops at the headwater of the wide valley of Alvoco, upstream from the village of Alvoco da Serra, encompassing a landscape dominated by granite outcrops, brooms, heathers and cultivated fields.
In this part of the valley, framed by the upper area of the Torre plateau and by the Alvoaça mountain, innumerable sources of water courses flow into another. These are the origin of the Alvoco stream, whose waters help to build up the fertility of the fields in the valley.
In the village, apart from the old houses an attentive visit to the church of Our Lady of the Rosary and the chapel of Saint Anthony are worth doing. The chapel has a collection of religious art that includes amongst its assets stone sculptures of Ançã, in the style of the Coimbra school.
CANADAS ROUTE
NATURAL HERITAGE
> The Alvoco stream
> Flora and fauna
> Fluvial-glacial deposits
CULTURAL HERITAGE
> The old nucleus of Alvoco da Serra
> Medieval bridge
> Museum of Religious Art
> Stone agricultural huts and "canadas"
> The XVIII century threshing floor
> Watermills and communal oven
CANADAS
ROUTE
PASTOREIO
ROUTE
RIBEIRA DE ALVOCO
ROUTE
Starting and
finishing point
Fountain
Waterlines
Paved road
Elevation point
Crossing some of the streams is not advisable when the water flow is strong.
TECHNICAL SHEET
Type of route:
circular short distance path
Recommended direction:
anti-clockwise
Starting / finishing point:
Alvoco da Serra
(chapel of Saint Anthony)
Starting / finishing coordinates: N 40˚ 17.690' / W 07˚ 40.277' Distance: 6.164 km
Accumulated gradients:
+379 m / -379 m
Altitude:
minimum 682 m / maximum 1050 m
Approximate time:
2 hours
Degree of difficulty: III –
rather difficult
Recommended season:
all year
Military map:
(IGEOE / 1:25000) n.º: 223, 234
BEHAVIOUR RULES
> Plan the route you intend to do: gather beforehand the available, necessary information and make sure you finish the walk before nightfall.
> Stay on signed paths and respect signs at all times.
> Do not light fires.
> Be polite to the local inhabitants and respect their customs and traditions.
> Respect nature: do not remove and/or disturb animals, plants or damage geological formations.
> Do not disturb cattle and do not damage cultivated areas.
> If you find a wounded or debilitated wild animal, try to direct it to a recovery centre for wild fauna.
> Always carry water, food, sun screen, appropriate clothes and footwear and a first-aid kit.
> Do not drop litter or remains of your passage.
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POLLINATORS AND WILDFLOWERS CROSSWORD
Do you know your tiger lily from your tiger moth? Or your pollinators from your pollens? Put your knowledge to the test with our latest installment in the wonderful wildlife crossword series.
DOWN
ACROSS
1. Frequently mistaken for a bee, but only has one pair of wings. (8)
5. A flower with 20 - 80 tubular pink flowers. Poisonous to ingest. (8)
4. The most abundant butterfly from the big butterfly count 2019. (7,4)
6. Like the bird it is named after, this species of bee lays its eggs in another bumblebee's nest and leaves the workers of that nest to rear the young. (6)
11. What name is given to the pollen-producing reproductive organ of a flower composed of an anther and filament? (6)
10. Scotland's national flower. (7)
13. This flower's bulb can be used to replace onions in many cooking recipes. (5)
2. The national tree of England, representing strength and endurance. (3)
7. Which flower is sometimes called the sword lily?
3. A conifer tree with a pleasant scent. (4)
8. The houses of Lancaster and York went to war over the throne of England. Both had this flower as their insignia. (4)
12. Hummingbird, Elephant and Bee are all types of this insect. (4 - 4)
9. Hedgerow climber with a boozy use. (3)
14. Often accused of strangling trees (3)
16. Build me up '_______'. Song by The Foundations. (9)
15. This flower is a fairy favourite and a sure sign spring is in full swing. (8)
w w w. l e a g u e . o r g . u k | <urn:uuid:b7588e3f-440f-4059-8b2f-d92957889e89> | CC-MAIN-2022-05 | https://www.league.org.uk/media/filer_public/7b/cc/7bcc650c-709c-426e-b6fd-71cbe64cf76b/league_animal_advocates_crossword1.pdf | 2022-01-28T20:06:14+00:00 | crawl-data/CC-MAIN-2022-05/segments/1642320306335.77/warc/CC-MAIN-20220128182552-20220128212552-00355.warc.gz | 894,206,279 | 389 | eng_Latn | eng_Latn | 0.997742 | eng_Latn | 0.997742 | [
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Brazil becomes the first country outside of Europe to join the Every Can Counts initiative
With a recycling rate of over 95% for aluminium cans, Brazil will be an important partner of Europe's leading drink can recycling programme.
After 12 years of inspiring people to recycle on the go and with 19 European countries now on board, the Every Can Counts initiative welcomes Brazil to its growing community. A community of people, brands, festivals, and organizations that work together towards the vision of a 100% recycling rate for drink cans.
Called "Cada Lata Conta", the Brazilian version of Every Can Counts is being launched by Abralatas, the Brazilian Association of Aluminium Can Manufacturers (Associação Brasileira dos Fabricantes de Latas de Alumínio). The programme officially kicked off with a set of environmental education and behaviour change activities at the Villa-Lobos Park in São Paulo (4-5 December), and in celebration of the Carnatal in Natal (9-12 December).
Keeping the cycle going from São Paulo to Carnatal
Gigantic metal structures in the shape of recycling symbols were installed at the heart of VillaLobos Park, and recycling ambassadors with green backpacks engaged with over 20,000 people to raise awareness of recycling while collecting cans. At the same time, graffiti art panels made from over 30,000 recycled cans and designed by artist Ricardo Kaur became highly popular for photo opportunities.
After São Paulo, the Cada Lata Conta team arrived in Carnatal, the largest off-season Carnival in Brazil, held in the city of Natal (RN). As part of a collaboration between Cada Lata Conta and the Coocamar waste picker cooperative, seventy backpackers engaged with people to make sure every can was collected during the four days of the festival. The programme expects this partnership to showcase the environmental, economic, and social benefits of recycling while highlighting the important role of the waste pickers as an essential part of Brazil's recycling system.
Visitors of both events not only enjoyed the head-turning installations but also had the chance to learn more about the launch of the programme in Brazil and the upcoming initiatives. Cada Lata Conta now features a brand-new Portuguese-language website, as well as social media channels to promote the importance of the circular economy for the sustainable future of our planet.
According to Cátilo Cândido, Executive President of Abralatas, these events were the first of many to come to Brazil and represent a new kind of consumer-focused campaigns to promote recycling in the country. "As a matter of fact, Cada Lata Conta/Every Can Counts values individual actions, especially with the new generation of consumers. Brazil already boasts one of the highest drink can recycling rates in the world: consistently above 95% with the commitment to maintain and even improve further this percentage", says Cândido. "We want to show Brazilians a true example of a circular economy in a fun, straightforward, and creative way."
"The launch of Cada Lata Conta in Brazil is a natural extension of our commitment and vision in Europe: We strive to reach 100% drink can recycling and raise awareness among all consumers around the world about the importance of keeping drink cans in the recycling loop, wherever they consume them", says David Van Heuverswyn, Director Every Can Counts Europe.
For images, kindly click this link
– End –
About ABRALATAS
Founded 18 years ago, Abralatas is the main representative of Brazil's aluminium beverage can industry. The third largest market globally, it provides the primary packaging for beers and other drink products in the country. While Brazil enjoys a record can recycling rate, the organization's aim is to strengthen and develop the aluminium can industry in a socially and environmentally responsible way. For more information: www.cadalataconta.com.br
About Every Can Counts (ECC)
Born in 2009 in the UK, the Every Can Counts initiative is regarded as the leading programme to promote drink can recycling across Europe. It aims to inspire everyone to make a difference by recycling their drink cans wherever they are. This could be in the office, at home, or anywhere on the go, from parks, festivals, and sporting events to schools and universities. Today, the initiative is present in 19 countries.
Every Can Counts – everycancounts.eu
For more information, please contact: email@example.com | <urn:uuid:d4975298-ecd9-479e-8864-362424c68f05> | CC-MAIN-2022-05 | https://european-aluminium.eu/media/3400/ecc-expands-to-brazil-pr.pdf | 2022-01-28T18:34:45+00:00 | crawl-data/CC-MAIN-2022-05/segments/1642320306335.77/warc/CC-MAIN-20220128182552-20220128212552-00360.warc.gz | 284,224,831 | 905 | eng_Latn | eng_Latn | 0.997969 | eng_Latn | 0.997976 | [
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brother of Henry born 1806
William
1794 - 1880
b. Cartmel
Jane ¶
1828 - 1881*
b. Longsleddale
Emigrants to the USA
¶ These children emigrated to the United States at various times. Indeed the whole family sailed from Liverpool to New York aboard the Ship Lady Franklyn in June 1853. Some evidently returned to England. In the 1855 Census for Albion, Orleans County, New York, Jane and Margaret are boarding with families. Michael is farm labouring in Murray, Orleans County.
In the 1865 Census for Albion, William and John M. are living with their newly married sister (named Margaret Hannington) who has a two year old daughter, Dora. Michael Hoggarth is living in Barre, Orleans County, New York, married to Ruth C. and they have a 9 month old son, John A. Hogarth.
The 1861 Census shows that William is in England with his parents, farming at Meathop Hall. His sisters Agnes and Ann are also at home. John Mattinson is a visitor at Overthwaite, the farm of his father's cousin, Nancy Bell. Jane must
John M. shortly returned to England because in 1867 he was a witness at his sister Jane's wedding and in the 1871 he is a farmer of 200 acres at Blawith Cottage, Broughton East. His sisters, Anne and Dora [sic] are living in with him.
have returned for she marries a farmer from Padiham in 1867. The Westmorland Gazette states that Margaret died at Meathop Hall. Two years later John died at Wilson House.
In the 1875 Census for Albion, William Hannington appears to have a new wife, Jane, and sister-in-law, Mary Mattinson, is living with them. Michael and Ruth C.., also living in Albion have two sons John W. and Warren W. William is also listed as a farmer and appears to be single.
William Hoggarth
=
Agnes Holme
In the 1892 Census for Albion, the widowed Ruth is listed along with 14 year old Katie. William is again listed as a farmer. The 1900 Federal Census indicates that William arrived in America in 1865. This is the same year that his father John died at Wilson House near to Meathop.
Mary Ann
1817 - 1885*
b. Selside
Dorothy Ø
after 1881
b. Selside
* Westmorland Gazette
Ulverston Advertiser
‡ Lancaster Gazette
Lancaster Parish Clerk revised October 2018
brother of Henry born 1806
James Waddington of Padiham (farmer) 1818 - 1884 #
‡ daughter of William Hoggarth born 1794
=
(1) Mary Hoggarth ‡
1821 -
1866 #
marriage: Burneside date: 13/08/1847 witnesses: Charles Waddington Agnes Hoggarth, James Airey
Upon his marriage to Mary, James Waddington is described as a book keeper, his father William being a timber merchant.
In 1851 the newly weds are living in Gawthorp Street, Padiham and James is a cashier. Six year old nephew James E. Crook is living with them, the younger brother of William Henry Crook
In 1861 he and Mary are again in Padiham (no children) and farming 42 acres. Niece Mary Martindale Hoggarth is living with them (later to marry William Henry Crook)
1871: Bank Street, Padiham, farming 95 acres.
Ø In 1891 Martha was living on her own means in Bournemouth
§ Nephew by marriage to James' first wife
* Westmorland Gazette †Family Search # Free BMD Ω Ulverston Advertiser ‡ Lancaster Gazette ℓ Lancaster Parish Clerk K Kendal Mercury revised October 2018
brother of Henry born 1806
In the 1855 Census for Albion, Orleans County, New York, Michael is farm labouring in Murray, Orleans County. In the 1865 Census for Albion, Michael is living in Barre, Orleans County, New York, married to Ruth C. and they have a 9 month old son, John A. Hogarth.
In the 1875 Census for Albion, Michael and Ruth C.., have two sons John W. and Warren W.
In the 1892 Census for Albion, the widowed Ruth is listed along with 14 year old Katie. By 1900 Catherine is married and Ruth is living with the newly marrieds.
* Westmorland Gazette †Family Search # Free BMD Ω Ulverston Advertiser ‡ Lancaster Gazette ℓ Lancaster Parish Clerk K Kendal Mercury revised October 2018
In the 1855 Census for Albion, Orleans County, New York, Margaret and her sister Jane are boarding with families.
brother of Henry born 1806
Much information on this page is derived from the online Albion, Orleans County, New York Census and Mount Albion Cemetery Records
* Westmorland Gazette †Family Search # Free BMD Ω Ulverston Advertiser ‡ Lancaster Gazette ℓ Lancaster Parish Clerk K Kendal Mercury
ʊ
Gravestone in Witherslack Churchyard revised July 2019
brother of Henry born 1806
ℓGrave: 17056
Burnley Cemetery, Burnley, Lancs.
* Westmorland Gazette
†
Family Search
# Free BMD
Ω
Ulverston Advertiser
‡ Lancaster Gazette
ℓ
Lancaster Parish Clerk
K
Kendal Mercury
revised October 2018
In 1901 Dora and John are living at 3 Landsdown Road, Bristol. John is a congregational minister. His mother-in-law, Jane Elizabeth, is living with them.
brother of Henry born 1806
In 1911 the family are living at 85 Palace Road Tulse Hill S.W. London. Jane Elizabeth is still living with them (not described as a widow). Ruth Askew from Sunderland is a visitor.
∆this and other information from the website: barlowgenealogy.com
Grandfather studied at Didsbury College & became a Wesleyan minister, then a Congregational minister at Bristol and at London while in England. He starting preaching when he was still pre-teen or an early teen in Madeley, Shropshire while apprenticing for a dry goods owner. His father paid two years for the training and my grandfather didn't start earning money until that time was over. (I don't know why he left the farm in Wilder hope)
Reverend John Barlow came to the USA via Montreal, Canada and Sault Ste. Marie, Michigan in 1911. He moved to Brooklyn, New York in 1912 & was soon named pastor of the Park Slope Presbyterian Church.
Note: My great grandfather, John Mattinson Hog(g)arth came to this side of the ocean some time between 1879 and 1888. His wife and daughter were living in England with his wife's brothers in the census of 1881. I don't know why he would leave his wife and daughter in England. In fact, when his wife Jane E. Hogarth came to America in 1890/1891, Dora was found in the census of 1891 in England with one of her two uncles. John M. Hogarth was the first Marshall of Sault Ste. Marie, Michigan and made a Declaration of Intention to become a citizen in 1888. He worked on the Lock in Canada before that. His obituary even said he came to New York when he was 17 to work on a farm with one of his brothers. He married his wife in England in 1871, so he must have traveled by and forth across the Atlantic Ocean quite a bit.
* Westmorland Gazette †Family Search # Free BMD Ω Ulverston Advertiser ‡ Lancaster Gazette ℓ Lancaster Parish Clerk K Kendal Mercury
revised October 2018 | <urn:uuid:09ee3ce9-5dad-4b03-b605-aeed564eabf2> | CC-MAIN-2022-05 | https://ronhoggarth.co.uk/resources/affinity-pdf/Henry-1806-generation/John-Hoggarth-1801.pdf | 2022-01-28T19:58:18+00:00 | crawl-data/CC-MAIN-2022-05/segments/1642320306335.77/warc/CC-MAIN-20220128182552-20220128212552-00359.warc.gz | 539,569,652 | 1,738 | eng_Latn | eng_Latn | 0.95239 | eng_Latn | 0.994359 | [
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History – Year 4 - Autumn 1 – Life on Land – Why is Biodiversity important?
Prior Learning (What we already know?):
Key Questions:
Key Facts:
- Use a source – observe or handle sources to answer questions about the past on the basis of simple observations.
- Sequence artefacts (or photos of artefacts) closer together in time
New Learning:
- Place events from period studied on a timeline
- Use terms related to the period and begin to date events
- Use evidence to reconstruct life in time studied
- Look at the evidence available
- Begin to evaluate the usefulness of different sources
- Use text books and historical knowledge
- Use evidence to build up a picture of a past event
- Choose relevant material to present a picture of one aspect of life in time past
- Ask a variety of questions
- Use the library and internet for research
New Skills:
- Place events from period studied on a timeline
- Use terms related to the period and begin to date events
- Use evidence to reconstruct life in time studied
- Look at the evidence available
- Begin to evaluate the usefulness of different sources
- Use text books and historical knowledge
- Use evidence to build up a picture of a past event
- Choose relevant material to present a picture of one aspect of life in time past
- Ask a variety of questions
- Use the library and internet for research
Why was it harder to get to the South Pole for Shackleton than explorers today?
What sources do we have about Shackleton's expeditions?
Why are the sources available limited?
Are these reliable sources? Why?
Vocabulary:
Antarctic, polar, expedition, Endurance
Ernst Shakleton is one of the best known British explorer of the century.
Shakleton went on 3 expeditions to Antartica, in 1901 and 1908 and 1914.
On the third trip aboard the ship named Endurance, they were trapped on the ice for a year.
Key Resources:
https://kids.kiddle.co/Ernest_Shackleton
https://www.bbc.co.uk/history/historic_figures/shackleton_ernest.shtml
Can I do this?
- Understand that primary sources are from people who were actually involved in or witnessed the event
- Justify an opinion on whether Shackleton's actions were correct
- Decide if a source of information is useful or not
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Time:
1hr 10 mins
Darwin's gigantic blunder
Explore how ice shaped the landscape and why Charles Darwin made "a nice mess'"of Glen Roy
Distance:
At Glen Roy a curious feature becomes apparent in the landscape. Look carefully and there are three lines etched into both sides of the valley.
The lines run in parallel, and are sometimes distinct while at other times they fade into the slope.
This trail investigates how the lines came to be here and why this was the site for Charles Darwin's "gigantic blunder".
2 miles
Landscape: rural
Location:
Glen Roy, Highland, Scotland
Start:
Car park and viewing point just north of Bohuntine, off A86 Roy Bridge, PH31 4AH
Finish:
Car park and viewing point just north of Bohuntine, off A86 Roy Bridge, PH31 4AH
Grid reference:
NN 29803 85339
Keep an eye out for:
Some steep climbs and boggy patches. Advisable to bring a map and compass or GPS
Directions
Glen Roy is located off the A86 at Roybridge. To reach the start of the trail follow the minor road which leaves Roybridge at the shop. Continue through the small village of Bohuntine. The car park and view of the 'Parallel Roads' are a short distance further on the left.
Every landscape has a story to tell – find out more at www.discoveringbritain.org
Route and stopping points
01 Car park
02
First ridge on hillside
03 Second ridge on hillside
04 Small stream(s)
05 Small footpath
06 Wooden footbridge
Every landscape has a story to tell – Find out more at www.discoveringbritain.org
Standing at this point in Glen Roy can you make out the three lines etched into both sides of the valley?
Notice how the lines run in parallel. Sometimes they are distinct while at other times they fade into the slope. This trail investigates how the lines came to be here and why this was the site for Charles Darwin's 'gigantic blunder'.
Directions
From the car park look for a grassy path and follow it straight up the hillside until you reach a distinct ridge (just above a solitary tree).
First ridge on the hillside
Look along the ridge you have just climbed onto: it stretches out to both sides forming a ledge along the hillside of about 2 metres wide.
This ledge is one of the 'Parallel Roads of Glen Roy'. If we had been standing here during the last Ice Age, a great loch (lake) would be lapping at our feet and your car would be underwater!
So why was the landscape so different, and why is this ledge here today?
Around 12,500 years ago, the climate became extremely cold and an ice-field (an expanse of ice) developed to the west of Glen Roy. Glaciers spread eastwards along the glens (valleys) until one blocked the end of Glen Roy and joined with another glacier blocking the end of Glen Spean, just to the east.
Together these glaciers acted as a dam, trapping icy water inside Glen Roy and creating a large loch. This loch stretched as far up the valley as you can see, filling it to a height of 260 metres, which is where we are standing at now. The loch remained at 260m high because any extra water escaped through a low-point between two hills (a coll).
Such a big loch produced its own waves; they lapped at the hillsides and gradually carved out a beach. The continual freezing and thawing of water at the loch's edge, which helped break up the rocks, aided this process. It is the remains of this beach that we are standing on now, and this is the lowest of the three lines we can see along the side of the glen.
Directions
Continue straight up the hill until you reach a second ledge
Second ridge on hillside
It is probably not a surprise to learn that this second ledge is the second of the Parallel Roads, and it was also a former beach of the ice-dammed loch.
Around 100 to 200 years after the loch was created, the temperature in the region dropped. More ice was formed and so the glacier extended further up Glen Roy. The extending glacier blocked off the water's escape route, so the height of the loch rose, this time to 325 metres, which is where we are standing now. The loch could not get any deeper than this because extra water drained away into Glen Spean through a pass.
If you look up you may be able to see the lip of a third ledge in the hillside 25 metres above. This is the third of the Parallel Roads. You can see all three of them clearly if you look to the opposite side of the Glen.
You can probably guess why the third ridge is there! After another 100 or so years the temperatures dropped again and the glacier crept even further up Glen Roy, blocking off the pass that allowed extra water to drain away. The loch could now fill the Glen to a height of 350 metres and a final new beach was carved here.
Today the three beaches appear as three Parallel Roads.
Directions
Facing uphill turn right and walk along the second Parallel Road, following it for 300 metres as it contours around the hill (Beinn a' Mhonicag). Stop where you meet a small stream (or set of tiny streams) crossing your path (these streams go on to become Allt Criche if you are looking at a map).
Small stream(s)
As you pick your way across this small stream, can you guess what might have happened to the mighty loch that once filled this Glen?
Around 11,500 years ago the climate finally started to warm up, and the glacier began to melt. However, this is not a story of a gradual decline, what happened here is much more dramatic.
As the glacier melted, cracks opened up in the ice and water started leaking underneath it. As ice is less dense than water, once the glacier had shrunk a little, it bobbed up to the top of the loch, like an ice cube dropped in a glass of water. The water then rushed under the ice to escape in a huge torrent. Where this has happened in more recent times, scientists have recorded the process taking only a matter of hours! For this reason the phenomenon is known as a glacier burst.
Directions
Continue along the Parallel Road as it contours around the hillside. Sometimes the Road is less distinct, so just remain at the same height and walk for about 750 metres. About halfway along you pass over the remains of a low stone wall, which runs up the hillside to a rocky crag. Later you cross another stream. As you walk along note how hummocky the land is in the bottom of the Glen.
Continue along the Road until it begins to bend off to the left around the hillside. Before you turn fully left (west), look down the slope ahead of you (north) and you will see a small stone enclosure with a clear footpath just below it. Leave the Parallel Road here and walk down the hillside to join the footpath.
Small footpath
So far on this trail we have explored the marks left by ice on the landscape and imagined just how different this place once looked. But what has this got to do with Charles Darwin?
The Parallel Roads puzzled people for centuries. According to local legend the lines were created by Fionn MacCumhail, or Fingal the Giant, a mythical Celtic warrior-king. The glen used to be heavily wooded, so Fingal built a set of roads through the forest so he could hunt deer from horseback. The marks on the mountainside were thought to be the remains of these roads.
In the 19th century a number of scientists and geologists, including Charles Darwin, were determined to find a more logical answer for the Parallel Roads. Darwin believed the sea must have reached further inland than it does today, so argued the Roads were ancient shorelines. However, no seashells or marine remains could be found to support his theory.
It was not until 1840 that a Swiss geologist, called Louis Agassiz, proposed the correct answer. Having lived near the Alps and studied the glaciers there, Agassiz realised that a glacier could have acted as a dam across the valley, trapping in water and forming a large loch. He argued the waves of the loch could have carved out beaches, which would explain the Roads.
Other scientists drew on Agassiz's theory to work out that if the glacier had grown, it would have deepened the lake and so created beaches at different heights. Darwin was so cross with himself for getting this wrong that in 1861 he wrote to a friend: "A nice mess I made of Glen Roy … my paper was one long gigantic blunder from beginning to end"
But perhaps he should not have been so hard on himself. Piecing together the past from the remains left in the landscape is not easy; even today theories are refined and new discoveries emerge.
Directions
Upon reaching the footpath turn right and follow it downhill until it joins the road. Turn right again and follow the road (taking care to watch for cars) until you reach a small wooden footbridge where the road crosses a stream
Wooden footbridge
From the road we have a good view up and down Glen Roy. Notice how wide the valley bottom is, with plenty of space for trees to cluster around the river and sheep to graze the grassland.
This is a classic 'U-shaped' valley with a flat bottom and steep, straight sides like the letter U. The valley shape tells us that it was formed by glaciers and not by the River Roy, which flows through the Glen today.
The ice of a glacier is powerful enough to scrape out the valley, leaving a wide bottom. A river on its own can only carve a narrow channel, so would have left a much narrower valley bottom. Valleys carved by rivers are called 'V-shaped' valleys because their pinched profile is more like the letter V.
There is another clue that glaciers must have shaped this valley. From higher up we saw how hummocky the valley bottom is (and you can still see the undulations here). The lumps in the ground are in fact piles of sand and stones dropped by the glacier as it melted and retreated down the valley. These materials are now overgrown with plants but their distinctive shape remains.
From lines to lumps, we have explored a number of strange features in this landscape. While it can be hard to work out the precise details of their formation, these features are all clues that ice has played a key role here.
Next time you are out in the hills, keep an eye out for hummocks and valleys with wide flat bottoms and steep sides. You will know you are in a landscape shaped by ice.
The parallel roads, on the other hand, are a much rarer feature, which is why they caused Darwin such a headache. In fact, you won't find such markings on the landscape anywhere else in Britain - so we hope you have enjoyed the opportunity to explore them today.
Directions
Continue along the road all the way back to the viewpoint and car park we started from.
Trail complete – we hope you have enjoyed it!
Every landscape has a story to tell – Find out more at www.discoveringbritain.org | <urn:uuid:13ccc09e-680f-40cb-a01a-d0b5f7edbaca> | CC-MAIN-2022-05 | https://www.discoveringbritain.org/content/discoveringbritain/trail%20booklets/Glen%20Roy%20trail.pdf | 2022-01-28T19:36:26+00:00 | crawl-data/CC-MAIN-2022-05/segments/1642320306335.77/warc/CC-MAIN-20220128182552-20220128212552-00360.warc.gz | 761,078,406 | 2,359 | eng_Latn | eng_Latn | 0.997901 | eng_Latn | 0.999218 | [
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CHEMISTRY STUDIES A LEVEL SUMMER ASSIGNMENT
TASKS 1
We would like you to check and further develop your understanding by going onto the Seneca learning website to consolidate your GCSE knowledge and prepare for A level.
Many of you will have used Seneca learning for your GCSE work.
Click on the following link :
https://app.senecalearning.com/dashboard/ join-class/brng15x3lv
Code: brng15x3lv
If you already have an account, you can join the class with the code: brng15x3lv
Otherwise, you will be asked to create an account.
Or, you can scan the QR code below with your phone:?
We are also asking you to try out / research and feed back about online resources / a specific issue in chemistry / or person who has been important in the development of chemistry.
To join Rakel's Class: Year 12 Chemistry
1. Go to the web site: app.senecalearning.com/join-class
2. Sign up as a student
3. Type in the class code: brng15x3lv Or scan the QR Code
with your device.
CHEMISTRY STUDIES A LEVEL SUMMER ASSIGNMENT
TASKS 2
Below are some ideas for you, you can choose item 1 or 2 or 3 or 4
1. Click on the link https://phet.colorado.edu/ en/simulations/category/chemistry
or put 'phet chemistry animations' in your preferred search engine.
Pick two of the animations from the following list ….
Balancing chemical equations. Build an atom. Build a molecule. Density. Diffusion. Energy forms & changes. Gases intro. Gas properties. The Greenhouse effect. Isotopes & atomic mass. Reactants, products & leftovers. Reactions & Rates. Salts and Solubility. States of matter basics. States of matter. Sugar and salt solutions.
Try them out and write a report as a poster about the purpose of each animation.
Include what each animation is good at (in the sense of helping you with learning the chemistry) and what could be improved.
2. Register with A University of Hull course:
Molcraft – Molecules in Minecraft for Year 10+ GCSE Chemistry students.
After completing the course we would like you to produce a poster summarising the course. What you especially enjoyed and what could have been improved. (The course may have not started when you register for it. If so pick another option.)
3. Click on the following link or copy & paste in your preferred search engine
https://www.famousscientists.org/top-
chemists/ Pick one chemist who interests you & make a poster about them & their achievements. Make it as interesting as possible.
4. Click on the following link or copy & paste in your preferred search engine
https://www.bbc.co.uk/news/topics/
c302m85q152t/chemistry
Pick one news piece that interests you & make a poster about it. Make it
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An Empirical Modelling Approach to Self-Adjusting Environmental Vehicle Reversing Alarms
0526508
Abstract
The Health and Safety Executive (HSE) estimates that 25% of all work-related road deaths are caused by reversing vehicles (Brake - the Road Safety Charity). This paper uses an Empirical Modelling (EM) approach to analyse techniques by which vehicle reversing alarms can be "smarter". Beneficiaries of the techniques include the driver, pedestrians and nearby residents. An original EM model is created in order to illustrate how Empirical Modelling is helpful in this context to educate users as to how a "smarter" vehicle reversing alarm works.
1 Introduction
bit more to benefit different users and are more environmental.
The focus of this paper is to study the techniques by which a standard reversing alarm can be improved to attempt to reduce the 25% of all work-related road deaths which are caused by reversing vehicles (Brake - the Road Safety Charity).
The purpose of the EM model produced is twofold. Firstly, it is to investigate the EM approach and the perceived befits as well as drawbacks as a result of choosing such an EM approach over more conventional approaches. Secondly, it can be used as an educational tool to teach individuals the techniques that a "smart" reversing alarm makes use of, in an experiential way.
2 Reversing alarms and EM concepts
Most of us are aware of a simple reversing alarm which beeps to indicate that the vehicle is reversing. There are a number of problems associated with such a simple reversing alarm, and even these simple alarm systems are not deployed on many vehicles. This section describes the techniques by which a reversing alarm can be improved in a number of areas, and discusses the relevance of EM as an approach to model the "smart" reversing alarm.
2.1 Functions of a "smart" reversing alarm
Reversing alarms are alarms which sound when a vehicle is reversing. "Smart" reversing alarms do a
One such technique is to sense the ambient noise level at specified time intervals and adjust the volume of the alarm accordingly. This ensures firstly that the alarm is always heard, whether the vehicle is in a noisy environment such as a quarry or a quieter environment such as a work yard in a rural location. The alarm will always be adjusted to be 10dB above the sampled ambient noise level in the area. Decibels are a logarithmic scale and an increase of 10dB sounds roughly twice as loud. Secondly, this makes the alarm more "environmental" meaning that there is reduced noise pollution, since the alarm is not at a fixed level which could potentially be much higher than ambient noise levels in the area and therefore more clearly audible at nearby residential properties.
Another technique is to detect whether there is actually an obstructing object behind the vehicle. This means that the alarm only sounds when it is required: again minimising noise pollution. An extension of this technique further is to sound the alarm in three stages. The first warning is a slow bleep, the second is an urgent bleeping and the final stage is a constant tone. The benefit of this technique is increased feedback, both for the driver and for any obstructing pedestrians or vehicles. Yet another further extension of this would be to vary the volume of the alarm depending on the distance away the object is from the vehicle.
A third technique is to use broadband sound which is instantly and unambiguously locatable. Sound used in traditional narrowband alarms bounces off reflective surfaces. This could give false directional clues and potentially lead to personal injuries. Broadband sound (e.g. white noise) is also more environmentally friendly because narrow band alarms produce a tonal noise which is much more annoying to nearby residents. The use of broadband sound could result in an extension of the volume adjustment technique described above where the ambient noise level is sampled in frequency bands and the sound spectrum of the alarm is adjusted accordingly.
There are a number of these types of selfadjusting reversing alarms on the market today. One of the most famous manufacturers of these types of alarms is Brigade Electronics Plc (Brigade Electronics Plc).
2.2 Use of EM concepts
Perhaps the most interesting aspect of the EM approach in this context is the ability to experiment with the model in order to intuitively establish beliefs as to the functions and abilities of the "smarter" reversing alarm.
In this way, EM lends itself easily to experimenting with models based on the real world. Definition of observables, which are features of a situation or domain, in this case the domain of a reversing alarm and dependencies between these observables, means that changes to observables can cause changes to other observables and the development of the model can be done with extensibility in mind. Another concept is that of agents: entities within the domain perceived as capable of initiating statechange. In this case, there are two main agents: the driver of the reversing vehicle and a pedestrian obstructing the path the vehicle is taking. A third agent could be considered to be the ambient noise, which is in fact a combination of state-change by a number of other agents such as passing cars or residents. For the purposes of this EM model, however, this agent is abstracted to be a randomly changing observable, "ambient noise" which normally takes values between 35 and 45dB, which is representative of normal ambient noise levels.
It is worth noting that this notion of agency within the model evolved with the construal. Initially, only the reversing alarm was modelled. Further work on the model was done to add the pedestrian and ambient noise level. Dependencies between the observables include the dependency for the alarm to be 10dB above the ambient noise level, and the dependency for the frequency of the alarm to change with respect to the distance from the obstructing object. This leads appropriately to some assumptions to be made in order to simplify the scenario and make the construction of an EM model possible.
2.3 Assumptions and abstractions
In order to use EM techniques and provide a working model with time constraints, a number of assumptions must be made. Firstly, exact distances are not used within the model for the size of the vehicle, which is chosen to be a lorry, and the pedestrian. Both the lorry and the pedestrian are very simplified and are depicted by a rectangle and a circle respectively. As aforementioned, the ambient noise level is abstracted from several sources to being one source which randomly changes between 35dB and 45dB.
Another abstraction is that of the lorry needing to sense the obstructing object. This is no simple task, and requires complex hardware and software. However, for the purposes of this EM model, it "just works". Similarly, the model assumes that the alarm uses broadband sound (e.g. white noise). Broadband sound is instantly and unambiguously locatable. Sound used in traditional narrowband alarms bounces off reflective surfaces. This could give false directional clues and potentially lead to personal injuries. Broadband sound (e.g. white noise) is also more environmentally friendly because narrow band alarms produce a tonal noise which is much more annoying to nearby residents.
3 A detailed look at the EM model
This section gives a detailed look into the EM model developed in order to investigate "smart" reversing alarms. The model can be viewed by running the file reversingalarm.e in tkeden. In developing the EM model, a number of previously constructed models were used in research including Room viewer (Yung, 1991), Traffic Light (Mendis, 1997) and Scout Examples (Wong, 2000).
3.1 An LSD specification
Although an LSD specification was not formally written prior to development of the EM model, it is very useful to classify the observables within the system using the special-purpose LSD notation. Within an LSD account, the state-changing agents of the system are identified.
For the reversing alarm scenario, the two agents, as already mentioned, are the reversing vehicle and the obstructing object (pedestrian). In an LSD specification, the observables in the scenario are classified as state, oracle or handle observables 1 .
1 LSD Notation:
State observables of the reversing vehicle include the vehicle itself, the detector, and the position of the vehicle. Oracles are the detector which detects where the obstructing object is. Handles of the vehicle include the speed of the vehicle, the alarm volume and the reversing light, as well as the position of the vehicle.
State observables of the pedestrian are the pedestrian itself as well as its position. Oracles should include some observables of vision and hearing but in this model there are no such observables. Handles of the pedestrian are its position.
3.2 Use of EM notations
In developing the EM model, the EDEN, DoNaLD and SCOUT notations are used extensively.
EDEN, which stands for the Engine of DEfinitive Notations, is the primary tool of use for building EM models. EDEN implements a variety of notations, which includes DoNaLD and SCOUT.
DoNaLD (Definitive Notation for Line Drawing enables the development of 2D graphics within the EDEN environment. DoNaLD is used in order to develop the EM model to be visual and make use of coordinates for placement of objects. The lorry is a rectangle built within DoNaLD and the pedestrian is a circle. DoNaLD allows the abstraction of these shapes and builds the underlyinh EDEN definitions necessary.
SCOUT, the definitive notation for SCreen LayOUT, is used to enable interaction within the model. This includes the various buttons for triggering definitions.
3.3 The model in action
Figure 1 shows the reversing alarm EM model in action. It can be seen that, in this initial state, the alarm volume is zero: effectively the alarm is off. Ambient noise fluctuates and this is done using the randomise() function within EDEN. There is extensive use of edenclocks in order to enable the lorry to move and the ambient noise to fluctuate.
Figure 2 shows a different state of the model, where the lorry is moving towards to the pedestrian, and the alarm is sounding.
The alarm is sounded in three stages. The first warning is a slow beep, the second is an urgent beeping and the final stage is a constant tone. Detection of the person is done by using an invisible DoNaLD circle representing the detector behind the lorry, and the use of the function inside() to test whether the centre coordinate of the person is within the circle. One interesting observation is to show the detector, which can be done by running the EDEN command showDetector = 1; in the command line interface.
In addition to controlling the lorry and the pedestrian through the controls at the top of the screen, a simulation of a car driving past can be made by clicking the "Simulate car" button. This increases the ambient noise level for a specific duration, to simulate the increase in ambient noise as a result of the car driving past. This is a trivial example and can be applied as an example of a plane going overhead or other changes to ambient noise. Figure 3 shows the increase in ambient noise and hence alarm volume as a result of the simulation of a car driving past.
4 The potential for use as an educational tool
There is a great potential for this EM model to be used as an educational tool. Users could experiment with the model to learn more about why accidents occur when vehicles are reversing, and how a "smart" reversing alarm such as the one modelled can reduce the numbers of accidents. A number of additional possible extensions relating to increasing the effectiveness of the model in a learning environment are detailed in section 5.2.
5 Evaluation
This section outlines the evaluation of the EM model in three areas. Firstly, an overall evaluation of the EM model with respect to how well it achieves the goal of modelling a "smart" reversing alarm. Secondly, the possible extensions to the EM model are detailed. Finally, the EM approach is compared with other, more conventional, approaches to the task.
5.1 Evaluation of the EM model
The EM model built is solid and provides a great way to learn about and experiment with the advanced reversing alarm techniques. The criticisms of the EM model would be that it oversimplifies the scenario; however this has already been outlined as a necessity, and could be worked on in the future with this paper as a solid foundation.
5.2 Possible extensions to the EM model
There are a number of possible extensions to the EM model, and these fall roughly into two categories. Firstly, there are extensions to functionality of the reversing alarm. Secondly, there are extensions to the EM model in order to make it more effective. "Effective" in this context is used to mean either increased accuracy or correctness of the model or increased value of the EM model as a learning tool.
5.2.1 Extensions to the functionality of the reversing alarm
There are a number of ways in which the EM model could be extended to incorporate additional useful functionality of a "smart" reversing alarm.
* Model individual frequency bands of the ambient noise and match the alarm sound to the frequency bands. This would show that the output of the alarm does not have a significant peak in a band and lower in other bands, as would be the case with traditional narrowband alarm systems.
* The addition of a fail-safe mechanism where the system then fall back into a simple alarm system if a failure occurred.
5.2.2 Extensions to the EM model in order to make it more effective
Some possible extensions are identified to add more value to this EM model for use as a teaching tool.
* Separate windows as well as the existing top down view to enable the user to see the perspective of the driver and the pedestrian.
* More complex modelling of the ambient noise.
* Actual output of sound.
5.3 EM approach in comparison to conventional approaches
The varied tools available in order to take an Empirical Modelling approach provides an interesting alternative to traditional computer science methods to solve a problem such as this one.
Dependency is clearly a very powerful concept which can be utilised to reduce the effort required in maintaining synchronisation between observables.
Conventional approaches such as Object Oriented Programming provide good ways to modularise code and increase code maintenance, and this may be the area where the EM approach needs work. Maintainability and scalability are the areas in which EM may not be able to perform as well as other approaches, and most models developed using the EM approach thus far are relatively simple.
In conclusion, however, EM has proved to be a very good approach in order to build a model of a "smart" reversing alarm with many aspects of functionality in a fairly short period of time.
6 Conclusions
It has been shown that EM can be used as a powerful tool in modelling a real world scenario such as that of a "smart" reversing alarm. EM model development frees the modeller from having to think about coding issues such as maintaining consistency between observables.
Acknowledgements
I would like to thank Meurig Beynon for happily discussing my ideas as I made the decision to make reversing alarms the topic of this paper. I would also like to thank Matthew Gascoigne for assisting with the more technical aspects of the topic to do with sound engineering.
References
Beynon, M. (n.d.). EDEN - the Engine for DEfinitive Notations. Retrieved February 2009, from Computer Science > Empirical Modelling: http://www2.warwick.ac.uk/fac/sci/dcs/research/em/ software/eden/
Brake - the Road Safety Charity. (n.d.). Brigade Electronics plc. Retrieved February 2009, from Brake - the Road Safety Charity:
http://www.brake.org.uk/index.php?p=804 Brigade Electronics Plc. (n.d.). Smart Reversing Alarms. Retrieved February 2009, from Brigade Electronics:
http://www.reverseinsafety.co.uk/products/product_t ypes/alarms/smart/1/nameascending/catalogue.html
Mendis, C. (1997).
Traffic Light.
Wong, A. (2000). Scout Examples.
Yung, S. (1991). Room viewer. | <urn:uuid:ab10f6ff-b2cf-4490-829b-aae444c8c3eb> | CC-MAIN-2022-05 | https://warwick.ac.uk/fac/sci/dcs/research/em/publications/web-em/05/reversingalarm.pdf | 2022-01-28T18:36:42+00:00 | crawl-data/CC-MAIN-2022-05/segments/1642320306335.77/warc/CC-MAIN-20220128182552-20220128212552-00358.warc.gz | 637,265,099 | 3,338 | eng_Latn | eng_Latn | 0.983363 | eng_Latn | 0.998528 | [
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MAGNETIC LEVITATION Learning Is on the Rise
This module meets the following National Standards of Learning
National Science Education Standards: Physical Science
Grades 5–8
Science as Inquiry
* Use appropriate tools and techniques to gather, analyze, and interpret data.
* Use technology and mathematics to improve investigations and communications.
* Think critically and logically to make the relationships between evidence and explanations.
* Formulate and revise scientific explanations and models using logic and evidence.
Grades 9–12
Science as Inquiry
* Design and conduct scientific investigations.
* Use technology and mathematics to improve investigations and communications.
* Formulate and revise scientific explanations and models using logic and evidence.
* Recognize and analyze alternative explanations and models.
Technology Foundation Standards
Basic Operations & Concepts
Students demonstrate a sound understanding of the nature and operation of technology systems.
Students use technology tools to enhance learning, increase productivity, and promote creativity.
Students use productivity tools to collaborate in constructing technologyenhanced models, prepare publications, and produce other creative works.
Students employ technology in the development of strategies for solving problems and making informed decisions in the real world.
TRAC PAC 2
Magnetic Levitation (MagLev) may sound like science fiction, but the fact is, this technology is relevant in today's middle school general science classes and high school physics classes.
Activities
Activity 1: Timing Newton's Apple
Activity 1 demonstrates to students that there is some reaction time required to perform an action, no matter how instantaneous the response may seem.
Activity 2: Running the Gauntlet
In Activity 2, students verify Newton's First Law by observing how a maglev car moves with minimal resistance from friction.
Activity 3: Caution—6% Grade Ahead
Activity 3 explores Newton's Second Law and introduces the concept of acceleration due to gravity through observation of how gravity affects vehicles traveling on an inclined surface.
Activity 4: Graphing the Grade
This module contains five activities to provide a comprehensive overview of basic physics concepts as they apply to moving vehicles.
Activity 4 explores Newton's Second Law and introduces the concept of acceleration due to gravity.
Activity 5: Float Like a Butterfly, Sting Like a Bee
In this activity, students will use the skills they have learned to create and race maglev cars.
TRAC TM (TRAnsportation and Civil engineering) is a hands-on education outreach program designed for use in science, math, technology, and social science classes. By engaging students in solving real-world problems, sending volunteer mentors in the classroom, and supplying teachers with the needed materials. TRAC connects K-12 students to the working world of transportation professionals and civil engineers, and inspires them to consider careers in these fields. TRAC PAC 2 is designed for students in middle school and high school. Rides K–8 introduces elementary school students to basic transportation concepts.
Visit www.tracrides.transportation.org to learn more about the TRAC program.
AASHTO TRAC + Rides™ Program Headquarters
555 12 th Street, N.W., Suite 1000, Washington, DC 20004 ● Telephone (202) 624-5800
TRAC and TRAC PAC are trademarks of the American Association of State Highway and Transportation Officials. | <urn:uuid:849bfded-4a62-49e0-9651-728fe9409f96> | CC-MAIN-2024-22 | https://www.michigan.gov/mdot/-/media/Project/Websites/MDOT/Career/TRAC/Modules/TRAC-Module-Magnetic-Levitation.pdf?rev=c885eb3ac8524451b2c632acddaa788e&hash=CEE7C6CD36EC084569E799160BCD3061 | 2024-05-21T20:00:18+00:00 | crawl-data/CC-MAIN-2024-22/segments/1715971058512.80/warc/CC-MAIN-20240521183800-20240521213800-00412.warc.gz | 773,350,693 | 666 | eng_Latn | eng_Latn | 0.993164 | eng_Latn | 0.993164 | [
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Year 1 Spring Term Curriculum Maps
MATHS
ENGLISH
Place value (within 50) – numbers to 50, tens and ones, representing numbers to 50, one more and one less, compare objects within 50, order numbers within 50, count in 2s and count in 5s.
Addition and subtraction (within 20) – adding by counting on, number bonds to 20, add by making 10, subtraction (crossing 10), comparing number sentences.
Measurement – length and height, comparing, measure and compare mass, measure and compare capacity, volume.
Key vocabulary – length, height, weight, volume.
GEOGRAPHY
Geography skills and fieldwork - Fieldwork, observational skills, features of the environment, using maps.
Key Vocabulary – fieldwork, aerial view, observations, features.
SMSC/RE/RHE
Staying healthy – exploring what helps us to stay healthy.
Money – exploring what can be done with money.
Judaism – Exploring the religion of Judaism including how they live.
Key vocabulary – Jewish, Jew, Judaism, healthy, exercise, wellbeing, medicines, hygiene, vaccinations, spending, saving, needs, wants.
Story telling – Segmenting the sounds in words, using finger spaces, remembering full stops, capital letters, 'holding' a sentence.
Story acting – What would the character look like? What would they say? What sounds might we hear?
Daily Phonics – Practising Set 2 sounds and beginning to learn Set 3.
Adjectives – using adjectives to describe within sentences.
Suffixes – using 'ed' and 'ing' to understand past and present.
Key Vocabulary – common exceptions words, suffix, past and present.
HISTORY
Homes – explore how the design of homes have changed over time.
Key vocabulary – Victorian, dwellings, castles, construction, settlements, civilisation, Romans, Norman.
MUSIC
Tempo and dynamics – exploring how music makes the world a better place.
Combining pulse, rhythm and pitch – exploring how music helps us to understand others.
Key vocabulary - beat, rhythm, pattern, high, low, long, short, notes, instrument
SCIENCE
Seasons – names of the seasons, describe seasonal changes.
Animals including humans – identify and classify different animals. Identify, name, draw and label the basic parts of the human body and say which part of the body is associated with each sense.
Key Vocabulary - carnivores, herbivores, omnivores, birds, fish, amphibians, reptiles, mammals.
PE
Hit, catch, run – develop sending and receiving skills as a team.
Gymnastics – to perform a variety of basic gymnastics actions showing control.
Send and return – send an object using hand or bat.
Attack, defend, shoot – engage in competitive activities including the skills of running, jumping, throwing and catching.
Key Vocabulary – twist, turn, rock, roll, spin, run, jump, catch, throw, defend.
ICT
Programming – using programming to move a robot.
Data and information – use technology purposefully to create, organise, store, manipulate and retrieve digital content
Key vocabulary - algorithms, programs, debug, predict, object, group, sort, label, group, search, image. | <urn:uuid:b4469c4a-0e94-48be-9ea4-fba29b557120> | CC-MAIN-2024-22 | https://riversideacademy.org.uk/media/hhibkluq/year-1-curriculum-map.pdf | 2024-05-21T19:31:20+00:00 | crawl-data/CC-MAIN-2024-22/segments/1715971058512.80/warc/CC-MAIN-20240521183800-20240521213800-00414.warc.gz | 433,332,855 | 679 | eng_Latn | eng_Latn | 0.993698 | eng_Latn | 0.993698 | [
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Seventh Grade Honors Summer Math (entering 8H Algebra)
Week 1 – Exponents, GCF, and LCM
1. Find the greatest common factor (GCF) of the monomials.
6fgh
2
, 3f
2
h, 12g
2
h
2. Find the least common multiple (LCM) of 12x 6 y 9 and 16yz
3. Simplify: 3m 5 • 5m 2 6m 3
4. Solve for ?: x 12 x ? = x − 5
5. Find the value of n that makes 4 3n • 4 n-2 = 4 18
Simplify the expression. Write your answer using exponents.
6. (-6a 7 b 4 )(3a 3 b 5 )
Simplify the expression. Write your answer using only positive exponents.
Week 2 –Linear Algebra
1. Is the relation a function. Explain your reasoning.
2. Write the equation in function form. Then graph the equation.
3. Find the value of a that makes the ordered pair a solution of the equation.
4. Find the intercepts of the equation's graph. Then graph the equation.
5. Find the slope of the line through (-1, -15), (-26, -10)
6. For the line with the given equation, find the slope of a parallel line and the slope of a perpendicular line.
7. Write an equation of the line that passes through (1,1) and is parallel to the line passing through (2, 3) and (1, 5).
8. What function has the values f(-3) = -11 and f(2) = -1?
9. Write a linear function g whose graph passes through (-2, 2) and is perpendicular to the graph of f(x) = - . 3 2 x + 5
10. What is the equation of the vertical line that passes through the point (6, -2)?
Week 3 Equations and Inequalities
Solve the equation. Clear the fraction or decimal if necessary.
1. 9(4h – 6) = 2(-13 – 2h)
Use percent equation and a proportion to answer the question.
4. 121.1 is what percent of 140?
5. What number is 105% of 350?
Solve the inequality or absolute value equation. Graph your solution.
8. 4 5 + 2x = −16
9. 7 ≤ -x – 4 ≤ 12
Solve the equation. Isolate the w 2 . Round to the nearest hundredth if necessary.
11. 2w 2 + 3 = 104
Write an equation for each problem and then solve.
12. A new plasma-screen television costs $5250. A family makes a down payment of $552 and pays off the balance in 24 equal monthly payments. Write and solve an equation to find the monthly payment.
13. The perimeter of a rectangle with a width of (2x + 3) cm and a length of 5x cm is 41 centimeters. What is the value of x?
14. To become a member of an ice skating rink, you have to pay a $30 membership fee. The cost of admission to the rink is $5 for members and $7 for nonmembers. After how many visits to the rink is the total cost for members, including the membership fee, the same as the total cost for nonmembers?
15. Find four consecutive even integers if the sum of the second and third is 2 less than 4 times the fourth.
16. You purchase 5 tickets to a football game from the internet ticket agency. In addition to the cost per ticket, the agency charges a convenience charge of $2.50 per ticket. You choose to pay for rush delivery, which costs $15. The total cost of your order is $352.50. What is the price per ticket not including the convenience charge?
17. The mean of 3x, 2x + 5, 4x – 11, and 18 – x is equal to 21. Write an equation and solve for x.
18. In Friday's basketball game, Aidan made six more baskets than Bryce. Bryce made twice as many baskets as Ryan. Together, the three players made 56 baskets. Write an equation to represent this situation. Find the number of Baskets each person made.
Week 4 – Fractions and Proportions
Evaluate the expression.
Solve the equation by first clearing the fraction.
Find the value of x.
5. Elly spent 3/5 of her money on a manicure and had $45 left. How much money did she have at first?
6. A 12 ounce box of pasta costs $.99. A 2 pound box costs $2.09. Which box has the lower price per ounce? You buy 6 pounds of pasta. How much money do you save if you buy pasta in the box with the lower price per ounce? Explain.
7. If 3/8 of a sum of money is $384, what is ¼ of the money?
8.. A map has a scale of 1 inch : miles. Use the given map distance of inches to find the actual distance. 2 1 2 1 8
9. The ratio of male to female faculty is 3 : 5. If there are 56 faculty members, how many are females?
10. You are on the school track team, and you participate in the long jump competition. This week, you jumped a length of 17 feet, 5 ! $ inches. Last week, you jumped a length of 14 feet, 9 " $ inches. How much farther did you jump this week than last week?
11. Of the three different types of nuts in a nut mixture, 1/3 are peanuts, 3/8 are cashews, and the rest are almonds. What fraction of nuts are almonds?
Week 5 – Percents
Use percent equation to answer the questions for #1 and #2.
1. 25.2 is 42% of what number?
2. What percent of 600 is 19?
Write an equation for each problem and then solve.
3. After completing 10 laps in the Daytona 500, a driver has completed 5% of the race. How many laps does the race have?
4. The price for a token to ride a city's subway system is changing from $1.25 to $1.50. Find the percent of change.
5. A store marks up the wholesale price of an item by 42%. The retail price is $75.97. What is the wholesale price?
6. You deposit $4280 into a savings account that earns 1.75% interest compounded annually. Use a calculator to find the balance of the account after 8 years. Round your answer to the nearest cent.
7. A laptop computer is on sale for 10% off the original price of $1500. When it doesn't sell, the laptop goes on sale for 15% off the sale price. What is the new sale price of the laptop?
8. Which situation results in a greater final amount, an 80% markup of the wholesale price followed by a 30% discount of the retail price, or a 30% markup of the wholesale price followed by an 80% discount of the retail price? Justify your answer.
9. You are making cupcakes for a bake sale. So far, you have made 60 cupcakes. Of those, 24 are vanilla and 36 are chocolate. You want the chocolate cupcakes to make up 70% of the total number of cupcakes. Write and solve a proportion to find the number of chocolate cupcakes that need to be added.
10. If you decrease 135 by 22%, what is the new amount?
Week 6 – Geometry
1. For line segment AB with midpoint M, determine the coordinates of point B.
2. Find the distance between the points. Write your answer in simplest form.
3. Find the unknown length of the right triangle. Write your answer in simplest form.
4. Find the unknown lengths of the 45˚, 45˚, 90˚ triangle. Write your answer in simplest form.
12
x
5. Use a calculator to find the value of x for the right triangle. The bottom right angle is 58˚. Round to the nearest tenth.
5
6. The perimeter of an isosceles triangle is 71 meters. The length of the first side is 28 meters, and the length of the second side is 1 more than half the length of the first side.
Find the lengths of the second and third sides of the triangle. Then classify the triangle according to its side lengths.
7. A circle has a circumference of 500 feet. Find the approximate area of the circle.
8. You are wrapping a gift box that is 16 inches long, 7 inches wide, and 9 inches tall. Find the amount of wrapping paper you need to wrap the gift box to the nearest square inch.
9. The ratio of the angle measures of a triangle is 2 : 3 : 7. Find the angle measures. Then classify the triangle by its angle measures.
10. The area of a trapezoid is 68 square feet. The height is 8 feet and one of the bases is 11 feet. Find the length of the other base of the trapezoid.
11. Find the surface area of a cylinder with a height of 12 meters and a radius of 15 meters. Round to the nearest whole number. Use 3.14 for π. | <urn:uuid:59994926-d4fb-4ecf-8ab4-eaae5010b78f> | CC-MAIN-2024-22 | https://resources.finalsite.net/images/v1687364738/rumson/fr844u38vhe9gw20qpe6/Rising8thGradeHonorsMathPacket.pdf | 2024-05-21T18:40:41+00:00 | crawl-data/CC-MAIN-2024-22/segments/1715971058512.80/warc/CC-MAIN-20240521183800-20240521213800-00421.warc.gz | 417,613,715 | 2,072 | eng_Latn | eng_Latn | 0.978617 | eng_Latn | 0.998018 | [
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Jean-Michel Etienne, Ph.D.
MONTHLY NEWSLETTER
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expenses. Start by calculating total household income and listing all recurring expenses, such as housing, utilities, groceries, transportation, and debt payments. Differentiate between needs and wants to prioritize essential expenses while identifying areas where spending can be reduced or eliminated. Regularly reviewing and adjusting the budget ensures alignment with financial goals and changing circumstances.
4. Saving and Investing: Saving is a fundamental component of financial health, providing a safety net for unexpected expenses and funding future goals. Establishing an emergency fund equivalent to three to six months' worth of living expenses is crucial to protect against unforeseen financial setbacks. Beyond emergency savings, families should allocate funds towards long-term goals such as retirement, education, and major purchases. Investing in diversified assets like stocks, bonds, and real estate can help grow wealth
Strategies for Family Finance Stability
Family finance is the cornerstone of a stable and fulfilling life. How a family manages its finances profoundly impacts its well-being, security, and ability to pursue dreams and aspirations. From budgeting to saving for the future, effective financial management requires planning, discipline, and communication. In this article, we'll delve into the essential aspects of family finance and explore strategies for achieving financial stability and prosperity.
1. Developping a personal giving plan: The personal giving plan is a systematic giving to your local church. It will encourage everyone to understand the principles of Christian stewardship that God is the owner of everything and at least 10% must be returned to the Lord. While it blesses the church, its real impact is on the individual in his faith-based relationship with God.
A tithe of everything from the land, whether grain from the soil or fruit from the"
trees, belongs to the Lord; it is holy to the Lord.
"
Leviticus 27:30
2. Establishing Financial Goals: The journey to financial stability begins with setting clear, achievable goals. These goals may include buying a home, saving for children's education, building an emergency fund, or planning for retirement. Identifying priorities helps families allocate resources effectively and stay focused on what matters most.
3. Creating a Budget: A budget serves as a roadmap for managing income and over time, but it's essential to balance risk with return and consider individual risk tolerance and time horizon. 5. Managing Debt: Debt can be a significant obstacle to financial stability if not managed wisely. Prioritize high -interest debt repayment while maintaining minimu m payments on other obligations. Consider strategies su ch as debt consolidation or refinancing to lower inter est rates and streamline payments. Avoid accumulating new debt whenever possible and be cautious when using credit cards or taking out loans. Responsibl e debt management is essential for maintaining financial health and avoiding unnecessary stress.
FAQ: planning, families can achieve financial stability and security. While the path may present challenges and setbacks, stayin g committed to sound financial principles will ultimately lead to prosperity and peace of mind for generations to come.
6. Practicing Open Communication: Effective communication is vital for successful family financ e management. Regularly discuss financial goals, concern s, and decisions with your partner and children to ens ure alignment and accountability. Establishing shared va lues and priorities fosters teamwork and mutual suppo rt in achieving common financial objectives. Enc ourage transparency and honesty when discussing finan ces and be open to compromise and flexibility when necessary. 7. Planning for the Future: Preparing for the future is a central tenet of family finance. This includes not onl y saving and investing but also safeguarding again st unforeseen events through insurance coverage. Hea lth insurance, life insurance, disability insurance, and property insurance provide essential protection ag ainst medical expenses, loss of income, and property d amage. Estate planning, including wills, trusts, and po wers of attorney, ensures that your assets are dis tributed according to your wishes and that your family is provided for in the event of your passing.
Family finance is a journey that requires diligence, discipline, and collaboration. By setting clear goals , creating a budget, saving, and investing wisel y, managing debt responsibly, communicating openly, and
"All that man receives of God's bounty still belongs to God. Whatever God has bestowed in the valuable and beautifu l things of earth is placed in the hands of men to test them to sound the depths of their love for Him and their appreciation of His favor. Whether it be the treasures of wealth or of intell ect, they are to be laid, a willing offering, at the feet of Jesus ; the giver saying, meanwhile, with David, " All things come of thee, and of thine own have we given thee."
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English Curriculum Intent
Rationale
In our curriculum, the development of the pupils' spoken language, reading, writing and vocabulary are integral aspects of the teaching of every subject. English is both a subject in its own right and the medium/tool to learn and express oneself. Fluency in the English language provides access to the whole curriculum and is an essential foundation for success in all subjects. The knowledge and skills in our English curriculum are sequenced and designed to ensure continuity and progression. The English curriculum is taught to be remembered, not merely encountered. Children feel empowered through acquiring knowledge and making connections between the different parts of their learning.
We achieve this through understanding the cognitive science of the working memory and the power of retrieval. We understand that for knowledge to be stored in the children's long-term memory, we need to build on it, retrieve it and form wide and deep schemas.
Spoken language
Our pupils are taught to speak clearly and convey ideas confidently using Standard English. They learn to justify ideas with reasons and use discussions to elaborate and explain clearly their understanding and ideas. We believe that one of the core focuses for developing pupils knowledge in English is the acquisition of new vocabulary. At Riverside, we explicitly teach tier 2 vocabulary and provide pupils with opportunities to practise their use of these new terms. Moreover, when reading we encourage an environment where pupils feel empowered to identify words that are new to them and then work together to clarify and display them for future reference. Pupils are encouraged to ask questions to check understanding and build knowledge. They negotiate and evaluate, and build on the ideas of others. They will select the appropriate register for effective communication and they will become competent in the art of speaking and listening, making formal presentations, demonstrating to others and participating in debates. They are taught to give well-structured descriptions and explanations and develop their understanding through speculating, hypothesising and exploring ideas. Consequently, this will enable them to clarify their thinking as well as organise their ideas for writing.
Reading
At Riverside Primary School, we use reading to expand our children's horizons, build their creativity and imagination as well as teach them new knowledge and skills. We strive to ensure every child can read fluently and with confidence by the time they leave primary education. We recognise that reading improves children's empathy and understanding of the world they live in. It connects them to new cultures and communities. It improves their future prospects and contributes to positive mental health and wellbeing. Through the delivery of our reading curriculum, we hope to create a reading culture where children's enthusiasm for reading creates lifelong readers who choose to read for pleasure and to develop their personal knowledge and understanding.
Our reading curriculum focusses on two dimensions;
* word reading
* comprehension (both when listening and when reading).
We achieve this through our daily reading sessions. These lessons follow a whole class approach to teaching reading, thus ensuring every child is engaged in meaningful learning. During reading sessions, pupils will be exposed to high quality fiction, non-fiction and poetry texts which provide them with the opportunities to improve their ability to infer, retrieve, predict, explain and summarise what they have read. Alongside this, they will focus on key vocabulary and explore how to begin to define unknown words in context. During reading sessions, the children communicate in pairs or groups to discuss the texts, and are encouraged both to articulate their responses verbally as well as structuring written answers.
Phonics
Our aim in our teaching of phonics is not only to deliver a programme that allows the children to decode and apply phonics knowledge, but one that instils in the children confidence, a lifelong skill and a love of reading.
Phonics is taught discretely through daily phonics sessions. These sessions start in Foundation Stage, and are imbedded in our KS1 practice. Phonics is taught through Read Write Inc. The children are taught to recognise and recall individual sounds, learn to orally blend, read words and then whole sentences. Children are taught directly in targeted groups, allowing them to experience daily inputs aimed at individual or group needs. As children progress, they read whole books during their phonics sessions. These sessions not only allow children to practise their phonics skills, but act as something of a guided reading session, encompassing decoding, expression, comprehension and other reading skills. An emphasis is also placed on an enrichment of vocabulary. Programmes of intervention are established early on to ensure progress. The aim in this is to ensure progress is continual, keeping expectations high and allowing children to achieve to their upmost potential.
Teaching through a text
Reading and writing cannot be taught in a vacuum. We give our pupils the opportunity to practise and develop as readers and writers by reading texts that will inspire them to write. The texts selected in our curriculum have been carefully chosen to serve different purposes, depending on how they will be used within the curriculum. Some of the texts are our core texts e.g. they are explored through whole class reading and used to inspire writing. Others have been selected to support the core text e.g. non-fiction texts used to research a historical or geographical aspect of the story. Furthermore, reading in subjects other than English provides an excellent opportunity for children to put into practise what they have learnt. We use reading widely across the curriculum to develop vocabulary and gather knowledge.
Reading for pleasure
We understand the importance of children reading and also being read to. Therefore, each class builds in independent reading time, allowing the children to visit our school library and make their own choices, to follow their own interests and to build their reading stamina. We provide our children with the opportunity to read with no other purpose than for reading itself. All pupils are encouraged to read widely across both fiction and non-fiction to develop their knowledge of themselves and the world they live in, to establish an appreciation and love of reading, and to gain knowledge across the curriculum.
Alongside this, we also ensure that all children are read to by their class teacher. This might be from a whole class novel which does not have to be related to their topic. We use this to broaden their horizons, introduce fiction and non-fiction and enable them to encounter books that they might struggle to access on their own. For many children, if they aren't introduced to rich texts in school, they won't ever meet them. Listening to stories supports vocabulary development and improves knowledge. It is an opportunity for a teacher to model the skills of reading and for the children to see it is an enjoyable activity. As a school, we also recognise that there are strong links between reading for pleasure and positive mental health and wellbeing. Higher levels of mental wellbeing and life satisfaction impact on academic achievement. Fiction helps to increase pupil's empathy, social skills, and inter-personal understandings. When our children engage deeply with characters and scenarios, they get a better understanding of our shared humanity and common struggles. Thus, we encourage children to read as a way to relax and take pleasure in their free time.
Writing
At Riverside Primary School, writing is an integral part of our curriculum. All children from Foundation Stage to Year 6 are provided with many opportunities to develop and apply their writing skills across the curriculum. It is our intention that pupils develop a clear understanding of the writing process in order to establish themselves as an author in their own right. Through our curriculum, we foster pupils' interest in writing and offer a reason and context for writing which enables the children to write for purpose and audience. Pupils are taken on a writing journey which builds their knowledge of writing for context and purpose, allows the opportunities for the children to explore a variety of genres, planning, drafting and re-drafting their writing. In order to establish this, pupils will develop their knowledge of genre features, audience, language and effective composition. It is our intention to broaden our pupils' exposure to high level vocabulary to allow pupils to apply their understanding of vocabulary and grammatical features within and across the English curriculum.
We intend that pupils learn how to understand the relationships between words, word meaning, implied meaning and figurative language within writing lessons, whilst ensuring that children are supported in their spelling strategies. We intend that pupils will be taught to control their speaking and writing consciously and to use the correct tone and form when composing for their intended audience.
At Riverside, we believe that writing is strengthened by instilling a love for reading within our pupils. We value the importance of reading to supplement writing, providing a purpose and a context to writing. We believe that pupils who are provided a reason for writing demonstrate flair and effective writing composition, leading to high quality outcomes. The English curriculum is taught by focusing on one text type at a time which links to the year group topic. During each unit, the children are taught to develop an understanding of the text type through reading comprehension - exploring the key features, style and form of the text being studied. In conjunction with this, pupils are taught the grammar objectives from the National Curriculum which is taught to correspond to the genres being written as part of the writing process. Children are then supported in how to apply the grammatical content taught in identifying features of a high quality modelled text, before progressing to plan, write and re-draft a written piece which is fit for purpose and audience.
It is our intention that the children will develop their mastery approach to writing by using their skills and transfer these to write in other curriculum subjects. A topic based curriculum allows all students to see writing in a variety of subjects and through different mediums.
At Riverside children are encouraged to take pride in their work with all of them working towards shared goals of authorship and ownership whereby they produce pieces of writing which they are proud of and have the audience and purpose at the forefront of their writing design.
Year 1
Word Reading
Pupils should be taught to:
* apply phonic knowledge and skills as the route to decode words
* respond speedily with the correct sound to graphemes (letters or groups of letters) for all 40+ phonemes, including, where applicable, alternative sounds for graphemes
* read accurately by blending sounds in unfamiliar words containing GPCs that have been taught
* read common exception words, noting unusual correspondences between spelling and sound and where these occur in the word
* read words containing taught GPCs and –s, –es, –ing, –ed, –er and –est endings
* read other words of more than one syllable that contain taught GPCs
* read words with contractions [for example, I'm, I'll, we'll], and understand that the apostrophe represents the omitted letter(s)
* read books aloud, accurately, that are consistent with their developing phonic knowledge and that do not require them to use other strategies to work out words
* reread these books to build up their fluency and confidence in word reading
Comprehension
Pupils should be taught to:
* develop pleasure in reading, motivation to read, vocabulary and understanding by:
* listening to and discussing a wide range of poems, stories and non-fiction at a level beyond that at which they can read independently
* being encouraged to link what they read or hear to their own experiences
* becoming very familiar with key stories, fairy stories and traditional tales, retelling them and considering their particular characteristics
* recognising and joining in with predictable phrases
* learning to appreciate rhymes and poems, and to recite some by heart
* discussing word meanings, linking new meanings to those already known
* understand both the books they can already read accurately and fluently and those they listen to by:
* drawing on what they already know or on background information and vocabulary provided by the teacher
* checking that the text makes sense to them as they read, and correcting inaccurate reading
* discussing the significance of the title and events
* making inferences on the basis of what is being said and done
* predicting what might happen on the basis of what has been read so far
* participate in discussion about what is read to them, taking turns and listening to what others say
* explain clearly their understanding of what is read to them
Year 2
Word Reading
Pupils should be taught to:
* continue to apply phonic knowledge and skills as the route to decode words until automatic decoding has become embedded and reading is fluent
* read accurately by blending the sounds in words that contain the graphemes taught so far, especially recognising alternative sounds for graphemes
* read accurately words of two or more syllables that contain the same graphemes as above
* read words containing common suffixes
* read further common exception words, noting unusual correspondences between spelling and sound and where these occur in the word
* read most words quickly and accurately, without overt sounding and blending, when they have been frequently encountered
* read aloud books closely matched to their improving phonic knowledge, sounding out unfamiliar words accurately, automatically and without undue hesitation
* reread these books to build up their fluency and confidence in word reading
Reading – comprehension
Pupils should be taught to:
* develop pleasure in reading, motivation to read, vocabulary and understanding by:
* listening to, discussing and expressing views about a wide range of contemporary and classic poetry, stories and non-fiction at a level beyond that at which they can read independently
* discussing the sequence of events in books and how items of information are related
* becoming increasingly familiar with and retelling a wider range of stories, fairy stories and traditional tales
* being introduced to non-fiction books that are structured in different ways
* recognising simple recurring literary language in stories and poetry
* discussing and clarifying the meanings of words, linking new meanings to known vocabulary
* discussing their favourite words and phrases
* continuing to build up a repertoire of poems learnt by heart, appreciating these and reciting some, with appropriate intonation to make the meaning clear
* understand both the books that they can already read accurately and fluently and those that they listen to by:
* drawing on what they already know or on background information and vocabulary provided by the teacher
* checking that the text makes sense to them as they read, and correcting inaccurate reading
* making inferences on the basis of what is being said and done
* answering and asking questions
* predicting what might happen on the basis of what has been read so far
* participate in discussion about books, poems and other works that are read to them and those that they can read for themselves, taking turns and listening to what others say
* explain and discuss their understanding of books, poems and other material, both those that they listen to and those that they read for themselves
Year 3 and 4
Word Reading
Pupils should be taught to:
* apply their growing knowledge of root words, prefixes and suffixes (etymology and morphology) as listed in National Curriculum Appendix 1, both to read aloud and to understand the meaning of new words they meet
* read further exception words, noting the unusual correspondences between spelling and sound, and where these occur in the word
Comprehension
Pupils should be taught to:
* develop positive attitudes to reading, and an understanding of what they read, by:
* listening to and discussing a wide range of fiction, poetry, plays, non-fiction and reference books or textbooks
* reading books that are structured in different ways and reading for a range of purposes
* using dictionaries to check the meaning of words that they have read
* increasing their familiarity with a wide range of books, including fairy stories, myths and legends, and retelling some of these orally
* identifying themes and conventions in a wide range of books
* preparing poems and play scripts to read aloud and to perform, showing understanding through intonation, tone, volume and action
* discussing words and phrases that capture the reader's interest and imagination
* recognising some different forms of poetry [for example, free verse, narrative poetry]
* understand what they read, in books they can read independently, by:
* checking that the text makes sense to them, discussing their understanding, and explaining the meaning of words in context
* asking questions to improve their understanding of a text
* drawing inferences such as inferring characters' feelings, thoughts and motives from their actions, and justifying inferences with evidence
* predicting what might happen from details stated and implied
* identifying main ideas drawn from more than 1 paragraph and summarising these
* identifying how language, structure, and presentation contribute to meaning
* retrieve and record information from non-fiction
* participate in discussion about both books that are read to them and those they can read for themselves, taking turns and listening to what others say
Year 5 and 6
Word Reading
Pupils should be taught to:
* apply their growing knowledge of root words, prefixes and suffixes (morphology and etymology), as listed in National Curriculum English appendix 1, both to read aloud and to understand the meaning of new words that they meet
Comprehension
Pupils should be taught to:
* maintain positive attitudes to reading and an understanding of what they read by:
* continuing to read and discuss an increasingly wide range of fiction, poetry, plays, non-fiction and reference books or textbooks
* reading books that are structured in different ways and reading for a range of purposes
* increasing their familiarity with a wide range of books, including myths, legends and traditional stories, modern fiction, fiction from our literary heritage, and books from other cultures and traditions
* recommending books that they have read to their peers, giving reasons for their choices
* identifying and discussing themes and conventions in and across a wide range of writing
* making comparisons within and across books
* learning a wider range of poetry by heart
* preparing poems and plays to read aloud and to perform, showing understanding through intonation, tone and volume so that the meaning is clear to an audience
* understand what they read by:
* checking that the book makes sense to them, discussing their understanding and exploring the meaning of words in context
* asking questions to improve their understanding
* drawing inferences such as inferring characters' feelings, thoughts and motives from their actions, and justifying inferences with evidence
* predicting what might happen from details stated and implied
* summarising the main ideas drawn from more than 1 paragraph, identifying key details that support the main ideas
* identifying how language, structure and presentation contribute to meaning
* discuss and evaluate how authors use language, including figurative language, considering the impact on the reader
* distinguish between statements of fact and opinion
* retrieve, record and present information from non-fiction
* participate in discussions about books that are read to them and those they can read for themselves, building on their own and others' ideas and challenging views courteously
* explain and discuss their understanding of what they have read, including through formal presentations and debates, maintaining a focus on the topic and using notes where necessary
* provide reasoned justifications for their views
Year 1
Speaking & listening
- listen and respond appropriately to adults and their peers
- ask relevant questions to extend their understanding and knowledge
- use relevant strategies to build their vocabulary
- articulate and justify answers, arguments and opinions
- give well-structured descriptions, explanations and narratives for different purposes, including for expressing feelings
- maintain attention and participate actively in collaborative conversations, staying on topic and initiating and responding to comments
- use spoken language to develop understanding through speculating, hypothesising, imagining and exploring ideas
- speak audibly and fluently with an increasing command of Standard English
- participate in discussions, presentations, performances, role play, improvisations and debates
- gain, maintain and monitor the interest of the listener(s)
- consider and evaluate different viewpoints, attending to and building on the contributions of others
- select and use appropriate registers for effective communication.
Reading – word reading
- apply phonic knowledge and skills as the route to decode words
- respond speedily with the correct sound to graphemes (letters or groups of letters) for all 40+ phonemes, including, where applicable, alternative sounds for graphemes
- read accurately by blending sounds in unfamiliar words containing GPCs that have been taught
- read common exception words, noting unusual correspondences between spelling and sound and where these occur in the word
- read words containing taught GPCs and –s, –es, –ing, –ed, –er and –est endings
- read other words of more than one syllable that contain taught GPCs
- read words with contractions [for example, I'm, I'll, we'll], and understand that the apostrophe represents the omitted letter(s)
- read aloud accurately books that are consistent with their developing phonic knowledge and that do not require them to use other strategies to work out words
- re-read these books to build up their fluency and confidence in word reading.
Reading – comprehension
- develop pleasure in reading, motivation to read, vocabulary and understanding by:
- listening to and discussing a wide range of poems, stories and non-fiction at a level beyond that at which they can read independently
- being encouraged to link what they read or hear read to their own experiences
- becoming very familiar with key stories, fairy stories and traditional tales, retelling them and considering their particular characteristics
- recognising and joining in with predictable phrases
- learning to appreciate rhymes and poems, and to recite some by heart
- discussing word meanings, linking new meanings to those already known
- understand both the books they can already read accurately and fluently and those they listen to by:
- drawing on what they already know or on background information and vocabulary provided by the
teacher
- checking that the text makes sense to them as they read and correcting inaccurate reading
- discussing the significance of the title and events
- making inferences on the basis of what is being said and done
- predicting what might happen on the basis of what has been read so far
- participate in discussion about what is read to them, taking turns and listening to what others say
- explain clearly their understanding of what is read to them.
Spelling
- spell:
- words containing each of the 40+ phonemes already taught
- common exception words
- the days of the week
- name the letters of the alphabet:
- naming the letters of the alphabet in order
- using letter names to distinguish between alternative spellings of the same sound
- add prefixes and suffixes:
- using the spelling rule for adding –s or –es as the plural marker for nouns and the third person singular marker for verbs
- using the prefix un–
- using –ing, –ed, –er and –est where no change is needed in the spelling of root words [for example, helping, helped, helper, eating, quicker, quickest]
- apply simple spelling rules and guidance, as listed in English Appendix 1
- write from memory simple sentences dictated by the teacher that include words using the GPCs and common exception words taught so far.
- Revision of Foundation Stage work
- all letters of the alphabet and the sounds which they most commonly represent
- consonant digraphs which have been taught and the sounds which they represent
- vowel digraphs which have been taught and the sounds which they represent
- the process of segmenting spoken words into sounds before choosing graphemes to represent the sounds
- words with adjacent consonants
- guidance and rules which have been taught
Specific spellings/phonics
Refer to English Appendix 1 for more detail
- The sounds /f/, /l/, /s/, /z/ and /k/ spelt ff, ll, ss, zz and ck – eg, off, well, miss, buzz, back
- The /ŋ/ sound spelt n before k – eg, bank, think, honk, sunk
- Division of words into syllables – eg, pocket, rabbit, carrot, thunder, sunset
- -tch – eg, catch, fetch, kitchen, notch, hutch
- The /v/ sound at the end of words – eg, have, live, give
- Adding s and es to words (plural of nouns and the third person singular of verbs) – eg, cats, dogs, spends, rocks, thanks, catches
- Adding the endings –ing, –ed and –er to verbs where no change is needed to the root word – eg, hunting, hunted, hunter, buzzing, buzzed, buzzer, jumping, jumped, jumper
- Adding –er and –est to adjectives where no change is needed to the root word – eg, grander, grandest, fresher, freshest, quicker, quickest
Vowel diagraphs and trigraphs:
- ai, oi – eg, rain, wait, train, paid, afraid, oil, join, coin, point, soil
- ay, oy – eg, day, play, say, way, stay, boy, toy, enjoy, annoy
- Split digraphs;
- a–e – eg, made, came, same, take, safe
- e–e – eg, these, theme, complete these, theme, complete
- i–e – eg, five, ride, like, time, side
- o–e – eg, home, those, woke, hope, hole
- u–e – eg, June, rule, rude, use, tube, tune
- ar – eg, car, start, park, arm, garden
- ee – eg, see, tree, green, meet, week
- ea (/i:/) – eg, sea, dream, meat, each, read (present tense)
- ea (/ɛ/) – eg, head, bread, meant, instead, read (past tense)
- er (/ɜ:/) – eg, (stressed sound): her, term, verb, person
- er (/ə/) – eg, (unstressed sound): better, under, summer, winter, sister
- ir – eg, girl, bird, shirt, first, third
- ur – eg, turn, hurt, church, burst, Thursday
- oo (/u:/) – eg, food, pool, moon, zoo, soon
- oo (/ʊ/) – eg, book, took, foot, wood, good
- oa – eg, boat, coat, road, coach, goal
- oe – eg, toe, goes
- ou – eg, out, about, mouth, around, sound
- ow (/aʊ/) now, how, brown, down, cow
- ow (/əʊ/) – eg, own, blow, snow, grow, show
- ue – eg, blue, clue, true, rescue, Tuesday
- ew – eg, new, few, grew, flew, drew, threw
- ie (/aɪ/) – eg, lie, tie, pie, cried, tried, dried
- ie (/i:/) – eg, chief, field, thief
- igh – eg, high, night, light, bright, right
- or – eg, for, short, born, horse, morning
-
ore – eg, more, score, before, wore, shore
- aw – eg, saw, draw, yawn, crawl
- au – eg, author, August, dinosaur, astronaut
- air – eg, air, fair, pair, hair, chair
-
ear – eg, dear, hear, beard, near, year
- ear (/ɛə/) – eg, bear, pear, wear
- are (/ɛə/) – eg, bare, dare, care, share, scared
- Words ending –y (/i:/ or /ɪ/) – eg, very, happy, funny, party, family
- New consonant spellings ph and wh – eg, dolphin, alphabet, phonics, elephant when, where, which, wheel, while
- Using k for the /k/ sound – eg, Kent, sketch, kit, skin, frisky
- Adding the prefix –un – eg, unhappy, undo, unload, unfair, unlock
- Compound words – eg, football, playground, farmyard, bedroom, blackberry
- Common exception words – eg, the, a, do, to, today, of, said, says, are, were, was, is, his, has, I, you, your, they, be, he, me, she, we, no, go, so, by, my, here, there, where, love, come, some, one, once, ask, friend, school, put, push, pull, full, house, our – and/or others, according to the programme used
Handwriting
- sit correctly at a table, holding a pencil comfortably and correctly
- begin to form lower-case letters in the correct direction, starting and finishing in the right place
- form capital letters
- form digits 0-9
- understand which letters belong to which handwriting 'families' (i.e. letters that are formed in similar ways) and to practise these.
Writing – composition
-
write sentences by:
- saying out loud what they are going to write about
- composing a sentence orally before writing it
- sequencing sentences to form short narratives
- re-reading what they have written to check that it makes sense
- discuss what they have written with the teacher or other pupils
- read aloud their writing clearly enough to be heard by their peers and the teacher.
Writing – vocabulary, grammar and punctuation
Word
- Regular plural noun suffixes –s or –es [for example, dog, dogs; wish, wishes], including the effects of these suffixes on the meaning of the noun,
- Suffixes that can be added to verbs where no change is needed in the spelling of root words (e.g. helping helped, helper)
- How the prefix un– changes the meaning of verbs and adjectives [negation, for example, unkind, or undoing: untie the boat]
Sentence
- How words can combine to make sentences
- Join words and join clauses using and
Punctuation
- leave spaces between words
- Begin to punctuate sentences using a capital letter and a full stop, question mark or exclamation mark
- use a capital letter for names of people, places, the days of the week, and the personal pronoun 'I'
Text
- Sequencing sentences to form short narratives
Terminology for pupils
- letter, capital letter, word, singular, plural, sentence, punctuation, full stop, question mark, exclamation mark
Year 2
Speaking & listening
- listen and respond appropriately to adults and their peers
- ask relevant questions to extend their understanding and knowledge
- use relevant strategies to build their vocabulary
- articulate and justify answers, arguments and opinions
- give well-structured descriptions, explanations and narratives for different purposes, including for expressing feelings
- maintain attention and participate actively in collaborative conversations, staying on topic and initiating and responding to comments
- use spoken language to develop understanding through speculating, hypothesising, imagining and exploring ideas
- speak audibly and fluently with an increasing command of Standard English
- participate in discussions, presentations, performances, role play, improvisations and debates
- gain, maintain and monitor the interest of the listener(s)
- consider and evaluate different viewpoints, attending to and building on the contributions of others
- select and use appropriate registers for effective communication
Reading – word reading
- continue to apply phonic knowledge and skills as the route to decode words until automatic decoding has become embedded and reading is fluent
- read accurately by blending the sounds in words that contain the graphemes taught so far, especially recognising alternative sounds for graphemes
- read accurately words of two or more syllables that contain the same graphemes as above
- read words containing common suffixes
- read further common exception words, noting unusual correspondences between spelling and sound and where these occur in the word
- read most words quickly and accurately, without overt sounding and blending, when they have been frequently encountered
- read aloud books closely matched to their improving phonic knowledge, sounding out unfamiliar words accurately, automatically and without undue hesitation
- re-read these books to build up their fluency and confidence in word reading.
Reading – comprehension
- develop pleasure in reading, motivation to read, vocabulary and understanding by:
- listening to, discussing and expressing views about a wide range of contemporary and classic poetry, stories and non-fiction at a level beyond that at which they can read independently
- discussing the sequence of events in books and how items of information are related
- becoming increasingly familiar with and retelling a wider range of stories, fairy stories and traditional tales
- being introduced to non-fiction books that are structured in different ways
- recognising simple recurring literary language in stories and poetry
- discussing and clarifying the meanings of words, linking new meanings to known vocabulary
- discussing their favourite words and phrases
- continuing to build up a repertoire of poems learnt by heart, appreciating these and reciting some, with appropriate intonation to make the meaning clear
- understand both the books that they can already read accurately and fluently and those that they listen to by:
- drawing on what they already know or on background information and vocabulary provided by the teacher
- checking that the text makes sense to them as they read and correcting inaccurate reading
- making inferences on the basis of what is being said and done
- answering and asking questions
- predicting what might happen on the basis of what has been read so far
- participate in discussion about books, poems and other works that are read to them and those that they can read for themselves, taking turns and listening to what others say
- explain and discuss their understanding of books, poems and other material, both those that they listen to and those that they read for themselves.
Spelling
Refer to English Appendix 1 for more detail
- spell by:
- segment spoken words into phonemes and representing these by graphemes, spelling many correctly
- learning new ways of spelling phonemes for which one or more spellings are already known, and learn some words with each spelling, including a few common homophones
- learning to spell common exception words
- learning to spell more words with contracted forms
- learning the possessive apostrophe (singular) [for example, the girl's book]
- distinguishing between homophones and near-homophones
- add suffixes to spell longer words, including –ment, –ness, –ful, –less, –ly
- apply spelling rules and guidance, as listed in English Appendix 1
- write from memory simple sentences dictated by the teacher that include words using the GPCs, common exception words and punctuation taught so far.
- /dʒ/ sound spelt as ge (eg, age, huge) and dge at the end of words (eg, badge, edge) and sometimes spelt as g elsewhere in words before e, i and y (eg, gem, giant, energy)
- /s/ sound spelt c before e, i and y – eg, cent, cinema, cycle
- /n/ sound spelt kn and (less often) gn at the beginning of words eg, knock, know, knee, gnaw
- /r/ sound spelt wr at the beginning of words eg, write, written, wrote, wrong, wrap
- /l/ or /əl/ sound spelt –le at the end of words – eg, table, apple, bottle, little, middle
- /l/ or /əl/ sound spelt –el at the end of words – eg, camel, tunnel, squirrel, travel, towel, tinsel
- /l/ or /əl/ sound spelt –al at the end of words – eg, metal, pedal, capital, hospital, animal
- Words ending –il – eg, pencil, fossil, nostril
- /aɪ/ sound spelt –y at the end of words – eg, cry, fly, dry, try, reply, July
- Adding –es to nouns and verbs ending in –y – eg, flies, tries, replies, copies, babies, carries
- Adding –ed, –ing, –er and –est to a root word ending in –y with a consonant before it – eg, copied, copier, happier, happiest, cried, replied
- Adding the endings –ing, –ed, –er, –est and –y to words ending in –e with a consonant before it – eg, hiking, hiked, hiker, nicer, nicest, shiny
- Adding –ing, –ed, –er, –est and –y to words of one syllable ending in a single consonant letter after a single vowel letter – eg, patting, patted, humming, hummed, dropping, dropped, sadder, saddest, fatter, fattest, runner, runny
- /ɔ:/ sound spelt a before l and ll – eg, all, ball, call, walk, talk, always
- /ʌ/ sound spelt o – eg, other, mother, brother, nothing, Monday
- /i:/ sound spelt –ey – eg, key, donkey, monkey, chimney, valley
- /ɒ/ sound spelt a after w and qu – eg, want, watch, wander, quantity, squash
- /ɜ:/ sound spelt or after w – eg, word, work, worm, world, worth
- /ɔ:/ sound spelt ar after w – eg, war, warm, towards
- /ʒ/ sound spelt s – eg, television, treasure, usual
- Suffixes –ment, –ness, –ful , –less and –ly – eg, enjoyment, sadness, careful, hopeless, badly
- Contractions – eg, can't, didn't, hasn't, couldn't, it's, I'll
- Possessive apostrophe (singular nouns) – eg, Megan's, the girl's, the child's, the man's
- Words ending in –tion – eg, station, fiction, motion, national, section
- Homophones and near-homophones – eg, there/their/they're, here/hear, quite/quiet, see/sea, bare/bear, one/won, sun/son, to/too/two, be/bee, blue/blew, night/knight
- Common exception words – eg, door, floor, poor, because, find, kind, mind, behind, child, wild, climb, most, only, both, old, cold, gold, hold, told, every, everybody, even, great, break, steak, pretty, beautiful, after, fast, last, past, father, class, grass, pass, plant, path, bath, hour, move, prove, improve, sure, sugar, eye, could, should, would, who, whole, any, many, clothes, busy, people, water, again, half, money, Mr, Mrs, parents, Christmas – and/or others according to programme used.
Handwriting
- form lower-case letters of the correct size relative to one another
- start using some of the diagonal and horizontal strokes needed to join letters and understand which letters, when adjacent to one another, are best left unjoined
- write capital letters and digits of the correct size, orientation and relationship to one another and to lower case letters
- use spacing between words that reflects the size of the letters.
Writing – composition
- develop positive attitudes towards and stamina for writing by:
- writing narratives about personal experiences and those of others (real and fictional)
- writing about real events
- writing poetry
- writing for different purposes
- consider what they are going to write before beginning by:
- planning or saying out loud what they are going to write about
- writing down ideas and/or key words, including new vocabulary
- encapsulating what they want to say, sentence by sentence
- make simple additions, revisions and corrections to their own writing by:
- evaluating their writing with the teacher and other pupils
- re-reading to check that their writing makes sense and that verbs to indicate time are used correctly and consistently, including verbs in the continuous form
- proof-reading to check for errors in spelling, grammar and punctuation [for example, ends of sentences punctuated correctly]
- read aloud what they have written with appropriate intonation to make the meaning clear.
Writing – vocabulary, grammar and punctuation
Word
- Formation of nouns using suffixes such as –ness, –er and by compounding [for example, whiteboard, superman]
- Formation of adjectives using suffixes such as –ful, –less(A fuller list of suffixes can be found on page 12 in the year 2 spelling section in English Appendix 1)
- Use of the suffixes –er, –est in adjectives and the use of –ly in Standard English to turn adjectives into adverbs
Sentence
- Subordination (using when, if, that, because)
- Co-ordination (using or, and, but)
- Expanded noun phrases for description and specification [for example, the blue butterfly, plain flour, the man in the moon]
- Sentences with different forms: statement, question, exclamation, command
- Some features of Standard English
Text
- Correct choice and consistent use of present tense and past tense throughout writing
- Use of the progressive form of verbs in the present and past tense to mark actions in progress [for example, she is drumming, he was shouting]
Punctuation
- Use of capital letters, full stops, question marks and exclamation marks to demarcate sentences
- Commas to separate items in a list
- Apostrophes to mark where letters are missing in spelling- eg couldn't, I'll
- Apostrophes to mark singular possession in nouns [for example, the girl's name]
Terminology for pupils
- noun, noun phrase, statement, question, exclamation, command, compound, suffix, adjective, adverb, verb, tense (past, present), apostrophe, comma
Year 3
Speaking & listening
- listen and respond appropriately to adults and their peers
- ask relevant questions to extend their understanding and knowledge
- use relevant strategies to build their vocabulary
- articulate and justify answers, arguments and opinions
- give well-structured descriptions, explanations and narratives for different purposes, including for expressing feelings
- maintain attention and participate actively in collaborative conversations, staying on topic and initiating and responding to comments
- use spoken language to develop understanding through speculating, hypothesising, imagining and exploring ideas
- speak audibly and fluently with an increasing command of Standard English
- participate in discussions, presentations, performances, role play, improvisations and debates
- gain, maintain and monitor the interest of the listener(s)
- consider and evaluate different viewpoints, attending to and building on the contributions of others
- select and use appropriate registers for effective communication.
Reading – word reading
Teaching comprehension should be taking precedence over teaching word reading directly. Any focus on word reading should support the development of vocabulary.
- apply their growing knowledge of root words and prefixes (etymology and morphology) see below in Spelling section for more detail.
- exploring these prefixes added to root words: in-, un-, dis-, mis-, il-, im-, ir-, re-, sub-, inter-, super-, anti-, auto-
- word origin (etymology) : eg, Greek origin 'k' sound spelled ch (scheme, chorus, character) French origin 'sh' sound spelled ch (chef, machine) Latin origin 's' sound spelled sc (science, crescent, discipline)
- read further exception words, noting the unusual correspondences between spelling and sound, and where these occur in the word
Reading – comprehension
- develop positive attitudes to reading and understanding of what they read by:
- listening to and discussing a wide range of fiction, poetry, plays, non-fiction and reference books or textbooks
- reading books that are structured in different ways and reading for a range of purposes
- using dictionaries to check the meaning of words that they have read
- increasing their familiarity with a wide range of books, including fairy stories, myths and legends, and retelling some of these orally
- identifying themes and conventions in a wide range of books
- preparing poems and play scripts to read aloud and to perform, showing understanding through intonation, tone, volume and action
- discussing words and phrases that capture the reader's interest and imagination
- recognising some different forms of poetry [for example, free verse, narrative poetry]
- understand what they read, in books they can read independently, by:
- checking that the text makes sense to them, discussing their understanding and explaining the meaning of words in context
- asking questions to improve their understanding of a text
- drawing inferences such as inferring characters' feelings, thoughts and motives from their actions, and justifying inferences with evidence
- predicting what might happen from details stated and implied
- identifying main ideas drawn from more than one paragraph and summarising these
- identifying how language, structure, and presentation contribute to meaning
- retrieve and record information from non-fiction
- participate in discussion about both books that are read to them and those they can read for themselves, taking turns and listening to what others say.
Spelling
Refer to English Appendix 1 for more detail
- Use further prefixes and understand the rules of how to add them
- Adding prefixes to root words:
- dis–: eg, disappoint, disagree, disobey
- mis–: eg, misbehave, mislead, mislead
- in–: eg, inactive, incorrect, inaccurate
- il-: eg, illegal, illogical, illegitimate
- im-: eg, immature, immortal, impossible, impatient, imperfect
- ir-: eg, irregular, irrelevant, irresponsible
- re–: eg, redo, refresh, return, reappear, redecorate
- sub–: eg, subdivide, subheading, submarine, submerge
- inter–: eg, interact, intercity, international
- super–: eg, supermarket, superman, superstar
- anti–: eg, antiseptic, anti-clockwise, antisocial
- auto–: eg, autobiography, autograph
- Words with endings sounding like /ʒə/ - eg, measure, treasure, pleasure
- Words with endings sounding like /tʃə/ - eg, creature, furniture, picture, nature, adventure
- Words with the /k/ sound spelt ch (Greek in origin) – eg, scheme, chorus, chemist, echo, character
- Words with the /ʃ/ sound spelt ch (mostly French in origin) – eg, chef, chalet, machine, brochure
- Words ending with the /g/ sound spelt –gue (French in origin) – eg, league, tongue
- Words ending with the /k/ sound spelt –que (French in origin) – eg, antique, unique
- Words with the /s/ sound spelt sc (Latin in origin) – eg, science, scene, discipline, fascinate, crescent
- Words with the /eɪ/ sound spelt ei / eigh – eg, vein, weigh, eight, neighbour,
- Words with the /eɪ/ sound spelt ey – eg, they, obey
- use the first two or three letters of a word to check its spelling in a dictionary
- write from memory simple sentences, dictated by the teacher, that include words and punctuation taught so far.
Words to learn (Years 3 and 4)
accident(ally) actual(ly) address answer appear arrive believe bicycle breath breathe build busy/business calendar caught centre century certain circle complete consider continue decide describe different difficult disappear early earth eight/eighth enough exercise experience experiment extreme famous favourite February forward(s) fruit grammar group guard guide heard heart height history imagine increase important island knowledge learn length library material medicine mention minute natural naughty notice occasion(ally) often opposite ordinary particular peculiar perhaps popular position possess(ion) possible potatoes pressure probably promise purpose quarter question recent regular reign remember sentence separate special straight strange strength suppose surprise therefore though/although thought through various weight woman/women
Handwriting
- use the diagonal and horizontal strokes that are needed to join letters and understand which letters, when adjacent to one another, are best left unjoined
- increase the legibility, consistency and quality of their handwriting [for example, by ensuring that the downstrokes of letters are parallel and equidistant; that lines of writing are spaced sufficiently so that the ascenders and descenders of letters do not touch].
Writing – composition
- Plan their writing by:
- discussing writing similar to that which they are planning to write in order to understand and learn from its structure, vocabulary and grammar
- discussing and recording ideas
- Draft and write by:
- composing and rehearsing sentences orally (including dialogue), progressively building a varied and rich vocabulary and an increasing range of sentence structures (English Appendix 2)
-
organising paragraphs around a theme
- in narratives, creating settings, characters and plot
- in non-narrative material, using simple organisational devices [for example, headings and sub-headings]
- Evaluate and edit by:
- assessing the effectiveness of their own and others' writing and suggesting improvements
- proposing changes to grammar and vocabulary to improve consistency, including the accurate use of pronouns in sentences
- proof-read for spelling and punctuation errors
- read aloud their own writing, to a group or the whole class, using appropriate intonation and controlling the tone and volume so that the meaning is clear.
Writing – vocabulary, grammar and punctuation
Word
- Formation of nouns using a range of prefixes [for example super–, anti–, auto–]
- Use of the forms a or an according to whether the next word begins with a consonant or a vowel [for example, a rock, an open box]
- Word families based on common words, showing how words are related in form and meaning [for example, solve, solution, solver, dissolve, insoluble]
Sentence
-
Choosing nouns or pronouns appropriately for clarity and cohesion and to avoid repetition
- Expressing time, place and cause using:
- conjunctions [for example, when, before, after, while, so, because],
- adverbs [for example, then, next, soon, therefore],
- prepositions [for example, before, after, during, in, because of
Text
- Introduction to paragraphs as a way to group related material
- Headings and sub-headings to aid presentation
- Use of the present perfect form of verbs instead of the simple past [for example, He has gone out to play contrasted with He went out to play]
Punctuation
- Introduction to inverted commas to punctuate direct speech
-
Apostrophes to mark singular possession [for example,
Tom's football
]
Terminology for pupils
- preposition, conjunction, word family, prefix, clause, subordinate clause, direct speech, consonant, consonant letter vowel, vowel letter, inverted commas (or 'speech marks')
Year 4
Speaking & listening
- listen and respond appropriately to adults and their peers
]
- ask relevant questions to extend their understanding and knowledge
- use relevant strategies to build their vocabulary
- articulate and justify answers, arguments and opinions
- give well-structured descriptions, explanations and narratives for different purposes, including for expressing feelings
- maintain attention and participate actively in collaborative conversations, staying on topic and initiating and responding to comments
- use spoken language to develop understanding through speculating, hypothesising, imagining and exploring ideas
- speak audibly and fluently with an increasing command of Standard English
- participate in discussions, presentations, performances, role play, improvisations and debates
- gain, maintain and monitor the interest of the listener(s)
- consider and evaluate different viewpoints, attending to and building on the contributions of others
- select and use appropriate registers for effective communication.
Reading – word reading
Teaching comprehension should be taking precedence over teaching word reading directly. Any focus on word reading should support the development of vocabulary.
- apply their growing knowledge of root words, prefixes and suffixes (etymology and morphology) see below in Spelling section for more detail.
- exploring these suffixes added to root words: -ly, -ation, -er, -tion, -sion, -ssion, -cian, -ous,
- read further exception words, noting the unusual correspondences between spelling and sound, and where these occur in the word
Reading – comprehension
- develop positive attitudes to reading and understanding of what they read by:
- listening to and discussing a wide range of fiction, poetry, plays, non-fiction and reference books or textbooks
- reading books that are structured in different ways and reading for a range of purposes
- using dictionaries to check the meaning of words that they have read
- increasing their familiarity with a wide range of books, including fairy stories, myths and legends, and retelling some of these orally
- identifying themes and conventions in a wide range of books
- preparing poems and play scripts to read aloud and to perform, showing understanding through intonation, tone, volume and action
- discussing words and phrases that capture the reader's interest and imagination
- recognising some different forms of poetry [for example, free verse, narrative poetry]
- understand what they read, in books they can read independently, by:
- checking that the text makes sense to them, discussing their understanding and explaining the meaning of words in context
- asking questions to improve their understanding of a text
- drawing inferences such as inferring characters' feelings, thoughts and motives from their actions, and justifying inferences with evidence
- predicting what might happen from details stated and implied
- identifying main ideas drawn from more than one paragraph and summarising these
- identifying how language, structure, and presentation contribute to meaning
- retrieve and record information from non-fiction
- participate in discussion about both books that are read to them and those they can read for themselves, taking turns and listening to what others say.
Spelling
Refer to English Appendix 1 for more detail
- Use further suffixes and understand the rules of how to add them
- Add suffixes beginning with vowel letters to words of more than one syllable (doubling consonant if last syllable is stressed) – eg, forgetting, forgotten, beginning, beginner, preferred.
- Add suffixes beginning with vowel letters to words of more than one syllable (not doubling consonant if last syllable is unstressed) – eg, gardening, gardener, limiting, limited, limitation
- Adding suffixes to root words:
- -ation : eg, information, adoration, sensation, preparation, admiration
- –ly (added to root word with no spelling change) eg, sadly, completely, slowly etc
- - ly (root word ending in y, change to 'i', if more than one syllable) eg, happily, angrily, easily
- - ly (root word ends with –le, le changed to ly) eg, gently, simply, wrinkly
- - ly (root word ends with –ic, –ally is added rather than just –ly) eg, basically, frantically, dramatically
- - sion : eg, division, invasion, confusion, decision, collision, television
- - tion : eg, invention, injection, action, hesitation, completion
- - ssion : eg, expression, discussion, confession, permission, admission
- - cian : eg, musician, electrician, magician, politician, mathematician
- - ous : with no spelling change - eg, poisonous, dangerous, famous, various
- - ous : when – our is changed to –or before –ous is added : eg, humorous, glamorous, vigorous
- - ous : retaining final 'e' eg, courageous, outrageous
- - er : eg, teacher, catcher, richer, stretcher.
- Homophones and near-homophones – eg, accept/except, affect/effect, ball/bawl, berry/bury, brake/break, fair/fare, grate/great, groan/grown, here/hear, heel/heal/he'll, knot/not, mail/male, main/mane, meat/meet, medal/meddle, missed/mist, peace/piece, plain/plane, rain/rein/reign, scene/seen, weather/whether, whose/who's
- place the possessive apostrophe accurately in words with regular plurals [for example, girls', boys'] and in words with irregular plurals [for example, children's]
- use the first two or three letters of a word to check its spelling in a dictionary
- write from memory simple sentences, dictated by the teacher, that include words and punctuation taught so far.
Words to learn (Years 3 and 4)
accident(ally) actual(ly) address answer appear arrive believe bicycle breath breathe build busy/business calendar caught centre century certain circle complete consider continue decide describe different difficult disappear early earth eight/eighth enough exercise experience experiment extreme famous favourite February forward(s) fruit grammar group guard guide heard heart height history imagine increase important island knowledge learn length library material medicine mention minute natural naughty notice occasion(ally) often opposite ordinary particular peculiar perhaps popular position possess(ion) possible potatoes pressure probably promise purpose quarter question recent regular reign remember sentence separate special straight strange strength suppose surprise therefore though/although thought through various weight woman/women
Handwriting
- use the diagonal and horizontal strokes that are needed to join letters and understand which letters, when adjacent to one another, are best left unjoined
- increase the legibility, consistency and quality of their handwriting [for example, by ensuring that the downstrokes of letters are parallel and equidistant; that lines of writing are spaced sufficiently so that the ascenders and descenders of letters do not touch].
Writing – composition
- Plan their writing by:
- discussing writing similar to that which they are planning to write in order to understand and learn from its structure, vocabulary and grammar
- discussing and recording ideas
- Draft and write by:
- composing and rehearsing sentences orally (including dialogue), progressively building a varied and rich vocabulary and an increasing range of sentence structures (English Appendix 2)
- organising paragraphs around a theme
- in narratives, creating settings, characters and plot
-
in non-narrative material, using simple organisational devices [for example, headings and sub-headings]
- Evaluate and edit by:
- assessing the effectiveness of their own and others' writing and suggesting improvements
- proposing changes to grammar and vocabulary to improve consistency, including the accurate use of pronouns in sentences
- proof-read for spelling and punctuation errors
- read aloud their own writing, to a group or the whole class, using appropriate intonation and controlling the tone and volume so that the meaning is clear.
Writing – vocabulary, grammar and punctuation
Word
- Standard English forms for verb inflections instead of local spoken forms [for example, we were instead of we was, or I did instead of I done]
-
The grammatical difference between plural and possessive
–s
Sentence
- Use Fronted adverbials [for example, Later that day, I heard the bad news.
]
- Noun phrases expanded by the addition of modifying adjectives, nouns and preposition phrases (e.g. the teacher expanded to: the strict maths teacher with curly hair)
Text
- Appropriate choice of pronoun or noun within and across sentences to aid cohesion and avoid repetition
-
Use of paragraphs to organise ideas around a theme.
Punctuation
- Use of inverted commas and other punctuation to indicate direct speech [for example, a comma after the reporting clause; end punctuation within inverted commas: The conductor shouted, "Sit down!"]
- Apostrophes to mark plural possession [for example, the girl's name, the girls' names]
- Use of commas after fronted adverbials
Terminology for pupils
Determiner, pronoun, possessive pronoun, adverbial
Year 5
Speaking & listening
- listen and respond appropriately to adults and their peers
- ask relevant questions to extend their understanding and knowledge
- use relevant strategies to build their vocabulary
- articulate and justify answers, arguments and opinions
- give well-structured descriptions, explanations and narratives for different purposes, including for expressing feelings
- maintain attention and participate actively in collaborative conversations, staying on topic and initiating and responding to comments
- use spoken language to develop understanding through speculating, hypothesising, imagining and exploring ideas
-
speak audibly and fluently with an increasing command of Standard English
- participate in discussions, presentations, performances, role play, improvisations and debates
- gain, maintain and monitor the interest of the listener(s)
- consider and evaluate different viewpoints, attending to and building on the contributions of others
- select and use appropriate registers for effective communication.
Reading – word reading
- apply their growing knowledge of root words, prefixes and suffixes (morphology and etymology), as listed in English Appendix 1, both to read aloud and to understand the meaning of new words that they meet.
Reading – comprehension
- maintain positive attitudes to reading and understanding of what they read by:
- continuing to read and discuss an increasingly wide range of fiction, poetry, plays, non-fiction and reference books or textbooks
- reading books that are structured in different ways and reading for a range of purposes
- increasing their familiarity with a wide range of books, including myths, legends and traditional stories, modern fiction, fiction from our literary heritage, and books from other cultures and traditions
- recommending books that they have read to their peers, giving reasons for their choices
- identifying and discussing themes and conventions in and across a wide range of writing
- making comparisons within and across books
- learning a wider range of poetry by heart
- preparing poems and plays to read aloud and to perform, showing understanding through intonation, tone and volume so that the meaning is clear to an audience
- understand what they read by:
- checking that the book makes sense to them, discussing their understanding and exploring the meaning of words in context
- asking questions to improve their understanding
- drawing inferences such as inferring characters' feelings, thoughts and motives from their actions, and justifying inferences with evidence
- predicting what might happen from details stated and implied
- summarising the main ideas drawn from more than one paragraph, identifying key details that support the main ideas
- identifying how language, structure and presentation contribute to meaning
- discuss and evaluate how authors use language, including figurative language, considering the impact on the reader
- distinguish between statements of fact and opinion
- retrieve, record and present information from non-fiction
- participate in discussions about books that are read to them and those they can read for themselves, building on their own and others' ideas and challenging views courteously
- explain and discuss their understanding of what they have read, including through formal presentations and debates, maintaining a focus on the topic and using notes where necessary
- provide reasoned justifications for their views.
Spelling
See English Appendix 1 for more detail
- use further prefixes and suffixes and understand the guidance for adding them
- spell some words with 'silent' letters [for example, knight, psalm, solemn]
- continue to distinguish between homophones and other words which are often confused
- use knowledge of morphology and etymology in spelling and understand that the spelling of some words needs to be learnt specifically, as listed in English Appendix 1
- use dictionaries to check the spelling and meaning of words
- use the first three or four letters of a word to check spelling, meaning or both of these in a dictionary
- use a thesaurus.
- Endings which sound like /ʃəs/ spelt –cious – eg, vicious, precious, conscious, delicious, malicious, suspicious
- Endings which sound like /ʃəs/ spelt –tious – eg, ambitious, cautious, fictitious, infectious, nutritious
- Words ending in:
- –ant &–ance/–ancy - eg, observant, observance, (observation), expectant (expectation), hesitant, hesitancy (hesitation), tolerant, tolerance (toleration), substance (substantial), assistant, assistance
- –ent, & –ence/–ency - eg, innocent, innocence, decent, decency, frequent, frequency, confident, confidence (confidential), obedient, obedience & independent, independence
- Words which end in –able which can become '-ably' – eg, adorable/adorably (adoration), applicable/applicably (application), considerable/considerably (consideration), tolerable/tolerably (toleration), changeable/changeably, noticeable/noticeably
- Words containing the letter-string ough (note and group into the different sounds made in these words)– eg, ought, bought, thought, nought, brought, fought, rough, tough, enough, cough, though, although, dough, through, thorough, borough, plough, bough
- Words with 'silent' letters – eg, doubt, island, lamb, solemn, thistle, knight
- Homophones – eg, father/farther, guessed/guest, heard/herd, led/lead, past/passed, affect/effect, allowed/aloud, principal/principle, stationary/stationery, steal/steel, who's/whose
Words to learn (Years 5 and 6)
accommodate accompany according achieve aggressive amateur ancient apparent appreciate attached available average awkward bargain bruise category cemetery committee communicate community competition conscience conscious controversy convenience correspond criticise (critic + ise) curiosity definite desperate determined develop dictionary disastrous embarrass environment equip (–ped, –ment) especially exaggerate excellent existence explanation familiar foreign forty frequently government guarantee harass hindrance identity immediate(ly) individual interfere interrupt language leisure lightning marvellous mischievous muscle necessary neighbour nuisance occupy occur opportunity parliament persuade physical prejudice privilege profession programme pronunciation queue recognise recommend relevant restaurant rhyme rhythm sacrifice secretary shoulder signature sincere(ly) soldier stomach sufficient suggest symbol system temperature thorough twelfth variety vegetable vehicle yacht
Handwriting
- write legibly, fluently and with increasing speed by:
- choosing which shape of a letter to use when given choices and deciding whether or not to join specific letters
- choosing the writing implement that is best suited for a task.
Writing - composition
- plan their writing by:
- identifying the audience for and purpose of the writing, selecting the appropriate form and using other similar writing as models for their own
- noting and developing initial ideas, drawing on reading and research where necessary
- in writing narratives, considering how authors have developed characters and settings in what pupils have read, listened to or seen performed
- draft and write by:
- selecting appropriate grammar and vocabulary, understanding how such choices can change and enhance meaning
- in narratives, describing settings, characters and atmosphere and integrating dialogue to convey character and advance the action
- précising longer passages
- using a wide range of devices to build cohesion within and across paragraphs
- using further organisational and presentational devices to structure text and to guide the reader [for example, headings, bullet points, underlining]
- evaluate and edit by:
- assessing the effectiveness of their own and others' writing
- proposing changes to vocabulary, grammar and punctuation to enhance effects and clarify meaning
- ensuring the consistent and correct use of tense throughout a piece of writing
- ensuring correct subject and verb agreement when using singular and plural, distinguishing between the language of speech and writing and choosing the appropriate register
- proof-read for spelling and punctuation errors
- perform their own compositions, using appropriate intonation, volume, and movement so that meaning is clear.
Writing – vocabulary, grammar and punctuation
- develop their understanding of the concepts set out in English Appendix 2 by:
- using expanded noun phrases to convey complicated information concisely
- using modal verbs or adverbs to indicate degrees of possibility
- using relative clauses beginning with who, which, where, when, whose, that or with an implied (i.e. omitted) relative pronoun
- learning the grammar for year 5 in English Appendix 2
- indicate grammatical and other features by:
- using commas to clarify meaning or avoid ambiguity in writing
- using brackets, dashes or commas to indicate parenthesis
- using a colon to introduce a list
- use and understand the grammatical terminology in English Appendix 2 accurately and appropriately in discussing their writing and reading.
Writing – vocabulary, grammar and punctuation
Word
- Converting nouns or adjectives into verbs using suffixes [for example, –ate; –ise; –ify]
- Verb prefixes [for example, dis–, de–, mis–, over– and re–]
Sentence
- Relative clauses beginning with who, which, where, when, whose, that, or an omitted relative pronoun
- Indicating degrees of possibility using adverbs [for example, perhaps, surely] or modal verbs [for example, might, should, will, must]
Text
- Devices to build cohesion within a paragraph [for example, then, after that, this, firstly
]
- Linking ideas across paragraphs using adverbials of time [for example, later], place [for example, nearby] and number [for example, secondly] or tense choices [for example, he had seen her before]
Punctuation
- Brackets, dashes or commas to indicate parenthesis
- Use of commas to clarify meaning or avoid ambiguity
Terminology for pupils
- modal verb, relative pronoun, relative clause, parenthesis, bracket, dash, cohesion, ambiguity
Speaking & listening
- listen and respond appropriately to adults and their peers
- ask relevant questions to extend their understanding and knowledge
- use relevant strategies to build their vocabulary
- articulate and justify answers, arguments and opinions
- give well-structured descriptions, explanations and narratives for different purposes, including for expressing feelings
- maintain attention and participate actively in collaborative conversations, staying on topic and initiating and responding to comments
- use spoken language to develop understanding through speculating, hypothesising, imagining and exploring ideas
- speak audibly and fluently with an increasing command of Standard English
- participate in discussions, presentations, performances, role play, improvisations and debates
- gain, maintain and monitor the interest of the listener(s)
- consider and evaluate different viewpoints, attending to and building on the contributions of others
- select and use appropriate registers for effective communication.
Reading – word reading
- apply their growing knowledge of root words, prefixes and suffixes (morphology and etymology), as listed in English Appendix 1, both to read aloud and to understand the meaning of new words that they meet.
Reading – comprehension
- maintain positive attitudes to reading and understanding of what they read by:
- continuing to read and discuss an increasingly wide range of fiction, poetry, plays, non-fiction and reference books or textbooks
- reading books that are structured in different ways and reading for a range of purposes
- increasing their familiarity with a wide range of books, including myths, legends and traditional stories, modern fiction, fiction from our literary heritage, and books from other cultures and traditions
- recommending books that they have read to their peers, giving reasons for their choices
- identifying and discussing themes and conventions in and across a wide range of writing
- making comparisons within and across books
- learning a wider range of poetry by heart
- preparing poems and plays to read aloud and to perform, showing understanding through intonation, tone and volume so that the meaning is clear to an audience
- understand what they read by:
- checking that the book makes sense to them, discussing their understanding and exploring the meaning of words in context
- asking questions to improve their understanding
- drawing inferences such as inferring characters' feelings, thoughts and motives from their actions, and justifying inferences with evidence
- predicting what might happen from details stated and implied
- summarising the main ideas drawn from more than one paragraph, identifying key details that support the main ideas
- identifying how language, structure and presentation contribute to meaning
- discuss and evaluate how authors use language, including figurative language, considering the impact on the reader
- distinguish between statements of fact and opinion
- retrieve, record and present information from non-fiction
- participate in discussions about books that are read to them and those they can read for themselves, building on their own and others' ideas and challenging views courteously
- explain and discuss their understanding of what they have read, including through formal presentations and debates, maintaining a focus on the topic and using notes where necessary
- provide reasoned justifications for their views.
Spelling
See English Appendix 1 for more detail
- continue to distinguish between homophones and other words which are often confused
- use knowledge of morphology and etymology in spelling and understand that the spelling of some words needs to be learnt specifically, as listed in English Appendix 1
- use dictionaries to check the spelling and meaning of words
- use the first three or four letters of a word to check spelling, meaning or both of these in a dictionary
- use a thesaurus.
- Endings which sound like /ʃəl/ - eg, official, special, artificial, partial, confidential, essential
- Words which end in –able which can become '-ably' – eg, adorable/adorably (adoration), applicable/applicably (application), considerable/considerably (consideration), tolerable/tolerably (toleration), changeable/changeably, noticeable/noticeably
- Words which end in –ible which can become 'ibly' – eg, possible/possibly, horrible/horribly, terrible/terribly, visible/visibly, incredible/incredibly, sensible/sensibly
- Adding suffixes beginning with vowel letters to words ending in –fer ('r' is doubled if '–fer' is stressed – eg, referring, referred, referral, preferring, preferred, transferring, transferred
- Adding suffixes beginning with vowel letters to words ending in –fer ('r' is not doubled because '-fer' is not stressed) – eg, reference, referee, preference, transference
- Use of the hyphen – eg, co-ordinate, re-enter, co-operate, co-own
- Words with the /i:/ sound spelt ei after c ('i before e except after c' rule) – eg, deceive, conceive, receive, perceive, ceiling (Exceptions: protein, caffeine, seize)
- Words with 'silent' letters – eg, doubt, island, lamb, solemn, thistle, knight
- Homophones – eg, father/farther, guessed/guest, heard/herd, led/lead, past/passed, affect/effect, allowed/aloud, principal/principle, stationary/stationery, steal/steel, who's/whose
- Homophones/words that are often confused - advice/advise, device/devise, licence/license, practice/practise, prophecy/prophesy
Words to learn (Years 5 and 6)
accommodate accompany according achieve aggressive amateur ancient apparent appreciate attached available average awkward bargain bruise category cemetery committee communicate community competition conscience conscious controversy convenience correspond criticise (critic + ise) curiosity definite desperate determined develop dictionary disastrous embarrass environment equip (–ped, –ment) especially exaggerate excellent existence explanation familiar foreign forty frequently government guarantee harass hindrance identity immediate(ly) individual interfere interrupt language leisure lightning marvellous mischievous muscle necessary neighbour nuisance occupy occur opportunity parliament persuade physical prejudice privilege profession programme pronunciation queue recognise recommend relevant restaurant rhyme rhythm sacrifice secretary shoulder signature sincere(ly) soldier stomach sufficient suggest symbol system temperature thorough twelfth variety vegetable vehicle yacht
Handwriting
- write legibly, fluently and with increasing speed by:
-
choosing which shape of a letter to use when given choices and deciding whether or not to join specific letters
- choosing the writing implement that is best suited for a task.
Writing - composition
- plan their writing by:
- identifying the audience for and purpose of the writing, selecting the appropriate form and using other similar writing as models for their own
- noting and developing initial ideas, drawing on reading and research where necessary
- in writing narratives, considering how authors have developed characters and settings in what pupils have read, listened to or seen performed
- draft and write by:
- selecting appropriate grammar and vocabulary, understanding how such choices can change and enhance meaning
- in narratives, describing settings, characters and atmosphere and integrating dialogue to convey character and advance the action
- précising longer passages
- using a wide range of devices to build cohesion within and across paragraphs
- using further organisational and presentational devices to structure text and to guide the reader [for example, headings, bullet points, underlining]
- evaluate and edit by:
- assessing the effectiveness of their own and others' writing
- proposing changes to vocabulary, grammar and punctuation to enhance effects and clarify meaning
-
- ensuring the consistent and correct use of tense throughout a piece of writing
- ensuring correct subject and verb agreement when using singular and plural, distinguishing between the language of speech and writing and choosing the appropriate register
- proof-read for spelling and punctuation errors
- perform their own compositions, using appropriate intonation, volume, and movement so that meaning is clear.
Writing – vocabulary, grammar and punctuation
- develop their understanding of the concepts set out in English Appendix 2 by:
- recognising vocabulary and structures that are appropriate for formal speech and writing, including subjunctive forms
- using passive verbs to affect the presentation of information in a sentence
- using the perfect form of verbs to mark relationships of time and cause
- learning the grammar for years 6 in English Appendix 2
indicate grammatical and other features by:
- using hyphens to avoid ambiguity
- using semi-colons, colons or dashes to mark boundaries between independent clauses
- punctuating bullet points consistently
- use and understand the grammatical terminology in English Appendix 2 accurately and appropriately in discussing their writing and reading.
Writing – vocabulary, grammar and punctuation
Word
- The difference between vocabulary typical of informal speech and vocabulary appropriate for formal speech and writing [for example, find out – discover; ask for – request; go in – enter]
- How words are related by meaning as synonyms and antonyms [for example, big, large, little].
Sentence
- Use of the passive to affect the presentation of information in a sentence [for example, I broke the window in the greenhouse versus The window in the greenhouse was broken (by me)].
- The difference between structures typical of informal speech and structures appropriate for formal speech and writing [for example, the use of question tags: He's your friend, isn't he?, or the use of subjunctive forms such as If I were or Were they to come in some very formal writing and speech]
Text
- Linking ideas across paragraphs using a wider range of cohesive devices: repetition of a word or phrase, grammatical connections [for example, the use of adverbials such as on the other hand, in contrast, or as a consequence], and ellipsis
- Layout devices [for example, headings, sub-headings, columns, bullets, or tables, to structure text]
Punctuation
- Use of the semi-colon, colon and dash to mark the boundary between independent clauses [for example, It's raining; I'm fed up]
-
Use of the colon to introduce a list and use of semi-colons within lists
- Punctuation of bullet points to list information
- How hyphens can be used to avoid ambiguity [for example, man eating shark versus man-eating shark, or recover versus re-cover]
Terminology for pupils
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COURSE OUTLINE
SUBJECT: PHYSICAL EDUCATION
GRADE: 7
Course Description
The Physical Education program will provide experiences to develop coordination, control, initiative, self-reliance, self-worth, honesty and kindness to others. Opportunities will be provided for increased responsibility in planning, organizing and leadership. The importance of fitness through activity will continually be stressed while offering as wide a skill and game experience as possible and by following the Learning Standards for Physical Education:
Standard 1: Personal Health and Fitness
Students will have the necessary knowledge and skills to establish and maintain physical fitness, participate in physical activity and maintain person health.
Standard 2: A Safe and Healthy Environment
Students will acquire the knowledge and ability necessary to create and maintain a safe and healthy environment.
Standard 3: Resource Management
Students will understand and be able to manage their personal and community resources.
Anticipated Student Outcomes
By June of this year, students will be able to…
Standard 1:
* throw a variety of objects demonstrating both accuracy and distance (e.g., Frisbees, footballs).
* continuously strike a ball to a wall or a partner with a paddle using forehand and backhand strokes.
* consistently strike a ball, using a hockey stick, so that it travels in an intended direction and height.
* hand dribble and foot dribble while preventing an opponent from stealing the ball.
* keep an object continuously in the air without catching it (in a small group (e.g., soccer ball).
* consistently throw and catch a ball while guarded by opponents.
* design and play small-group games that involve cooperating with others to keep an object away from opponents (basic offensive and defensive strategy) (e.g., by throwing, kicking, and/or dribbling a ball).
* leap, roll, balance, transfer weight, bat, volley, hand and foot dribble, and stike a ball with a paddle, using mature motor patterns.
* participate in vigorous activity for a sustained period of time while maintaining a target heart rate.
* recover from vigorous physical activity in an appropriate length of time.
* monitor heart rate before, during, and after activity.
* correctly demonstrate activities designed to improve and maintain muscular strength and endurance, flexibility, and cardio-respiratory functioning.
Standard 2:
* participate in games, sports, dance, and outdoor pursuits, both in and outside of school, based on individual interests and capabilities.
* recognize that idealized images of the human body and performance, as presented by the media, may not be appropriate to imitate.
* recognize the role of games, sports, and dance in getting to know and understand others of like and different cultures.
* identify opportunities in the school and community for regular participation in physical activity.
* accept and respect the decisions made by game officials, whether they are students, teachers, or officials outside of school.
* identify benefits resulting from participation in different forms of physical activities.
* choose to exercise at home for personal enjoyment and benefit.
Standard 3:
* seek out, participate with, and show respect for persons of like and different skill levels.
Sports/Activities
The following sports/activities may be offered during the 6 th grade year: rookie rugby, project adventure, lacrosse, team handball, Frisbee, football, games, softball, soccer, and basketball.,.
Materials
* Properly dressed
* NY State Physical Fitness Pre/Post Test
* If medically excused, note from nurse
* Extended medical, note from doctor
Criteria for Assessment
All students will be graded and assessed based on the following criteria:
* Preparation (sneakers, shorts, shirt, sweats)
* Active participation
* Sportsmanship (respect self & others)
* Self-improvement demonstrated through self & peer assessment (rubric and written tests)
* Attitude and behavior in gym setting
Outline developed by: Physical Education Department Date: Winter 2023 | <urn:uuid:00e6380b-bd20-4f7d-ad8e-9116191a0c8b> | CC-MAIN-2024-22 | https://www.dfsd.org/cms/lib/NY02214206/Centricity/domain/386/2023-2024/Gr.%207%20Physical%20Education.pdf | 2024-05-21T19:01:06+00:00 | crawl-data/CC-MAIN-2024-22/segments/1715971058512.80/warc/CC-MAIN-20240521183800-20240521213800-00425.warc.gz | 635,623,940 | 810 | eng_Latn | eng_Latn | 0.964533 | eng_Latn | 0.991844 | [
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The 'Damon' Candlestick
C. 900 - 1517 A.D.
Copper
H: 24cm
Resting on a wide, trumpeted foot, this wonderful candlestick rises from a band of chased keyfret motif to a body of open pierced fretwork, which consists of thuluth calligraphy against a ground of interlacing split-palmettes It reads; 'Happiness and Well-being and Long-life to its owner, as long as the dove coos'. Above is another single line of keyfret before a further small openwork panel around the circumference of the protruding shoulder of the candlestick's body. Its tower contains an interwoven vine and geometric design, chased in light relief, which raises to a pronounced head with a further openwork band. The very top lip has an inwardly facing grove, into which a candle would have been inserted. The shape of this candlestick is known to date back to the 12th century in Islamic arts. Over time the copper surface of the candlestick has developed a wonderful patina, with shades of green from historical oxidisation that evoke the object's age, while the tin added to the surface has alloyed with the copper to create a brilliant bronze appearance. Dating from the 15th century A.D., this candlestick comes from the Timurid Empire (1370 – 1507 A.D.) The empire covered much of modern-day Afghanistan, Iran and Central Asia and was founded by the eponymous leader Timur (also known as Tamerlane), a local warlord who wanted to restore the glory of the great Mongol Empire of Ggnghis Khan. Although the inhabitants of the Timurid Empire were of Turco-Mongol descent, their culture, and art, was highly informed by Persian tastes. They are remembered today for their brilliant metal working skills, as seen on the candlestick with its notably complex and intricate chased and pierced motifs. Much of the technical knowhow of the Timurid metal workers had been passed from the Seljuqs – themselves accomplished craftsmen. The Seljuqs, who had ruled parts of the Timurid Empire in the centuries prior, had perfected many metal working techniques, as well as the skill of alloying bronze – a composite of tin and copper - used to make this object. This candlestick would have initially been cast using the lost wax technique, whereby the molten metal was poured in to a mould of compacted sand or clay that was formed around a wax model. The heat of the metal would melt the wax, which would pour from a small hole, then set in its place. After cooling, the mould would be removed and the fine engraving added. The patterns on the body of this candlestick represent the most popular type of designs from the period – inlaid vegetation patterns and calligraphic inscriptions (figurative representations remained rare). Sadly, they offer no clue as to the original intended use of the lamp. However, the brilliance of its craft coupled with the large amount of expensive material present suggest it either belonged to a notably important and wealthy patron, or more likely, was used to illuminate the interior of a mosque. Extant text sources describe the illuminations employed in mosque settings, sometimes listing large inventories of bronze candlesticks and lamps. Different lamps and candlestick were sometimes used on different days, with certain motifs matching the liturgy being read. They were also occasionally donated to important sultans, suggestive of the high value and social important of such objects. This candlestick's rarity lies in its openwork design. It belongs to a small corpus of known Timurid candlesticks of similar design. One was formerly in the Chalres Gillot Collection and sold at auction in 2008 and again in 2010 and is now in a private collection. At the second auction the price achieved was £217,250 – more than four times the object's lower estimate, highlighting the importance of these candlesticks. Another bronze (rather than tinned copper) and slightly earlier example from the 12th/13th century is in the Kier Collection. The most similar however, can be found in the David Collection in Copenhagen.
Exhibitions
International Exhibition of Persian Art, Royal Academy of Arts, London, 7 January – 7 March 1931, no.US15.
On loan to the Worcester Art Museum, Massachusetts since 1940.
The Turks in History, The Fogg Art Museum, Cambridge Massachusetts, 1 February – 15 March 1954.
Literature:
International Studio, September 1930, p90.
Catalogue of the International Exhibition of Persian Art, London, 1931, p191.
David Aaron Ltd, 2019, No. 15. | <urn:uuid:0a76130d-6e5c-49a8-bf08-94d3b2685666> | CC-MAIN-2024-22 | https://www.davidaaron.com/PrintObjectPdf?objectID=862649 | 2024-05-21T20:14:29+00:00 | crawl-data/CC-MAIN-2024-22/segments/1715971058512.80/warc/CC-MAIN-20240521183800-20240521213800-00421.warc.gz | 632,526,892 | 978 | eng_Latn | eng_Latn | 0.812552 | eng_Latn | 0.998331 | [
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Feeling Detective
Clues to your body
Ask yourself "How do I feel"?
Look at your hands, your face and your posture. What are they doing?
Listen to your voice to see what it is saying about how you feel.
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Weekly Bursts
Week 2
Challenge
View March 2021 for the first 2 days of April bursts
Challenge: Make it Fun!
This week we challenge you to make your run FUN! Find creative ways to keep your runs engaging and fun for you. Create a new running play list or try a "tree run" where you walk to one tree, skip to the next, jog to the next and sprint to the fourth tree. Then repeat for however much time you have. Get creative and have fun!
BURST 1: FIRE FEET CHALLENGE
Kids spread out around the room ensuring they are at least an arm's length away from others.
The trainer has six different commands they will call out and the kids will do the action as fast as possible. Explain and show the group what each command means.
Up: jump squats.
Down: drop down and perform a burpee.
Left: pivot or shuffle your body to the left.
Right: pivot or shuffle your body to the right.
Fast feet: move your feet very quickly while on your toes.
Shuffle: switch locations with someone else in the room.
Begin by getting the kids to lightly jog on the spot.
The trainer will call out: up, down, left, right, fast feet or shuffle.
Continue for a certain amount of time.
Variations/Challenges:
Change the movement for the commands (e.g., down push-up).
Have a kid lead and call out the commands.
BURST 2: PARTNER CHALLENGE
Get with a partner or designate half the class A and half the class B.
Each partner or group will perform the given exercises for 30 sec – 1 min.
Exercises will be followed by a 30 second rest.
Jumping jacks
Squats
Push-ups
Lunges or lunge jumps
Mountain climbers
You can access our Monthly Calendar on the BOKS Trainer Hub.
www.bokskids.org
Weekly Bursts
Week 2
BURST 3: CLAP FOR 10
Do 10 jumping jacks clapping your hands when they are above your head.
Do 10 lunges clapping your hands when your hands are above your knees.
Do 10 burpees clapping your hands above your head when you jump up.
Do 10 crunches/sit-ups clapping your hands when they are above your knees.
Do 10 squats clapping your hands when you extend your legs.
BURST 4: CHAIR AEROBICS
In their chairs have the kids march their feet for 20 steps.
In the chair have the kids put each foot out to the side one at a time for 20 times.
Have the kids sit holding onto the seat of the chair and pull their knees towards their chest. Hold at the top for 5 seconds, and slowly lower down. Repeat.
Get up and walk around your chair to the back of it, leaving your hands on the back of the chair jump and twist side to side 20 times.
Still holding the back of the chair, do 20 butt kickers.
Walk around your chair.
Repeat the chair aerobic routine.
BURST 5: ABC WORKOUT - HYDRATION
The ABC Workout Poster is available on page 3 of the April Fitness Calendar.
H = 20 squats
Y = 15 second plank hold
D = 5 push-ups
R = 10 walking lunges
A= 10 jumping jacks
T = 10 superhumans
I = 10 donkey kicks
O = 5 burpees
N = 10 lunges
You can access our Monthly Calendar on the BOKS Trainer Hub.
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REVISION QUESTIONS SECOND MIDTERM 2011
1. What is the density of NH3 gas at 100 C and 0.4 atm? a- 0.111 g/L b- 0.222 g/L c- 0.333 g/L d- 0.445 g/L 2. A mixture of four gases has a total pressure of 1400 mmHg at 298 K. and contains 2.2 mol O2, 2.4 mol N2, 2.6 mol H2 and 2.8 mol Ar. The partial pressure of Ar is a- 308 mmHg b- 336 mmHg c- 364 mmHg d- 392 mmHg 3. A helium-neon (or HeNe) laser emits light at 632.8 nm. What is the energy of a single photon from this laser? a- 3.14 x 10 -19 J b- 4.07 x 10 -19 J c- 4.78 x 10 -19 J d- 5.90 x 10 -19 J 4. What is the de Broglie wavelength (in nm) associated with a 3.50 g Ping-Pong ball traveling by 15.0 m/s? a- 1.26 x 10 -23 b- 1.18 x 10 -23 c- 1.11 x 10 -23 d- 1.05 x 10 -23 5. What is the total capacity of electrons in an orbital with n = 6, l = 0? a- 2 b- 6 c- 10 d- 14 6. What is the electronic configuration of Cr? a- [Ar]4s 1 3d 5 b- [Ar]4s 2 3d 4 c- [Kr]5s 1 4d 5 d- [Kr]5s 2 4d 4 7. The correct order of radius in the following is a- O 2< O b- Cl > Cl c- Fe 2+ > Fe d- Fe 2+ < Fe 3+ 8. The Na + ion, is isoelectronic with a- K + b- O 2c- Cl d- S 29. Which of the following compounds does not obey octet rule? a- NF3 b- CH4 c- H2O d- AsH5 10. The number of valence electrons in Be atom is a- 1 b- 2 c- 3 d- 4 11. Which of these pairs of elements would be most likely to form an ionic compound? a- P and Cl b- Zn and K c- F and Al d- C and S 12. What is the de Broglie wavelength (in nm) associated with a 3.50 g Ping-Pong ball traveling by 18.0 m/s? a- 1.26 x 10 -23 b- 1.18 x 10 -23 c- 1.11 x 10 -23 d- 1.05 x 10 -23 13. Which of the following sets of quantum numbers refers to an electron in a 4p orbital? a- n = 4, l = 0, ml = 0, ms = + 1/2 b- n = 4, l = 1, ml = 0, ms = + 1/2 c- n = 4, l = 2, ml = 1, ms = + 1/2 d- n = 4, l = 3, ml = 3, ms = + 1/2 14. What is the total capacity of electrons in an orbital with n = 3, l = 2? a- 2 b- 6 c- 10 d- 14
15. How many unpaired electrons are in germanium atom (32Ge)?
a- 1
b- 2
c- 3
d- 4
16. The frequency of visible light having a wavelength 486 nm is:
a- 2.0610
14
Hz b- 2.06 10 6
Hz c- 6.17 10 14 Hz
d- 1.20
10 -15 Hz
17. What is the energy in joules of a mole of photons associated with visible light of
wavelength 486 nm?
a- 246 kJ
b- 6.4610
-25
J
c- 2.46 10 -4
J d- 12.4 kJ
18. What is the wave length for a photon emitted during a transition from n
o
= 5 to n
i
= 2
in the hydrogen atom?
a-
343 nm b- 532 nm c-434 nm
d- 387 nm
b-
19. Which of these compounds is most likely to be ionic?
a- NCl3
b-BaCl
2
c- CO d- SO
2
20. Which of the following is a representative element (Main Groups)?
a- Pd
b- Ti
c-As
d- Fe
21. Which of these elements has the smallest first ionization energy?
a- Si
b- C
c-Ba
d- Ca
22. The highest electron affinity in the following atoms is
a- P
b- Al
c- Ga
d- Si
23. The K
+
ion, is isoelectronic with
a-S
2-
b- O
2-
c- F
-
d- Na +
24. The pressure of a gas is measured as 60 torr. This pressure will be equal to:
a- 7999 Pa
b- 0.079 Pa
c- 79.99 Pa
d- 0.799 Pa
25. A balloon is filled to a volume of 700 ml at 20.0 o C. The balloon is then cooled at constant pressure to a temperature of 100 K. What is the final volume of the balloon? -3
a- 239 L
b-239 x 10 L
c- 23.9 L
d- 0.239 x 10 -3 L
26. Place the following atoms in order of increasing size: Ba, Ca, Mg, Na, and Rb.
a. Na < Mg < Ca < Rb < Ba
b. Mg < Na < Ca < Rb < Ba
c. Na < Rb < Mg < Ca < Ba d. Ba < Rb < Ca < Mg < Na
27. A polar covalent bond would form in :
a- ClCl
b- HH
c- NaCl
d- PCl
28. How many bonds around phosphor atom in phosphate anion,
3
4
PO
?
a- 3
b- 4
c- 6
d- 8
29. The formal charge on phosphor atom in phosphate anion, 3 4 PO
is
a- 0
b- +1
c- +2
d- +3
30. Fill the following table for an ideal gas:
a-
5.00 atm & 405 K
b- 5.00 atm & 255 0 C
31. An ideal gas in a cylinder with a volume of 5.0 x 10 2 ml at a temperature of 30 o C and a pressure of 710 torr. The gas is then compressed to a volume of 25 ml and the temperature is raised to 820 o C. What is the new pressure of the gas?
c- 8.00 atm & 405 0 C
d- 5.00 atm & 405 0 C
a- 510 torr
b- 5.1 x 10 -4 torr c-
5.1 x 10 torr
4
d- 0.510 torr
32. What mass of helium is required to fill a 1.50 L balloon at STP?
a- 0.134 g
b- 0.267 g
c- 134 g
d- 267 g
33. 1.95 g/L is the density of a gas at 1.50 atm and 27 o C. What is the molar mass of the gas?
a-32.0 g/mol
b- 3.20 g /mol
c- 16.0 g /mol
d- 1.60 g \mol
34. The mole fraction of nitrogen in the air is 0.7808. Calculate the partial pressure of N2 in air when the atmospheric pressure is 760 torr.
a- 450 torr
b- 450 x 10 3 torr
c- 593 x 10 3 torr d-
593
torr
35. Calculate the volume of oxygen at STP produced from the decomposition of 4.10 g mercuric oxide (HgO) by the reaction
2 Hg (l) O2 (g) +
2 HgO (s) Heat
a- 213 L
b- 21.3 L
c- 2.13 L
d- 0.213 L
36. A mixture of 1.00 g H2 and 1.00 g He is placed in 1.00 L container at 27 o C. The total pressure for this mixture is :
a- 18.5 atm
b- 12.3 atm
c- 6.15 atm
d- 10.5 atm
37. Which Lewis structure is possible for N2O?
a-
b-
c-
38. A pair of electrons that is shared between two atoms is :
a- a covalent bond
c- a double bond
d- b- a lone pair
d- an ionic bond.
39. The electronic configuration of Fe 2+ is:
a- [Ar] 4s 2 3d 6
b- [Ar] 4s 1 3d 5
c- [Ar] 4s 2 3d 4
40. The number of valance electrons in Mg atom is:
a-
5
b- 2
41. Which of these ground-state atoms is diamagnetic?
a- Ca
b- As c- Cu d- Fe
d- [Ar] 3d 6
d- 4
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Puppy & Dog Crate Training 101
Crates are indispensable to dogs and their humans. When used properly, the crate helps your puppy learn his bathroom manners much faster. The crate also gives you a place to put him when you can't watch him and gives him a retreat for naps or alone time.
What Is Crate Training?
Crate training is the process of gently introducing your puppy to the crate before you start using it for other training. If you're lucky, his foster or breeder may have already completed or at least started this process—but it's more likely that you'll have to take on the job. When you're done your puppy will know that his crate is his very own safe, special place.
Crate Types
The crate itself should be just big enough for your puppy to stand up and turn around. If the enclosure is too big, he may use a far corner of it as his potty place. Wire crates can be purchased with an adjustable insert that reduces interior crate space. Later you can remove the insert and allow the full-grown dog use of the entire crate. To increase the feeling of a den, some owners put a blanket or towel on top of a wire crate and drape it down one or both sides.
Small plastic crates are easy to carry from room to room and have solid sides that make a puppy feel like he is in a safe den.
Never use soft-sided crates for crate training—puppies like to chew fabric and may be able to gnaw their way out.
How to Crate Train Your Dog
Life with a dog is easier if your puppy likes his crate. This may seem counterintuitive to first-time crate users, but it can happen. In fact, will most probably happen with just a little help from you:
* Start with a clean crate in the middle of a room that your puppy uses.
* Put a new toy in the crate and leave the door open.
* Let your puppy sniff around, enter the crate, and come out with the new toy.
* Play with your puppy and his toy. Then show him a treat and toss it in the crate, still leaving the door open.
* After your puppy has retrieved the treat, shut the door for a few seconds. Open the door and repeat a few times until he remains comfortably in the crate for about five minutes.
Don't stay where your puppy can see you, and don't let him out if he cries—wait until he's been quiet for at least a few seconds before opening the door.
Play with your puppy near his crate, and leave the door open. He should be able to go in and out when he wants to. Soon he will see it as his bed, a safe and comfortable place to go when things become overwhelming. You can help this happen by never using the crate as a place of punishment.
Crate Schedule
Crate training only works if you devise a schedule and stick to it. A young puppy can only be left in the crate for a few hours in the daytime. If you wait too long and he has an accident in the crate, it sets back the whole idea of training.
Every time you open the crate door to let your puppy out, carry him to his potty place immediately. And before you put him back in his crate, take him to his potty place again and then throw a small treat in the enclosure to entice him to re-enter.
Excerpts adapted from:
DogLife Dachshund by Susan McCullough, © 2011 by TFH Publications, Inc., DogLife Yorkshire Terrier by Sheila O'Brien Schimpf, © 2011 by TFH Publications, Inc.
"Nylabone Dog Toys, Chews, Treats, & Edible Dental Chews." Nylabone Dog Toys, Chews, Treats, & Edible Dental Chews, www.nylabone.com/. | <urn:uuid:b407d251-0d4d-4d7c-a445-c67e3be55ae5> | CC-MAIN-2024-22 | https://img1.wsimg.com/blobby/go/00d0ab99-c757-4cb8-b697-b109a6b8af2e/downloads/Puppy%20%26%20Dog%20Crate%20Training%20101.pdf?ver=1712282059618 | 2024-05-21T19:16:02+00:00 | crawl-data/CC-MAIN-2024-22/segments/1715971058512.80/warc/CC-MAIN-20240521183800-20240521213800-00423.warc.gz | 270,496,489 | 795 | eng_Latn | eng_Latn | 0.811513 | eng_Latn | 0.998726 | [
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U.S. Coast Guard History Program
Captain Richard Etheridge, Keeper, USLSS
Captain Richard Etheridge (far left) and his Pea Island Life-Saving Station crew, circa 1896.
Captain Richard Etheridge, a Union Army veteran, became the first AfricanAmerican to command a Life-Saving station when the service appointed him as the keeper of the Pea Island Life-Saving Station in North Carolina in 1880. The Revenue Cutter Service officer who recommended his appointment, First Lieutenant Charles F. Shoemaker, noted that Etheridge was "one of the best surfmen on this part of the coast of North Carolina." Soon after Etheridge's appointment, the station burned down. Determined to execute his duties with
expert commitment, Etheridge supervised the construction of a new station on the original site. He also developed rigorous lifesaving drills that enabled his crew to tackle all lifesaving tasks. His station earned the reputation of "one of the tautest on the Carolina Coast," with its keeper well-known as one of the most courageous and ingenious lifesavers in the Service.
On October 11, 1896, Etheridge's rigorous training drills proved to be invaluable. The three-masted schooner, the E.S. Newman, was caught in a terrifying storm. En route from Stonningham, Connecticut to Norfolk, Virginia, the vessel was blown 100 miles south off course and came ashore on the beach, two miles south of the Pea Island station. The storm was so severe that Etheridge had suspended normal beach patrols that day. But the alert eyes of surfman Theodore Meekins saw the first distress flare and he immediately notified Etheridge. Etheridge gathered his crew and launched the surfboat. Battling the strong tide and sweeping currents, the dedicated lifesavers struggled to make their way to a point opposite the schooner, only to find there was no dry land. The daring, quick-witted Etheridge tied two of his strongest surfmen together and connected them to shore by a long line. They fought their way through the roaring breakers and finally reached the schooner. The seemingly inexhaustible Pea Island crewmembers journeyed through the perilous waters ten times and rescued the entire crew of the E.S. Newman. For this rescue the crew, including Etheridge, were awarded the Gold Lifesaving Medal by the Coast Guard in 1996. The award narrative stated:
The three-masted schooner E.S. Newman, sailing from Providence, RI to Norfolk, VA ran into a hurricane. Pushed before the storm, the ship lost all sails and drifted almost 100 miles before it ran aground about two miles south of the Pea Island Life-Saving Station (NC) on 11 October 1896. The station keeper, Richard Etheridge, had discontinued the routine patrols due to the high water that had inundated the island. Surfman Theodore Meekins, however, saw what he thought was a distress signal and lit a Coston flare. He then called to Etheridge to look for a return signal. Both strained to look through the storm. Moments later, they saw a faint signal of a vessel in distress.
Etheridge, a veteran of nearly twenty years, readied the crew. They hitched mules to the beach cart and hurried toward the vessel. Arriving on the scene, they found Captain S.A. Gardiner and eight others clinging to the wreckage. Unable to fire a line because the high water prevented the Lyle Gun's deployment, Etheridge directed two surfmen to bind themselves together with a line. Grasping another line, the pair moved into the breakers while the remaining surfmen secured the shore end. The two surfmen reached the wreck and, using a heaving stick, got a line on board. Once a line was tied around one of the crewmen, all three were then pulled back through the surf by the crew on the beach. The remaining eight persons were carried to shore in similar fashion. After each trip two different surfmen replaced those who had just returned.
For their efforts the crew of the Pea Island Life-Saving Station, Richard Etheridge, Benjamin Bowser, Dorman Pugh, Theodore Meekins, Lewis Wescott, Stanley Wise, and William Irving were awarded the Gold Lifesaving Medal on 5 March 1996.
For more information on this rescue and Richard Etheridge in particular, please consult the following recently published book:
David Wright & David Zoby. Fire on the Beach: Recovering the Lost Story of Richard Etheridge and the Pea Island Lifesavers. New York: Simon & Schuster, 2001. | <urn:uuid:54c8006a-c4e9-4cea-9ab8-7d3a6ab5214d> | CC-MAIN-2024-22 | https://media.defense.gov/2018/May/31/2001925054/-1/-1/0/RICHARD_ETHERIDGE.PDF | 2024-05-21T18:48:24+00:00 | crawl-data/CC-MAIN-2024-22/segments/1715971058512.80/warc/CC-MAIN-20240521183800-20240521213800-00425.warc.gz | 337,275,669 | 960 | eng_Latn | eng_Latn | 0.988177 | eng_Latn | 0.998352 | [
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Common Mistakes that English Learners Make
1. I like to pass the time with my friends.
2. She borrowed it to him.
3. I am used to live here.
4. I want that you help me.
5. It depends of the weather.
6. There were only five persons were at the party.
7. I will call to my friend after the class.
8. You have reason.
9. I have a doubt.
10. Wow! Look at all these people! There's a lot of.
11. Can you make me a favour?
12. I make questions so I can learn something new.
13. I'm not very good in English.
14. I have not seen him since three months.
15. I am here for to learn English.
16. I will ask to him later.
17. I am agree.
18. English grammar can sometimes be very complicate.
19. You have to be very concentrated in exams.
20. To swim is a good way to exercise.
21. Explain me the difference between "make" and "do".
22. I knew him in Italy last spring.
23. Do you know London?
24. I have 31 years old.
25. This TV show is so bored.
26. I don't know nothing
27. How do you call … in English?
28. I am teacher.
29. The people is very nice in Bristol.
30. On monday i have an english class.
Common Mistakes that English Learners Make - notes
1. I like to spend time with my friends.
2. She lent it to him. - borrow (take something temp.) / lend (to give something temp.)
3. I am used to living here. - to be + used to + ing = accustomed/ familiar with something
4. I want you to help me.
5. It depends on the weather.
6. There were only five people at the party. persons = formal
7. I will call my friend after the class.
8. You have reason. = You are right
9. I have a doubt. = I have a question. / I have doubts about marrying him.
10. Wow! Look at all these people! There's a lot. = a lot of + sth. / a lot.
11. Can you do me a favour?
12. I ask questions so I can learn something new.
13. I'm not very good at English/speaking English.
14. I have not seen him for three months. since = specific time and for = period of time
15. I am here to learn English.
16. I will ask him later.
17. I (don't) agree.
18. English grammar can sometimes be very complicated (adj). to complicate = verb
19. You have to be very focused in exams.
20. Swimming is a good way to exercise.
21. Explain the difference between "make" and "do" to me. = explain + something + to + someone
22. I met him in Italy last spring. = know = to have knowledge in your head
23. Do you know London? = Have you been to London?
24. I am 31 years old. / I am 31.
25. This TV show is so bored. / -ed bored (feeling) vs -ing boring (something that causes that emotion)
interested / interesting
```
26. I don't know anything. 27. What do you call … in English? How do you say …. in English? 28. I am a teacher. = professions = articles + title of the profession I am an architect (an + vowel sound) I am a teacher (a + consonant sound) 29. The people are very nice in Bristol. 30. On Monday I have an English class. to capitalise - when you make letters capital A B C lower case letter - a b c April
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Safe Environments Policy
Help for non-English speakers:
If you need help to understand the information in this policy, please contact the school on 03 53324544
PURPOSE
Leadership and staff at Black Hill Primary School acknowledge the importance of an environment that contributes to the health and wellbeing of all staff and students. This policy confirms our commitment to:
* providing a safe, inclusive and empowering school environment for students, families, staff and
visitors
* delivering safety education in one or more learning key areas of the curriculum as a part of a whole school approach to health and wellbeing
* ensuring families, students and staff are key partners in promoting a safe environment.
As a health promoting school, we will promote the safety and wellbeing of students, staff and families through learning, policies, creating a safe and healthy physical and social environment, and developing community links and partnerships.
POLICY STATEMENT
Background
Schools should be a safe place for everyone including students, teachers and other staff, families and members of the local community. The involvement and commitment of the whole school community is required to achieve a culture in which safe and respectful schools are everyone's concern and responsibility. It is essential that all schools promote and provide a supportive learning community where all students feel, and are, safe. Students have a fundamental right to learn in a safe, supportive environment and to be treated with respect. School staff also have the right to teach, work and participate in an environment that is safe and supportive. Similarly, parents and other local community members have a right to feel safe, supported and respected in the school context. 1
Whole school engagement
It is recognised that every member of Black Hill Primary School has an impact on students' health and can contribute to creating a safe environment. All members of our school community, including staff, students, families and volunteers, will be supported to meet this policy.
DEFINITIONS
Safe environments: For the purposes of this policy and for the Healthy Schools Achievement Program, the 'Safe Environments' health priority area focuses on supporting physical safety, cultural safety and cyber safety.
Physical safety: Protection from harm and hazards that can cause injury. Identified risks are managed and minimised.
Cultural safety: An environment that is spiritually, socially and emotionally safe, as well as physically safe for people; 'where there is no assault challenge or denial of their identity, of who they are and what they need. It is about shared respect, shared meaning, shared knowledge and experience of learning together'. 2 Cyber safety/Online safety/Internet safety/E-safety: The safe and responsible use of technology including use of the internet, electronic media and social media in order to ensure information security and personal safety. There are three main areas of risk to safety:
1 Ministerial Council for Education, Early Childhood Development and Youth Affairs 2010, National Safe Schools Framework (revised 2011) http://www.mceecdya.edu.au/verve/_resources/NSSFramework.pdf
2 Williams R, 1999, Cultural safety – what does it mean for our work practice? Australian and New Zealand Journal of Public Health, vol. 23, no.2, pp213–214.
- Contact: being subjected to harmful online interactions with other users (including bullying)
- Conduct: personal online behaviour that increases the likelihood of, or causes, harm.' 3
Procedures and responsibilities
Leadership and commitment
* Staff, families and students are involved in guiding the development and implementation of the whole school Safe Environments Policy and practices through student voice and agency and School Council.
* Staff, families and students are provided with information about policy requirements, with opportunities to provide feedback and input.
* Child Safe Standards are followed and the school complies with Child Protection Reporting Obligations.
Healthy physical environment
* Students and visitors are appropriately supervised.
* Action is taken to minimise risks, remove hazards and protect students from harm within and outside school grounds and for excursions.
* Buildings, facilities and equipment are well maintained and any safety issues are responded to promptly.
* Students and staff are required to wear appropriate personal protective equipment when necessary to reduce injury risk.
* All trips and hazards are addressed to promptly.
* The school is inclusive of vision and hearing impaired students and parents with adjustments made within the environment to cater for them.
* The school has adequate wheel chair access and disability parking zones.
* Automatic doors are operational in key areas of the school when required.
Healthy culture
* There are clear expectations and agreements for safe, respectful and responsible behaviours at the school and online for students, staff and families.
* Diversity and cultural practices are considered when implementing this policy and safety practices.
* Clear processes are in place to identify, report and respond to unsafe behaviours.
Student teaching and learning
* Students are educated about positive safety behaviours, including:
- road safety
- correct use of protective equipment
- correct use of facilities and equipment
- identifying and responding to safety hazards
- cyber safety and respectful online behaviour
- cultural safety and inclusive behaviour.
* Staff are supported to access professional development and resources about safety education and child safety requirements.
Supported staff
* Safety information and policy requirements are included in staff orientation/induction.
* OH&S guidelines are met to ensure a safe work environment for staff.
* Staff are supported to learn about and practice safe behaviours, including cultural safety, cyber safety and physical safety through the policy review cycle.
Families and community partnerships
* Safety information is provided to families, such as information and practical strategies to support safety in the school and at home.
* Partnerships are established with relevant organisations and health professionals to support safety practices where appropriate such as Occupational Therapists and Vision Australia for orientation and mobility environmental assessments.
* Processes are in place to seek support from specialist organisations if issues of safety are identified such as Worksafe and Asbestos identification.
RELATED POLICIES AND FURTHER INFORMATION
Relevant legislation and policy documents
* Child Protection Reporting Obligations
* National Safe Schools Framework
* Child Safe Standards
* DE Guidelines for School Playgrounds – Playground safety management: Section 3.2.5 (2012)
* Education and Training Reform Act 2006
* Victorian Government OHS Planning Documents
Related school policies
* Occupational Health and Safety
* Mental Health and Wellbeing
* Staff Health and Wellbeing
* Bullying Prevention
* Child Safety
APPENDIX A
Child Safety Reporting Procedures at Black Hill Primary School
For students
* All students should feel safe to speak to any staff member to raise any concerns about their safety or any other concerns that they have.
* If a student does not know who to approach at Black Hill Primary School they should start with their teacher, Mrs Westlake or Miss Bishop.
* Help Hotline
Managing disclosures made by students
When managing a disclosure you should:
* listen to the student and allow them to speak
* stay calm and use a neutral tone with no urgency and where possible use the child's language and vocabulary (you do not want to frighten the child or interrupt the child)
* be gentle, patient and non-judgmental throughout
* highlight to the student it was important for them to tell you about what has happened
* assure them that they are not to blame for what has occurred
* do not ask leading questions, for example gently ask, "What happened next?" rather than "Why?"
* be patient and allow the child to talk at their own pace and in their own words
* do not pressure the child into telling you more than they want to, they will be asked a lot of questions by other professionals and it is important not to force them to retell what has occurred multiple times
* reassure the child that you believe them and that disclosing the matter was important for them to do
* use verbal facilitators such as, "I see", restate the child's previous statement, and use nonsuggestive words of encouragement, designed to keep the child talking in an open-ended way ("what happened next?")
* tell the child in age appropriate language you are required to report to the relevant authority to help stop the abuse, and explain the role of these authorities if appropriate (for a young child this may be as simple as saying "I will need to talk to people to work out what to do next to help you").
When managing a disclosure you should AVOID:
* displaying expressions of panic or shock
* asking questions that are investigative and potentially invasive (this may make the child feel uncomfortable and may cause the child to withdraw)
* going over the information repeatedly (you are only gathering information to help you form a belief on reasonable grounds that you need to make a report to the relevant authority)
* making any comments that would lead the student to believe that what has happened is their fault
* making promises to the child about what will occur next or that things will be different given the process can be unpredictable and different for each child depending on their circumstances (instead reassure them that you and others will do your best to help).
General procedures
Our school will follow the Four Critical Actions for Schools: Responding to Incidents, Disclosures and Suspicions of Child Abuse (Four Critical Actions) when responding to incidents, disclosures and suspicions of child abuse.
All staff at our school who believe that a child is in need of protection, even if it doesn't meet the threshold required for mandatory reporting or the staff member is not a mandatory reporter, should in the first instance, speak to Donna Bishop or Penny Westlake or should make the required reports to DHHS Child Protection and/or Victoria Police as necessary.
At our school the Principal and/or Assistant Principal will be responsible for monitoring overall school compliance with this procedure.
Nothing in this procedure prevents a staff member or any other person from reporting to the relevant authorities if they form a reasonable belief that a child is at risk of abuse.
Reporting suspicions, disclosures or incidents of child abuse
Responsibilities of all school staff
If a school staff member reasonably suspects or witnesses an incident of child abuse or receives a disclosure of child abuse, they must:
* If a child is at immediate risk of harm, separate alleged victims and others involved, administer first aid and call 000.
* Speak to the Principal and/or Assistant Principal as soon as possible, who will follow the Four Critical Actions.
* Make detailed notes of the incident or disclosure using the Responding to Suspected Child Abuse: Template and ensure that those notes are kept and stored securely in filing cabinets in AP's office.
* If the staff member is a mandatory reporter and reasonably believes that a student has suffered physical and/or sexual abuse from which the child's parents have not protected the child, they must ensure that a report to DHHS Child Protection or Victoria Police has been made by the Principal or Assistant Principal. If the report has not been made by another staff member, the mandatory reporter must make the report.
* If the staff member has formed a 'reasonable belief' that a sexual offence has been committed by an adult against a child, they must ensure that a report to Victoria Police has been made by the Principal or Assistant Principal. If the report has not been made by another staff member, the staff member must make the report.
In circumstances where a member of the leadership team disagrees that a report needs to be made, but the staff member has formed a 'reasonable belief' that the child is in need of protection and/or has been the victim of sexual abuse, the staff member must still contact DHHS Child Protection and/or Victoria Police to make the report.
Responsibilities of the Principal and/or Assistant Principal
The Principal and/or Assistant Principal is responsible for promptly managing the school's response to an incident, suspicion or disclosure of child abuse, and ensuring that the incident, suspicion or disclosure is taken seriously. The Principal and/or Assistant Principal is also responsible for responding appropriately to a child who makes or is affected by an allegation of child abuse.
If the Principal and/or Assistant Principal receives a report from a school staff member or member of the school community of a suspicion, disclosure or incident of child abuse, they must:
* Follow the Four Critical Actions as soon as possible, including:
o Responding to an emergency
o Reporting to authorities/referring to services
o Contacting parents/carers and
o Providing ongoing support.
* Make detailed notes of the incident or disclosure, including actions taken using the Responding to Suspected Child Abuse: Template and ensure that those notes are kept and stored securely in AP's office. They are also responsible for ensuring that any staff member who reported the incident, disclosure or suspicion to them also makes and keeps notes of the incident.
* At Black Hill Primary School, the Principal and/or Assistant Principal will be responsible for ensuring that there is a prompt response to the disclosure and that the child is appropriately supported.
If the Principal and/or Assistant Principal is unavailable, their designated replacement will take on the role and responsibilities described in this section.
Duty of care and ongoing support for students
Fulfilling the requirements in this procedure does not displace or discharge any other obligations that arise if a person reasonably believes that a child is at risk of abuse.
All staff have a duty of care to take reasonable steps to prevent reasonably foreseeable harm to students. All staff must ensure that the Principal and/or Assistant Principal or other appropriate staff member is aware of any incidents, suspicions or disclosures of child abuse as soon as possible after they occur. This will allow appropriate supports to be put in place for the student affected.
For school visitors, volunteers and school community members
All community members aged 18 years or over should be aware of their legal obligations – see Failure to disclose offence above, in this Policy.
Any person can make a report to DHHS Child Protection if they believe on reasonable grounds that a child is in need of protection. For contact details see the Four Critical Actions https://www.education.vic.gov.au/Documents/about/programs/health/protect/FourCriticalActions_
ChildAbuse.pdf
There is no requirement for community members to inform the school if they are making a disclosure to DHHS Child Protection or the Victoria Police. However, where a community member is concerned about the safety of a child or children at the school, and where disclosure of that concern will not compromise any potential police investigation, the community member should report this concern to the principal so that appropriate steps to support the student can be taken. | <urn:uuid:724d94ab-3274-46cb-927d-8de4c0a1dced> | CC-MAIN-2024-22 | https://blackhillps.vic.edu.au/images/documents/policies/2021/Safe_Environments_Policy.pdf | 2024-05-21T19:27:11+00:00 | crawl-data/CC-MAIN-2024-22/segments/1715971058512.80/warc/CC-MAIN-20240521183800-20240521213800-00422.warc.gz | 111,036,405 | 2,923 | eng_Latn | eng_Latn | 0.947103 | eng_Latn | 0.998244 | [
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Ester Vee With Her Classmates Frieda Slomka And Dora Vigderhaus
In this photograph there's me (in the center) with my former classmates from the Jewish gymnasium Frieda Slomka (left) and Dora Vigderhaus. They were among the few survivors from the Jewish gymnasium. This photo was taken in Tallinn in 1947.
In September 1945 I went to the 6th grade of an Estonian school. At that time there were schools for boys and girls in the Soviet Union. In our school we had classes for boys and classes for girls. We only met at all-school events. I became a pioneer in 1940. All of my classmates were pioneers. Only in exceptional cases children didn't become pioneers. This was a serious punishment for misbehavior.
I wore my pioneer necktie, when I came to my Estonian school on the first day after we returned from evacuation. I saw that none of the children had his or her pioneer necktie on. I took mine off and put it into my pocket. Estonian children, who hadn't evacuated from Estonia during the war, had a very different attitude toward the Soviet regime. They were not eager to become pioneers, and there were only a few Komsomol members at school. District party committees obliged school principals to have a certain number of Komsomol members, or otherwise, they were at risk of losing their job for the failure to educate the Soviet schoolchildren according to the best spirit of Soviet traditions. They might even have been subject to resettlement, considering the circumstances. Children joined the Komsomol in the 7th grade.
I was a decent student and behaved appropriately. Therefore, it was quite a surprise for me, when the principal of our school approached me during an interval and told me to follow him to his office. I knew I had done nothing wrong, and didn't know why he wanted to talk to me. I felt rather ill at ease and felt like a mouse before a lion. The principal sat at his desk, and I sat at its opposite end. For a few minutes he sat looking at me in silence. I was overwhelmed with fear, not knowing what might have happened. After a few minutes of silence he asked whether I wanted to join the Komsomol. I agreed without hesitation. After this fear it never even occurred to me to refuse.
vigderhaus
During another break the school Komsomol leader approached me informing me what kind of documents I had to submit and what I had to know for the interview. I couldn't even understand what he was saying. I only wished the earth could have swallowed me up. I didn't talk much to boys at all, and there was a boy telling me something… To cut a long story short: I became a Komsomol member. | <urn:uuid:c2bb653f-bfe5-454e-8694-a94bcdcb3c5c> | CC-MAIN-2024-22 | https://www.centropa.org/en/print/pdf/node/100139 | 2024-05-21T19:55:42+00:00 | crawl-data/CC-MAIN-2024-22/segments/1715971058512.80/warc/CC-MAIN-20240521183800-20240521213800-00422.warc.gz | 607,401,279 | 587 | eng_Latn | eng_Latn | 0.999289 | eng_Latn | 0.999312 | [
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Using **at least 5 objects**, create a still life on an 18” x 24” masonite board or shallow box that can hang on the wall. You may adhere the objects with glue, pins, or any other necessary devices. Make sure to pay a great deal of attention to the composition when creating the still life. Light the still life with a **strong single light source** and mark off where the shadows fall so you can set up the light again if it moves. Using any of the drawing mediums introduced this semester, create a full value drawing of the still life. Make sure the light logic and the proportions in your drawing are consistent to the still life. **Your final project drawing should show everything that you have learned in this course, but you should strive to go beyond that and try to make a personal and meaningful work rather than just an assignment.** | 22a16239-037e-4cfa-8d82-3b15ffd7c3b8 | CC-MAIN-2024-46 | https://tomsclassnotes.com/assets/homework-6-final-project-drawing-updated.pdf | 2024-11-06T11:04:24+00:00 | crawl-data/CC-MAIN-2024-46/segments/1730477027928.77/warc/CC-MAIN-20241106100950-20241106130950-00203.warc.gz | 538,141,419 | 178 | eng_Latn | eng_Latn | 0.998474 | eng_Latn | 0.998474 | [
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Our lakes
Zuidlaardermeer
This is the largest lake in the Northern Netherlands. Mathematical modelling using PCLake shows that it needs more reedbed along its edges. CANAPE will create an extra 20ha of reedbed.
Holter Meer
This small lake in Lower Saxony, Germany, suffers from overloading with nutrients. CANAPE will model the water of the lake and work with farmers to improve the water quality.
Hickling Broad
This lake was formed by peat extraction in the middle ages. It is the largest lake in the Broads National Park. Poor water quality has led to the erosion of areas of reedbed along the lake edge. CANAPE will restore some of the lost reedbeds, using sediment dredged from the bed of the lake.
For CANAPE updates visit
www.northsearegion.eu/canape
The website has details of all our project sites and products, and you can sign up for the project newsletter to receive regular updates.
+44 (0)1603 756065
firstname.lastname@example.org
Broads Authority
Yare House, 62-64 Thorpe Road
Norwich NR1 1RY. UK
www.broads-authority.gov.uk
Total budget received from North Sea Region 2014 - 2020
€2.772.554 million of ERDF
Total project budget €5.545.105
www.northsearegion.eu/canape
What is CANAPE?
CANAPE is a project to restore and improve wetland and lake ecosystems, in order to deliver economic benefits to local populations. Historically, these wetlands and lakes were treated as a resource to be exploited, without sufficient understanding of the value of their ecosystems.
To achieve the project aims we are:
- Restoring 90ha of wetland, including work at three lakes and four bogs, in order to recoup the benefits to the ecosystems, including saving 1,640 tons of CO₂ emissions per year.
- Improving the water quality of 3 lakes with a total surface area of 26km².
- Encouraging farmers and landowners to raise water levels in peatland areas in order to improve the overall catchment.
- Demonstrating alternative crops (paludiculture) that can be grown in rewetted soils and encouraging farmers to grow them.
- Convincing policymakers of the importance of supporting wetland agriculture and placing it on an equal footing with conventional agriculture.
- Engaging with the public through citizen science programmes to help people understand the value of wetlands.
- Working in partnership in five countries within 14 organisations.
What is paludiculture?
- Paludiculture, or wetland agriculture, is the growing of crops on wet soils.
- Traditional paludiculture includes reed and sedge harvesting to provide the material for thatched roofs.
- The CANAPE project is also developing demonstration sites for moss farming, charcoal creation, compost production and papermaking.
- With moss farming and compost production, the aim is to provide alternative products to the peat currently produced by draining and cutting bogs.
- The main benefit of paludiculture is that it allows landowners to generate income from their land, while protecting the carbon and water storage benefits of wet peatland. | 0100c049-4542-414b-a945-45df4c82ac9d | CC-MAIN-2022-33 | https://northsearegion.eu/media/14276/4-brochure-1.pdf | 2022-08-07T22:28:01+00:00 | crawl-data/CC-MAIN-2022-33/segments/1659882570730.59/warc/CC-MAIN-20220807211157-20220808001157-00176.warc.gz | 401,003,305 | 686 | eng_Latn | eng_Latn | 0.996009 | eng_Latn | 0.996875 | [
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10 Ways To Protect Your Lake
1. Don't use lawn fertilizer that contains phosphorus. If you use a professional lawn care service, insist upon a fertilizer that does not contain phosphorus.
2. Use the minimum amount of fertilizer recommended on the label — more is not necessarily better!
3. Water the lawn sparingly to avoid washing nutrients and sediments into the lake.
4. Don't feed ducks and geese near the lake. Waterfowl droppings are high in nutrients and may cause swimmer's itch.
5. Don't burn leaves and grass clippings near the shoreline. Nutrients concentrate in the ash and can easily wash into the lake.
6. Don't mow to the water's edge. Instead, allow a strip of natural vegetation (i.e., a greenbelt) to become established along your waterfront. A greenbelt will trap pollutants and discourage nuisance geese from frequenting your property.
7. Where possible, promote infiltration of stormwater into the ground. Build a rain garden to capture runoff from driveways and downspouts.
8. Don't dump anything in area wetlands. Wetlands are natural purifiers.
9. If you have a septic system, have your septic tank pumped every 2 to 3 years.
10. Don't be complacent — your collective actions will make or break the lake! | 5cf2e21e-fb0b-4d4e-b2d4-c14b41976ca5 | CC-MAIN-2023-06 | https://www.michiganlakeinfo.com/_files/ugd/346b13_676d9b3511274ba6859b71e9f878aba5.pdf?index=true | 2023-02-09T08:55:02+00:00 | crawl-data/CC-MAIN-2023-06/segments/1674764501555.34/warc/CC-MAIN-20230209081052-20230209111052-00430.warc.gz | 900,803,786 | 277 | eng_Latn | eng_Latn | 0.998699 | eng_Latn | 0.998699 | [
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Foster a love of early learning
Prepare for kindergarten success with rich, cross-curricular learning experiences
Build a strong foundation for early literacy
Why World of Wonders?
*World of Wonders* addresses the flexible nature of the early childhood classroom while helping teachers make the most of their instructional time.
- **Introduce key classroom routines** and build content knowledge to develop skills and prepare children for kindergarten.
- **Integrate your favorite materials** into thoughtfully designed lesson structures.
- **Access robust digital resources**, including digital flip charts, e-Books, videos, music, and “School to Home” letters in multiple languages.
- **Easily organize and manage your classroom** with a complete, organized instructional path divided into thematic units, with unit and weekly planners.
- **Support the needs of your students through differentiated pathways** for children ages 3 to 5, including English learners and children with special needs.
Weekly planners provide differentiated instructional pathways for all learners.
Differentiated instruction is incorporated into daily and weekly lessons.
Key Components
- **Teacher’s Editions**: Thematic units with weekly integrated lesson plans and professional resources ensure teachers are ready from day one.
- **Literature**: Classics and new stories, literary and informational text—you’ll find a rich library of beloved selections from popular authors and illustrators.
- **Read-Aloud Kit**: Children will enjoy classic tales, multicultural stories, nursery rhymes, and more as they build background knowledge and overall literacy.
- **Pattern Books and Little Readers**: Each unit is accompanied by little books that provide scaffolded early reading support.
- **Social-Emotional Development**: Weekly social-emotional big books, flip charts for on-the-spot teaching, and lessons from Mister Rogers bolster the skills children need to enter kindergarten.
- **Resources to support your instruction**: Lesson preparation is easy, with planners, observational checklists, student consumables, reproducibles and activity pages for free-play, and more.
- **Online resources**: Access professional development materials, music and video via streaming or download, and key classroom routines, along with background research and other tools to support your classroom.
Built-in Professional Development
Comprehensive online professional development supports early childhood educators.
- The **Quick-Start Course** provides everything you need to get your classroom up and running in the first three weeks.
- The **Implementation Modules** deepens teachers’ knowledge of the program and helps them refine teaching practices.
- More than 50 embedded **Coach Videos** offer quick, point-of-use guidance on a variety of topics throughout the school year.
- **Classroom Videos** show instruction in a real-life setting, providing opportunities for modeling and practice.
- **Administrator Support** resources provide guidance for monitoring implementation, managing the technology, and interpreting data.
For more information, visit [mhreadingwonders.com/worldofwonders](http://mhreadingwonders.com/worldofwonders) | e9de5ad7-e8ec-41b4-9449-d4c02be88d24 | CC-MAIN-2023-06 | https://www.mheducation.com/unitas/school/explore/sites/reading-wonders/wonders-2020/world-of-wonders-overview-brochure.pdf | 2023-02-04T11:52:52+00:00 | crawl-data/CC-MAIN-2023-06/segments/1674764500126.0/warc/CC-MAIN-20230204110651-20230204140651-00107.warc.gz | 910,372,062 | 593 | eng_Latn | eng_Latn | 0.993892 | eng_Latn | 0.994741 | [
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Earthquake Warning California
Scientists are still unable to predict earthquakes, but thanks to new technology, individuals and organizations can potentially receive a few seconds of notice to take appropriate safety precautions before an earthquake strikes.
Earthquake Warning California utilizes the California Integrated Seismic Network, which is a partnership between Cal OES, United States Geological Survey (USGS), UC Berkeley, the California Institute of Technology, and the California Geological Survey.
The system uses ground-motion sensors to detect earthquakes that have already started and estimates their size, location, and impact. When it detects a significant magnitude, the system issues a ShakeAlert® Message, providing a warning before shaking begins.
To receive earthquake warnings, individuals and family members can download the MyShake App and ensure phone settings are adjusted to receive emergency alerts, including:
Earthquakes can happen in California at any time, and places of higher-education should be appropriately prepared to react and respond quickly when an earthquake occurs. The California Governor’s Office of Emergency Services (Cal OES) invites faculty, staff, students, and school administrators to take advantage of free mobile device tools that send warnings as soon as shaking is detected, and to develop personal earthquake response plans.
This document is intended to supplement existing emergency preparedness procedures. Please review existing institutional earthquake preparedness plans for full instructions on how to proceed during an emergency.
• **Wireless Emergency Alerts (WEAs):** No-cost text messages for emergency situations (magnitude 5.0 or higher and Modified Mercalli Intensity IV shaking);
• **MyShake App:** Free smartphone app that provides iPhone and Android users with audio and visual warnings (magnitude 4.5 or higher and Modified Mercalli Intensity III shaking). Available in the Apple App and Google Play stores; and
• **Android Earthquake Alerts:** Android phones with updated operating systems are automatically subscribed to Android Earthquake Alerts, which uses the same technology as the MyShake App.
**Benefits and Applications**
Most higher education institutions in California already conduct earthquake training and drills for students and staff on campus on an annual basis. Most campuses are also equipped with a Public Announcement (PA) system that can communicate audible messages and announcements.
Higher education institutions can incorporate Earthquake Warning California resources as follows:
• Integrate a hard-wired interface between Earthquake Warning California resources and the institution’s PA or alarm system, and in residential areas such as dorm rooms or fraternity / sorority houses
• To ensure inclusiveness for people of all abilities, implement additional warning tools such as television screens or blinking lights
• In the event of an earthquake warning, train individuals to verbally instruct others to drop, cover, and hold and if feasible, use the PA system to warn campus community members to take cover
**Getting Campus, Faculty, Staff, and Students Prepared**
Careful and thorough planning can help ensure the safety of campus community members if an earthquake occurs.
Below are five tips that can aid in the preparation process:
1. **Building Safety.** Ensure school buildings meet current earthquake protection standards. Anchor shelves, audio-visual equipment, and other heavy objects to the wall. Make sure no classroom wall hangings or other items are placed where they might fall and injure others. Encourage distance learning students to pre-identify places to take shelter in the event of an earthquake, such as under a sturdy table. Remind them that doorways do not provide adequate shelter. Do not stand in doorways.
2. **Update Campus Emergency Plan.** Campuses should update the emergency operations plan that is shared with campus community members and partners (e.g., first responders, local emergency management officials). [Campus Ready](#) offers disaster preparedness resources as well as information on emergency planning and preparedness. Consider how to tailor instructions for remote learning environments. All plans must comply with the American with Disabilities Act.
3. **Educate Individuals on Roles and Responsibilities.** It’s important for individuals to understand their roles and responsibilities before, during and after an emergency, including those in remote learning environments. Higher education institutions should hold regular meetings (at least annually) to educate stakeholders regarding emergency plans and necessary steps to take during campus emergencies, including earthquakes. Information should be displayed throughout buildings and distributed by email to all stakeholders on a regular basis.
4. **Schedule Drills.** Individuals with emergency response roles should be appropriately trained on actions to take when an earthquake warning is issued. Practice drills provide opportunities to coordinate with community partners and identify gaps or weaknesses in the plan. Consider creating and distributing talking points for instructors to inform students in a classroom or virtual setting regarding emergency response and preparedness.
5. **Download the MyShake App and Stay Informed.** Higher education institutions typically have strong warning systems in place and are equipped with automatic alarms to contact emergency services. Regularly test these systems to familiarize campus community members with emergency warning sounds. Faculty, students, and staff should be familiar with enabling their mobile phones to alert them of emergency situations (ensuring location settings are set to “always on”). Add links to the MyShake App on campus websites and in emails to students and staff.
6. **Encourage Faculty, Staff, and Students to Be Prepared.** Remind faculty, staff, and students that earthquakes in California can strike at any time. Individuals should know what to do during an earthquake whether they are on campus, at home, or in other settings. Additional resources and information are available at [www.earthquake.ca.gov](http://www.earthquake.ca.gov).
---
**For more information:**
Earthquake Warning California is managed by Cal OES. It provides individuals, organizations, and communities with easily accessible earthquake warning and emergency preparedness information, as well as resources. For the latest news and resources, visit [earthquake.ca.gov](http://earthquake.ca.gov). Send questions or comments regarding this fact sheet to [firstname.lastname@example.org](mailto:email@example.com).
For information, questions, or comments relating to this fact sheet, email Cal OES at: [firstname.lastname@example.org](mailto:email@example.com). | ee46c256-c4d8-46e8-9ab0-3c6bce9bccba | CC-MAIN-2021-10 | https://earthquake.ca.gov/wp-content/uploads/sites/8/2020/09/Higher-Education-Factsheet-FINAL-updated2.pdf | 2021-03-05T03:41:40+00:00 | crawl-data/CC-MAIN-2021-10/segments/1614178369721.76/warc/CC-MAIN-20210305030131-20210305060131-00603.warc.gz | 311,223,572 | 1,249 | eng_Latn | eng_Latn | 0.995386 | eng_Latn | 0.995592 | [
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PROPOSED LOGGING THREATENS RECREATION AREA ON MT. HOOD
The scenic Cooper Spur area on the northeast side of Mt. Hood is threatened by a large timber sale being planned by the U.S. Forest Service. Last week the agency released the Environmental Assessment for the Polallie-Cooper Timber Sale. The planning area includes popular hiking and mountain biking trails, roadless lands that have wilderness characteristics, and previously unlogged native forests. A map released by the Forest Service in early 2015 shows two new logging roads that will be built across the Dog River Trail. The trail is a favorite of mountain bike riders from Hood River and the Portland metro area.
Why is the scenic Polallie-Cooper area important to people in Portland?
Mt. Hood is an icon in our backyard. Mt. Hood National Forest is a precious landscape that inspires us and provides a place of respite from our busy lives. The forest and its rivers are habitat for salmon, wolves, spotted owls and rare and endangered plants. It provides a critical anchor for biological diversity, in the face of climate change and is the source of clean drinking water for many Oregonians.
Historic structures, such as Cloud Cap Inn (right), are a reminder that people have long been drawn to Mt. Hood and the attraction of wild places that provide a contrast to city life.
Recreation opportunities on Mt. Hood contribute to our quality of life
Access to high quality recreation opportunities in Mt. Hood National Forest is important to the quality of life for many people in Portland and the residents of each gateway
community around the mountain. Mt. Hood provides world class recreation opportunities for thousands of Oregonians and other tourists each year.
Environmental health is a foundation for strong, diverse economies
A healthy natural environment attracts businesses, and their employees, to Portland, Hood River and the other gateway communities around Mt. Hood.
We have contacted numerous bicycle stores in Portland and Hood River about this timber sale. They are concerned about how logging and road construction will impact the highly regarded Dog River Trail and their businesses.
To quote from a letter to President Obama in 2011: "As economists and academics in related fields, we believe that federal protected public lands are essential to the West's
economic future. These public lands … attract innovative companies and workers, and are an essential component of the region's competitive advantage." 1
Protect the drinking water for local families, farms, and businesses
Clean, reliable sources of water are essential for local communities, businesses, and agriculture in the Hood River valley. Protecting high quality drinking water and the watersheds it comes from are two of the most important values that the Forest Service must focus on in Mt. Hood National Forest. The proposed timber sale includes logging 782 acres and building 4.6 miles of roads in the sensitive drinking water aquifer for the Crystal Springs watershed used by the Crystal Springs Water District. The district serves approximately 5400 households and businesses including six fruit processing plants in the Odell area.
Concerns with the proposed Polallie-Cooper Timber Sale
1. Impact of logging and road construction on:
- Popular trails including Dog River, Tilly Jane, Elk Meadow, and the cross country ski trail to the historic Cooper Spur warming hut (below).
- The Crystal Springs Watershed
- The scenic Cooper Spur area
2. Logging and road construction in designated Critical Habitat for the Northern Spotted Owl; two-thirds of the sale area is Critical Habitat and used by 7 breeding pairs of owls. Logging will damage habitat that is necessary for the survival of these owls.
3. The loss of wilderness characteristics on currently roadless lands.
4. Increased road density and impacts to water quality as a result of constructing 12 miles of new "temporary" roads.
5. Cutting older, never before logged forests that provide habitat for diverse species of wildlife.
The historic Cooper Spur Warming Hut (above) is a popular destination for cross country skiers and snowshoeing. | <urn:uuid:a0c486a0-7d8b-46b2-897f-3e7a457d2491> | CC-MAIN-2024-22 | http://bark-out.org/wp-content/uploads/2012/11/2-05-2016_Polallie-Cooper-Information-sheet-for-Legislators-_Version4.pdf | 2024-05-21T20:17:22+00:00 | crawl-data/CC-MAIN-2024-22/segments/1715971058512.80/warc/CC-MAIN-20240521183800-20240521213800-00428.warc.gz | 2,767,366 | 815 | eng_Latn | eng_Latn | 0.997134 | eng_Latn | 0.997593 | [
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Overview: Thriving in the Digital World: 4-Part Series For Parents
Facilitator(s):
Janet Bell
Date(s):
This is a multi-day event.
Day 1: Sep 07, 2023 (7:00 pm to 8:00 pm)
Day 2: Sep 28, 2023 (7:00 pm to 8:00 pm)
Day 3: Oct 05, 2023 (7:00 pm to 8:00 pm)
Day 4: Oct 19, 2023 (7:00 pm to 8:00 pm)
Cost:
Location:
Virtual
Session Code: 24-TI-082
Target Audience
Parents
About this Learning Opportunity
Session 1 - September 7
What does it mean for Kids to "Thrive" in Today's Digital World?
Our first session lays the foundation for the following sessions by introducing the whats and whys of challenges and opportunities within today's digital world, and what a digital citizen needs to look like in this world (this is the "what") summarizing current research findings about the impact of digital interactions on children from preschool to young adulthood (this is the "why")
presenting an informed and achievable call for action for families as we together shape a journey that focuses on "Maslow before Bloom" (this is the start of the "how")
Leave today's session knowing about the digital citizenship components of digital well-being, digital safety, digital literacy, and social responsibility (Edvolve) - all things we can intentionally model ourselves and support our children with mastering themselves, whatever their age, so they can truly be prepared to thrive in the digital world.
In upcoming sessions, we'll then dive more deeply into these components to explore what the research tells us, discover helpful resources, and put in place practical strategies that can help our children truly thrive in today's digital world.
Page 1/3
About the Facilitator(s)
Janet Bell
An English teacher originally, Janet's career evolved over the years from classroom teacher to consultant, co-leading edtech integration across the province as a member of the 2Learn.ca and ARPDC provincial teams, to school and district leadership as a Department Head at Lillian Osborne High School and a TIPS (Technology Integration and Planning Supports) Consultant with Edmonton Public Schools. A Google Certified Trainer and SMART Certified Trainer, these days Janet brings both vision and practical strategies to help support your integration of G Suite and SMART Learning Suite, reputable third-party applications, makerspaces, digital citizenship and more, within today's emergent and shifting learning spaces. In her spare time, she enjoys the four generations of her family.
Session 2 - September 28
Digital Well-Being - Let's Help our Kids Experience the Positive Potential of the Digital World
Concerned that your child might be addicted to their smartphone, maybe even sucked into the dark side of tech, all in all seeming to lack a sense of presence in the "real" world and/or a sense of balance in the digital one? Today's digital citizen is "inclusive, informed, engaged, balanced, and alert" (ISTE) - attributes that align when our hearts and heads are in sync in positive ways, guided by a strong inner compass that keeps distractions and aberrant behaviors in check. What can we parents do from the start (and along the way) to help our kids develop that strong inner compass?
In this session, we'll explore timely practical strategies and resources that can help us and our families foster digital wellbeing. Knowing how to keep away from/deal with malicious sites and people (digital safety), how to separate truth from fabrications, how to stop algorithms from controlling our online journeys, and how to keep our online/offline lives in balance are all strategies that open the door to digital wellbeing. Leave with an age-related researchbased framework and a toolkit of tried and true resources to help you and your family navigate the path to digital wellbeing.
Session 3 - October 5
Digital Literacy - Let's Help our Kids Navigate the Productive Potential of the Digital World
Our children are challenged from early years in school onwards to contribute ideas online, yet the tools students use are often shifting. How can you ensure your child is prepared to create assignment responses that meet curriculum assessment criteria without spending too much time on the tech tool itself? There are some basic digital literacy skills from keyboard shortcuts to AI influences - and general literacy support tools - such as online dictionaries and text-tospeech tools - that can be used across applications and subject areas, which, once known, can help us all to keep our focus on ideas more than on technology. Leave today's session with a toolkit of commonly used tools, resources and strategies that you can share with your child to help empower them as literate learners and online contributors.
Of course, the tools of digital literacy can be used to amplify how well we "read" and interpret the content we encounter online, but reading doesn't stop there. Once our kids have the skills to read and write to the web, the next step is to learn how to "read laterally", exercising a mindset that questions what we read and write, checks it against other information, knows what makes a credible source, etc. How can we as parents help develop this open and critical mindset in our children? Leave this session with the
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Powered by TCPDF (www.tcpdf.org)
confidence that by providing tools, modeling practical strategies, and encouraging our kids to grapple with ambiguity within various settings, we can create an environment at home that can shape our children to become informed and literate critical thinkers.
Session 4 - October 19
Social Responsibility - Let's Empower our Kids to Leverage the Digital World for Positive Change!
In this big picture session, we'll address the question: How can we and our children mindfully shape social media (and other online) interactions to effect positive change? In the last of our four "Thriving in the Digital World" sessions, building on the "Maslow before Bloom" idea from Day One, and deep dives into digital wellness and digital literacy in days two and three, we'll explore how digital wellness creates the openness to become digitally literate, digital literacy opens up the ability to make an authentic impact, being able to make an impact provides a vision for digital leadership, and a leadership mindset can effect positive change.
Arthur C. Clarke once wrote, "Any sufficiently advanced technology is indistinguishable from magic," and now that society is increasingly becoming more aware of how dubious digital ethics have shaped parts of our social media world today, and lack of forethought may be shaping our future in dangerous ways, we are also, in parallel, increasingly becoming better prepared to take charge ourselves - and show the "magic" of social media and AI influences as merely manipulative conjuring tricks.
Having a generation of students who know their rights as digital citizens; who have the literate ability to deconstruct, assess, and use social media for good; and increasingly have the technical ability to even shape digital technologies themselves (as Computer Science becomes a new organizing idea within the Alberta Science curriculum K-12) means our future can be shaped to be a friendly one, by people who truly know how to thrive in this environment. As parents, families and teachers working together, we can help shape success. Leave this session with resources and strategies to use digital technologies to support social responsibility, and to continue this conversation with your children as well as with other educational stakeholders.
This learning opportunity is being subsidized through funding from Alberta Education.
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Do you eat chocolate? □ Yes □ No
Do have a cell phone? □ Yes □ No
Have you lived in one of the 50 states of the U.S.? □ Yes □ No
If you answer “yes” to any of the questions above, then you have a link to human trafficking.
What connection do chocolate, cell phones, and living in a U.S. state have with trafficking? Here is the connection. First, some of the cocoa beans used to make chocolate are grown on plantations in some West African countries and many are picked by children who have been trafficked. The cell phones you use need a mineral called “coltan” and it is often mined by child soldiers, which is a form of trafficking. And children have been trafficked for sex or labor in almost every state in the U.S.
This excerpt is from the opening lesson in the DoD’s Student Human Trafficking Prevention Training which is under development by the Combating Trafficking in Persons (CTIP) Program Management Office (PMO). The student training follows the 2018 release of the [DoD Education Activity (DoDEA) Combating Trafficking in Persons Training](#) for DoDEA school personnel.
The CTIP PMO student training is for military-connected high school students in the 10th-12th grades to raise awareness about human trafficking. By “military-connected” we mean students whose parents are active duty, members of the National Guard or Reserves, or Veterans of the United States Military. The CTIP PMO wants to make the training available to DoDEA students and military-connected students outside of DoDEA schools, who may be found in every school district in the country.
In order to reach teens, the training uses adolescent learning theory, to help ensure that the lessons are age appropriate and engaging. Adolescent learning theory stresses that training for teens should:
- Stress peer or near peer messaging;
- Be short, using sound bites and quick messaging to make points;
- Be engaging, for example, by using interactivity to draw students in; and
- Create an “echo-chamber” – so that students hear the same message in different ways.
Using these four approaches, the Student Prevention Training on Human Trafficking features the following:
- It is divided into 12 short (5-10 minute) lessons.
- It uses a multi-media approach to deliver its messages.
- It is interactive, including games, quizzes, and clickables to draw in the learner.
- It uses peer/near peer stories and case studies to show students what trafficking looks like in teen settings and in DoD.
In every lesson there is a banner/heading that says, “If this is happening to you or a family member or friend, please seek help” with a number to call or text. This is not meant to scare children, but to equip them to know how and to whom to report suspected incidents or to talk to someone.
The lessons also emphasize trusting your instincts – if something doesn’t feel right – it’s probably not – and finally it makes the point that it’s never too late to seek help – even if something bad has already happened.
The training will cover an introduction to the topic of human trafficking which includes the types, elements, and indicators of human trafficking, and how to identify victims and perpetrators. It also covers how it occurs, means for prevention and intervention, including how to seek help and report. The course explores specialized topics on cyber-exploitation, sexting and sextortion, healthy and unhealthy relationships, and how military-connected students have resiliencies and strengths to combat human trafficking.
The CTIP PMO is developing a Parent Resource Guide for parents to know exactly what information is presented to their children and why it is being presented. The Guide will also contain additional perspectives for parents to be pro-active in helping prevent human trafficking and protecting their teens.
**Featured Article**
**The National Action Plan to Combat Human Trafficking: DoD’s Role**
*Contributed by: CTIP PMO*
Since the passage of the Trafficking Victims Protection Act (TVPA) of 2000 (Public Law 106-386), the U.S. Government (USG) agencies have collaborated to combat human trafficking. The TVPA created the President’s Interagency Task Force to Monitor and Combat Trafficking in Persons, a cabinet-level entity, which consists of 20 agencies across the federal government responsible for coordinating U.S. government-wide efforts.
In 2019, the USG agencies began developing the [National Action Plan to Combat Human Trafficking](#), a broad-based, multi-disciplinary, whole-of-government response to eradicating human trafficking. The plan was published in October 2020 and has a three-year implementation timeline. It is divided into 21 foundational principles and 65 associated priority action items under one of four pillars: Prevention, Protection, and Prosecution and Crosscutting Approaches and Institutional Effectiveness.
The Action Plan calls on the U.S. Department of Defense to implement the following priority actions:
- The DoD’s Combating Trafficking in Persons Program Management Office (CTIP PMO) will develop Student Human Trafficking Prevention for Department of Defense Education Activity high school students and other high school age military-connected students.
- The CTIP PMO will work with the CTIP point of contact in the Office of the Under Secretary of Defense for Acquisition & Sustainment to ensure effective implementation of anti-trafficking acquisition rules and best practices.
- The CTIP PMO will work with counterparts in the Departments of State, Labor, Homeland Security, Health and Human Services, Commerce, and Treasury as well as the United States Agency for International Development (USAID) to develop initiatives for engaging with various industries on the issue of forced labor in product supply chains.
- The CTIP PMO will engage DoD contracting authorities and debarment and suspension officials to identify promising practices on hiring, including the use of recruitment services, to share with the Federal contracting community with the aim to decrease the risk of labor trafficking.
- The CTIP PMO will update DoD’s CTIP training courses for General Awareness, Investigative Professionals, and Acquisition Professionals to ensure all DoD civilian and military members are familiar with reporting protocols and identifying indicators of human trafficking.
- The CTIP PMO will participate in the Senior Policy Operating Group Ad Hoc Working Group on Demand Reduction to examine the role of demand reduction in preventing human trafficking.
Interagency Activities
The USAID updated their [Policy on Countering Trafficking in Persons](#) to mark National Slavery and Human Trafficking Prevention Month. The updated policy adds new victim-centered, trauma-informed, and survivor-informed approaches, and promotes the intentional integration of efforts to end modern slavery across the Agency’s humanitarian and development programs.
The Department of Health and Human Services Office on Trafficking in Persons is collaborating with StoryCorps for a new project, [Voice of Freedom Initiative](#). In celebration of the 20th anniversary of the Trafficking Victims Protection Act, the project will show the impact of this seminal piece of legislation by preserving the stories of survivors who have experienced human trafficking and exploring the legislation’s legacy. Allied professionals working on policy, victim services, and prevention were invited to share their perspectives on how the anti-trafficking field has evolved over the past two decades.
DoD CTIP Program Office Updates
The CTIP Program Manager (PM) represented the DoD at the Senior Policy Operating Group SPOG meeting on December 17, 2020. The CTIP PM gave updates on the CTIP Student Human Trafficking Prevention Training, the standardization of DoD’s TIP data collection utilizing newly developed data collection instruments, the CTIP Survivor Voices Project, and the production of micro-trainings, public service announcements, and one-pagers on best practices for preventing human trafficking in government contracting.
The CTIP PMO submitted DoD’s Fiscal Year 2020 report for the annual U.S. Attorney General’s Report to Congress on U.S. Government Efforts to Combat Trafficking in Persons. The CTIP PMO included efforts reported by the Services, Combatant Commands, and Defense Agencies in their annual CTIP Self-Assessments.
The CTIP PMO collaborated with MilitaryOne Source to include a [CTIP page](#) on their website to raise awareness in the DoD community. The CTIP PMO worked with Joint Knowledge Online to produce awareness materials including posters, an updated [TIP 101 sheet](#), a [brochure](#) about the CTIP PMO and standalone versions of the CTIP General Awareness course and the DoD Education Activity course for school personnel to feature on the MilitaryOne Source page.
Check out our CTIP website! The CTIP PMO is working on updating the CTIP website. You can now find the quarterly newsletters and public service announcements in the [Resources Tab](#).
Upcoming Events
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A. THE SOURCE
John 10:10 (NKJV) • “The thief does not come except to steal, and to kill, and to destroy. I have come that they may have life, and that they may have it more abundantly.”
Romans 6:16-23 (NIV) • “Don’t you know that when you offer yourselves to someone as obedient slaves, you are slaves of the one you obey—whether you are slaves to sin, which leads to death, or to obedience, which leads to righteousness? But thanks be to God that, though you used to be slaves to sin, you have come to obey from your heart the pattern of teaching that has now claimed your allegiance. You have been set free from sin and have become slaves to righteousness. I am using an example from everyday life because of your human limitations. Just as you used to offer yourselves as slaves to impurity and to ever-increasing wickedness, so now offer yourselves as slaves to righteousness leading to holiness. When you were slaves to sin, you were free from the control of righteousness. What benefit did you reap at that time from the things you are now ashamed of? Those things result in death! But now that you have been set free from sin and have become slaves of God, the benefit you reap leads to holiness, and the result is eternal life. For the wages of sin is death, but the gift of God is eternal life in Christ Jesus our Lord.”
Isaiah 61:1 (NIV) • “The Spirit of the Sovereign Lord is on me, because the Lord has anointed me to proclaim good news to the poor. He has sent me to bind up the brokenhearted, to proclaim freedom for the captives and release from darkness for the prisoners.”
Revelation 3:21 (NIV) • “To the one who is victorious, I will give the right to sit with me on my throne, just as I was victorious and sat down with my Father on his throne.”
(See additional passages in student material.)
Welfare Ministry, p. 248 • “There is everywhere a work to be done for those who through intemperance have fallen. In the midst of churches, religious institutions, and professedly Christian homes, many of the youth are choosing the path to destruction. Through intemperate habits they bring upon themselves disease, and through greed to obtain money for sinful indulgence they fall into dishonest practices. Health and character are ruined. Aliens from God, outcasts from society, these poor souls feel that they are without hope either for this life or for the life to come. The hearts of the parents are broken. Men speak of these erring ones as hopeless; but not so does God regard them. He understands all the circumstances that have made them what they are, and He looks upon them with pity. This is a class that demand help. Never give them occasion to say, ‘No man cares for my soul.’”
B. WHAT’S TO BE SAID ABOUT “DEALING WITH ADDICTIONS, Part 2”
Last week’s lesson dealt with identifying addictions and being aware of the warning signs. The information in this week’s lesson is geared toward helping those who have addictions, or who would like to understand and help a friend or family member with an addiction. The focus is on practical, Christ-centered advice and suggestions that can help people break the chains of addiction.
C. WHERE WE’RE GOING WITH “DEALING WITH ADDICTIONS, Part 2”
As a result of this lesson we would like the students to be able to:
1. Recognize that addicts are powerless over their addictions without God’s help.
2. Ask for God’s power in dealing with any addictive behavior in their own lives.
3. Know how to offer help to a friend or family member struggling with addiction.
D. MATERIALS NEEDED
Beginning • (Activity A) weight set; (Activity B) none.
Connecting • Bibles, student lessons.
Applying • Bibles, poster board, old magazines (optional), markers, scissors, glue.
2 BRIDGING
A. THE WEEK IN REVIEW
Allow 10 minutes at the beginning of class for students to:
1. Share anything that was meaningful to them in this lesson.
2. Engage in a discussion about the topic of the lesson in connection to the belief highlighted this week.
3. Say the Bible memory text either individually or in a group.
B. OTHER SABBATH SCHOOL COMPONENTS
>> Song service
>> Mission emphasis (find a link for Adventist Mission for youth and adults at www.realtimefaith.net)
>> Service projects reports
3 BEGINNING
NOTE TO TEACHER: Put together your own program with options from the categories below—Beginning, Connecting, Applying, and Closing. Please keep in mind, however, that the students need to have an opportunity to be interactive (participate actively and with one another) and to study from the Word.
A. BEGINNING ACTIVITY
Get ready • Ask a friend who lifts weights to lend you a set of weights that would be well beyond the ability of the average earliteen to lift. Bring them to class and place them at the front of the room.
Get set • Choose a volunteer from the class to come up and try to lift the weight. (Note: if you have bodybuilders in your group, don’t choose one of them unless you’re absolutely certain the weight is well beyond their ability to lift!)
Go • After the volunteer has tried and failed to lift the weight, Ask: What would it take for them to lift this weight? Can you think of a way they can get it off the ground? Keep it going until someone suggests getting help. Allow the volunteer to ask a friend (or two, if necessary) to help lift the weight.
Debriefing • Say: Our North American culture places a lot of importance on being
strong, doing things on your own, being independent. But there are some things we can’t handle alone. **Ask:** Is it ever difficult to ask for help? In what way could lifting this weight be like a person dealing with an addiction? What kind of help can people ask for in that situation? (Help from God through prayer, support from friends and family, help of a counselor or support group, etc.)
**B. BEGINNING ACTIVITY**
**Get ready** • Set your group up to do a “trust fall” in which group members stand in two rows facing each other with their arms interlocked, and one person falls backward into the arms of the group.
**Get set** • Ask for a volunteer to try falling backward. Remind the rest of the group that this exercise is an illustration of trust and it’s important to be there for each other and support the person who’s falling.
**Go** • Have the volunteer fall back and let the others catch them. Repeat with other volunteers if more are willing to try. (Note: while falling backward from a standing position into the arms of others is fairly safe if you have at least six people catching, the sometimes-used variant of the “trust fall” in which the volunteer stands on a chair or table and falls backward is NOT recommended, as the risk of injury is significant.)
**Debriefing** • **Say:** Many people rely on “support groups” to help them get over an addiction. **Ask:** What does this activity illustrate about how a support group can help? What might cause a group not to work? How important is it for others in the group to have been through the same experiences? Why is it sometimes hard to trust other people in a group?
**C. BEGINNING ILLUSTRATION**
In your own words, tell the following story:
Imagine that you’ve been walking in the woods for a long time and you don’t exactly know how to get back to the main road to find your way home. You don’t have a compass or a map. But you do have a cell phone. Night is coming on, and you’re getting a little frightened. Does it make more sense to insist, “I’m not lost! If I just keep going, I’ll find my way!” or to call someone and say, “I’m lost. Let me describe to you where I am, and maybe you can send someone in to get me”? What are the risks of each choice?
**Debriefing** • **Say:** We often don’t like to admit we have a problem. We are taught to be independent and find solutions for ourselves, so we try to find our way out on our own, even though we know we’re just getting deeper and deeper into trouble. Sometimes we even resist calling on God for help. **Ask:** For a person who is “lost” in the maze of an addiction, what kind of help might they reach out for? How would you respond if a friend with an addiction reached out to you for help?
**4 CONNECTING**
**A. CONNECTING TO THE KINGDOM**
Present the following ideas in your own words:
As we found out last week, “addiction” can mean a lot of different things. But the one thing every addiction has in common is that it’s a form of slavery. A person who’s addicted is not free. Their life is out of control because the need for the behavior, substance, or relationship to which they are addicted is stronger than common sense, good advice, or the desire to follow God’s will.
Addictions are destructive to everybody, but as God’s agents in this world we need to be especially careful to let God free us from addictions. We can’t carry out God’s work if we’re slaves to an addiction. The good news is that God wants to set us free. (Could an addiction
be considered an idol? Could an addiction be like putting something before God?)
The first step is to admit that we have a problem. Addicts often fool themselves by saying, “It’s not that bad. I can handle it!” The truth is no one can “handle” an addiction. Quitting is the only way—and it’s not an easy way. However, God promises power, and there is human help available too. But nobody can help an addicted person until they’ve admitted they need help.
B. CONNECTING TO THE LESSON ILLUSTRATION
Ask someone beforehand to read or tell the story from Sabbath’s section of the lesson.
Remind the class of Becky’s story from last week. Say: At 15 Becky was convinced she didn’t have a problem with alcohol. By the time she was in her 20s her problem had become much worse. What do you think finally brought her to the point at which she was able to say, “I think I’m an alcoholic”?
C. CONNECTING TO LIFE
Share the following thoughts in your own words:
How can you help a friend or family member with an addiction? If the key is that the addicted person admit that they have a problem, that means you can’t fix someone else’s problem for them. That person has to make the decision to change on their own. But you can be honest with someone about what you see in their life. Not being honest can just extend the time it takes for the addicted person to face their problem. Then you can be supportive when that person makes the decision to change.
Pose the following scenarios:
A. You hang out with Reena quite a bit, even though you know she’s got a reputation as a “party animal.” She’s already told you she doesn’t believe it’s wrong to drink. She knows you believe differently. Lately, though, you’re worried about Reena. She’s drinking a lot more heavily, and not just at parties. You know that she drinks after school when her parents aren’t home, and sometimes she even drinks in the mornings before she gets to school. You and several friends agree that Reena has a problem, but nobody wants to say anything to her about it. What’s the best thing a caring Christian friend can do? What Bible text might be helpful to Reena—or to you? (Look at the texts given in the student lesson, but also consider other possibilities.)
B. Your older brother comes home from college for vacation, and he seems different. He’s always in a bad mood and getting into arguments with your parents. One day, on a long bike ride together, he tells you what’s been happening with him. He started using drugs with some friends at college. First, it was just once in a while, for a laugh, but now he’s using almost every day while he’s at school. He says, “Since I’ve been home and I haven’t been able to get high, I’ve realized how hooked I am. I’m scared, and I want to quit, but I don’t know how. I’m telling you so that you won’t make the same mistake I did.” What’s the best help or advice you can give your brother? (Encourage him to talk to your parents so they can help him get the help he needs.) What Bible text might be encouraging to your brother?
C. Your friend Dave likes to play video lottery machines. “It’s no big deal; it’s just a game,” he tells you. But lately he seems to be spending a lot of time at it, and you just found out that he stole $50 from his parents so he could gamble it on the machines. Does Dave need help? Is he addicted? What can you do for him? Can you think of a Bible text that relates to Dave’s situation?
5. APPLYING
A. APPLICATION ACTIVITY
Give each class member one sheet of poster paper and provide pencils, markers, old magazines, scissors, and glue. Ask students to read through the Bible verses in this week’s student lesson as well as the additional ones provided in the teacher’s guide. **Say:** Choose one verse that you find meaningful for helping to overcome an addiction. On the poster board, write out that verse (or a part of the verse) with the Bible reference, and then illustrate it in any way you want, using your own artwork or a collage of magazine pictures to make an attractive, eye-catching poster that would be encouraging to someone struggling with addiction. Students can choose a different Bible verse if they know of one that’s appropriate but is not included in the lesson materials.
**Debriefing** • After giving everyone time to work on their posters, give each person an opportunity to show and talk about their posters (in a very large class, break up and do this in small groups). **Ask:** Why did you choose this particular Bible verse? What positive message do you think it offers? How does your artwork help get that message across?
Find an area in your church or church school where the posters can be put on display for a while.
**B. APPLICATION QUESTIONS**
1. Is it always best to “mind your own business” where other people’s problems are concerned? When (if ever) does it become appropriate to interfere and tell someone “I think you’re doing wrong,” or “I think you have a problem”?
2. How are people likely to react if you say you think they might be addicted to something?
3. How would you react if someone told you they thought you were addicted to something? What does this reaction tell you?
4. The best addiction treatment facilities in the world (for drug and alcohol abuse) have a success rate of about 15 percent—that’s how many patients are still addiction-free a year after leaving treatment. If God really has the power to set people free, why are so few people successful in breaking the chains of addiction?
5. Why is it so important to admit that you have a problem and need help?
6. “People with addictions aren’t responsible for their choices because they are under the power of the addiction.” What do you think about this statement? Agree or disagree? If you disagree, how would you change the statement to reflect what you believe is true?
**CLOSING**
**SUMMARY**
In your own words, conclude with the following ideas:
Addictions can be scary and powerful. But they don’t have to rule our lives. God promises freedom from addictions, just as He offers freedom from every kind of sin. Finding freedom starts with admitting that you have a problem and that you need help. It continues with taking responsibility for your choices and choosing, one day at a time, to stay away from the addiction and fill your life with positive choices instead. That includes growing closer to God and spending time with Him as your source of strength. Whether you need to break free from an addiction, or offer help and support to a friend who needs it, remember that God does offer a way to break the chains of addiction.
Sabbath FOR STUDY
» **Memory Text:** “But thanks be to God, who gives us the victory through our Lord Jesus Christ” (1 Corinthians 15:57, NKJV).
» **Our Beliefs, no. 15, Baptism:** “By baptism we confess our faith in the death and resurrection of Jesus Christ, and testify of our death to sin and of our purpose to walk in newness of life.”
» Ellen G. White, *Thoughts From the Mount of Blessing*, pp. 118, 119
**BROKEN CHAINS**
Back home for a visit with her family and her high school friends, Becky was feeling good. She was living in California now; she had a new job, and she had a new boyfriend, John. True, some things about her California life weren’t so perfect (such as dropping out of college), but Becky felt that her life was finally headed in the right direction. When John dropped by to visit for a few days and to meet Becky’s family, she felt even more sure that he was the one for her and that they’d soon end up married.
After John left, Becky went out partying with her old friends again. Since she’d come back home for her visit, every night had been a non-stop party. That Thursday night was no different. Becky and a friend started drinking and then went to a local bar for more drinks.
The next morning Becky was horrified to realize that she remembered nothing about the night before. *I’ve lost total control of who I am,* Becky realized.
Years of being the life of the party—going all the way back to junior high school—had led to this moment. Becky went into the house and saw her mother asleep on the couch. Becky’s mom sat up as Becky came in and sat down in a nearby chair. Her eyes filling with tears, Becky blurted out, “Mom, I think I’m an alcoholic. Can you help me? What should I do?” (adapted from Becky Tirabassi and Gregg Lewis, *Just One Victory* [Campus Life Books, 1987]).
These are questions that many teens struggle with. They are searching for real answers. We will find real answers from God’s Word as we study this week’s lesson and read our daily Bible readings.
In Philippians 4:13, NKJV, we find that Christ is the answer.
We are reminded in 1 Corinthians 6:19, NKJV, that our bodies are the temple of the Holy Spirit and belong to God.
In Romans 12:1, 2, NKJV, we see that Christ invites us to surrender our bodies to Him and through Him we can live lives that are pleasing to Him.
God holds us responsible to keep our bodies healthy and our minds clear so we can discern right from wrong. Alcohol inhibits our brains from thinking clearly and being able to make good decisions. Proverbs 20:1, NKJV, says, “Wine is a mocker, strong drink is a brawler, and whoever is led astray by it is not wise.”
God promises to help us, to be with us, and to save us when we look to Him for help. Choose today to look to Christ and seek to become the men and women God has designed you to be—strong, healthy, wise, and understanding.
**Sunday RESPONDING**
» Read Philippians 4:13.
» Remember there is nothing that you cannot handle when you have God on your side.
» All recovery programs for alcoholics and drug addicts make a big point of the person being treated being able to say “I’m an alcoholic” or “I’m an addict.” Why do you think it’s so important for people to make that statement before they can get help? Think about a time you’ve had to admit that you had a problem and needed help (even if it wasn’t an addiction). Was it hard to say “I’ve got a problem”? How did things change after you admitted you needed help? Or share some other experience you have had with addiction.
**Monday BIBLE ANSWERS ON BAPTISM**
» Read Acts 16:30-33; Acts 22:16.
» The Holy Spirit was sent to convict us of sin, to help those who ask, and give us power to overcome. No matter what your sins are, if you come to Christ He will forgive you and help you.
» What sins do you need to confess and ask for help to overcome?
» What are some steps that you can take today that will help you in overcoming these sins?
» Unscramble and write out the following verse and reference on the lines below to find out what God says to His children.
write you 12 are I name’s your to His NKJV because sake 1 children sins for John little you 2: forgiven
» “Repentance includes sorrow for sin and a turning away from it. We shall not renounce sin unless we see its sinfulness; until we turn away from it in heart, there will be no real change in the life” (Ellen G. White, *Steps to Christ*, p. 23).
**Tuesday REFLECTING**
» Read Romans 10:13.
» What happens to a person once they recognize that they have a problem—that they’re addicted? Well, they’ve already made the first important step, admitting that there is a problem. People can go for months or years denying they have a problem with alcohol, drugs, or any other addiction (to a substance, an activity, or a feeling). When you can finally say, “Yeah, this is a problem. Some things are out of control in my life, and I can’t fix it,” then you’re on the way. Compare Becky’s story from last week’s lesson to this week’s. As a teen, Becky was drinking till she passed out and had blackouts, yet she didn’t believe she had a problem. As a young adult, Becky was finally able to admit, “I’m an alcoholic.” For her, that was the start of getting help and a new life.
» Alcoholics Anonymous and many other addiction recovery programs say that the
first step is to admit that you’re powerless over your addiction and can’t handle it without help from a Higher Power. This is the same first step we all need to take in becoming Christians—we admit we’re powerless over sin in our lives and can’t conquer it on our own. We need God. And once we admit that, changes can start happening.
**Wednesday**
**BIBLE INSIGHTS**
» Look up the texts and fill in the blanks. If you don’t have one of the Bibles used for this exercise, find it at www.biblegateway.com.
1. “But __________ be to God! He gives us the_______ through our_____ Jesus Christ” (1 Corinthians 15:57, NIV).
2. “Every God-begotten person conquers the ________ ways. The __________ power that brings the world to its knees is our ________” (1 John 5:4, *The Message*).
3. “No, in all these things we are more than conquerors through him who _______ us. For I am ________ that neither death nor life, neither ________ nor demons, neither the ________ nor the ________, nor any powers, neither height nor _________, nor anything else in all _______________, will be able to separate us from the love of God that is in Christ Jesus our Lord” (Romans 8:37-39, NIV).
4. “The ________ does not come except to ________, and to kill, and to destroy. I have come that they may have ________, and that they may have it more abundantly” (John 10:10, NKJV).
5. “I beseech you therefore, brethren, by the ________ of God, that you present your _________ a ________ sacrifice, ________, ________ to God, which is your reasonable service. And do ________ be ________ to this world, but be ________ by the ________ of your ________, that you may ________ what is that ________ and ________ and ________ ________ of God” (Romans 12:1, 2, NKJV).
**Thursday**
**CONNECTING**
» Read Romans 12:1, 2.
» Review the memory text.
» Saying, “I have an addiction and I’m powerless to quit on my own” doesn’t mean there’s no part for you to play. God can give us the power to overcome all kinds of addictions, but He uses our will.
» For example, an alcoholic is kidding themselves if they say “I can control my drinking. I’ll have just one beer tonight, and not go any further.” Most alcoholics will tell you that kind of thinking will end up with a hangover. But they do have the power to say “I choose not to drink today. God, please give me the power to follow through on that choice.”
» In any situation, there are lots of choices we can make. We can choose, with God’s help, to say no to the thing that tempts us. We can choose to build new habits, better habits. We may need to choose new friends who respect our choices and don’t encourage our addictions. And we can choose to get help when we need it. That could mean sharing with a caring pastor or teacher, counselor, friend, family member, or joining a support group. God gives us other human beings to help us along the road.
» Christ invites us to surrender our bodies to Him and through Him we can live lives that are pleasing to Him. God wants to see us free. He wants to see us succeed.
**Friday**
APPLYING
» Read 1 Corinthians 6:19.
» Our bodies are the temple of the Holy Spirit and belong to God. We need to recognize the importance of taking care of our minds and bodies for a life of service here and a life spent with Christ for eternity.
» Our lessons this week and last week have focused on addiction. Where do they connect with your life?
» A. Maybe you’ve realized that you’re addicted to something (a substance, an activity, or a feeling)—or that there’s something in your life that’s in danger of becoming an addiction. If this applies to you, you may be ready for a change. Write a letter to a Christian you trust, explaining what needs to change in your life so you can break this addiction, what steps you plan to take, and what kind of help you need. Pray about your letter before sharing it with your friend/relative.
» B. Maybe addiction is not a problem for you, but you have a friend or family member who is addicted to something. You can’t force them to realize they have a problem if they’re not ready, but you can gently and lovingly point out that you see a problem. Write a letter telling this person why you’re concerned about them. Let them know you’re praying for them and you’re willing to help them find help if they decide to. Pray about your letter before sharing it with them. | 9b32f249-d7db-4144-8680-582c801029ac | CC-MAIN-2021-31 | https://www.realtimefaith.net/assets/earliteens/Lessons/2021/Q3/English/Teacher/R-21-Q3-L03-T.pdf | 2021-08-05T11:19:14+00:00 | crawl-data/CC-MAIN-2021-31/segments/1627046155529.97/warc/CC-MAIN-20210805095314-20210805125314-00682.warc.gz | 964,717,222 | 5,774 | eng_Latn | eng_Latn | 0.997886 | eng_Latn | 0.998261 | [
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