text string | id string | dump string | url string | date string | file_path string | offset int64 | token_count int64 | language string | page_average_lid string | page_average_lid_score float64 | full_doc_lid string | full_doc_lid_score float64 | per_page_languages list | is_truncated bool | extractor string | page_ends list | fw_edu_scores list | minhash_cluster_size int64 | duplicate_count int64 |
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
Case Study: Vellore Institute of Technology
Improving Ride and Handling of Formula Student Car Using Adams Car
By Sudeep Kumar and Santosh Maharana of Zuura Formula Racing
Industry Challenge
Zuura Formula Racing is a student team from the Vellore Institute of Technology in Chennai, India that participates regularly in the Formula SAE student competition organized across the globe by SAE Interna-tional.
For participating teams, the task at hand is to develop a small formula-style race car. Each student team designs, builds and tests a prototype based on a series of rules, aimed at ensuring on-track safety and promoting clever problem solving. The prototype is evaluated for its potential as a production item.
During the course of this project, one of the focus areas for the Zuura Formula Racing team was to ensure good suspension for their vehicle. To achieve this, they needed to ensure that the tires were as perpendicu-lar to the ground as possible to achieve maximum traction. The front geometry had to be designed such that it had a negative camber in jounce. This was an important factor in keeping the wheels perpendicular to the ground, and also to resist body roll.
The main target before the vehicle dynamics simulation engineer at Zuura Formula Racing was to improve the ride and handling of the vehicle by reducing yaw, pitch and roll rates.
With Adams Car, FSAE teams can quickly build and test their functional virtual prototypes of complete vehicles and vehicle subsystems. FSAE engineering teams can exercise their vehicle designs under various road conditions, performing the same tests they normally run in a test lab or on a test track, but in a fraction of time.
MSC Solution
The Zuura Formula Racing team used the Adams Car software from MSC Software. Adams Car allows students to design and simulate their FSAE vehicles to maximize their vehicle performance. With Adams Car, FSAE teams can quickly build and test their functional virtual prototypes of complete vehicles and vehicle subsystems. FSAE engineering teams can exercise their vehicle designs under various road condi-tions, performing the same tests they normally run in a test lab or on a test track, but in a fraction of time.
Key Highlights:
Kinematic Analysis
The team first modelled their suspension geometry in Adams Car to do the Kinematic analysis for adjusting parameters like camber, caster, toe & roll center. To counter the large roll moment, the team designed enough camber gain into the suspension by iterating the geometry in Adams Car to compensate for body roll with anti-roll bar. By optimization of the hardpoints in the geometry, we also incorporated better camber and roll center control. This was done through parallel wheel travel and opposite wheel travel analysis in Adams Car. The toe change and bump steer were also reduced during the analysis.
To achieve good suspension in the car, the team needed to ensure that tire remains perpendicular to the ground. The Zuura Formula Racing team modelled the car's suspension geometry in the Adams Car in order to ensure perpendicular tires.
Camber vs wheel travel
Toe change vs wheel travel
Product: Adams
Industry: Automotive
Challenge: To improve ride and handling of car for Zuura Formula Racing’s entry into FSAE challenge
Solution: Simulation with Adams Car helped in doing Kinematic & Dynamic analysis for improving car’s dynamics
Dynamic Analysis
An important focus area for the team was to improve the ride and handling characteristics of the vehicle by performing dynamics simulation. This could be done by reducing the vehicle's yaw, pitch and roll rates. The team used Adams Car to help visualize the vehicle Dynamics and bring appropriate design changes to obtain optimal results.
The team also performed some turning tests such as skid pad and step steer using Adams Car to measure yaw, pitch, roll and lateral acceleration. By analysing yaw, pitch and roll obtained during simulation, the team was able to decide on the stiffness of the spring used in the car's front and rear suspensions. Adams Car was also used to analyse the toe effect with respect to the cornering capability of the car.
The dynamic analysis enabled the team to accurately predict the loads on each of the components. Based on this, they were able to design the components such that they had lowest mass possible. The team also exported dynamics loads to do FEA & stress analysis of the components.
Yaw rate vs time
Optimal Design
The team needed to determine the optimal stiffness of the spring in order to ensure yaw, pitch and roll moment. The different scenarios were plotted as per the graph above. The red curve represents the softer spring and black one is the stiffer spring. By observing the dynamics curve of yaw, pitch and roll analysis, the team found that a stiffer spring could help reduce yaw, pitch and roll moment. Softer springs had a large yaw, pitch & roll rate, which didn't stabilize over time. The velocity curve also showed that the stiffer spring helps the vehicle to turn faster during cornering.
This study also enabled the team to decide the stiffness of the car and further incorporating some toe in the vehicle helps the yaw rate to get stabilizes with time. This also improves the cornering capability of the car during turning. The team also performed flex analysis to study the deformation and stress analysis of the vehicle's control arms.
Deformation after dynamic suspension analysis
Through the use of MSC Adams Car Software, the Zuura Formula Racing team was able to effectively tackle its objective to improve the riding and handling experience.
About Zuura Formula Racing
Zuura Formula Racing is an FSAE team from VIT Chennai, India. The team competes at national and inter-national level FSAE competitions held across the globe by applying engineering principles to build one of the most advanced formula student cars. Zuura is Sanskrit for "warrior of good" - a brave fighter who represents virtue against all odds. The team has won several awards at international competitions.
For more information on Adams and for additional Case Studies, please visit: www.mscsoftware.com/adams
ZUR*2018DEC*CS | <urn:uuid:b6ce6e8b-e93a-4ec5-ae96-ba91aa10cff0> | CC-MAIN-2019-39 | https://media.mscsoftware.com/cdn/farfuture/t3mncS4tumkg4dCvJSirAAWMUD139rHxKz1-aOhcXvY/mtime:1543883334/sites/default/files/cs_zuura_academic_ltr_web.pdf | 2019-09-21T21:38:37Z | crawl-data/CC-MAIN-2019-39/segments/1568514574665.79/warc/CC-MAIN-20190921211246-20190921233246-00406.warc.gz | 581,712,941 | 1,231 | eng_Latn | eng_Latn | 0.9974 | eng_Latn | 0.997311 | [
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | docling | [
1369,
4467,
6217
] | [
2.453125
] | 3 | 1 |
Three-note chords
on the second, third and fourth strings
Practice sheet for tenor banjo, by Douglas McClure. (Latest version at www.dmcclure.org/banjo.)
The numbers printed below the notes refer to frets, not fingerings. The ones in large type — 620x, 301x, etc. — are three-note chords on the 2nd, 3rd and 4th strings. If a note has no three-note chord form below it, it uses the form in the diagram on the right. (The diagrammed chords are "movable". For example, the first F major chord uses frets 023x, the following G-flat major chord uses 134x, the G major chord uses 245x, etc.) Chord forms in small type and parentheses — (1220), (2331), etc. — are the equivalent four-note chords. These chords have the same top note as the three-note chords, but it is on the 1st string rather than the 2nd. These four-note forms may be practiced or skipped, according to the student's preferences. All notes are at actual pitch.
Major chords
I
III
V
Minor chords
b
Im
IIIm
Vm
Dominant seventh chords
#
I7
III7
V7
VII7
#
#
b
# | <urn:uuid:ae1b1715-f63b-4cc3-99b6-50dcd4a493e7> | CC-MAIN-2019-39 | http://dmcclure.org/banjo/three-note%20chord%20practice%20sheet%20-%20v02c.pdf | 2019-09-21T22:13:15Z | crawl-data/CC-MAIN-2019-39/segments/1568514574665.79/warc/CC-MAIN-20190921211246-20190921233246-00406.warc.gz | 57,754,693 | 286 | eng_Latn | eng_Latn | 0.997145 | eng_Latn | 0.997145 | [
"eng_Latn"
] | false | docling | [
1042
] | [
2.421875
] | 1 | 1 |
First Grade News
Mrs. Gruich and Ms. Forehand's
Class
September 9-13 2019
September
What we will do this week:
❖ We will learn to analyze and describe embedded numbers using number bonds and tens frames, counting on, fluency with numbers to 10 and finding the missing addend.
❖ We will lean about antonyms and adjectives.
❖ We will learn about story structure and to analyze/evaluate.
❖ We will review all letters and their sounds as well as blending, reading and spelling words.
❖ We will be reading Gus Takes the Train and City Zoo.
❖ In religion we will learn about The Holy Family.
Upcoming Events
September 11-Progress Reports
September 1 8 - E arly dismissal
Homework
*Each night there will be a page of math for your child to complete.
*Practice spelling words- call out the word and have your child write it or choose an activity on the spelling sheet.
*Practice reading sight words.
*Read an AR book with your child.
Reminders
*Spelling test, antonym test and comprehension test on Friday.
*Tests will go home in Wednesday folders. Please sign and return them.
*Please return the reading book the very next day. We use them in class. Thanks! *Please sign and return the progress report.
Spelling Words
up bug mud nut hug tub bed many good pull
Words to Know
High Frequency Words
The students should be able to read these words.
friend full good hold many pull | <urn:uuid:8a4db595-f806-4772-98d5-99890683e541> | CC-MAIN-2019-39 | https://www.stal.org/hp_wordpress/wp-content/uploads/2019/09/Gruich-05-09Sep19.pdf | 2019-09-21T22:19:57Z | crawl-data/CC-MAIN-2019-39/segments/1568514574665.79/warc/CC-MAIN-20190921211246-20190921233246-00405.warc.gz | 1,034,518,735 | 338 | eng_Latn | eng_Latn | 0.997437 | eng_Latn | 0.997437 | [
"eng_Latn"
] | false | docling | [
1428
] | [
2.90625
] | 1 | 0 |
Day-by-Day Math: Activities for Grades 3–6 by Susan Ohanian
Day-by-Day Math: Activities for Grades 3–6, by Susan Ohanian, is an eclectic and quirky collection of events — and the mathematical investigations, problems, or activities that are suggested by them. Each day of the year, from January 1 through December 31, lists historical events, each a lighthearted or serious moment. Some of the classroom suggestions are ideal for five-,ten-, or fifteen-minute main period "openers;" some can be used for longer class investigations; many are suitable for individual assignments. There's something in this diverse collection for everyone, which is sure to add an extra bit of oomph to your math instruction. Here are some dates and investigations that your students can explore this coming year:
January 23, 1951
The C102 jetliner makes history, flying from Toronto to Chicago to New York and back. It flies at twice the speed — 520 miles — and twice the altitude — 36,000 feet — of propeller-driven airplanes. At this altitude, planes are able to fly above unsettled weather.
Investigate
Find out how long it takes to make a typical commercial flight from New York to San Francisco. What is the hourly speed? Is the flight time from San Francisco to New York the same?
1975
During what is dubbed "The Storm of the Century," the wind chill is between –50° and –80° Fahrenheit in Duluth, Minnesota. Weather information is available from many online sources.
Investigate
Keep a weather graph charting the temperature for a month. Then find the average temperature for the month. Check an almanac to find out whether this is above or below average.
January 23, 1849
Elizabeth Blackwell, who had been turned down by 28 colleges before she found one that would let her study medicine, graduates from Geneva Medical College (now Hobart and Williams Smith Colleges) in Geneva, New York, at the head of her class and becomes the first woman doctor in the United States. For more information about Elizabeth Blackwell, check [hyperlink] http://www.greatwomen.org/blkwele.htm.
Investigate
Look at the list of doctors in the yellow pages of the phone book. How many are male and how many are female? Can you determine whether female doctors are more apt to specialize in one field of medicine over another?
1985
The Coca-Cola Company announces it is replacing its 99-year-old recipe with a new formula. Customers react so negatively that on July 10 the same year it reintroduces the old Coke under a new name, Coca-Cola Classic.
Investigate
Every minute, people around the world drink 311,111 Cokes. How many Cokes are consumed in one week?
January 29, 1861
Kansas becomes the 34th state. The name Kansas comes from an Indian word meaning flat or spreading water. The state flower is the sunflower. The sunflower provides pioneer settlers in the Midwest with oil for their lamps and food for themselves and their stock. Native Americans roast sunflower seeds and ground them into flour for bread or pound them to release an oil for cooking and for making body paint.
Investigate
Look at a live sunflower or a detailed picture of one. A sunflower has two distinct parallel rows of seeds spiraling clockwise and counterclockwise. The seeds are Fibonacci numbers, typically 34 going one way and 55 going the other way, although sometimes they are 55 and 89. Find other natural examples of Fibonacci patterns. Good places to look include pinecones, pineapples, artichokes, and African daisies. For a terrific site on Fibonacci numbers, go to http://www.ee.surrey.ac.uk/Personal/R.Knott/Fibonacci/fibnat.html.
1998
Carl Gorman, a gentle Navajo artist and one of the 400 Navajo code talkers during World War II, dies. Gorman and 28 other Navajo volunteers turned their native language into a secret code that allowed Marine commanders to issue reports and orders and to coordinate complex operations. Although the highly respected Japanese code crackers broke U.S. Army, Navy, and Air Corps codes, they were never able to break the Marine Navajo code. As Gorman's New York Times obituary notes, "Navajo is a language without an alphabet and with such a complex, irregular syntax that in 1942 it was estimated that outside of the 50,000 Navajos, no more than 30 other people in the world had any knowledge of it, none of them Japanese." Online information from the Native American museum that is part of the Smithsonian Institution is available at http://www.si.edu/nmai/nav.htm. The Navajo Code Talkers' Dictionary is available online at: http://www.history.navy.mil/faqs/faq61-4.htm.
Investigate
Team up with at least one other person and invent a code using numbers. | <urn:uuid:ec162c9b-04ed-4d7d-851a-a6caf8e1a7d2> | CC-MAIN-2019-39 | http://mathsolutions.com/wp-content/uploads/0-941355-28-4_L.pdf | 2019-09-21T21:47:51Z | crawl-data/CC-MAIN-2019-39/segments/1568514574665.79/warc/CC-MAIN-20190921211246-20190921233246-00405.warc.gz | 118,734,180 | 1,037 | eng_Latn | eng_Latn | 0.997562 | eng_Latn | 0.998226 | [
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | docling | [
2307,
3613,
4675
] | [
4.21875
] | 2 | 0 |
HiSET ® Language Arts – Writing Test
Writing Response Scoring Guide
Score Explanation
Essays at this score point demonstrate weak command over writing an argument on a given substantive topic using valid reasoning and relevant and sufficient evidence.
1
2
3
* The response has little or no development of a central position or claim(s). No correct and/or understandable context of the topic is provided for the discussion. The writer's own position on the issue or claim(s) may not be clear. A few ideas may be provided but these lack explanation of ideas, only repeat ideas, or ideas are derived entirely from provided texts.
* The response lacks an introduction and/or conclusion, and fails to demonstrate any understanding of paragraphing. Transitions are not used or may be used incorrectly.
* Language control is minimal. Word choice and sentence structure are simple. The response lacks formal style and an objective tone.
* Minimal or no command of the conventions of Standard English grammar and usage is demonstrated. Errors in capitalization, punctuation and spelling frequently appear.
Essays at this score point demonstrate limited command over writing an argument on a given substantive topic using valid reasoning and relevant and sufficient evidence.
* The response demonstrates limited development of a central position or claim(s). A context of the topic that is only somewhat correct or understandable is provided for the discussion. The writer's own position on the issue or claim(s) may be somewhat unclear or confusing. A few ideas are provided but the explanation is thin and/or superficial and parts of the explanation may be repetitious or derived too heavily from provided texts without interpretation.
* The introduction and conclusion are minimally developed. Some related ideas are grouped together though paragraphing may not be used. Few transitions are used.
* Beginning skill in language is demonstrated. Word choice is general and repetitive. The response has repetitive sentence structure and/or long, uncontrolled sentences. The response lacks formal style and/or an objective tone.
* Limited command of the conventions of Standard English grammar and usage is demonstrated. Numerous errors in capitalization, punctuation and spelling appear and may interfere with understanding.
Essays at this score point demonstrate partial command over writing an argument on a given substantive topic using valid reasoning and relevant and sufficient evidence.
* The response demonstrates partial development of a central position or claim(s). A brief context of the topic is provided for the discussion, including introduction of alternate claims and/or counterclaims. The writer's own position on the issue or claim(s) is evident. Several ideas with limited or uneven explanation are provided; few or only general examples and/or details support ideas. The response uses evidence drawn from provided texts but this is limited or overused, poorly chosen or misrepresented.
* The response has an introduction and conclusion, though one or both of these may be underdeveloped. Ideas are grouped together in paragraphs, though the relationship among ideas may at times be unclear. Transitions are simple and used inconsistently.
* Some developing skill in language is demonstrated. Word choice is general and the response demonstrates a little variety in sentence structure, although a few long, uncontrolled sentences may be used. The response attempts to maintain formal style and an objective tone but may fail to sustain these throughout discussion.
* Partial command of the conventions of Standard English grammar and usage is demonstrated. Errors in capitalization, punctuation and spelling are regularly present throughout the response and may sometimes interfere with understanding.
Score Explanation
Essays at this score point demonstrate adequate command over writing an argument on a given substantive topic using valid reasoning and relevant and sufficient evidence.
* The response demonstrates adequate development of a central position or claim(s). A context of the topic is provided for the discussion, including some discussion of alternate claims and/or counterclaims. The writer's own position on the issue or claim(s) is clear. Several ideas with adequate explanation are provided; some specific and relevant examples and/or details support ideas, including relevant evidence drawn selectively from provided texts and appropriately integrated.
* A clear, functional introduction and conclusion are provided. Relationships between ideas are clarified by organization: transitions are consistently used, though they may be simple, and some evidence of logical sequencing of ideas is demonstrated. The response uses appropriate paragraphing.
* Adequate skill in language use is demonstrated. Word choice is mostly specific and somewhat varied. The response demonstrates control of sentences with some variety in length and structure. A formal style is established and an objective tone maintained throughout the discussion.
* Adequate command of the conventions of Standard English grammar and usage is demonstrated. Some errors in capitalization, punctuation and spelling appear but do not interfere with understanding.
Essays at this score point demonstrate strong command over writing an argument on a given substantive topic using valid reasoning and relevant and sufficient evidence.
* The response demonstrates competent development of a central position or claim(s). A context of the topic is provided for the discussion, including balanced discussion of alternate claims and/or counterclaims. The writer's own position on the issue or claim(s) is clear and considered. Several ideas with complete explanation are provided; specific, relevant and somewhat elaborated reasons, examples and/or details support ideas, including clear and relevant evidence drawn from provided texts and skillfully integrated.
* The introduction and conclusion are clear and sufficient. Clear and appropriate paragraphing is used. Varied transitions and logical sequencing of ideas are used throughout to link major sections of text, create cohesion and clarify relationships between ideas.
* The response demonstrates competent skill in language. Word choice is usually precise and varied. The response uses well-controlled sentences that are varied in length and complexity. A formal style is established and an objective tone maintained throughout. Counterclaims are discussed fairly, without bias.
* Able command of the conventions of Standard English grammar and usage is demonstrated. Few errors in capitalization, punctuation and spelling appear, and most are superficial.
Essays at this score point demonstrate superior command over writing an argument on a given substantive topic using valid reasoning and relevant and sufficient evidence.
* The response demonstrates expert development of a central position or claim(s). A context of the topic is provided for the discussion, including balanced discussion of the strengths and limitations of alternate claims and/or counterclaims. The writer's own position on the issue or claim(s) is clear, considered and nuanced. Several ideas with effective and thorough explanation are provided; relevant and fully elaborated reasons, examples and/or details support ideas, including compelling evidence drawn from provided texts and effectively integrated.
* The response has an effective introduction and conclusion. Clear and appropriate paragraphing is used, creating a coherent whole. Effective transitions and logical sequencing of ideas are used throughout to link major sections of text, create cohesion, and clarify the relationships between claims(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims.
* The response demonstrates proficient skill in language. Word choice is precise, varied and engaging. The response effectively varies sentence length and complexity. A formal style is established and an objective tone that enhances the effectiveness of the response maintained. Counterclaims are discussed fairly, without bias.
* Expert command of the conventions of Standard English grammar and usage is demonstrated, and the response demonstrates sophisticated use of grammar, usage and mechanics. Few or no errors in capitalization, punctuation and spelling appear.
4
5
6 | <urn:uuid:6a4ed241-dce2-4993-886d-4d0eb56d8674> | CC-MAIN-2019-39 | https://hiset.ets.org/s/pdf/2016_writing_response_scoring_guide.pdf | 2019-09-21T21:48:32Z | crawl-data/CC-MAIN-2019-39/segments/1568514574665.79/warc/CC-MAIN-20190921211246-20190921233246-00406.warc.gz | 513,910,834 | 1,504 | eng_Latn | eng_Latn | 0.996858 | eng_Latn | 0.996882 | [
"eng_Latn",
"eng_Latn"
] | false | docling | [
3822,
8412
] | [
2.03125
] | 2 | 6 |
Spotting The Signs Of Carbon Monoxide
Fortunately, although you can't see or smell the gas, it's easy to see when there is a strong risk of it being produced. Simply look at your gas or heating appliances.
You can tell if a gas appliance is working correctly by looking at the flame. If it's bright blue, it's healthy. If it's yellowy orange, this is evidence of a possible carbon monoxide presence.
Other signs to look for include brownish-yellow stains around the appliance, pilot lights that frequently blow out and heavy condensation in the room where the appliance is installed.
You are at risk of carbon monoxide poisoning if:
* Your appliance was poorly installed
* Your appliance is not working properly
* Your appliance has not been safety checked and serviced regularly
* There is not enough fresh air in the room
* Your chimney or flue is blocked
* You allow illegal gas workers to install or maintain your appliances
It is extremely dangerous to block a gas appliance's air vents. Blocking ventilation or misusing your appliance – for example, using a cooker as a heating appliance – can lead to carbon monoxide poisoning. | <urn:uuid:7dade652-7144-4525-bf4f-ef5efde6b2c6> | CC-MAIN-2019-39 | http://www.admin.gassafelandlords.co.uk/uploadpdf/Spotting_The_Signs_Of_Carbon_Monoxide_v1.pdf | 2019-09-21T22:36:28Z | crawl-data/CC-MAIN-2019-39/segments/1568514574665.79/warc/CC-MAIN-20190921211246-20190921233246-00408.warc.gz | 195,190,670 | 234 | eng_Latn | eng_Latn | 0.999352 | eng_Latn | 0.999352 | [
"eng_Latn"
] | false | docling | [
1140
] | [
3.03125
] | 1 | 0 |
Long-Term Strategic Objectives Worksheet
From previous steps in your planning process, write your mission in the box provided. (All strategic objectives drive the vision.) 1
Using the Balanced Scorecard perspectives, determine the labels of the four perspectives. You may choose to keep those identified on the left or enter new ones on the right. 2
Write 1-3 long-term strategic objectives for each of the four perspectives. Consider no more than 4-6 in total and think of each statement a mini-vision statement for that area. 3
Mission: _______________________________________________________________________________________________
| FINANCIAL PERSPECTIVE | STRATEGIC OBJECTIVE # | STRATEGIC OBJECTIVES |
|---|---|---|
| CUSTOMER PERSPECTIVE | | |
| INTERNAL/OPERATIONAL PERSPECTIVE | | |
| PEOPLE & LEARNING PERSPECTIVE | | | | <urn:uuid:0fcb9bd3-6da5-4184-93f7-0e7d9b7c7715> | CC-MAIN-2019-39 | https://onstrategyhq.com/wp-content/themes/onstrategyhq/downloadables/Long-TermStrategicObjectives.pdf | 2019-09-21T21:59:32Z | crawl-data/CC-MAIN-2019-39/segments/1568514574665.79/warc/CC-MAIN-20190921211246-20190921233246-00407.warc.gz | 601,372,804 | 199 | eng_Latn | eng_Latn | 0.998011 | eng_Latn | 0.998011 | [
"eng_Latn"
] | false | docling | [
838
] | [
2.296875
] | 1 | 0 |
Facts About Young Children with Challenging Behaviors
What is the SIGNIFICANCE of the issue?
These children have a tremendous risk of school failure • and adult lives characterized by violence, abuse, loneli ness, and anxiety (McCord, 1978; Olweus, 1991).
The developmental course is predictably negative for • those who are "non-treated" or "poorly-treated" (Lipsey & Derzon, 1998; Patterson & Fleishman, 1979; Wahler & Dumas, 1986).
Early appearing behavior problems in a child's preschool • career are the single best predictor of delinquency in adolescence, gang membership, and adult incarceration (Dishion, French, & Patterson, 1995; Reid, 1993).
If challenging behaviors are not altered by the end of the • third grade, it appears that they should be treated as a chronic condition, hopefully kept somewhat in check by continuing and ever more costly intervention (Dodge, 1993).
The absence of one comprehensive service delivery system • dictates the need for systems of care – weaving together multiple existing services or programs into a cohesive, collaborative system. Evidence exists to show that inter locking and interconnected systems of care have been effec tive with older children and adults (Smith & Fox, 2003).
The database on service utilization is sparse making it • difficult to compare and contrast different approaches to identification, screening, referral and access to service (Fixsen, Powell & Dunlap, 2003).
What are the COSTS of failing to address these challenging behaviors?
There is evidence to show that young children with chal • lenging behavior are more likely to experience:
expulsion from preschool programs at 3.2 times the • rate of K-12 students (Gilliam, 2005)
early and persistent peer rejection (Coie & Dodge, • 1998);
mostly punitive contacts with teachers (Strain et al., • 1983);
family interaction patterns that are unpleasant for all • participants (Patterson & Fleishman, 1979);
school failure (Tremblay, 2000; Kazdin, 1993), and; •
high risk of fatal accidents, substance abuse, divorce, • unemployment, psychiatric illness, and early death (Coie & Dodge, 1998; Kazdin, 1985).
What POSITIVE OUTCOMES can be expected from early intervention services that address these challenging behaviors?
Decreased risk of withdrawal, aggression, non-compli • ance, and disruption (Strain & Timm, 2001).
Treatment impact on fears, phobias, depression, anxiety, • hyperactivity, conduct, and obsessive-compulsive disorders.
Positive peer relationships including understanding • of friendship, cooperation, and sharing (Denham & Burton, 1996).
Children who grow into adolescence with challenging • behaviors are likely to drop out of school, be arrested, abuse drugs and alcohol, have marginalized adult lives, and die young (Lipsey & Derzon, 1998; Walker, Colvin, & Ramsey, 1995).
Increased self-control, self-monitoring, and self-correc • tion and improved social-emotional health (WebsterStratton, 1990).
Academic success (Walker et al., 1998). •
Reduced risk for teen pregnancy, juvenile delinquency, • and special education placement (Strain & Timm, 2001).
www.challengingbehavior.org
November, 2004
References: Facts About Young Children with Challenging Behaviors
Coie, J.K. & Dodge, K.A. (1998). Aggression and antisocial behavior. In W. Damon (Editor in Chief) and N. Eisenberg (Vol. Ed.), Handbook of child psychology, 5th edition. Volume 3. Social, emotional, and personality development. NY: John Wiley & Sons.
Patterson, G.R. & Fleishman, M. J. (1979). Maintenance of treatment effects: Some considerations concerning family systems and follow-up data. Behavior Therapy, 10, 168-185.
Dishion, T.J., French, D.C., & Patterson, G.R. (1995). The development and ecology of antisocial behavior. In D. Cicchetti & D.J. Cohen (Eds.), Developmental psychopathology, Vol. 2: Risk, disorder, and adaptation (pp. 421-471). New York: John Wiley & Sons.
Denham, S.A., & Burton, R. (1996). A social-emotional intervention for at-risk 4-year olds. Journal of School Psychology, 34(3), 225-245.
Dodge, K. (1993). The future of research on conduct disorder. Development and Psychopathology, 5, 311-320.
Fixsen, D., Powell, D., & Dunlap, G. (2003). Pathways to Service Utilization: A synthesis of Evidence Relevant to Young Children with Challenging Behavior. Center for Evidence-Based Practice: Young Children with Challenging Behavior. www.challengingbehavior.org.
Kazdin, A. (1993). Adolescent mental health: Prevention and treatment programs. American Psychologist, 48, 127-141.
Kazdin, A. (1985). Treatment of antisocial behavior in children and adolescents. Homewood, IL: Dorsey.
Lipsey, M.W. & Derzon, J.H. (1998). Predictors of violent or serious delinquency in adolescence and early adulthood: A synthesis of longitudinal research. In R. Loeber & D.P. Farrington (Eds.), Serious & violent juvenile offenders: Risk factors and successful interventions (pp. 86-105). Thousand Oaks, CA: Sage.
McCord, J. (1978). A thirty year follow-up of treatment effects. American Psychologists, 33, 284-289.
Olweus, D. (1991). Bully/victim problems among school children: Basic facts and effects of a school-based intervention program. In D. Pepler & K Rubin (Eds.), The development and treatment of childhood aggression (pp. 411-446). London: Lawrence Erlbaum.
Reid, J.B. (1993). Prevention of conduct disorder before and after school entry: Relating interventions to developmental findings. Development and Psychopathology, 5, 243-262.
Smith, B. J., & Fox, L. (2002). Systems of Service Delivery: A Synthesis of Evidence Relevant to Young Children at Risk for or Who Have Challenging Behavior. www.challengingbehavior.org
Strain, P.S., Lambert, D., Kerr, M.M., Stragg, V., & Lenker, D. (1983). Naturalistic assessment of children's compliance to teacher's requests and consequences for compliance. Journal of Applied Behavior Analysis, 16, 243-249.
Strain, P.S. & Timm, M.A. (2001). Remediation and prevention of aggression: An evaluation of the RIP Program over a quarter century. Behavioral Disorders, 26(4), 297-313.
Tremblay, R.E. (2000). The development of aggressive behavior during childhood: What have we learned in the past century? International Journal of Behavioral Development, 24, 129-141.
Wahler, R. & Dumas, J.E. (1986). "A chip off the old block:" Some interpersonal characteristics of coercive children across generations. In P. Strain, M. Guralnick, & H.M. Walker (Eds.), Children's social behavior: Development, assessment, and modification (pp. 49-91). Orlando, FL: Academic Press.
Walker, H.M., Kavanaugh, K., Stiller, B., Golly, A., Severson, H.H., & Feil, E. (1998). First Step to Success: An early intervention approach for preventing school antisocial behavior. Journal of Emotional and Behavioral Disorders, 6(2), 66-80.
Webster-Stratton, C. (1990). Long-term follow-up of families with young conduct-problem children: From preschool to grade school. Journal of Clinical Child Psychology, 19(2), 144-149. | <urn:uuid:08c30055-8a2b-45f7-8065-e491f95c360e> | CC-MAIN-2019-39 | https://challengingbehavior.cbcs.usf.edu/docs/facts_about_sheet.pdf | 2019-09-21T21:52:55Z | crawl-data/CC-MAIN-2019-39/segments/1568514574665.79/warc/CC-MAIN-20190921211246-20190921233246-00407.warc.gz | 411,103,656 | 1,754 | eng_Latn | eng_Latn | 0.895457 | eng_Latn | 0.935563 | [
"eng_Latn",
"eng_Latn"
] | false | docling | [
3156,
6977
] | [
2.234375
] | 2 | 7 |
AC 2008-77: UPWARD-BOUND/JUNIOR ENGINEERING TECHNOLOGY SUMMER PROGRAM
Asad Yousuf, Savannah State University Mohamad Mustafa, Savannah State University Hope Cranford, Savannah State University
© American Society for Engineering Education, 2008
Upward-Bound/Junior Engineering Technology Summer Program
Abstract
This paper will discuss the various factors that contribute to the success of minority students in Science, Technology, Engineering and Mathematics (STEM) disciplines by exploring paradigms that promote success for the underrepresented group of students. Savannah State University (SSU) offered and administered a six-week Junior Engineering and Technology Summer (JETS) program sponsored by the U.S Army Research Office. The primary goal of the JETS program was to provide high school students with interests in mathematics and sciences a preview of engineering studies at the college level. This high quality program nurtured the top 25 academically talented high school students' interests in engineering and science through handson activities, team dynamics, faculty and current engineering technology student instruction and a field trip to NASA's Kennedy Space Center. The summer program was supplemented by Upward Bound, an existing summer outreach program at SSU, to attract students who would be able to cope with the requirements of baccalaureate degree programs in STEM disciplines. In this paper we will present the curriculum module, student activities, and an evaluation of student learning.
Introduction
Recruiting and retaining minority students are major concerns of educational institution across the United States. Furthermore, as technology becomes increasingly important in the global market, there is an ever growing need for minority engineers to support this market 1 . As international participation in advanced science and engineering increases, and as our national population becomes more diverse, it becomes even more important to provide quality education to [minorities] 2 .
Literature review suggests the growing importance of minority recruitment and retention. Presidents of universities and deans of colleges identify minority recruitment and retention as vital issues for higher education. Survey research indicates an increasing percentage of minority students at elementary and secondary school levels. The National Action Council for Minorities in Engineering 3 presented the following data related to minority participation on academic institutions.
Higher education's group of students is increasingly made up of minority youth. African Americans, Latinos and American Indians constitute 30 percent of the nation's undergraduate students today, a proportion that is projected to grow to 32 percent in 2010 and 38 percent by 2025. Corrective actions must be taken to recruit and retain minority students. Several colleges and universities across the nation have implemented minority recruitment and retention programs. Search was made to find out the existing minority recruitment and retention programs. During the fall of 2002, the Student Affairs staff of Minnesota State Colleges and Universities reviewed almost one thousand college and universities web pages describing activities dealing with retention and recruitment of minority students, in order to identify effective methods for recruitment and retention of minority students 4 . Following are some examples as result of the
Minnesota Colleges and University research. These examples illustrate an array of strategies that might help other institution initiate similar programs to recruit minority students.
Purdue University: Purdue University, since its beginnings in 1974, the goal of the Purdue University Minority Engineering Program (MEP) has been to attract, retain, and graduate the very best in African American, Native American, and Hispanic engineering talent from across the country. As they matriculate through their respective programs, these promising scholars may find the rigors of Purdue's engineering curriculum to be quite overwhelming at times. As a result, the MEP constantly searches for ways to improve retention and continually motivate students toward achieving and maintaining greater academic success. These program offerings encompass motivational, recruitment, and retention elements specifically geared toward the above populations.
Virginia Polytechnic University: Virginia Polytechnic University uses a five week summer program to facilitate the recruitment and retention of minority students. This program focuses on increasing skills in academic subjects; developing skills in interactions with peers, faculty and administrators; and learning successful study methods and time management.
The Rochester Institute of Technology: The Rochester Institute of Technology, in partnership with the Rochester City School District and the National Action Council for Minorities in Engineering (NACME) is participating in the NACME Vanguard program to identify potential minority engineers and provide them with academic enrichment and college readiness skills.
The New Jersey Institute of Technology: The New Jersey Institute of Technology has a Center for Pre-College Programs, designed to attract elementary and secondary students to engineering, science, and math careers and to help them develop the skills to qualify for college admission. The Pre-Freshman Summer Residential Program is a seven-week orientation and transition program providing students academic enrichment in math, physics, communication, and computer science.
The aforementioned examples provide an excellent base work to recruit minority students at majority institutions. However, research shows that African Americans attending historically black colleges and universities (HBCUs) are more likely to complete a degree than those attending predominantly white institutions 5 .
SSU received a grant from the US Army Research Office to conduct the Junior Engineering and Technology Summer program (JETS). This program was supplemented by SSU's Upward Bound program funded by the Department of Education. The program serves as model for recruiting minority students in engineering programs at a minority institution. The following paragraphs will list the best practices that promote recruitment and retention of minority students. The remainder of this paper will present the goals, curriculum, student activities, evaluation of student learning, and future plans.
Best Practices for Recruitment and Retention of Minority Students
The research conducted by the Student Affairs office of the Minnesota Colleges and Universities 5 shows that striking similarities exist in the types of activities undertaken by those colleges and universities that seemed to be the most successful in achieving student recruitment and retention goals. Among these similarities are the following:
* Expressed support for improvements in minority student recruitment and retention at the highest administrative levels and inclusion of recruitment and retention goals in strategic plans and annual work plans, along with accountability mechanisms for achievement of the goals.
* Summer Bridge programs to help students make the transition from high school to college. Some programs are discipline based, especially in STEM disciplines.
* Recruitment activities that go beyond the traditional college fairs and high school visits. Successful institutions recruit minority students in community centers, churches, and other nontraditional settings. Current minority students and alumni are involved in the recruitment effort. Recruiters engage the parents and other family members rather than focusing exclusively on the prospective student.
* Early outreach activities designed to increase college awareness in students at the elementary, junior high and high school levels and enlarge the pool of college-bound minority students. Some of these outreach activities focus on highly talented students in the fields of STEM, while others are more general in nature.
Savannah State University Junior Engineering and Technology Summer Program (SSUJETS)
The SSU-JETS is funded by the U.S Army Research Office and is coordinated by Junior Engineering Technology Society. The SSU-JETS program is also supplemented by Savannah State University's Upward Bound program. The JETS program serves the top 25 academically talented high school students to promote the development of interests in STEM disciplines through hands on activities, faculty and current engineering technology student instruction and a field trip to NASA. Savannah State University's Upward Bound/JETS-UNITE (The Uninitiates' Introduction to Engineering Program) program is designed to generate in its participants the skills and motivation necessary for success in education beyond secondary school.
SSU-JETS is a six week summer residential program which included the following:
* Personal counseling
* Instruction and tutorial sessions
* Academic advising
* Parental involvement
* Career counseling
* Engineering and Cultural field trips
* Financial aid and postsecondary admission assistance
* Mentoring
The SSU-JETS/Upward has joined hands in a collaborative effort to expose high school students with an interest in STEM disciplines, to the stimulating environment of engineering and
technology. An integral part of this collaborative effort is focused around summer engineering program activities.
*Goals and Expected Outcomes
The primary goal of the (Junior Engineering Technology/ Upward Bound) UNITE program funded by the U.S. Army is to apprise high school seniors about the importance of STEM disciplines through an immense six-week, residential program incorporating STEM subjects and providing information regarding admission and available scholarship programs. Secondary goals of the program include:
Goal 1: To encourage students to select a discipline within STEM as their major in college.
Expected Student Outcome: Increase the interest and awareness of STEM disciplines.
Goal 2: Academic advisement of STEM programs.
Expected Student Outcome: Increase likelihood of the UNITE participants pursuing an academic degree in a STEM discipline.
Goal 3: Introduce students to engineering programs.
Expected Student Outcome: UNITE participants will gain knowledge of engineering as a program of study, its various disciplines, and of the academic rigor required of engineering students.
Goal 4: Introduce students to team work.
Expected Student Outcome: To foster teamwork, the groups will participate in a number of activities that will acquaint them with their teammates, orient them to the university campus, reward them for collaboration, and introduce healthy competition.
Goal 5: Introduce students to the work environment of engineering and technology. Expected Student Outcome: Students will interact with engineers in their place of work. Such an activity will provide the students with an opportunity to meet engineers from various disciplines and to see them in assorted work environment.
Goal 6: Instruction/Tutorial sessions in Engineering, Mathematics, English/reading, Science, and PSAT/SAT.
Expected Student Outcome: Students will have the ability to apply mathematical, scientific and engineering principles to the identification, formulation, and solution of engineering problems. Students will also learn about reading comprehension. Students will be better prepared for the SAT.
Assessment Process:
The program coordinators established an assessment process and tools to ensure that the JETS participants achieved the expected program outcomes. The data related to each outcome was collected from various resources such as student surveys, team project assignments, and field trips; ASSESS test from JETS, and an SAT practice test. Table 1.0 shows which tool will be used to measure the expected outcomes stated above.
Table 1.0: Assessment of Outcomes
The aforementioned goals were achieved to a great extent. However, in goal 5 the students only attended one workshop at NASA. Future plans are to visit at least two more companies which will provide our students an opportunity to interact with engineers from different disciplines in the work environment. We also plan to include the following activities for the UNITE/JETS students:
1. More hands-on learning and problems with practical applications, and opportunities for creative solutions.
2. More active, open-ended learning situations to replace drilling students on "correct" textbook answers.
3. Active career guidance, stressing the importance and usefulness of Science, Technology, Engineering and Mathematics as future career choices.
4. Interactive learning activities in the classroom
Criteria for Admission
Students were recruited based on their grade point average and interests in mathematics and science. The application form can also be accessed through our website link http://www.savstate.edu/scitech/engtech/ssu-jets/JET_Application_Form_2007.doc
Curriculum
The UNITE/SSU-JETS/Upward Bound students that participate in the JETS Summer program at SSU are thrust into a six week long itinerary that consumes their time from 7 A.M. until 11 P.M. each day with activities that are designed to achieve the aforementioned goals. A general description of UNITE/SSU-JETS/Upward Bound curriculum is given below in Table 2.0:
Table 2.0: UNITE/SSU-JETS/Upward Bound Curriculum
| Foreign Language (Core) | | |
|---|---|---|
| Spanish French | Classes in Spanish and French encompass basic conversation with an emphasis on pronunciation and grammar. In addition, emphasis is placed on exposing participants to other cultures to help them gain a global perspective and appreciation for people of other countries. Activities include games, worksheets, oral reading, listening to music and computer exploration. | 6 |
| Social Studies (Core) | | |
| U.S. and World History Geography American Government | Social Studies classes emphasize types of government economic systems, history, geography, and the social, cultural and political position of America from the pre- colonial period to the present. Participants conduct library research on current events and review videos and books on current social topics. | 6 |
| Science (Core) | | |
| Physical Science Biology Chemistry Physics | The sciences include introduction to geology, structures and functions of the organs, introduction to nuclear energy, major gas laws, and molecules. Activities include lab experiments requiring: preparation, observation, measurement, discussion, and writing lab reports. | 6 |
| Engineering and Technology | | |
| Introduction to Engineering and Technology | This course will introduce the student to engineering disciplines. Students will develop an understanding of various engineering programs and how these programs relate to the work environment. This course will emphasize on hands-on activities in areas of Civil and Electrical Engineering. | 6 |
| Electives* | | |
| Computer Technology | This course is a general introduction to the world of computer technology. Students will learn hardware, software and computer terminology. Students will receive hands on opportunities to operate software and formulate spreadsheets and databases. | 6 |
* Electives include computer technology, dance, drama, chorus, senior seminar, entrepreneurship and art.
Strengths and Weakness of the Program
The strengths of this year's program are:
Recruitment - The Upward Bound program at Savannah State University assisted in recruiting UNITE/JETS students.
Hands-on-activities- The utilization of hands-on activities (fabrication of solar car and bridge model) in the engineering classes allowed the students to be active during the entire class period.
Software simulation - The utilization of 3-D simulation software of bridge construction and design allowed the students to see their idea put into simulation construction and testing prior to building the physical model. This concept allowed the students to modify their projects and improve on their initial designs.
Team building exercises – The UNITE participants represented the rising underrepresented high school seniors from the Chatham County area schools. The team building exercises allowed them the opportunity to develop the necessary skills to enable them to work with others. Examples of successful activities included design, fabrication and testing of bridges and solar cars.
Minority in engineering - UNITE/JETS program student populations were 100% minority with 50 % of the UNITE/JETS students being female African Americans. UNITE/JETS program increased the awareness of engineering programs in the underrepresented communities.
Weaknesses of this year's program are:
Time limitations to recruit students- Since this was the first year of the program, we had time limitations involved in the recruitment process of our upward bound program
Field trip – This year the UNITE/JETS students only visited NASA. Next year's plan is to increase the number of visits to include companies in the city of Savannah and its surrounding areas.
Role model – There is dire need to hire engineering students from Savannah State University to serve as role models for the underrepresented minority and female students.
Interest – Students in the program expressed interest in Business/engineering, nursing, psychology, and etc
Pre- and Post-Test Results and Discussion
To assess the engineering knowledge acquisition of the participants in the JETS program, preand post-tests were administered. The pre-test was conducted on the first day of classes to test and document students' knowledge in structural engineering concepts, three dimensional coordinate systems and solar power. The post-test was administered after instructions in those specific areas were delivered in the form of classroom instructions and hands-on activities.
Pretest results indicated that although the students were able to identify whether the structure system was man-made or natural, they could not classify the structure as a frame, truss, shell or mass structure. Based on this result, various types of structural systems, their classification, and practical applications were discussed in the classroom throughout the project period. In addition to the classroom discussion, ModelSmart3D, a 3-D modeling software, was given to the students to design the least weight bridge truss geometry for a set of control design parameters. This project allowed the students to experience hand-on activities related to three dimensional coordinate systems and their applications to real life structures. It also, allowed students to critically critic their design and strive for better outcomes.
From the post-test results, 65% of the students were able to identify the force members as tension or compression in a bridge truss correctly. This was a great improvement from the pre-test results as a very small percentage was able to identify them correctly. Overall, the post-test results indicated that about 75% of the students improved their understanding of structure classification systems and three dimensional coordinates. Similar improvements were obtained in other topics investigated throughout the project's period.
Future Directions
To further assess the success of the UNITE/JETS program at SSU, the program coordinators will continue to monitor the enrollment and progress of its participant through their high school and acceptance at the college level. The program coordinators plan to develop a dynamic data base in conjunction with the high school counselors and instructors to keep track of the UNITE/JETS participants. Student mentors at SSU will assist the program coordinators to update the database on a continual basis. Next year's program will focus on self-improvement of strengths with the feedback provided by the student evaluation. As part of the continuous improvement plan, efforts will be made to revamp the curriculum, program objectives and student assessment tools. Capitalizing on the strengths of the program the UNITE/JETS program curricula at Savannah State University will focus on improving the technical skills and the general science, technology, engineering and mathematics (STEM) preparation of each student. Program coordinators will work in conjunction with the Upward Bound personnel to develop a robust recruitment model. The recruitment model will consists of the following recruitment activities:
* Quarterly sessions to discuss the recruitment process with high school counselors and instructors.
* Selection process (Criteria will be based on high school GPA, statement of interest, and membership in engineering clubs at SSU) High school students will be encouraged to join the engineering clubs at SSU free of cost.
* Invite high school counselors, instructors and students. High school engineering program will be held in February during the engineering week.
* Program coordinators of the UNITE/JETS program at Savannah State University will work with the industrial advisory committee to arrange field trips to various companies in Savannah and other surrounding areas. Engineering and Technology students who have completed their junior year of studies or higher will be employed as student mentors, serving as consultants and role models to guide the students through the engineering experience and related projects. They will also help the teams stay on task; locate resources around the engineering and technology complex and the university campus in general.
* Parents, students, instructors, and high school counselors will attend engineering night at Savannah State University. The intention of this effort is to increase engineering awareness. Engineers from industry will make a presentation at the engineering night.
This year's students entering the program had strong potential academically. However, as a natural phenomenon they expressed interest in other fields and were not sure if they wanted to pursue engineering. Program coordinators will work in conjunction with the MAGEC-STEM program funded by the National Science Foundation at Savannah State University to conduct engineering seminar series for the underrepresented high school students during the academic year so that the awareness of engineering programs will be increased. Students showing an interest in engineering/business is positive from the real world aspect.
To capitalize on this concept, the program coordinators' plan for next year is to assign a group project that spans the entire program incorporating engineering, innovation, business, and entrepreneurial components. Through the group project students will be involved in business concept development, product design engineering, rapid prototyping, business plan formation and a group presentation. The students will conceive a novel product, design and build a prototype, and give presentation and demonstration on the last day.
Acknowledgments
The SSU-JETS program was funded by the U.S Army Research Office and was supplemented by the SSU-Upward Bound Program. We gratefully acknowledge US Army Research Office, Junior Engineering Technology Society, The Upward Bound Program at SSU directed by Mrs. Hope Cranford (Upward-Bound Program Director) and our students for their significant contributions.
Bibliography
1. Melissa Pickering, Emily Ryan, Kaitlyn Conroy, Brain Gravel, and Merredith Portsmore, "The Benefit of Outreach to Engineering Students", Proceedings of the 2004 American Society for Engineering Education.
2. U.S. Census Bureau, "U.S. Census Bureau news: Texas nation's newest 'majority-minority' state, ", August, 2005.
3. John Brooks Slaughter and Irving Pressley McPhail. Black Collegian. New Orleans: Oct 2007. Vol. 38, Iss. 1; pg. 31, 4 pgs.
4. Minnesota Colleges and Universities Office of Student Affairs. "A Summary of Best Practices for Recruitment and Retention of Minority Students" (2004).
5. Tobolowsky, Barbara F, Outcalt, Charles L, McDonough, and Patricia M, Journal of Negro Education, (2005). | <urn:uuid:d2300ff5-60cc-48f8-a612-df35f4d65d5c> | CC-MAIN-2019-39 | https://peer.asee.org/upward-bound-junior-engineering-technology-summer-program.pdf | 2019-09-21T22:21:54Z | crawl-data/CC-MAIN-2019-39/segments/1568514574665.79/warc/CC-MAIN-20190921211246-20190921233246-00407.warc.gz | 611,551,573 | 4,376 | eng_Latn | eng_Latn | 0.912177 | eng_Latn | 0.996285 | [
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | docling | [
245,
3446,
6494,
9363,
11940,
13047,
13469,
16154,
18819,
22534,
24167
] | [
1.5625,
2.78125
] | 1 | 0 |
English 1201/2201/3201 Poetry Review Terminology
Poetic Forms:
Apostrophe: an address to a person absent or dead or to an abstract entity.
Ballad:
Its primary purpose is to tell a story (i.e. has a plot). It also has musical attributes (rhyme and/or rhythm).
Blank Verse: A poem that has rhythm but no rhyme. (Many of Shakespeare’s plays make extensive use of blank verse.)
Classicism: Poetry which holds the principles and ideals of beauty that are characteristic of Greek and Roman art, architecture, and literature.
Elegy: A poem of serious reflection, typically a lament for the dead.
Epitaph: A short poem usually suitable for a tombstone.
Free Verse: has no set rhyme, rhythm or stanza pattern. It is through composed.
Lyric/Contemporary lyric : Its primary purpose is to clearly reveal the poet’s thoughts or feelings regarding a particular topic. It usually has musical attributes.
Ode : A lengthy lyric poem typically of a serious or meditative nature and having an elevated style and formal stanza structure.
Pastoral : A poem that depicts rural life in a peaceful, romanticized way. Relies heavily on the use of imagery.
Romanticism: A poem about nature and love while having emphasis on the personal experience.
Sonnet:
a 14 line poem. The two most common types are: Elizabethan/Shakespearean - rhyme scheme of ABAB CDCD EFEF GG Italian/Petrarchan - rhyme scheme of ABBA ABBA CDCDCD or ABBA ABBA CDECDE
Villanelle: A 19 line poem, with two rhymes, five tercets and a quatrain.
Poetic Devices:
Figurative language:
* Simile : a comparison between two things using “like” or “as”.
ex. ____________________________________________________________
* Metaphor: a comparison between 2 things without using “like” or “as”.
ex. _______________________________________________________
* Personification: giving human characteristics to non-living things.
ex. _____________________________________________________________
Alliteration: The repetition at close intervals of the initial consonant sound.
ex. _______________________________________________________
Allusion: The reference to a historical or well-known figure or event.
ex. ______________________________________________________________
Analogy- the comparison of two pairs which have the same relationship.
ex. shoe is to foot as tire is to wheel
Assonance: deliberate repetition of identical or similar vowel sounds
ex. _______________________________________________________________
Consonance: deliberate repetition of identical or similar consonant sounds.
ex. _______________________________________________________________
Cacophony: The repetition at close intervals of harsh-sounding syllables.
ex.______________________________________________________
Euphony: The repetition at close intervals of soft-sounding syllables.
ex._______________________________________________________________
Connotation – the emotional suggestions and associations we attach to words beyond their denotation
ex._______________________________________________________________________
Denotation – the dictionary meaning of a word
ex._______________________________________________________________________
Diction : poet's distinctive choices in vocabulary. SINGLE WORDS. Usually helps the reader to distinguish the writer’s tone.
ex.________________________________________________________________
Enjambment: (in verse) the continuation of a sentence without a pause beyond the end of a line, couplet, or stanza.
Hyperbole - a figure of speech involving exaggeration.
ex.________________________________________________________________
Understatement – saying less than what is truly meant.
ex._______________________________________________________________________
Idiom – a phrase that cannot be understood by a literal translation or interpretation, but refers to a figurative meaning understood because of its common usage. ex._______________________________________________________________________
Imagery - The use of words that appeal to the senses. There are five types: visual (sight), auditory (sound), tactile (touch), gustatory (taste), and olfactory (smell).
Irony (situational): When the opposite of what is expected occurs
Jargon – Language particular to a trade, profession, or group.
ex._______________________________________________________________________
Mood: The emotion created in the reader
Onomatopoeia: The mimicking of sound in poetry. Helps to create auditory imagery. ex.
____________________________________________
Oxymoron: The use of a seeming contradiction of two words.
ex.___________________________________________________
Paradox: a situation, person, or thing that combines contradictory features or qualities within itself (Ex. Batman is both hero and villain)
Parallelism: The repetition of identical grammatical form.
ex. _______________________________________________________________
Rhyme scheme (end rhyme) – the pattern of rhyming words that are placed at the end of each line of poetry. The scheme is indicated by letters of the alphabet (ex. ABCB = the last words of the second and fourth lines rhyme with each other).
ex._______________________________________________________________________
Slang – a word or phrase which is (within the language), universally recognizable, but the usage is short-lived
ex._______________________________________________________________________
Colloquialism – a word or phrase which is recognizable to a small cultural or geographic group. Its usage is long-standing.
ex._______________________________________________________________________
Symbolism : The use of something tangible to represent something abstract Ex. A rose is a tangible object often used to represent the abstract concept of love.
Tone: The author’s attitude toward their subject
Rhythmic Devices:
Iambic pentameter: a poetic rhythm where the pattern of stress or accent occurs on every second syllable
ex._______________________________________________________________________
Anapestic pentameter - a poetic rhythm where the pattern of stress or accent occurs on every third syllable
ex._______________________________________________________________________
Additional notes:
_________________________________________________________________________________ _________________________________________________________________________________ _________________________________________________________________________________ _________________________________________________________________________________ _________________________________________________________________________________ _________________________________________________________________________________ _________________________________________________________________________________ _________________________________________________________________________________ _________________________________________________________________________________ _________________________________________________________________________________ | <urn:uuid:ec285411-85d3-4331-92cb-86fa05855d5e> | CC-MAIN-2019-39 | http://tracyfollett.net/ewExternalFiles/Poetry%20Terms.doc.pdf | 2019-09-21T22:22:00Z | crawl-data/CC-MAIN-2019-39/segments/1568514574665.79/warc/CC-MAIN-20190921211246-20190921233246-00408.warc.gz | 175,895,508 | 1,236 | eng_Latn | eng_Latn | 0.893308 | eng_Latn | 0.990479 | [
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | docling | [
1539,
3467,
5547,
7194
] | [
3.21875
] | 1 | 0 |
Pachymetry (corneal thickness)
Corneal pachymetry is a measurement of corneal thickness and takes only a minute. It is used in a few different contexts:
* Glaucoma -- Helps decide if your eye pressure is accurate. High corneal thickness, means eye pressure is lower than measured; and low corneal thickness means eye pressure is higher than measured.
* Cornea edema (swelling) -- Helps determine how swollen the cornea is. The higher the corneal thickness, the more swelling you have.
* LASIK evaluation -- Helps decide if you are a good candidate. If your corneal thickness is below a certain threshold, you may not qualify for LASIK. | <urn:uuid:383ce19f-2b2a-4d44-9096-23d56d6a63a6> | CC-MAIN-2019-39 | https://brightoneye.com/wp-content/uploads/2016/02/pachymetry.pdf | 2019-09-21T21:32:29Z | crawl-data/CC-MAIN-2019-39/segments/1568514574665.79/warc/CC-MAIN-20190921211246-20190921233246-00408.warc.gz | 391,647,510 | 152 | eng_Latn | eng_Latn | 0.996763 | eng_Latn | 0.996763 | [
"eng_Latn"
] | false | docling | [
640
] | [
2.296875
] | 1 | 1 |
Relevant Arizona State Standards
Visual Arts
Standard 1: Create
Concept 1: Creative Process-
PO201: Contribute to a discussion about ideas for his or her own artwork.
PO202: Make and explain revisions in his or her own artwork.
PO203: Develop plan for his or her own artwork
Concept 2: Materials, Tools, and Techniques
PO201: Identify and experiment with materials, tools, and techniques appropriately and expressively in his or her own artwork.
PO202: Demonstrate purposeful use of materials, tools, and techniques in his or her own artwork.
Reading
Strand 3: Comprehending Informational Text
Concept 1: Expository Text
PO6: Locate appropriate print and electronic reference sources for a specific purpose.
Concept 2: Functional Text
PO3: Interpret details from functional text for a specific purpose.
Writing
Strand 1: Writing Process
Concept 1: Prewriting
PO1: Generate ideas through a variety of activities
PO6: Maintain a record of writing ideas.
Concept 3: Revising
PO4: Rearrange words, sentences, and paragraphs to clarify the meaning or to enhance the writing style.
Concept 5: Publishing
PO3: Use graphics when applicable to enhance the final product.
Relevant Arizona State Standards
Strand 3: Writing Applications
LS-E3: Interpret and respond to questions and evaluate response both as interviewer and interviewee.
Language Arts
Standard 3: Listening and Speaking
LS-E3: Interpret and respond to questions and evaluate response both as interviewer
Standard 4: Viewing and Presenting
VP-E2: Plan, develop and produce a visual presentation, using a variety of media such as videos, films, newspapers, magazines and computer images.
Science
Strand 1: Inquiry Process
Concept 1: Observations, questions, and hypotheses
PO1: Differentiate among a question, hypothesis, and prediction.
PO2: Formulate questions based on observations that lead to the development of a hypothesis.
Concept 2: Scientific Testing
PO1: Demonstrate safe behavior and appropriate procedures in all science inquiry.
PO2: Design an investigation to test individual variables using scientific processes.
PO3: Conduct a controlled investigation using scientific processes.
PO4: Perform measurements using appropriate scientific tools.
PO5: Keep a record of observations, notes, sketches, questions, and ideas using tools such as written and/or computer logs.
Concept 3: Analysis and Conclusions
PO1: Analyze data obtained in a scientific investigation to identify trends.
PO3: Evaluate the observations and data reported by others.
PO5: Analyze the results from previous and/or similar investigations to verify the results of the current investigation.
PO6: Formulate new questions based on the results of a completed investigation.
continued
Concept 4: Communication
PO2: Display data collected from a controlled investigation.
PO3: Communicate results of an investigation with appropriate use of qualitative and quantitative information.
PO5: Communicate the results and conclusion of the investigation.
Strand 3: Science in Personal and Social Perspectives
Concept 1: Science and Technology in Society
PO1: Propose viable methods of responding to an identified need or problem.
Strand 4: Life Science
Concept 1: Structure and Function in Living Systems
PO1: Explain the importance of water to organisms.
PO6: Relate the following structures of living systems to their functions: transpiration- roots; absorption-roots.
PO7: Describe how the various systems of living organisms work together to perform a vital function.
Concept 3: Populations of Organisms in an Ecosystem
PO1: Explain that sunlight is the major source of energy for most ecosystems.
PO2: Describe how environmental conditions affect the quality of life.
PO7: Describe how the various systems of living organisms work together to perform a vital function.
Strand 6: Earth and Space Science
Concept 2: Earth's Processes and Systems
PO1: Explain how water is cycled in nature.
PO3: Analyze the effects that bodies of water have on the climate of a region.
PO5: Analyze the impact of large-scale weather systems on the local weather.
Relevant Arizona State Standards
Social Studies
Strand 4: Geography
Concept 1: The World in Spatial Terms
PO3: Interpret maps, charts, and geographic databases using geographic information.
PO4: Locate physical and human features in the United States and in regions of the world on a map.
Concept 5: Environment and Society
PO2: Describe the intended and unintended consequences of human modification on the environment.
Educational Technology
Strand 2: Communication and Collaboration
Concept 1: Effective Communications and Digital Interactions
PO1: Communicate digitally with others by selecting and using a variety of appropriate communication tools.
Concept 2: Digital Solutions
PO1: Communicate and collaborate for the purpose of producing original works or solving problems.
Strand 3: Research and Information Literacy
Concept 1: Planning
PO1: Predict and use key words and phrases that narrow or broaden information searches.
PO2: Predict which information sources will provide the desired data.
Concept 2: Processing
PO1: Locate and synthesize information to revise search strategies.
PO2: Use authoritative primary and/or secondary sources.
PO3: Evaluate information and media through determining facts, opinion, bias, and inaccuracies by consulting multiple sources.
PO4: Use appropriate digital tools to synthesize research information to develop new ideas and/or create new understanding.
PO5: Follow copyright laws when using text, images, videos, and/or other sources and obtain permission to use the work of others, and cite resources appropriately.
continued
Strand 4: Critical Thinking, Problem Solving and Decision Making
Concept 1: Investigation
PO1: Write essential questions to investigate a topic or issue using digital tools and resources.
Concept 2: Exploring Solutions
PO1: Plan and manage research using credible digital resources to develop solutions to answer a question.
Strand 6: Technology Operations and Concepts
Concept 2: Application
PO2: Compose a document that applies intermediate formatting.
Workplace Skills
Standard 1: Students use principles of effective oral, written and listening communication skills to make decisions and solve workplace problems.
1WP-E4: Respond to oral and written presentations by formulating relevant feedback, expressing opinions, discerning the main idea and distinguishing fact from opinion.
PO3: Formulate related questions in a presentation
PO 4: Express opinions relating to the main idea in a presentation
1WP-E6: Speak in a content area using vocabulary of the subject accurately; locate and interpret information in documents such as manuals, graphs, and schedules
PO1: Deliver a factual presentation using appropriate terminology
PO2: Use a variety of formats such as data, graphs and technical manuals to support a presentation. | <urn:uuid:5fe4e57c-5e48-4f80-9fb7-2f712a648246> | CC-MAIN-2015-18 | http://dbg.org/system/files/180/original/6-teacher-guide-standards.pdf?1286078515 | 2015-04-19T03:06:03Z | crawl-data/CC-MAIN-2015-18/segments/1429246637364.20/warc/CC-MAIN-20150417045717-00089-ip-10-235-10-82.ec2.internal.warc.gz | 73,490,812 | 1,428 | eng_Latn | eng_Latn | 0.954387 | eng_Latn | 0.960128 | [
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | docling | [
1185,
2760,
4137,
5739,
6988
] | [
4.46875
] | 1 | 28 |
Start of spring brings threat of extreme weather
Posted by tbnBBM On 03/24/2016
Prince Frederick, MD – With spring in full swing, the region can experience extreme weather that can include high winds, heavy rains, lightning, hail and the formation of tornadoes. The Calvert County Department of Public Safety's Division of Emergency Management encourages all residents to be prepared.
This week is also Maryland Severe Storms Awareness Week and Calvert County is teaming with the Maryland Emergency Management Agency (MEMA) and the National Weather Service to promote citizen awareness and preparedness. Residents can "be weather prepared" by ensuring they understand weather conditions, have a plan and practice safety tips.
Often associated with severe thunderstorms, tornadoes can produce wind speeds greater than 250 miles per hour, can be one mile wide and can stay on the ground for up to 50 miles. They are most likely to occur between 3 p.m. and 9 p.m. but can occur at any time of the day. Residents are urged to follow these tips on preparing for severe weather and taking action if a tornado develops.
Before the Storm
* Develop a plan for you and your family for home, work, school, when outdoors and especially when boating.
* Purchase a National Oceanic and Atmospheric Administration (NOAA) weather radio with battery backup to receive weather warnings.
* Listen to radio and television for information.
* If taking a trip outdoors, listen to the latest forecasts and plan accordingly if threatening weather is possible.
* Be familiar with the various types of watches and warnings issued for severe weather.
* Severe thunderstorm watch: Severe thunderstorms are possible in your area.
* Severe thunderstorm warning: Thunderstorms are occurring.
* Tornado watch: Conditions are favorable for a tornado to form.
* Tornado warning: A tornado has been sighted or indicated by weather radar.
If a Tornado Warning is Issued
* Take shelter immediately. If an underground shelter is not available, move to an interior room or hallway on the lowest floor and get under a sturdy piece of furniture. Stay away from windows.
* Abandon mobile homes; they offer little protection, even if tied down.
* Get out of automobiles. Do not try to outrun a tornado in your car; instead, leave it immediately and lay in a ditch or depression or seek sturdy shelter.
* If you are caught outside with no shelter, lie flat in a nearby ditch or depression and cover your head with your hands. Do not get under an overpass or bridge.
* After the tornado passes, stay away from storm-damaged areas.
* Listen to the radio for information and instructions.
This time of year is a good time to sign up for Calvert ALERT, a notification system that can send messages by text, email, fax, land line and pager. Visit the county website at www.co.cal.md.us and follow the Emergency Alerts link to register for the notification service. Those without Internet access can call the Calvert County Department of Public Safety, Division of Emergency Management at 410-535-1600, ext. 2638, to sign up.
Page 1
Residents are also encouraged to to download the "Prepare Me Calvert" app for iOS (Apple) and Android devices for free through the Apple App Store or the Google Play market. It puts critical, real-time information at users' fingertips in the event of a regional emergency.
Copyright © 2019 thebaynet.com. All rights reserved.
Page 2 | <urn:uuid:168b2249-d500-48c3-a1e1-0b8ab4c574af> | CC-MAIN-2019-39 | https://www.thebaynet.com/articles/pdf/59192/1 | 2019-09-21T21:35:48Z | crawl-data/CC-MAIN-2019-39/segments/1568514574665.79/warc/CC-MAIN-20190921211246-20190921233246-00408.warc.gz | 1,015,712,664 | 720 | eng_Latn | eng_Latn | 0.99769 | eng_Latn | 0.998308 | [
"eng_Latn",
"eng_Latn"
] | false | docling | [
3096,
3433
] | [
2.65625
] | 1 | 0 |
How Does the Supreme Court Affect 1st Amendment Rights?
Created by Daryl Macon and Norman Carter (June 2013)
Lesson: First Amendment Issues and the Supreme Court
Duration: Two 80 minutes periods
Subject: Civics
Description: Students will research, analyze, and debate the different ways the Supreme Court shapes 1 st Amendment rights.
Essential Questions: Can the Supreme Court change the way 1 st Amendment rights are viewed and interpreted?
Standards:
USG- 3.1; USG-4.5: USG-4.6
Objectives:
SWBAT analyze and discuss the 1 st Amendment of the U.S. Constitution.
SWBAT analyze a case and write a short brief of the case.
SWBAT summarize the issues, facts, opinions, and outcome of their case and explain their case to the class.
Material: Copy of Supreme Court cases; Copy of a legal brief; Copy of the U.S. Constitution; Laptops.
Agenda:
Review of legal vocabulary terms
Discussion of the First Amendment (lecture).
Break case into small groups and assign their cases
Research case and create a PowerPoint presentation on their case
Model to students how a case should be briefed
Write a legal brief
Have the other groups make a prediction on the outcome of the case
Present their case to the rest of the class
Reveal the real outcome of case to the class
Discuss the outcome of the cases
Assessment(s): Power Point; legal brief; and create a reflection paper of 500 words on how the case affected the First Amendment. | <urn:uuid:a57ee475-dedb-4141-91bf-b67013928891> | CC-MAIN-2015-18 | http://www.scbar.org/Portals/0/Documents/LRE/COURTS/First%20Amendment%20Lesson%20Plan%202013.pdf | 2015-04-19T03:06:22Z | crawl-data/CC-MAIN-2015-18/segments/1429246637364.20/warc/CC-MAIN-20150417045717-00099-ip-10-235-10-82.ec2.internal.warc.gz | 774,667,914 | 325 | eng_Latn | eng_Latn | 0.987903 | eng_Latn | 0.987903 | [
"eng_Latn"
] | false | docling | [
1445
] | [
3.1875
] | 1 | 28 |
Other People's Stuff
If you're looking for one simple rule about borrowing, here it is: If you can't guarantee that the item will be returned exactly as it was when you received it, don't borrow it. Essentially, when you borrow or use someone's things, you are taking responsibility for them.
The Four Cardinal Rules of Borrowing
1. Discuss what is off-limits or freely usable.
3. You are responsible for what you borrow.
2. Don't borrow without asking.
4. Don't lend out items you really care about.
It's a good idea to keep track of anything you lend out. My friend Margot has a "borrowing book." Whether the loan is clothing, books, or money, she writes down everything: who borrows the item, what item is borrowed, and when it will be returned. Maybe this strikes you as overkill, but after a friend borrowed Margot's favorite dress and $50 to pay bills—neither of which Margot saw again—she decided to keep track of who got what and when. "I don't mind lending stuff out," she says. "I just want to make sure I get it back."
1 / 1 | <urn:uuid:bffc84b5-19b5-467f-8a32-683da0569c9f> | CC-MAIN-2015-18 | http://www.emilypost.com/home-and-family-life/living-with-others/741-the-four-cardinal-rules-of-borrowing?format=pdf | 2015-04-19T03:05:03Z | crawl-data/CC-MAIN-2015-18/segments/1429246637364.20/warc/CC-MAIN-20150417045717-00096-ip-10-235-10-82.ec2.internal.warc.gz | 479,090,652 | 253 | eng_Latn | eng_Latn | 0.999524 | eng_Latn | 0.999524 | [
"eng_Latn"
] | false | docling | [
1047
] | [
2.59375
] | 1 | 45 |
History
Flight from Monticello: Thomas Jefferson at War
Michael Kranish Oxford University Press 978-0-19-537462-9 (January 31, 2010)
This is edge-of-your-seat history, meticulously researched and laid out, but written with such high drama and cinematic clarity that even well-known events of America's Revolutionary War are made to seem suspenseful-as if this time their outcomes might be different. This sense of immediacy may arise from the fact that the author's principal trade is newspaper reporting, not writing history. A veteran political correspondent for the Boston Globe, Kranish previously coauthored a biography of 2004 presidential candidate John Kerry.
The Thomas Jefferson that Kranish presents here is not the magisterial political thinker and statesman now commonly portrayed. Instead, he is a harried public servant, invested with great responsibility but little statutory power. In 1779, three years after the Declaration of Independence was signed and while the war with Britain was still very much a toss-up, Jefferson was elected governor of Virginia for the first of two tumultuous one-year terms. By this time, the British had already launched devastating assaults against Virginia's ports. They would soon compound the damage by moving inland, commandeering the rich plantations, freeing slaves, pushing the state's capital from Williamsburg to Richmond, then overrunning Richmond and advancing toward Jefferson's estate outside Charlottesville.
Jefferson had precious few resources with which to stem that military tide. The loyalty of some of Virginia's richest, most prominent citizens remained in question. It was difficult to raise a militia. Armaments were in short supply. There was constant resistance to raising taxes to fund the war. Moreover, Jefferson had no military background. "[T]he reality of being a wartime governor must have weighed heavily on him," Kranish speculates. "The days of listening to high-flown debates on the floor of the legislature or writing great words of revolution would be replaced by a ceaseless stream of crises. Jefferson's strength had been in conceptualizing liberty, not making it a realityÂ…"
While Jefferson's ordeal is the focus of this narrative, Kranish also takes readers into the camps and minds of such disparate combatants as the traitorous Benedict Arnold; the Prussianborn American general "Baron" von Steuben, who despaired at what he considered Jefferson's ineptitude to prosecute the war; and British general William Phillips, whom Jefferson would befriend to his own detriment after Phillips was captured at the Battle of Ticonderoga and transferred as a prisoner of war to Virginia. Jefferson's distress at being driven from Monticello on June 4, 1781, was short-lived. Less than five months later, its resources stretched thin, the British army surrendered at Yorktown. (February) Edward Morris | <urn:uuid:b842637c-f475-40c3-90af-47b8cb077a5b> | CC-MAIN-2015-18 | https://www.forewordreviews.com/reviews/flight-from-monticello/pdf/ | 2015-04-19T03:16:22Z | crawl-data/CC-MAIN-2015-18/segments/1429246637364.20/warc/CC-MAIN-20150417045717-00097-ip-10-235-10-82.ec2.internal.warc.gz | 1,020,486,280 | 576 | eng_Latn | eng_Latn | 0.998294 | eng_Latn | 0.998294 | [
"eng_Latn"
] | false | docling | [
2889
] | [
2.015625
] | 10 | 13 |
In this Friday photo, a tornado forms near Banner Road and Praire Circle in El Reno, Okla. The National Weather Service says the deadly tornado that struck near Oklahoma City late last week was another top-of-the-scale EF5 that packed winds reaching 295 mph. The weather service also says the twister's 2.6-mile width is the widest ever recorded. AP photo/Alonzo Adams By ROBERT PIERCE • Leader & Times In May, the Oklahoma City metro area was ravaged by tornadoes touching down across the city, including a huge one destroying most of Moore, Okla., in the south part of the community.
The storms left many without a home, and others were powerless for sometime as the weather knocked out electricity in a large part of Oklahoma City.
Locally, many people have friends and family affected by the severe storms in central Oklahoma, and some may have been thinking about how Seward County and its neighbors could prepare should disaster strike.
Emergency management director Greg Standard said the county has spotters and law enforcement continually watching weather to keep people alerted about what's happening.
"We're coordinating with the National Weather Service and the local observers to make sure that if there's any sign of severe weather, we get a warning out through the sirens and through the media so people will know about that and be able to take shelter," he said. "If we are impacted, the law enforcement, fire and EMS is going to get in and respond to the needs of those who've been affected."
Following storms, Standard said the county would request assistance most likely through mutual aide.
"Everything depends on how big of an event it was, but likely, mutual aide and perhaps state and federal assistance if that were appropriate, which fortunately isn't very often," he said. "I think the last time we got that far was in 2003. Optimistically, I'm hoping we won't be doing that again anytime soon."
Standard said neither Seward County nor the City of Liberal operates a public shelter, but there are other places people can go to get away from severe weather in the community.
1 / 4
"I am aware of some churches that open. Any government building that is open at that time, if somebody's in need of shelter, I think they could go at that time, and they'd be welcomed in," he said. "We don't have any staffed facilities that are operated just as shelters though."
Officials with Arkalon Park east of Liberal have said they would like to have a storm shelter in that park and are seeking grant funds to accomplish this.
Seward County's mitigation plan does mention funding of storm shelters, but the Arkalon location was not mentioned in the plan. Standard recently asked the Local Emergency Planning Committee for permission to seek grant funds in support of that project.
The shelter is proposed to be located in the campground area of Arkalon Park, and the camp host would be responsible for ensuring that the shelter is opened.
Standard said a camp host would always be on site when the campground is open.
"The fact that makes that work is they'll have that staffed 24/7 while that park is open," he said. "They already have that staff in place to do that."
Standard said normally, a problem is created during severe weather due to emergency personnel responding to incidents outside of Arkalon Park.
"Therefore, they're not available to be there to make sure doors are unlocked," he said.
The LEPC voted to allow Standard to continue to pursue grants for the Arkalon project. Standard said creating a public shelter in Liberal actually encourages people to leave their homes, get in their cars and be out on the streets during severe weather.
"That's probably the worst place you can be when a tornado hits," he said. "We most strongly encourage people to do what they can at their home and near their home whether it's a shelter in the backyard, a safe room in the house, a basement, a neighbor's basement, something like that which is immediately available to them so they can get into shelter before the storm actually hits."
When people are caught outdoors during a tornado, there are several factors Standard said people need to consider when finding shelter.
"How far do they have to drive?" he said. "What's the other traffic? Is the shelter full when they get there? There's so many what if's or might be's that makes that problematic, and it's something that most communities that have tried it have backed away from. They're concerned that they're causing more injuries than they're preventing."
Standard said issues about severe weather in the community were already in existence prior to last month's storms in Oklahoma.
2 / 4
"It's been a pressing concern forever," he said. "Tornadoes are a risk here. We hope that all of our citizens have taken steps to protect themselves."
Standard said because of its location, Southwest Kansas is less likely to see the types of tornados that occurred in Oklahoma last month, which he said are more prevalent in eastern parts of Kansas, Oklahoma and Missouri.
"Having said that, weather is an unpredictable thing, and I suppose that enough circumstances came together all at the same time, we might have the potential for something like that," he said. "That type of tornado is rare even further east of us. I think mainly we're concerned in the EF-3 category. It's a pretty intense tornado for this part of the world."
Standard said when it comes to what results from a tornado, that depends on the citizens and their preparations.
"There's not enough deputies and EMTs and firefighters to be there for everybody," he said. "Folks have got to take those steps on their own and have their plans in place, where they're going to go to shelter and respond quickly. Remain informed, and pay attention to the weather. All those things are the stuff they've got to do to come out of these things as safe as possible."
Standard said while damage is a concern, the issues of lives are bigger.
"Hopefully, they're insured," he said. "Things can be replaced. People can't be replaced."
Standard said he has confidence in those assigned to help the community recover should a tornado occur.
"I think that all of our responders are ready to go," he said. "We continually look for ways to be better prepared, but I don't know that we're ever satisfied that we've reached perfection. We just keep trying to get a little better as time goes on."
Be prepared for tornadoes
* www.ksready.gov Make a disaster kit; Make a family emergency plan • Practice a family tornado drill at least once a year;
* Plan places where your family will meet, both within and outside your immediate neighborhood if you are separated;
* Identify an out-of-town contact to call to let them know you are okay and can pass that information on to other family members;
* Identify your shelter in case of a tornado warning -
3 / 4
* A storm cellar or basement provides the best protection;
* If you do not have an underground shelter, go to an interior room or hallway on the lowest floor;
* Stay away from windows, doors and outside walls;
* If you are in a vehicle, get out and lie flat in a ditch or other low-lying area, using your hands and arms to protect your head. DO NOT get under an overpass or bridge. The winds can pull you out from underneath it.
* Listen to radio or TV stations for information;
* Make sure your pets are safe if you can't bring them into the shelter with you;
* Opening windows does not keep a house or building safe from exploding due to low air pressure during a tornado. It actually increases the chance of high winds entering and causing more damage to your home and exposing you to injury.
After the Storm:
* Make sure the danger has passed before coming out of your shelter;
* Stay with your family. Don't wander away, as it is easy to get disoriented due to street signs being gone and landmarks destroyed;
* Watch for broken glass, nails and other sharp objects;
* Stay away from downed power lines – they could still be live;
* Avoid using matches and/or lighters – flammable gas may be leaking from damaged gas lines;
* Contact your insurance agent and advise them of any damage;
* Do not use generators, grills, camp stoves, or other gas, propane, natural gas, or charcoal-burning devices inside your home, basement, garage or camper, or outside near an open window, door or vent. Carbon monoxide can build up and poison the people and animals inside;
* Use battery-powered lanterns for light;
* Cooperate fully with public safety officials.
4 / 4 | <urn:uuid:01ba4b0a-3c48-4750-85fe-b2fd773a7035> | CC-MAIN-2015-18 | http://leaderandtimes.com/index.php?view=article&catid=12%3Alocal-news&id=12135%3Acommunity-needs-to-be-prepared-for-tornadoes&format=pdf&option=com_content&Itemid=40 | 2015-04-19T03:12:34Z | crawl-data/CC-MAIN-2015-18/segments/1429246637364.20/warc/CC-MAIN-20150417045717-00114-ip-10-235-10-82.ec2.internal.warc.gz | 154,210,543 | 1,793 | eng_Latn | eng_Latn | 0.999599 | eng_Latn | 0.999803 | [
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | docling | [
2123,
4698,
6918,
8585
] | [
2.328125
] | 1 | 65 |
Safety - You Could Get Hurt Without It!
Instructor Guide
Level of Instruction:
Time Required:
Two Hours
Materials:
* Audio-visual equipment to project any visuals
* Fire and Rescue Death and Injury Statistics
References:
* Essentials of Fire Fighting, 4th Edition, IFSTA
* NFPA Firefighter Death and Injury Statistics for 1999
* Emergency Care, 8th Edition, Brady
=================================================================
PREPARATION:
Motivation:
Objective (SPO): 1-1
The student will demonstrate an increased awareness of the importance of safety in the fire and rescue service and a better understanding of actions that can be taken to contribute to a safer work environment.
Overview:
Safety - You Could Get Hurt Without It!
* Introduction to Safety
* Station Safety
* Vehicle Safety
* EMS Safety
* Fireground Safety
* Health and Safety programs
Safety – You Could Get Hurt Without It!
SPO 1-1 The student will demonstrate an increased awareness of the importance of safety in the fire and rescue service and a better understanding of actions that can be taken to contribute to a safer work environment.
EO 1-1 Identify the need for and benefits of having a safer work environment.
EO 1-2 Identify items within the station that can contribute to a safer environment.
EO 1-3 Identify items related to operating or working around emergency vehicles that can contribute to a safer environment.
EO 1-4 Identify items related to providing emergency medical care that can contribute to a safer environment
EO 1-5 Identify items related to fireground operations that can contribute to a safer environment.
EO 1-6 Identify items related to health and safety programs that can contribute to a safer and healthier environment.
Instructor Notes
This drill should be an interactive discussion rather than a lecture. The group leader should encourage participants to share personal observations or experiences related to safety within the fire and rescue service. Local accident reports may also be beneficial to support the discussion and localize the topic.
This drill is intended to be an overview of safety as it relates to the fire and rescue service. More time can be devoted on any particular topic within the outline based on the needs of the department.
I. Introduction to Safety (1-1)
A. Why is safety important to the fire and rescue service?
1. In 1999, 88,500 firefighters were injured in the line of duty according to the NFPA
a. Injuries by type of duty
1) Fireground activities - 45,550 or 51.5%
2) Non-fire emergencies - 13,565 or 15.3%
3) Training - 7,705 or 8.7%
4) Responding to or returning from alarms - 5,890 or 6.7%
5) Other on-duty activities - 15,790 or 17.8%
b. Injuries by nature of injury
1) Strains, sprains, muscular pain -
41,020 or 46.4%
2) Wounds, cuts, bleeding, bruises 17,070 or 19.3%
3) Burns (fire or chemical) - 4,865 or 5.5%
4) Thermal stress (frostbite, heat exhaustion) - 4,420 or 5.0%
5) Smoke or gas inhalation - 4,035 or 4.6%
6) Eye irritation - 4,010 or 4.5%
7) Dislocations, fractures - 2,910 or 3.3%
8) Other - 10,170 or 11.4%
c. Causes of injury
1) Overexertion, strain - 26,727 or 30.2%
2) Falls, slipping, jumping - 20,797 or 23.5%
3) Exposure to fire products - 13,275 or 15.0%
4) Stepped on, contact with objects 8,408 or 9.5%
5) Struck by an object - 7,080 or 8.0%
6) Extreme weather - 4,071 or 4.6%
7) Exposure to chemicals or radiation 2,743 or 3.1%
8) Caught, trapped - 1,062 or 1.2%
9) Other - 4,337 or 4.9%
2. In 1999, 112 firefighters lost their lives in the line of duty according to the NFPA
a. Deaths by type of duty
1) Fireground activities - 54 or 48.2%
2) Responding to or returning from alarms - 31 or 27.7%
3) Non-fire emergencies - 10 or 8.9%
4) Training - 3 or 2.7%
5) Other on-duty - 14 or 12.5%
b. Deaths by nature
1) Heart attack - 50 or 44.6%
2) Internal trauma - 21 or 18.7%
3) Asphyxiation - 13 or 11.6%
4) Burns - 8 or 7.1%
5) Crushing injuries - 4 or 3.6%
6) Stroke - 3 or 2.7%
7) Electrocution - 3 or 2.7%
8) Other - 10 or 9.0%
c. Causes of death
1) Stress - 56 or 50%
2) Caught or trapped - 23 or 20.5%
3) Struck by or contact with object 20 or 17.8%
4) Exposure - 4 or 3.6%
5) Falls - 3 or 2.7%
6) Other - 6 or 5.4%
B. Impact on injuries and death
1. Loss of love ones
2. Pain and suffering - temporary or permanent
3. Insurance costs - increase in Worker's Compensation premiums
4. Loss of time from work or disability retirement - disability payments may be less than regular income
5. Recovery and rehabilitation
C. Safety and health regulations and standards
1. Respiratory standard - 29 CFR 1910.134
a. Two-in/two-out requirement
Instructor Notes
b. Mini-physical examination
c. Annual facepiece fitness testing
2. Emergency response to hazardous materials standard - 29 CFR 1910.120
a. Incident command system
b. Emergency response plan
c. Training commensurate with duties
3. Bloodborne pathogens standards - 29 CFR 1910.1200
4. Various NFPA standards among them
a. Professional qualification standards 1000 series
b. Hazardous materials emergency response - 471, 472, 473
c. Live fire training evolutions - 1403
d. Fire department occupational safety and health program - 1500
e. Fire department infection control program - 1581
f. Medical requirements for fire fighters and information for fire department physicians - 1582
g. Automotive fire apparatus - 1901
D. Who is responsible for safety?
1. Officers - operational and administrative
2. Emergency vehicle operators
3. Firefighters and emergency care providers
4. EVERYONE
II. Station Safety (1-2)
A. Fire prevention
1. Safe storage and use of flammable and combustible materials
2. Proper use and maintenance of electrical equipment, appliances, and associated wiring
3. Control of ignition sources
4. Proper use and disposal of smoking materials
5. Good housekeeping
6. Installation and maintenance of fire protection systems - sprinklers, fire doors, and rated construction materials
B. Individual conduct
1. Avoiding horseplay or other activities that may result in someone being injured
2. Walk rather than run all the time
Instructor Notes
3. Remove trip hazards
C. Slip and slide hazards
1. Mark wet floors to minimize use until dry
2. Promptly remove ice and snow from walking areas around station
3. Advise personnel of freshly waxed floor surfaces
4. Secure loose carpeting and scatter rugs or mats
D. Cleanliness and personal hygiene
1. Wash hands with soap and water as rest room use or as needed
2. Exercise control of hazardous waste, especially biological waste
3. Maintain cleanliness of personnel/clothing avoid taking contamination home or elsewhere after an incident
E. Proper clothing for task
1. Wear eye and ear protection
2. Use respiratory protection when there is a suspected respiratory hazard present
3. Wear hand and foot protection when working with tools or handling heavy objects
III. Vehicle Safety (1-3)
A. Boarding apparatus
1. Apparatus should not be moving
2. Driver should not start until everyone is seated and belted
B. Responding to alarms
1. Everyone should stay seated and belted until apparatus comes to complete stop
2. Everyone should pay attention to traffic conditions and surroundings in the event of a sudden stop or change of direction
3. Personnel do not distract driver with conversation or showing map book pages
C. Exiting apparatus at scene
1. Wait until apparatus comes to complete stop
2. Use handrails and step off rather than jump
3. Watch footing when exiting - be careful where you step or what you step on
4. Watch for other arriving apparatus
5. Watch for traffic - emergency lights may blind motorists
6. Watch for other personnel or apparatus operating at the scene
D. Working around apparatus
1. Watch for open compartment doors
2. Watch for other personnel, apparatus, and traffic
3. Get help when removing heavy equipment
4. Avoid long reaches
5. Use proper lifting techniques when removing equipment
E. Driver safety
1. Driver is responsible for the safe operation of the vehicle - maintain full control of the vehicle rather than letting it or the emergency take control
2. Driver's job is to be get everyone to the scene safely
3. Concentrate on driving and the surroundings - not everyone sees or hears responding apparatus
4. Emergency vehicles only have the right-ofway when someone gives it to them
5. Emergency lights and sirens do not exempt the driver from motor vehicle laws
6. Let other vehicles move out of the way rather going around them
7. Watch for moving vehicles when traffic is stopped - not everyone may know why the traffic has stopped
IV. EMS Safety (1-4)
A. Universal precautions for body fluids
1. Hand protection - latex gloves
2. Eye protection - goggles or safety glasses
3. Respiratory protection - face mask
4. Protective clothing (tyvek coveralls), if required
5. Other protective clothing (turnout gear) at vehicle accident scenes
B. Make sure scene is safety
1. Shootings
Instructor Notes
2. Fights
3. Domestic disturbances
4. Hazardous materials incidents
C. Monitoring patient behavior
1. Patient could become violent
a. Seizures
b. Drug overdoses
c. Mental disorder
d. Diabetic emergencies
e. Traumatic emergencies
2. Have patient properly and safely secured on the cot during transport
3. Unconscious patient who may become violent when conscious
D. Proper lifting and carrying techniques
1. Use legs rather than back
2. Lift as a team
3. Communicate with team members while loading and unloading
4. Use caution when stretcher is in raised position to avoids it collapsing
E. Care provider restraint while treating patients in moving vehicle
1. Attempt to work in a seated and belted position
2. Consider a strap to restrict movement should the vehicle become involved in an accident
F. Safety with equipment
1. Properly use and dispose of sharps
2. Exercise caution when using defibrillators around water
3. Avoid open flame around oxygen
V. Fireground Safety (1-5)
A. Personal safety
1. Wear personal protective clothing appropriate for the activity being undertaken
2. Use respiratory protection with personal alert safety systems (PASS) activated whenever in a potentially dangerous to life and health environment
3. Always work in teams - no freelancing
4. Stay with officer or make sure officer knows whereabouts
5. Practice accountability by staying with the team rather than depending on an accountability tags to maintain control of personnel
6. Allow personnel to perform only tasks for which they have been trained and equipped
B. Tool safety
1. Carry hand and power tools properly
2. Stop and look before using any tool
3. Look below when working above
C. Other means of avoiding injury
1. Watch footing and avoid falls, especially in wet and colder conditions
2. Avoid being struck by sharp and blunt objects
3. Protect against burns - thermal or radiation
4. Avoid inhalation of smoke or toxic gases
5. Be observant for the presence of energized electrical equipment or wires
6. Work as part of the team
VI. Health and safety programs (1-6)
A. Baseline and periodic physicals
1. Initial physical examinations
2. Periodic physical examinations
3. Mini-physical and annual facepiece fitness test
B. Immunization programs
1. Hepatitis series
2. Tetanus
C. Physical fitness and wellness
1. Regular exercise program based on duties
2. Dietary control
3. Adequate rest
4. Mental health and proper attitude
D. Exposure and contamination
1. Report any suspected exposures or injuries immediately
2. Document exposures or accidents regardless of whether treatment was provided
Instructor Notes
SUMMARY:
Review:
Safety - You Could Get Hurt Without It!
* Introduction to Safety
* Station Safety
* Vehicle Safety
* EMS Safety
* Fireground Safety
* Health and Safety programs
Remotivation:
Safety is not a topic by itself but an important part of everything we do in the fire and rescue service. We can either practice safety or become an injury or death statistic. If you look back, you will find that most accidents are caused by people and that people are the only ones that prevent accidents.
Assignment:
=================================================================
EVALUATION: | <urn:uuid:8ad1443d-3a75-40af-91bd-97b726c44007> | CC-MAIN-2015-18 | http://media.cygnus.com/files/cygnus/article/FHC/2010/JUN/dm0105_10466351.pdf | 2015-04-19T03:50:04Z | crawl-data/CC-MAIN-2015-18/segments/1429246637364.20/warc/CC-MAIN-20150417045717-00113-ip-10-235-10-82.ec2.internal.warc.gz | 172,947,461 | 2,946 | eng_Latn | eng_Latn | 0.965153 | eng_Latn | 0.985993 | [
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | docling | [
872,
1745,
3254,
4661,
6124,
7559,
8991,
10272,
11624,
12224
] | [
2.90625
] | 2 | 3 |
Shake It Up
Materials:
* Cardboard Tube
* Glue
* Wax Paper
* Scissors
* Crayons or markers
Talk About It:
Rockin' Recyclables
Reusing household items is a great way to reduce waste. Explain to your child, "To reuse means to use again and again." Think about household items, like a milk carton or an empty egg carton. You and your child can fill them with uncooked rice, popcorn kernels, or dry beans to make a different kind of instrument! Now, get ready to make some music!
Make it:
Step 1: Things You'll Need
Collect the items on the material list.
Little Hands Tip: Take turns making silly noises.
Step 2: Think Twice Before Tossing
When you are finished using a roll of paper towels, save the paper tube instead of throwing it away. Cut construction paper to fit around the paper tube.
© 2011 Sesame Workshop. www.sesamestreet.org. All Rights Reserved.
* Rubber Bands
* Seeds
* Craft Supplies
Step 3: Jazz It Up
Give your child crayons or markers to decorate the construction paper you cut to fit the paper tube.
Little Hands Tip: Name the crayon and marker colors as you use them.
Step 4: Get Creative
Go wild! Use craft materials to create fun designs and patterns.
Step 5: Glue It
Place glue on the cardboard tube.
Step 6: Cut It Out
Cut two pieces of wax paper in the shape of circles to cover the bottom of the cardboard tube.
Step 7: Rap While You Wrap
Wrap one end of the tube with one of the cut pieces of wax paper and secure it with a rubber band or piece of tape.
Little Hands Tip: Think of words that rhyme with "wrap".
Step 8: Add a Little Shake, Rattle, and Roll
Put either a small amount of uncooked rice, popcorn kernels, or dry beans into the open end of the tube.
Step 9: Once More With Feeling!
Repeat step 8 with the open end of the cardboard tube.
Step 10: Get Your Groove On
Now, shake it! Ask your child to shake her new instrument to create rhythms or follow along with a familiar song.
Little Hands Tip: Don't forget to move to the beat! Dance around to the music.
© 2011 Sesame Workshop. www.sesamestreet.org. All Rights Reserved. | <urn:uuid:d3fd8f3e-bec7-4452-9681-6e121ea19189> | CC-MAIN-2015-18 | http://www.sesamestreet.org/cms_services/services?action=download&uid=a2f86f08-e8b6-488f-81a5-c59eee6feb27 | 2015-04-19T03:03:48Z | crawl-data/CC-MAIN-2015-18/segments/1429246637364.20/warc/CC-MAIN-20150417045717-00107-ip-10-235-10-82.ec2.internal.warc.gz | 802,007,648 | 512 | eng_Latn | eng_Latn | 0.993441 | eng_Latn | 0.993635 | [
"eng_Latn",
"eng_Latn"
] | false | docling | [
910,
2094
] | [
4.5
] | 2 | 33 |
Core Content
Standard G.GMD.1: Give an informal argument for the formulas for the circumference of a circle, area of a circle, volume of a cylinder, pyramid, and cone. (Use dissection arguments, Cavalieri's principle, and informal limit arguments.)
Cluster Title: Explain volume formulas and use them to solve problems.
Concepts and Skills to Master
* Develop the formulas for the circumference of a circle, area of a circle, and volume of a cylinder, pyramid, and cone using a variety of arguments.
Supports for Teachers
Core Content
Standard G.GMD.3: Use volume formulas for cylinders, pyramids, cones, and spheres to solve problems.
Cluster Title: Explain volume formulas and use them to solve problems.
Concepts and Skills to Master
* Find the volume of cylinders, pyramids, cones, and spheres in contextual problems.
Supports for Teachers
| | Critical Background Knowledge | | |
|---|---|---|---|
| • Formulas for the volumes of cones, cylinders, and spheres (8.G.9). | | | |
| | Academic Vocabulary | | |
| pyramid, cylinder, cone, sphere, volume, length, width, height, base, radius, π. | | | |
| | Suggested Instructional Strategies | | Resources |
| • Have students bring household objects with the given characteristics. Provide opportunities for students to measure with rulers or tape measures to gather needed information. Compute the volume of the objects. • Make connections between metric measurements. (For example, using rice to fill a cylinder compare the liquid volume in liters and the geometric volume in cubic meters.) | | | |
| | Sample Formative Assessment Tasks | | |
| Skill-Based Task: Find the volume of a cylindrical oatmeal box. | | Problem Task: Given a three-dimensional object, compute the effect on volume of doubling or tripling one or more dimension(s). (For example, how is the volume of a cone affected by doubling the height?) | |
★ | <urn:uuid:ae897dff-11a6-44f7-8a7b-d257af30cd12> | CC-MAIN-2015-18 | http://schools.utah.gov/CURR/mathsec/Core/Secondary-II/II-6-G-GMD-1.aspx | 2015-04-19T03:07:50Z | crawl-data/CC-MAIN-2015-18/segments/1429246637364.20/warc/CC-MAIN-20150417045717-00113-ip-10-235-10-82.ec2.internal.warc.gz | 234,967,428 | 441 | eng_Latn | eng_Latn | 0.974917 | eng_Latn | 0.974837 | [
"eng_Latn",
"eng_Latn"
] | false | docling | [
526,
1907
] | [
4.15625
] | 1 | 15 |
Nature Walks
Nature Walks. These free monthly walks are on the first Saturday of the month at 9 AM until10:30 AM. Naturalists share the relationships between plants and animals as we explore the trails and ponds. Each month's experience is different depending on the seasons and wildlife encountered. This is the perfect introduction to the marsh for people of all ages and walking abilities.
Summer Bat Walks. Begun in 1999,
these very popular programs allow the public to experience the wetland after dark. A local bat biologist gives an indoor presentation about bats, then our Bat Walk naturalists lead a night walk in search of bats that come in small numbers to the marsh to feed on flying insects. We offer pre-paid events July to September which fill quickly so enroll early. Opens April 1 st .
Teen Program
Teenage Junior Naturalists.
Established in 2001, this free monthly program enables teens to enjoy birdwatching field trips to local habitats such as wetlands, coastal sage scrub, oak woodlands, and the pelagic environment. In addition, teens are expected to participate in stewardship projects such as helping at Coastal Cleanup and monitoring birds during Christmas Bird Count and Spring Bird Count. This program provides enriched nature experiences, fosters leadership skills, and enables social contacts with other teens with similar interests in the outdoors.
Activities are during the traditional school year from August through June.
"The Junior Naturalist program provides teens with an opportunity to gain valuable experience, grow as birders, and to really get to know one another." participating teen.
Sea and Sage Audubon Society
5 Riparian View, Irvine, CA 92612
Phone: 949-261-7963
Email: firstname.lastname@example.org
Website: www.seaandsageaudubon.org
Marsh Education Project
at the San Joaquin Wildlife Sanctuary in Irvine, California.
As part of our mission to protect birds and their habitat, Sea and Sage Audubon provides high-quality environmental education programs at the San Joaquin Wildlife Sanctuary, a 300 acre freshwater wetland owned by the Irvine Ranch Water District.
We accomplish this outreach with one fulltime Project Director of Education, one parttime Education Assistant, 85 adult volunteer naturalists, 25 youth volunteers, a 25-year partnership with Irvine Ranch Water District, and generous funding from an Anonymous Foundation, Sea and Sage membership, Orange County Community Foundation, and other benefactors. Come learn about nature with our experienced naturalists!
To schedule one of our exciting interpretive programs or to volunteer, contact:
Trude Hurd, Project Director of Education email@example.com. 949-261-7964.
Outdoor Science for School Children
Outdoor Adventures. Established in 1992, this 2½ hour outdoor field program on Tuesday and Thursday mornings is a highly interactive study of the wetland ecosystem. Designed for 4-5 th grade classes, students learn about adaptations, food webs, habitat, and more. Students prepare for their trip with a classroom research project and mounted bird specimen borrowed from Sea & Sage and a presentation about how urban runoff and our actions affect wildlife. Students then come to the wetland where they use binoculars and microscopes to explore bird adaptations and pond life. Each year, we enroll about 75-80 Orange County classes and offer a special scholarship program for Santa Ana classes.
"Thank you for this valuable resource that supports our instruction and provides an opportunity for our students to have a hands-on experience learning about science that they may otherwise not experience." Santa Ana teacher.
Summer Day Camps
Nature Day Camp. We offer six exciting nature camp programs for children. Since 1993, each week-long day camp has helped children increase their wildlifewatching skills as they take daily walks, keep a nature journal, create art, and do research projects while taught by enthusiastic naturalists. Full and partial scholarships are available. Registration opens February 1 st .
* Marsh Bird Camp for ages 9-12 (since 1993) covers all aspects of marsh bird life and includes wildlife rehabilitator visit with live hawks and owls plus a birdathon contest. This same camp is offered twice.
* Fledgling Camp for ages 7-8 (since 2009) introduces youngsters to backyard birds through walks, crafts, games and songs.
* Coastal Camp for ages 11 and older (since 2010) introduces coastal birds and their threats. May include off-site trip to Bolsa Chica Wetlands or Crystal Cove State Park (alternates years).
* Advanced Bird Camp I and II for ages 11 and older (since 2001) spans two weeks about local habitats and bird families (different each year).
*
Community Outreach Programs
Community Tours. Begun in the mid1990's, this nature program helps scouts, home school families and other community groups to understand the importance of wetland habitat. For a small fee, groups observe close-up taxidermy specimens then take a short walk around the ponds to discover how a variety of birds use the wetland.
Nature Discovery Kits. Our 6 nature kits (about owls, bats, butterflies, reptiles & amphibians, bird nests, and wonderful life of dead trees) may be borrowed free for 2 weeks by classroom teachers, home school parents, and other educators to supplement their nature presentations. Each kit includes prepared specimens, research projects, puppets, read-aloud books, DVD's, and posters so educators can select what is most appropriate for their audience. | <urn:uuid:7e63f85c-73db-4817-a4a9-7f99a5bf04b5> | CC-MAIN-2024-10 | https://seaandsageaudubon.org/wp-content/uploads/2021/10/Marsh-Education-Project-brochure-2021.pdf | 2024-03-01T10:08:04+00:00 | crawl-data/CC-MAIN-2024-10/segments/1707947475238.84/warc/CC-MAIN-20240301093751-20240301123751-00895.warc.gz | 504,973,826 | 1,141 | eng_Latn | eng_Latn | 0.996172 | eng_Latn | 0.996536 | [
"eng_Latn",
"eng_Latn"
] | false | docling | [
2708,
5545
] | [
2.390625
] | 1 | 1 |
Motorola T600 FRS Radio Quick Start Guide
During an emergency, communication is vital. Dial "911" whenever possible to reach emergency services. The 911 dispatchers are best equipped to handle emergencies. However, wired, and wireless telephone service can fail during emergency situations like ice storms, earthquakes, and flooding. In these situations, residents can use a "Motorola T600 Family Radio Service (FRS) Radio" (referred to as "FRS radio") to communicate with neighbors within Lake Oswego.
Uses and Limitations
1. FRS radios willNOTallow you to communicate with public safety agencies (fire, police and 911).
2. Emergency 911 willNOTmonitor FRS radios.
3. FRS radios are for communicating and relaying information within the neighborhoods to solve issues at the lowest levels; without public agencies involved.
4. FRS radios require all operators to be on the same channel and within the transmitting and receiving range; and are not capable of long‐distance communications.
5. FRS radios can be used to relay pertinent information to central sites in your neighborhood or possibly to a fire station. (NOTE: During an emergency/disaster, fire stations may not be staffed)
FRS Radio Layout
This illustration describes the buttons and features of the FRS radio you use the most. A detailed operations video is available at:https://www.ci.oswego.or.us/fire/emergency‐communications
Using the Micro‐USB Charger
The micro‐USB charger allows you to charge your NiMH battery pack.Do notcharge alkaline batteries.
1. Make sure your radio is turned OFF.
2. Plug the micro‐USB cable into the micro‐USB charging port on your radio.
3. Connect the other end of the micro‐USB charger to the wall power outlet. NOTE:An empty battery will be fully charged in roughly 8 hours.
4. The battery meter on the LCD screen will move to indicate the battery is charging.
Setting Up the FRS Radio
To use your FRS Radio, you must:
- Find your neighborhood Channel and Tone settings.
- Configure the Channel and Tone settings on the FRS Radio.
- Transmit and receive from a location free from obstructions.
- Be within range of another FRS radio set to the same Channel and Tone.
Find your Channel and Tone Settings
To communicate, all radios in your group must be set to the same Channel and Tone. A city‐wide plan was developed to help distribute radio traffic and provide a starting point for citizens. If you aren't able to connect with a neighbor on the assigned neighborhood channel/tone, try an adjoining neighborhood channel.
This example shows finding the Channel and Tone settings for the "Palisades East" neighborhood in the "Southeast Division" of Lake Oswego.
NOTE: The Secondary FRS Channel and Tone settings are for communications over a short distance; such as between CERT/Neighborhood Emergency Response Teams conducting assessments on a single street.
Power‐On and Volume Setting on Your FRS Radio
After you have charged the battery on your FRS radio, follow these steps to power‐on and set the volume on your radio.
1. Long press theMode/Lockbutton to power‐on the radio. NOTE:Long press theMode/Lockbutton to power it off.
2. Turn FRS radio volume up and down by pressing "+" or "‐" on theVolume/Scrollbutton. NOTE:The volume setting appears as a number0to7in theToneindicator.
Configure the Channel on Your FRS Radio
Your FRS radio has 22 channels. The channel corresponds to the frequency the radio uses to transmit.
1. With the radio on, press theMenu/Lockbutton until theChannelnumber starts to flash. The channel number flashing is the currently set channel.
NOTE:When the radio is on a 1.5 watt channel, the display showsHi. When the radio is on a 0.5 watt channel, the display showsLo.
2. Using theVolume/Scrollbutton, press "+" or "‐" and select your neighborhoodChannel. In this example channel "6" for Palisades East.
3. Press thePush to Talk (PTT)button to save the channel setting orMenu/Lockbutton to continue set up.
Configure the Tone on Your FRS Radio
The Tone setting on your FRS radio filters out all of the other traffic except the FRS radios configured to your neighborhood Tone. It's like a "secret handshake" between the radios.
1. With the radio on, pressMenu/Lockbutton until theTonenumber starts to flash.
2. Using theVolume/Scrollbutton, press "+" or "‐" and select your neighborhood'sTone. In this example tone "14" for Palisades East.
3. Press thePTTbutton to save the Tone setting orMenu/Lockbutton to continue set up.
Talking and Listening
Talking and listening to your neighbors using the FRS radios provides communications during an emergency or for training and testing purposes.
1. To talk, press and hold thePTTbutton, pause for 2 seconds, talk calmly and clearly. When transmitting, theTWO‐WAYicon blinks andTxis shown. If it's a high‐power transmission,Hiis shown. If it is a low power transmission,Lois shown.
2. When you are finished talking, pause for 1 second and then release thePTTbutton.
3. When receiving, theTWO‐WAYicon blinks andRxis shown. NOTE:For maximum clarity, hold the radio two to three inches away from your mouth at an angle and speak directly across the microphone. Do not cover the microphone while talking.
If You Can't Connect
A few very simple things can keep your FRS radio from connecting to others in the neighborhood network.
1. Check the volume on the FRS radio. The volume could be turned off or so low you can't hear your connections.
2. Confirm you have set your FRS Channel and Tone settings correctly. It's possible someone may not have a Tone set (0) so they will hear traffic but nobody with a Tone set will hear them.
3. Move around and try connecting from different locations. Operating outside will provide the best signal performance. The following illustration shows a group of neighbors successfully connected and neighbors who cannot connect because of line‐of‐site limitations.
In this illustration, neighbors 1, 2, and 3 are connecting because they have a line‐of‐site connection between their FRS radios. Neighbors 4 and 5 have geographic (hills and valleys) and physical obstructions (trees and buildings) limiting their FRS radio's line‐of‐sight signals.
Just moving, as little as 6 feet or away from trees and buildings can help you gain connectivity.
Test & Practice Your Radio Skills
Once you have become familiar with your FRS radio and can communicate with a neighbor or two, use the Training Guides provided by Lake Oswego Fire Department to conduct regularly scheduled radio nets and evaluate local radio propagation with more neighbors. For more information, visit: https://www.ci.oswego.or.us/fire/emergency‐communications.
General Mobile Radio Service (GMRS) Repeaters
GMRS radios and repeaters are different than FRS radios but share some common channels. You may hear radio traffic on channels 15‐22 and attempt to talk to them but not have anyone respond. FRS radios can hear the output of GMRS repeaters but are not able to transmit. There are many GMRS repeaters in the area, including in Lake Oswego. You can listen to the LAK17R repeater on Channel 17 (462.600), Tone 18 (123.0 Hz). During a disaster, listen for announcements at "17" after the hour. | <urn:uuid:5e871043-93f9-46ac-a189-311001e79d98> | CC-MAIN-2024-10 | https://www.ci.oswego.or.us/sites/default/files/fileattachments/MotoT600_FRS_Radio_Quick_Start_Guide.pdf | 2024-03-01T12:08:19+00:00 | crawl-data/CC-MAIN-2024-10/segments/1707947475238.84/warc/CC-MAIN-20240301093751-20240301123751-00894.warc.gz | 696,009,324 | 2,671 | eng_Latn | eng_Latn | 0.997213 | eng_Latn | 0.997682 | [
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | docling | [
1867,
3591,
5898,
7198
] | [
2.078125
] | 1 | 0 |
Work-Life Services/New York State Employee Assistance Program Tips for Managing Grief
Grieving is the process by which we come to terms with a loss. The more significant the loss, the more intense the grief is likely to be. The following suggestions are designed to help in managing grief.
Learn about grief and accept your feelings
Grief can involve many intense and often conflicting feelings such as anger, fear, confusion and guilt. Everyone experiences grief differently. There is no right or wrong way to grieve. The knowledge that what we are feeling is a normal part of grieving can help us allow ourselves to accept and experience these feelings, an important part of the healing process.
Let go of resentments
Some grief experts emphasize that holding on to angry, vengeful thoughts against anyone we believe responsible for our loss can impede the grieving process. Letting go of these feelings can allow us to continue with the healing process.
Continue healthy habits
The stress of grief can take a toll on our bodies and minds. Eating healthy and exercising can give us the strength to keep going during this trying time.
Pace yourself
Remaining active with purposeful work can aid in coping, but burying ourselves in work as an escape from grief can derail the healing process. Taking the time to rest can help us recharge as we continue with the healing process.
Avoid alcohol and other drugs
Alcohol and other drugs can slow the natural healing process by numbing emotions and escalating feelings of depression. Avoiding this allows us to experience our feelings and continue the process of healing.
Seek support in expressing your grief
Chances are good that others have experienced something similar to what we are struggling with. EAP coordinators, counselors, or clergy can help us connect to various support groups to add to whatever social support network we already have in place. Creative writing, journals, poetry, art, and other means of self-expression can also help the healing process.
Seek spiritual growth
Grief can cause us to question our spirituality, seeking answers to the questions of "Why me? Why now?" The grieving process can bolster our spirituality, allowing us to draw on it as a source of comfort and strength.
Don't be afraid to have fun
Laughter can be a natural aid in healing. We should take advantage of opportunities for diversion and refreshment of our spirit. | <urn:uuid:617b4526-b640-4394-aed0-fae9959202d2> | CC-MAIN-2024-10 | https://rioc.ny.gov/DocumentCenter/View/3369/Tips-for-Managing-Grief?bidId= | 2024-03-01T12:23:14+00:00 | crawl-data/CC-MAIN-2024-10/segments/1707947475238.84/warc/CC-MAIN-20240301093751-20240301123751-00895.warc.gz | 487,521,283 | 477 | eng_Latn | eng_Latn | 0.996556 | eng_Latn | 0.996556 | [
"eng_Latn"
] | false | docling | [
2435
] | [
2.15625
] | 1 | 1 |
KS1 Team Newsletter (Autumn 2)
The second half of the Autumn term has been an extremely busy and productive one and the children have worked incredibly hard. The KS1 children continue to make us feel proud with their efforts and enthusiasm for learning. We would like to share some highlights from this time and celebrate our children's achievements.
This Half Term's Attendance
Attendance remains a high priority for all of our Northwood children. We would like to take the opportunity to thank all of the parents and carers who have fully supported the school by ensuring their children have attended school daily. Please can you ensure that your child arrives punctually at the start of the school day. All children should be in school at 8.45am. We aim for a child's attendance to be 96% or above by the end of the year.
| Class 3 – Year 1 – Mr West | 93.1% | Class 5 – Year 2 – Mrs Taylor |
|---|---|---|
| Class 4 – Year 1 – Miss Curtis | 88% | Class 6 – Year 2 – Ms Bradley |
Year 1: Beegu
The children have read and listened to a range of books and stories this half term. A real year group favourite was Beegu. One Monday morning, the children heard a loud bang on the window. When we went outside to see what had happened, a spaceship laid smashed on the playground with alien footsteps into school. The children were very engaged in the story and we had lots of fun and some very good discussions about aliens and Beegu in-particular. The children then made their own spaceships.
Year 2: Puppets
In our Design and Technology lessons in Year 2 the children listened to the story 'Handa's Surprise'. They identified African animals in the story. Then they looked at a range of puppets and designed an African finger puppet. Next they made a prototype and then practised some sewing skills. Finally they made their finger puppet from felt and evaluated it.
KS1 – Tree Dressing
For our annual tree dressing day, Year 1 created bird feeders using a pipe cleaner and Cheerios. The children used their fine motor skills to thread the Cheerios onto the pipe cleaner and then bent the pipe cleaner into a shape of their choice. Year 2 also made bird feeders but the children used pine cones, peanut butter and bird seed.
KS1 – Christmas Performance
The children in Year 1 and Year 2 have had a wonderful time performing and singing in our Christmas concert 'Tinsel'. We hope you enjoyed watching the show! They were all amazing!
This term's certificates:
| | Class 3 | Class 4 | Class 5 | Class 6 |
|---|---|---|---|---|
| Week 1 Excellent Attitude | Evelyn Prior Kaasinath Rahul | Tara Middleton-Mohamed Nivin Nishad | Eliza Boswell Garry Norman | Theo Kennedy Rebecca-Lu Higson- Smyth |
| Week 2 Kind and Caring | Reggie Liddle Skyler Black | Lilly Okpere Nevadah Welch | Hunter Vickers Lottie Williams-Inness | Hannah Brown Danny Wright |
| Week 3 Responsible Pupil | Ralph Harper Amira Nicholson | John Jones Ava Wetton | MMesoma Udo Jack Yarrow | Reggie Sansom Ellara Evans-Turner |
| Week 4 Being Brave | Jacob Heath Levi Brown | Hunter-James Connolly Evie Harris | Daniel Odifiri Janon Irvine | Harrison Outhwaite Jayden Sainto |
| Week 5 Never Give Up | Ezra Bell Brianna Mckee | Lucas Thompson Piper-Anne Falls | Aidan Johnson Emmanuel Ogunleye | Noah Russell Daisie Bowerbank |
| Week 6 Successful Pupil | Charly Allen Christopher Caswell | Franek Michalowicz Glory Egharevba | Willow-Grace Glendinning Israel Raji | Viola-Grace Wardell Edward Mather |
From the Key Stage 1 team, we wish you a happy and safe Christmas holiday. We look forward to starting the Spring term on Wednesday 3 rd January 2024. Please note that Monday 8 th January is a Professional Development Day and school will be closed for children. | <urn:uuid:0623802b-6301-4ce7-a6cd-aaef96c6ffde> | CC-MAIN-2024-10 | https://www.northwoodprimary.org.uk/_files/ugd/89a692_cba04d9c83fa436aa6f803e3d47ae9ab.pdf | 2024-03-01T10:37:34+00:00 | crawl-data/CC-MAIN-2024-10/segments/1707947475238.84/warc/CC-MAIN-20240301093751-20240301123751-00895.warc.gz | 932,438,294 | 912 | eng_Latn | eng_Latn | 0.998357 | eng_Latn | 0.998743 | [
"eng_Latn",
"eng_Latn"
] | false | docling | [
1873,
3743
] | [
2.203125
] | 1 | 0 |
FREQUENTLY ASKED
QUESTIONS
ENER GY
Q: What is a shared ambient loop network?
A shared ambient loop network is formed by a series of connected boreholes distributing water at ground temperature to individual ground source heat pumps in a cluster of homes.
A typical ambient loop network could serve between 5 – 15 houses and may include between 3 and 12 boreholes. The pipework within the ambient loop is formed by robust plastic pipe, buried in the ground. The ambient loop has no moving parts other than the pumps required to pump the water around the system.
With no moving parts, the ambient loops will have an operating life of 60+ years, which can help with funding the project.
Q: What is a heat pump?
A heat pump works like a fridge or freezer in reverse, by transferring heat from one location to another and concentrating that heat. Like a domestic fridge or freezer, heat pumps can still extract heat from a zone or heat source when the temperature is well below freezing.
Heat pumps can collect heat from the air (an air source heat pump), from the ground (a ground source heat pump), or from a pond or river (water source heat pump).
In this case the ground source heat pump will take heat from the shared ambient loop at ground temperature, and will concentrate this heat, increasing the temperature to the level required within the dwelling.
Whilst heat pumps can work when the outside temperature is below freezing, they are more efficient if the outside temperature is warmer, because they don't have to work as hard.
A ground source heat pump has a typical working life of approximately 20-years and needs less maintenance than a gas or oil boiler.
The technology is well developed and widely used both in the UK and abroad.
Q: How efficient are heat pumps?
Because a heat pump is transferring and concentrating heat from an outside source to the dwelling and is not directly heating water like a kettle or boiler, the heat pump is very efficient. Typically, modern heat pumps can deliver 2.5 – 3.5 units (or kWh's) of heat for the home from every unit (or kWh) of electricity used to power the heat pump. Another way of looking at this is that the heat pump is operating at between 250% and 350% efficiency.
By comparison, oil or gas boilers typically operate at between 85% and 90% efficiency, as not all the energy from the gas can be captured by the gas boiler.
www.chippingcommunityenergy.co.uk
1/4
ENER GY
FREQUENTLY ASKED
QUESTIONS
Q: What are the advantages of a shared ambient loop over an air source heat pump
Shared ambient loop systems offer a number of advantages over air source heat pumps. As heat pumps are more efficient when the external heat source is warmer (because the heat pump doesn't have to work as hard to get the same amount of energy), the shared ambient loop will allow the heat pumps to operate more efficiently on the coldest days, when a heating system needs the most energy, because the ground temperature will be warmer than the air temperature on those coldest days.
Because ground source heat pumps get their energy from water as opposed to the air, the heat pumps themselves are typically smaller and quieter than air source heat pumps. It is also easier to fully enclose them to further reduce noise levels if needs be. This isn't possible for air source heat pumps as they need unrestricted access to the surrounding air.
It is also possible to combine shared ambient loops with solar thermal panels to improve the system efficiency. Where possible and practical to do so, the shared ambient loop can be connected to, and supported by, on-site generation from solar thermal panels and or solar PV panels. The two technologies have been shown to work very well together. For example, the shared ambient loop enables the system to capture and benefit from all the available solar thermal energy over the summer by using all the available energy to recharge the ground temperature and increase the average temperature of the of the rock surrounding the shared ambient loop over the whole year.
Increasing the average ground temperature over the year will increase the efficiency of the heat pump and reduce annual operating costs for heating as well as hot water because the heat pump doesn't have to work as hard to heat properties.
Q: What are the advantages of a shared ambient loop over traditional district heating systems?
Shared ambient loop systems offer a number of advantages over traditional district heating systems, including:
Lower costs
By sharing boreholes in a local area immediately around the cluster of homes, localised ambient loop systems typically cost less to build than traditional district heating schemes which require a central energy centre and an extensive network of insulated pipework. Reducing the temperature of the heat network to ground temperature also helps to reduce the energy loss from the system, helping to reduce operating costs.
Less disruption for the community
As the shared ambient loop only requires small, clustered networks as opposed to a village-wide heat network, the level of disruption to the local community is reduced.
Continued...
www.chippingcommunityenergy.co.uk
2/4
FREQUENTLY ASKED
QUESTIONS
Lower development risks
As each shared ambient loop is very localised, with the heat pumps themselves being installed in the garden or house for each dwelling connected, there is no need for a new central energy centre. This removes the need to find and secure a suitable plot of land near the village for the energy centre and the planning risks associated with developing an energy centre.
Enhanced efficiency through integration with on-site renewable generation
As described in the advantages of shared ambient loop section above.
Q: Do heat pumps work in older buildings that aren't insulated as well?
Heat pumps work most efficiently by distributing heat at a lower temperature than a traditional gas or oil-fired boiler system, which means that the heat pump based systems typically work best in more modern properties that are well insulated and potentially have underfloor heating.
However, heat pumps can work in older buildings but those buildings will need new radiators that can work effectively at lower temperatures. These radiators can either be oversized standard double panel convector radiators, or special low temperature radiators that may also have forced air convection. With low temperature radiators, heat pumps can effectively heat many older buildings.
Part of the work being completed by Prospus Group will be to undertake energy surveys on 20 properties in Chipping to get a better sense what the practical issues are for the houses of Chipping to convert to a heat pump based heating system. If you are interested in having an energy survey, please register interest and complete the energy survey by clicking here.
Q: Why does a shared ambient loop system need boreholes, and what do the boreholes do?
To ensure that there is a sufficiently large volume of ground mass to extract heat from in a built-up area it is necessary to use boreholes to access heat within the rock below the surface. The Chipping project is looking at a closed loop system where boreholes will be drilled to depths of up to 200m and have a pipe loop inserted all the way to the bottom and back up again. Once the pipework is installed in the borehole, the gap between the pipe and the rock is then filled and sealed with a special inert material along the whole length to protect the pipe, to stop water flowing up or down through the borehole, and to maximise the efficiency of the heat transfer between the pipe and the surrounding rock.
As the heat pump extracts heat from the water in the shared ambient loop, it cools the water in the pipework down to below the temperature of the ground. As that water then flows through the shared ambient loop, it is warmed by the surrounding rock, back up to ground temperature, before it goes back to the heat pump.
www.chippingcommunityenergy.co.uk
3/4
ENER GY
FREQUENTLY ASKED
QUESTIONS
Q: What will be the cost of joining and buying heat from the ambient loop?
The survey work being undertaken by the team will look at developing a conceptual design for the system, a highlevel cost for the system, the business case for the system, and how best to finance and operate the system. These will all have impacts on the cost of energy and so it is not yet possible to say what the annual energy costs will be for the new system.
The advantage of a community controlled and developed ground ambient loop based heat pump system is that the project will focus on reducing the carbon and energy costs associated with the system for the benefit of the community.
Whilst it remains challenging to reduce energy costs, evidence from other projects shows that by developing community-based systems, by using on-site renewable energy generation where possible, and by getting support from local stakeholders and the UK Government, that it is possible to reduce the cost and carbon content of energy for homeowners.
Q: How do heat pumps reduce air pollution and carbon dioxide emissions?
Gas, oil, and LPG boilers all generate exhaust gases when they operate, which in turn generates carbon dioxide and other forms of air pollution. Heat pumps use electricity and do not produce any emissions in the house. Because heat pumps typically generate between 2.5 and 3.5units of heat for every unit of electricity they also reduce the carbon dioxide emissions.
The level of carbon dioxide savings is forecast to continue to increase as the UK electrical grid continues to use more renewable and low carbon energy.
Q: What is an Energy Performance certificate (EPC)?
EPCs provide an assessment of a building's energy efficiency on a coloured scale of A (green: most efficient with lowest running costs) to G (red: least efficient and highest running costs).
Its main focus is on the potential costs and savings that could be made by a consumer making some or all of recommended improvements to their property's energy efficiency suggested in the EPC, which could considerably reduce their fuel bills. The average energy efficiency rating for a dwelling in England and Wales is band D.
A central register of EPCs for all properties is maintained and, once assessed, an EPC lasts for 10 years. All dwellings are required to have an EPC when they are sold and rented dwellings need to be in band E or above, although there are plans by Government to raise that threshold in the future.
www.chippingcommunityenergy.co.uk
4/4 | <urn:uuid:41f40d4f-5adf-408e-98a4-c7ad64d0afb7> | CC-MAIN-2024-10 | https://www.chippingcommunityenergy.co.uk/wp-content/uploads/2022/07/Chipping-Community-Energy-FAQs.pdf | 2024-03-01T11:18:54+00:00 | crawl-data/CC-MAIN-2024-10/segments/1707947475238.84/warc/CC-MAIN-20240301093751-20240301123751-00896.warc.gz | 696,404,258 | 2,119 | eng_Latn | eng_Latn | 0.999125 | eng_Latn | 0.999175 | [
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | docling | [
2438,
5215,
8059,
10623
] | [
2.109375
] | 1 | 0 |
Scope & Sequence:
Novel Study for The Sea in Winter
"Elements of Story" Focus:
Exploring how a character's private thoughts can help establish mood, reveal a character's state of mind, create tension, and drive the reader onward
Investigating mood and the many tools an author can use to create it
Playing with anaphora to create emphasis and evoke emotion (week 4)
Literature Projects:
Creating an original piece of writing or film, or reinterpreting a familiar story to create a new version, using a character's private thoughts to manipulate mood and establish character
Experimenting with anaphora (week 4)
Grammar Focus:
Prepositions
Prepositional phrases
Objects of a preposition
How prepositional phrases act as modifiers
Punctuation Focus:
When to use commas if a prepositional phrase is used as a sentence opener
Super Secret Notebook Project:
Writing for yourself
Social Studies Tie-Ins:
Makah whaling tradition and the Makah whale hunt of 1999
The geography and environment of Puget Sound
The removal of the Elwha River Dam and the Glines Canyon Dam
Food sovereignty
Additional Topics Explored:
Author Christine Day
Ballet terminology
What a torn ACL injury is and how it is treated
Geoducks and razor clams
The Makah, Piscataway, and Lower Elwha Klallam tribes
To see a longer sample from another Level 6 novel study, please click on one of the links below:
The First Rule of Punk: https://blossomandroot.com/wp-content/ uploads/2023/07/First-Rule-of-Punk-SAMPLE.pdf
One Crazy Summer: https://blossomandroot.com/wp-content/ uploads/2023/10/One-Crazy-Summer-Sample.pdf
A Kind of Spark: https://blossomandroot.com/wp-content/ uploads/2023/11/AKindofSparkSample.pdf
To see a flip-through video of a Level 6 novel study, click here: https://youtu.be/cSDlUqjHWOk?si=cebiDv_3BHZkA_9k | <urn:uuid:7eb64e6d-d6d3-43b8-a612-c13679bd30fd> | CC-MAIN-2024-10 | https://blossomandroot.com/wp-content/uploads/2024/02/Sea-in-Winter-Scope-and-Sequence.pdf | 2024-03-01T11:55:00+00:00 | crawl-data/CC-MAIN-2024-10/segments/1707947475238.84/warc/CC-MAIN-20240301093751-20240301123751-00897.warc.gz | 142,820,906 | 452 | eng_Latn | eng_Latn | 0.910591 | eng_Latn | 0.982293 | [
"eng_Latn",
"eng_Latn"
] | false | docling | [
1287,
1809
] | [
2.953125
] | 1 | 0 |
SPANISH
HUMANITIES CURRICULUM HUB
Phoenix Primary intends to use the Language Angels scheme of work and resources to ensure we offer a relevant, broad, vibrant and ambitious foreign languages curriculum that will inspire and excite our pupils using a wide variety of topics and themes. All pupils will be expected to achieve their potential by encouraging high expectations and high standards in their foreign language learning - the aim being that pupils will be able to continue studying languages beyond key stage 2. The four key language learning skills; listening, speaking, reading and writing will be taught and all necessary grammar will be covered in an age-appropriate way across the primary phase. This will enable pupils to use and apply their learning in a variety of contexts, laying down solid foundations for future language learning and helping the children improve overall attainment in other subject areas. In addition, the children will be taught how to look up and research language they are unsure of and they will have a bank of reference materials to help them with their spoken and written tasks going forward.
The intent is that all pupils will develop a genuine interest and positive curiosity about foreign languages, finding them enjoyable and stimulating. Learning a second language will also offer pupils the opportunity to explore relationships between language and identity, develop a deeper understanding of other cultures and the world around them with a better awareness of self, others and cultural differences. The intention is that they will be working towards becoming life-long language learners.
All classes will have access to a foreign language- Spanish curriculum using the Language Angels scheme of work and resources. This will progressively develop pupil skills in foreign languages through regularly taught and well-planned weekly lessons in KS2.
Children will progressively acquire, use and apply a growing bank of vocabulary, language skills and grammatical knowledge organised around age-appropriate topics and themes - building blocks of language into more complex, fluent and authentic language.
Each lesson will provide an appropriate level of challenge and stretch, provided activities will ensure pupils learn effectively, continuously building their knowledge of and enthusiasm for the language they are learning.
Early Language units are entry level units and are most appropriate Year 3 pupils and those pupils with little or no previous foreign language learning. Intermediate units increase the level of challenge by increasing the amount and complexity (including foreign language grammar concepts) of the foreign language presented to pupils. Intermediate units are suitable for Year 4-5 pupils or pupils with embedded basic knowledge of the foreign language. Progressive units are the most challenging units and are suitable for Year 6 pupils or pupils with a good understanding of the basics of the language they are learning. Grouping units into these Teaching Type categories ensures that the language taught is appropriate to the level of the class and introduced when the children are ready. Children will be taught how to listen and read longer pieces of text gradually in the foreign language and they will have ample opportunities to speak, listen to, read and write the language being taught with and without scaffolds, frames and varying levels of support.
Units are progressive within themselves as subsequent lessons within a unit build on the language and knowledge taught in previous lessons. As pupils progress though the lessons in a unit they will build their knowledge and develop the complexity of the language they use.
Pupil learning and progression will be assessed at regular intervals in line with school policy. Teachers will aim to assess each language skill (speaking, listening, reading and writing) twice throughout each scholastic year to be able to provide reference points against which learning and progression in each skill can be demonstrated.
IMPACT
As well as each subsequent lesson within a unit being progressive, the teaching type organisation of Language Angels units also directs, drives and guarantees progressive learning and challenge. Units increase in level of challenge, stretch and linguistic and grammatical complexity as pupils move from Early Learning units through Intermediate units and into the most challenging Progressive units. Units in each subsequent level of the teaching type categories require more knowledge and application of skills than the previous teaching type. Activities contain progressively more text, both in English and Spanish, and lessons will have more content as the children become more confident and ambitious with using Spanish.
Pupils will continuously build on their previous knowledge as they progress in their foreign language learning journey through the primary phase. Previous language will be recycled, revised, recalled and consolidated whenever possible and appropriate.
Pupils will be aware of their own learning goals and progression as each unit offers a pupil friendly overview so that all pupils can review their own learning at the start and at the end of each unit. They will know and will be able to articulate if they have or have not met their learning objectives and can keep their unit learning intention sheets and unit core vocabulary sheets as a record of what they have learnt from unit to unit and from year to year.
Children are expected to make good or better than good progress in Spanish and their individual progress is tracked and reported to pupils and parents / carers in line with school recommendations. | <urn:uuid:08ee7b91-6600-40ca-936f-a3bdf4336a19> | CC-MAIN-2024-10 | https://www.phoenixprimary.com/_files/ugd/72e5e3_998676c2dc4a4cc389666e216de5e308.pdf | 2024-03-01T11:29:33+00:00 | crawl-data/CC-MAIN-2024-10/segments/1707947475238.84/warc/CC-MAIN-20240301093751-20240301123751-00898.warc.gz | 919,673,220 | 989 | eng_Latn | eng_Latn | 0.997906 | eng_Latn | 0.997894 | [
"eng_Latn",
"eng_Latn"
] | false | docling | [
3438,
5701
] | [
3.625
] | 1 | 0 |
SCORE
SCREEN TIME
BOOKS
VS
0 8
BATTLE SCREEN TIME WITH 8 BOOK RECOMMENDATIONS FOR THE FAMILY!
SCROLL DOWN TO START!
FOR CHILDREN
The Couch Potato
By: Jory John and Pete Oswald
Publisher: New York, NY: Harper, an imprint of
HarperCollinsPublishers, 2020
Section: Early Literacy Picture Books
Call No.: English JOH
The Couch Potato has everything he needs within reach of his sunken couch cushion. But when the electricity goes out, Couch Potato is forced to peel himself away from the comforts of his living room and venture outside. And when he does, he realizes fresh air and sunshine could be just the things he needs.
Dot Unplugged
By: Randi Zuckerberg
Publisher: London: Walker Entertainment, 2020
Section: Early Literacy Picture Books
Call No.: English DOT
It's pouring with rain and now the power's gone out at Dot's house. What should they do to pass the time with no tech? It turns out that improvised game keeps Dot's family so entertained, they just might decide to stay unplugged a bit longer!
The Screen Thief!
By: Helen Docherty and Thomas Docherty
Publisher: London : Alison Green Books, 2021
Section: Early Literacy Picture Books
Call No.: English DOC
Screens away, it's time to play! When the Snaffle arrives in the city, she just wants to play. But nobody notices her: they're all too busy staring at their screens. The Snaffle discovers that she likes screens, too, as a snack! She quickly chomps down every last phone, tablet and TV in the city. She even eats the cinema screen. People are horrified, until they realise that life is much more fun when you actually play together!
All book covers and synopses are copyright of the respective publishing companies.
NON-ICTION FOR CHILDREN
Staying Safe with Technology
Publisher: North Mankato, Minnesota: Pebble, a
Capstone imprint, 2022
Section: Early Literacy Picture Books / Non-Fiction
Call No.: English 004.67 RIC
By: Ashley Richardson
Technology is all around us all the time. Readers will learn ways to stay safe while using technology and important steps to take if they run into problems.
Manners with Technology
By: Bridget Heos
Publisher: Mankato, MN: Amicus Illustrated, 2016
Section: Early Literacy Picture Books/ Non-Fiction
Call No.: English 395.5 HEO
A young monster who takes her sister's tablet computer without asking gets a lesson in online etiquette and appropriate use of electronics.
Limit Screen Time
By: Martha E.H. Rustad
Publisher: North Mankato, Minnesota: Pebble, a
Capstone imprint, 2021
Section: Children Non-Fiction
Call No.: English 004.67 RUS
We watch videos on our smartphones and tablets. We read books on E-readers. Devices with screens are part of our everyday lives. But too much time on these devices can be unhealthy. Engaging text and colorful photos explain how to cut the screen time.
All book covers and synopses are copyright of the respective publishing companies.
FOR PARENTS
The Tech Solution: Creating Healthy Habits for Kids Growing Up in a Digital Word
By: Shimi Kang
Publisher: Toronto, Ontario: Viking, an imprint of Viking
Canada, 2020
Section: Adults General Non-Fiction
Call No.: English 649.1 KAN-[FAM]
Harvard-trained psychiatrist Dr. Shimi Kang reveals the essential habits your child needs for a healthy relationship to digital technology that will nurture their full potential. New research shows alarming increases in stress, anxiety, depression, loneliness, and addiction among those who have grown up in a world of booming digital technology.
To get monthly updates of the National Library Board's programmes for preschoolers, subscribe to the mailing list at go.gov.sg/earlyreadprogsfor0to6
Viral Parenting: A Guide to Setting Boundaries, Building Trust, and Raising Responsible Kids in an Online World
By: Mindy Mcknight
Publisher: New York, NY: Grand Central Life & Style, 2019
Section: Adults General Non-Fiction
Call No.: English 306.874 MAC -[FAM]
A guide to raising responsible, safe, and communicative kids in the digital world. From cell phone contracts, rules for earning an allowance, and creating a family mantra, this book teaches readers to solve problems before they happen.
For more parenting resources, visit Parent Hub at go.gov.sg/parenthub-nlb
All book covers and synopses are copyright of the respective publishing companies. | <urn:uuid:28d4f4bb-cf1b-4f80-b52c-fa329215e237> | CC-MAIN-2024-10 | https://ch-api.healthhub.sg/api/public/content/974c02e3055948e2b7b6d95d9866bf0c?v=470d7dbd | 2024-03-01T12:12:51+00:00 | crawl-data/CC-MAIN-2024-10/segments/1707947475238.84/warc/CC-MAIN-20240301093751-20240301123751-00897.warc.gz | 167,425,376 | 996 | eng_Latn | eng_Latn | 0.836874 | eng_Latn | 0.991173 | [
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | docling | [
121,
1708,
2927,
4344
] | [
2.34375
] | 1 | 0 |
Abstract
A cross section of 93 Kenyan products were analysed for fluoride levels using an F ion-specific electrode. The beverages consisted of 6 pure fruit juices, 25 "ready to drink" fruit juices, 11 "concentrated" fruit juices, 19 carbonated soft beverages, 7 beers, 6 wines, 6 milk types, 7 brands of chocolate, 3 of coffee and 3 of tea. Pure fruit juices, prepared in the laboratory, had the lowest F-concentrations (<0.05 ppm). F levels in commercially marketed fruit juices and carbonated soft beverages ranged from 0.1 to 15.0 ppm. Variations between the products from different manufacturers probably reflected F-concentrations in the water used for processing the beverages. Products from one manufacturer particularly contained alarmingly high F-levels (mean 11.6, range 8.3-15.0, n=29). The F-content of a 300-ml bottle of carbonated soft beverage with F 13.5 ppm, exceeded by 6.75 times the recommended total daily F-intake of a 10-kg child. Even if the child got no F from other sources, one such bottle a day is likely to cause fluorosis. There is a definite need for establishing limits for the F-levels in water used for processing certain types of beverages and food. F-levels in beers, wines and milk gave no reason for concern. The F-content of chocolate powder and coffee beans was negligible, in contrast to the high F-content of tea leaves. The F-content of the household water used for preparation of these beverages was of major significance. Tea consumption among young children should be discouraged, particularly in areas with high F-content in the water.ADDITIONAL ABSTRACT:The geology of Kenya renders it an area in which the people are exposed to high fluoride (F) levels. Endemic dental fluorosis is common and is now aggravated by changes in dietary habits and the use of drinking water from deep bore-holes. Water samples tested from Kenyan bore-holes frequently contained >1 p.p.m. F and 20% contained >5 p.p.m. The recommended level in drinking water for a hot climate is 0.7 p.p.m.
A wide range of beverages-fruit juices, carbonated soft drinks, beers, wines, milk, chocolate, coffee and tea, purchased in Nairobi in 1988, were analysed. Fresh fruit juice contained very little F but the levels in commercial drinks varied greatly, those from 1 manufacturer being alarmingly high (up to 15 p.p.m.) and representing a hazard to children. The variation between the products of different manufacturers probably reflected the F-content of the water used. Chocolate powder and coffee beans contained negligible amounts of F but high concentrations were found in tea leaves. Tea consumption by young children should be discouraged, especially in areas with a high F-content in the drinking water. | <urn:uuid:e2b96505-9efc-4689-bc25-8cddd19d75ea> | CC-MAIN-2024-10 | https://ir-library.ku.ac.ke/bitstream/handle/123456789/10187/High%20fluoride%20levels%20in%20some%20....pdf?sequence=1&isAllowed=y | 2024-03-01T12:25:39+00:00 | crawl-data/CC-MAIN-2024-10/segments/1707947475238.84/warc/CC-MAIN-20240301093751-20240301123751-00898.warc.gz | 318,933,585 | 602 | eng_Latn | eng_Latn | 0.996224 | eng_Latn | 0.996224 | [
"eng_Latn"
] | false | docling | [
2728
] | [
2.203125
] | 1 | 0 |
Source: OXFAM Intermón.
THE PRINCIPLES OF SOCIAL ECOLOGY
Consume responsibly
Reduce, reuse and recycle
Only buy the food you need and be committed to sustainable production.
Reduce your waste, recycle it and try to give it a second chance.
Choose fair trade produce
By doing so, you are protecting the environment and contributing to the development of small producers.
Travel in a sustainable way
Travel on public transport, use a bicycle and walk whenever you can.
RECYCLING FOR KIDS
Encourage self-consumption
Grow your own food, whether in the garden at home or in an allotment.
[More articles about
Sustainability]iberdrola | <urn:uuid:9f34d72a-c7a5-4def-9c60-c33df8debcfd> | CC-MAIN-2024-10 | https://www.iberdrola.com/documents/20125/40603/Infographic_principles_social_ecology.pdf/16de86a0-abe1-bd5d-c322-5671c16367d1?t=1627469430788 | 2024-03-01T10:57:49+00:00 | crawl-data/CC-MAIN-2024-10/segments/1707947475238.84/warc/CC-MAIN-20240301093751-20240301123751-00899.warc.gz | 809,348,938 | 145 | eng_Latn | eng_Latn | 0.996933 | eng_Latn | 0.996933 | [
"eng_Latn"
] | false | docling | [
642
] | [
3
] | 2 | 0 |
Science Facts and Analysis from Science for Georgia
Executive Summary
Environmental injustice negatively impacts the health of a community and its economic prospects, furthering the cycle of poverty. Climate action funding in the United States is at an all-time high, and two-thirds of Americans believe the government should be doing more to address climate concerns.
So, what's happening in Georgia? The state is working hard to bring in green jobs – which is great! However, we need to ensure that these jobs don't harm the environment and that all Georgians have the chance to develop the skills necessary for these jobs through equitable training programs. The location of these new jobs is also vital to ensuring all communities benefit from the new economy, regardless of their zip code.
Why? Georgia has a history of environmental injustices that have trapped people with a higher burden of disease and few opportunities to improve their lives independently. These injustices cost both the citizens and the government lots of money through health costs, economic costs (energy bills, insurance hikes, etc.), and poor infrastructure.
So, what do we do about it? There is currently federal funding available for projects such as home energy efficiency assistance, shifting to clean energy sources, and building EV infrastructure. The state must take full advantage of these grants to address environmental injustices while bettering the economy in the state of Georgia by reducing healthcare costs, freeing up personal income from housing expenses, and bolstering new industries that bring in sustainable revenue.
If government leaders follow these plans the state can make money through increased energy, EV exports, and buoying, not burying, under-resourced communities and lose less money to failing infrastructure.
Costs of Injustice
Health Costs
The health impacts of pollution and toxic levels of chemical buildup have been seen across the state of Georgia, with disadvantaged populations bearing the highest burden. High-cost conditions such as severe asthma, nervous system damage, dangerous pregnancy outcomes, heart disease, and various forms of cancer can cluster in these polluted areas. Both urban and rural low-income areas have greater barriers to accessing healthcare, including low insurance coverage, few primary care providers, and longer distances to reach specialty providers. These issues compound, creating a cycle of poverty, illness, and medical debt.
In 2021, more than 18,600 Georgians died of cancer, a rate that is much higher than the national average. Cancer is one of the costliest diseases to treat, and the costs of treatment in the US are only expected to rise. Chemicals and toxins that are known cancercausing agents have been found in the soil, water, and wildlife in areas such as Waycross, Smyrna, and Brunswick. Cancer has been proven to cluster in rural, high-poverty areas with high percentages of black or elderly populations. Clustering of expensive medical conditions in low-income populations means higher state expenditures on Medicare and Medicaid.
Science Facts and Analysis from Science for Georgia
Georgia tied for second in states with highest prevalence of childhood asthma in 2021, with 9.7% of Georgian children suffering from the condition. Families in the state with lower incomes have a higher prevalence of childhood asthma than those with higher incomes. In 2020, the total charges for asthma-related hospitalizations among Georgia children amounted to $41.6 million and Black, Non-Hispanic children had the highest rates of emergency department visits in the state, far exceeding their counterparts. This cost does not include the costs of lost wages from parents missing work, the cost of travel, or other costs of seeking healthcare.
Risk of cardiovascular disease is also a known outcome of air pollution, specifically increased levels of PM2.5. Communities that experience higher concentrations of this pollutant include areas near highways, urban areas, and areas near industrial plants. The Georgia Department of Public Health reported that cardiovascular disease is the leading cause of death in Georgia and prevention could save the state billions of dollars.
It should be noted that while there are several numbers here about the prevalence and costs of these diseases, they are not solely attributed to environmental injustice. Rather, we aim to show that addressing the environmental causes of disease is not only important for the health of communities but also for the economic prosperity of the state.
Economic Costs
The economic costs of environmental justice can also be seen across multiple sectors in Georgia. Atlanta has the third highest energy burden among low-income households in the United States. Additionally, those households have also seen a steeper rise in the burden of energy. Drivers of energy burden include older and less efficient appliances, absence of programmable thermostats, reliance on electric heaters, older homes, and homes that are not weatherized. When low-income households must spend large portions of income to keep the lights on, it reduces the capacity for upward mobility or getting to a point where they are not living paycheck-to-paycheck. This puts them at high risk of not being able to pay bills and having power shut off during extreme heat or extreme cold. This is a health risk and can lead to heat stroke, hypothermia, hospitalization, or death.
Flooding is another economic risk for communities, and there is a higher economic risk in areas that have not been weatherized and/or urban areas, where the built infrastructure (e.g. concrete) is not designed to have water absorb into the ground. In both situations, low-income households bear the highest economic burden of this flood risk and flooding due to increasing insurance costs and the inability to pay out-of-pocket to repair damages quickly. Savannah, a majority-black city, is particularly at risk. Estimates have shown that Savannah could experience more than thirty tidal floods a year by the year 2030, due to the rise of sea levels.
Science Facts and Analysis from Science for Georgia
Benefits of a Green Economy
What is a green economy?
The term "green economy" is often used to describe a whole host of government actions to combat climate change and create jobs in various sectors. However, the term is often left ill-defined, so it is important to understand the basics of the interaction between the environment and the economy. Natural resources are often broken into two categories: terrestrial (soil, trees, minerals, etc.) and marine (fish, water, etc.). The "green" and "blue" economies refer to the responsible management and use of these resources; however, green economy is typically used to cover both categories.
Natural resources are finite. Population growth and overuse have led to the depletion of these finite resources creating a threat to the ecosystem of the planet and intensifying climate change. Historically, market forces around the use and exploitation of these resources did not account for their "true cost" (for example, dumping toxic waste into a river is of 'no cost' to the dumper, but has a high impact on the surrounding community that depends on the river). Thus, we rely on government regulation to allocate, preserve, and protect these resources. As we discuss a transition to a green economy, we will look at how every industry can interact with the environment in a way that enriches both the ecosystem and the health of the surrounding community.
Science Facts and Analysis from Science for Georgia
Green Workforce.
Green jobs can include work in clean energy, electric vehicle (EV) manufacturing, sustainable agriculture, etc. Essentially, green jobs can exist in every economic sector
The creation of green jobs has been a bright spot for the state of Georgia. Since the passing of the 2022 Inflation Reduction Act (IRA), Georgia has announced over 16,000 new green jobs, one of the highest numbers in the country. Governor Bryan Kemp has pledged to make Georgia the "electric mobility capital of the country" and has welcomed expansions of electric vehicle manufacturing by Kia, Hyundai, and Rivian. These jobs were courted through tax breaks, infrastructure investments, and state-supported training programs and are accompanied by increases in battery production and solar energy manufacturing.
While these investments are a promising step towards a green economy, it is vital that the benefits of the green economy are distributed equitably. In 2020, only 8% of the national clean energy workforce was African American. Clean energy jobs tend to be well-paid, stable careers, making them important targets for equitable distribution. Atlanta has one of the least equitable workforces of major American cities, making it an inefficient marketplace with a challenged local economy. Although job and wage growth in the city
Science Facts and Analysis from Science for Georgia have been high in the past two decades, upward mobility rates have been among the lowest in the country. New EV plants are being placed in the majority of white counties outside of major cities such as Atlanta and Savannah. Barriers to obtaining jobs at these plants include lack of affordable housing near the plants, car ownership, high commute times, limited talent recruitment, and inadequate talent retention.
There are many actions that can be taken to lower these barriers to entry. These include increasing housing supply, creating alternate transportation options such as carpool options or bus routes, providing incentives that enable employees to buy the vehicles they manufacture, expediting EV infrastructure in low-income neighborhoods, expanding access to TCSG workforce training programs, creating scholarship programs, and recruiting in diverse schools and HBCUs. It is time for policymakers to create a detailed and measurable plan to bolster the green workforce through development and equity.
Climate Infrastructure
The energy grid offers one of the most important opportunities to create a green economy and while also reducing the high energy burdens felt in the state. The approved Georgia Power plan includes the elimination of coal-fired power by 2028 but increases the amount of natural gasfired power. Natural gas is not a renewable resource, and this would be detrimental to the goal of reaching a clean energy grid. Using renewable resources such as wind and solar lowers energy costs in the short-term and creates economic stability in the long-term.
Science Facts and Analysis from Science for Georgia
Many cities are using green infrastructure (GI) plans to mitigate the impacts of climate change such as flooding and the urban heat island effect. GI is used to make urban environments mirror natural ecosystems. Examples include rain gardens, green roofs, and biodiverse planting. The upfront costs of replacing gray infrastructure with green infrastructure are outweighed by the long-term economic benefits of avoiding gray infrastructure maintenance. A case study in Pennsylvania showed that Chester County saved approximately $27 million annually after the implementation of its GI plan. Greening of low-income neighborhoods is connected to community revitalization, affordability, walkability, safety, job creation, and improved mental and physical health.
However, GI plans in Atlanta do not meet key metrics to ensure equity in GI is achieved. While all of the plans speak to equity concerns, very few explicitly define equity or have tangible plans to address equity issues. The chart below breaks down the weaknesses of each plan in respect to equity. The threat of potential, green-related gentrification reinforces the need for thoughtful and equitable planning that protects against unwanted negative side effects.
Science Facts and Analysis from Science for Georgia
How to Reach a Green Economy
The Inflation Reduction Act (IRA) has designated a significant amount of funding towards greening the economy with an estimated $40 billion going directly to communities with EJ concerns. The investments coming into Georgia from the IRA include approximately $180 million in clean energy investments, $26 billion in battery supply chain investments, $28.7 million in EV infrastructure investments, and $219 million in Home Energy Rebate programs. This federal funding presents an opportunity to address environmental injustices while bettering the economy in the state of Georgia by reducing healthcare costs, freeing up personal income from housing expenses, and bolstering new industries that bring in sustainable revenue.
Checklist to a Green Economy
Environmental Impact Assessments should be required for all new projects and the findings should be prioritized when deciding to move forward.
Public comment periods should be utilized to ensure communities have input in any projects or policies that impact them. To ensure accessibility they should be held in the affected area, use the appropriate language(s) and translations, be announced with advance notice, and be held at an appropriate time for the community's needs.
Health Impact Assessments should be required for all new projects to ensure the health of a community is not negatively impacted.
Equitable workforce development should be a priority for any plans to train Georgians to take on the new green jobs. Economic impact plans should include information about working with local TCSGs (Technical College System of Georgia – these institutions are all over the state) to build the necessary skills to work in new plants. These plants should also be placed in areas that afford economic opportunity to vulnerable populations.
About Science for Georgia
Science for Georgia is a 501c3 dedicated to bridging the gap between scientists and the public through training, outreach opportunities, and direct contact with the public, policymakers, and the press. Science for Georgia highlights how science can impact people's lives and advocates for the responsible use of science in public policy.
Please reach out with any questions or comments email@example.com
Science Facts and Analysis from Science for Georgia
References
https://sciencelookup.org/knowledge-base1/the-cost-of-environmental-injustice/
https://www.climatepolicyinitiative.org/press-release/annual-finance-for-climate-actionsurpasses-usd-1-trillion-but-far-from-levels-needed-to-avoid-devastating-futurelosses/#:~:text=A%20new%20study%20shows%20that,worst%20impacts%20of%20cli mate%20change.
https://www.pewresearch.org/science/2020/06/23/two-thirds-of-americans-thinkgovernment-should-do-more-on-climate/
https://www.npr.org/2023/06/15/1181789390/georgia-kemp-republicans-jobs-electricvehicles-climate-change https://www.georgiahealthnews.com/2022/02/georgia-air-soil-history-environmentalinequality/
https://www.energy.gov/articles/energy-facts-impact-investing-america-agenda-georgia https://www.americanprogress.org/article/health-care-providers-georgias-low-incomecommunities-need-financial-relief/
https://winshipcancer.emory.edu/files/research-files/coe-files/bayakly-ga-cancersummit-presentation.pdf https://www.cdc.gov/chronicdisease/about/costs/index.htm
https://www.atlantamagazine.com/great-reads/why-are-rare-cancers-killing-so-manypeople-in-a-small-georgia-town/
https://www.11alive.com/article/news/sterigenics/85-72a85607-afa6-4703-80a159fbb6ae5765
https://www.ajc.com/news/local/waycross-worry-has-industrial-pollution-given-our-kidscancer/2rUNvLpy0zzIom3jMkqBwO/
https://jagwire.augusta.edu/rural-georgia-counties-pinpointed-as-hotspots-for-death- from-four-common-cancers/
https://www.statista.com/statistics/253800/us-states-with-highest-current-asthmaprevalence-among-children/
https://dph.georgia.gov/asthma-surveillance https://www.epa.gov/air-research/air-pollution-and-cardiovascular-diseasebasics#:~:text=In%20addition%2C%20other%20risk%20factors,the%20development%2 0of%20the%20disease .
Science Facts and Analysis from Science for Georgia https://dph.georgia.gov/chronic-disease-prevention/heartdisease#:~:text=Cardiovascular%20disease%20(CVD)%20is%20the,in%20Georgia%20 due%20to%20CVD .
https://www.aceee.org/sites/default/files/publications/researchreports/u1602.pdf https://cepl.gatech.edu/sites/default/files/attachments/EE%20Phase%201_4-13-18.pdf
https://pubmed.ncbi.nlm.nih.gov/33930272/#:~:text=Study%20results%20find%20simul ated%20compound,exhaustion%20and%2For%20heat%20stroke.
https://www.statesman.com/story/news/2022/01/04/246-texans-died-february-freezeand-power-loss-officials-say/9080688002/
https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7749027/
https://www.cakex.org/sites/default/files/documents/Climate%20change%20vulnerability %20assessment%20in%20Georgia.pdf https://www.savannahnow.com/story/opinion/2022/04/12/fight-climate-change-andsupport-environmental-justice-georgia/7278238001/
https://www.tandfonline.com/doi/full/10.1080/13549839.2023.2238748
https://www.iberdrola.com/sustainability/what-are-green-jobs https://home.treasury.gov/news/featured-stories/the-inflation-reduction-act-pro-growthclimate-
policy#:~:text=The%20Inflation%20Reduction%20Act%20(IRA,investment%20in%20our %20economic%20growth.
https://www.cnbc.com/2023/02/07/inflation-reduction-act-which-states-have-most-newgreen-jobs-so-far.html https://atlanta.capitalbnews.org/green-jobs-alternative-energy/
https://datasmart.hks.harvard.edu/news/article/building-equitable-workforce-atlanta https://www.brookings.edu/articles/why-green-jobs-plans-matter-and-where-u-s-citiesstand-in-implementing-them/
https://www.eia.gov/state/?sid=GA#tabs-4
https://www.greenlinkanalytics.org/post/a-clean-energy-fund-would-boost-equity-inatlanta https://www.georgiapower.com/company/news-center/2022-articles/georgia-powertransformational-plan-for-states-energy-future-approved-helps-ensure-company-willcontinue-to-meet-needs-of-customers-and-state.html
Science Facts and Analysis from Science for Georgia https://www.business.com/articles/the-impact-of-green-energy-on-the-economy/
https://www.deeproot.com/blog/blog-entries/the-economic-value-of-green-infrastructure/
https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8835303/
https://giequity.org/atlanta/
https://eelp.law.harvard.edu/2022/08/ira-ej-provisions/ | <urn:uuid:8b485437-26d6-4080-b731-629a449001bd> | CC-MAIN-2024-10 | https://sciencelookup.org/wp-content/uploads/2024/01/Environmental-Justice-Economic-Argument.pdf | 2024-03-01T10:52:22+00:00 | crawl-data/CC-MAIN-2024-10/segments/1707947475238.84/warc/CC-MAIN-20240301093751-20240301123751-00897.warc.gz | 506,623,868 | 3,868 | eng_Latn | eng_Latn | 0.911454 | eng_Latn | 0.996657 | [
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | docling | [
3113,
6142,
7604,
8989,
10627,
11908,
14225,
16059,
18017,
18378
] | [
3.171875
] | 1 | 0 |
Northwood Primary School Early Years Curriculum Newsletter
| | Curriculum Information - Topics | | | | | | | | |
|---|---|---|---|---|---|---|---|---|---|
| | Autumn 1 | Autumn 2 2022 | | Spring 1 2023 | | Spring 2 | | Summer 1 | Summer 2 |
| | 2022 | | | | | 2023 | | 2023 | 2023 |
| Ourselves | Ourselves | Africa | | Dinosaurs | Birds | Birds | | Plants and | The Seaside |
| | | | | | | | | growth | |
| | Homework Timetable – Reception | | | | | | | | |
| | | | Issued | | | | Returned to School | | |
| Homework | | Friday | | | | | | | |
| Book to share | | Monday | | | | | | | |
| | Reception Curriculum | | | |
|---|---|---|---|---|
| | Curriculum Area | | Reception | Home Enrichment Activities |
| Personal, Social and Emotional Development | | Children will have the opportunity to share their thoughts and feelings in circle time. Pupils will be encouraged to talk about their likes and dislikes and begin to identify similarities and differences between themselves and others. Children will consolidate their understanding of the Reception rules and routines. We use the visuals below to help the children understand Reception behaviour expectations. | | |
| Physical Development | | Children will access the outdoor classroom, and develop balance and coordination skills to enable them to travel in a variety of ways, including over, under, through and around obstacle equipment. Pupils will take part in PE in the school hall, where they will access a themed story book with associated physical activities to support the development of a range of movement skills. Children will engage in a variety of fine motor control activities including: threading, construction, mark making and dough activities. Pupils will also access targeted Dough Gym and Funky Fingers activities to support pencil grip and strength. Pupils will practise health and self-care routines including: hand washing, blowing their nose and dressing for PE and the outdoor environment. | | |
| Expressive Arts and Design | | Children will explore drawing techniques and will begin to use different line types of materials to produce art work. (paint, college, clay, playdough and pastel) During child initiated learning, pupils will have access to a wide variety of creative materials and will be able to express their own creativity. Pupils will be able to access a variety of small world and role play activities to develop expressive language. Pupils will develop their repertoire of nursery rhymes, action songs and themed songs. They will use Charanga to develop an understanding of rhythm and beat within music. | | |
Communication and Language
Literacy
Mathematics
Understanding the World
Children will be encouraged to take part in circle time activities within small groups and whole class. There will be lots of opportunities for pupils to express their views, share stories and become confident to speak in a familiar group.
Pupils will have the opportunity to engage in role play to develop their expressive language.
Blast Language intervention will be delivered to target pupils to develop their expressive and receptive language and early language development.
Children will continue to recall story events and will have the opportunity to re-enact stories in their play. Pupils will explore the following stories in class.
- Harry and His Bucketful of Dinosaurs – Starting School
- Funny Bones
- Titch
- Starting School
- You Choose
- All Kinds of People
Songs covered will include:
- If you're happy and you know it
- Heads, Shoulders, Knees and Toes
- One Finger, One Thumb
- Please and Thank You Song
- Hello Song
-
Children will access Little Wandle Letters and Sounds, a phonics programme introducing the children to phonemes (sounds) and graphemes (letters).
Pupils will develop their writing skills. Working on letter formation, their names and words/sentences containing the learned phonics sounds. (e.g. sat/cot and the cat is on a mat etc.)
The children will also begin to read some tricky high frequency words such as 'the' and 'I'.
Pupils will be introduced to Numicon, which is a multi-sensory resource to support mathematical concepts, for example pattern, addition and problem solving.
Children will consolidate their understanding of the numbers 0-5; counting up to five objects accurately and matching to the correct numeral.
Pupils will also develop their understanding of 'one more', find the total number of items in two groups by counting and begin to use the vocabulary involved in addition.
Children will also explore size and position and 2D shapes.
Pupils will learn about themselves, using their senses. Discussing people and the stages of life (baby, toddler, teenage, adult) and noting differences between the stages. We will discuss our families, friends and what we enjoy as we get to know each other.
Children will be learning about Harvest, Diwali and the build up to bonfire night. We will be noting the changes in seasons and what they can see is changing around them.
Children will learn about Staying Healthy. The School Nurse will visit and discuss dental and hand hygiene.
Encourage your child to speak to a range of adults in the home setting. Encourage your child to ask and answer two part questions and instructions.
Encourage your child to identify letters in the environment, e.g. number plates, signs, magazines etc.
Access Little Wandle Letters and Sounds online to find out more about the phonics programme we use. You can also access resources to support phonics learning at home: https://www.littlewandlelettersandsounds.org.uk/resources/forparents/
Read a story to your child every day. Encourage your child to talk about the illustrations in the stories. Model how to hold a book correctly and turn pages. Feed your child's imagination and deepen their vocabulary by telling them a range of stories.
Practise counting with your child. You might like to count objects in the home setting. Encourage your child to place objects in a line whilst counting and to touch count.
Go on a 'Number Hunt' with your child, Draw their attention to numbers in the environment for example, on registration plates, buses, doors and encourage them to recognise and name the numerals they see.
Please follow the links below for further information on Numicon or for educational games to access at home:
- Making Numbers Real-Numicon
https://www.youtube.com/watch?v=yYgwM5Z1tMo
- Crickweb-free online educational games for children http://www.crickweb.co.uk/Early-Years.html
- Topmarks-free online Maths games for children
https://www.topmarks.co.uk/maths-games/3-5-years/counting
Discuss families and extended family, maybe draw a pictures of these of add pictures to their homework book.
Encourage your child to observe and describe the signs of Autumn. Collect fallen leaves and allow your child to produce leaf collage pictures. Your child may like to bring fallen Autumnal leaves to school. | <urn:uuid:12069084-6b4d-4939-a672-cfce7a697df9> | CC-MAIN-2024-10 | https://www.northwoodprimary.org.uk/_files/ugd/89a692_c2d720ec2a3c4786a2a33a4dd4969e33.pdf | 2024-03-01T11:13:24+00:00 | crawl-data/CC-MAIN-2024-10/segments/1707947475238.84/warc/CC-MAIN-20240301093751-20240301123751-00896.warc.gz | 918,544,616 | 1,601 | eng_Latn | eng_Latn | 0.908579 | eng_Latn | 0.997988 | [
"eng_Latn",
"eng_Latn"
] | false | docling | [
2688,
7046
] | [
3.90625
] | 1 | 0 |
C. Analyzing Modal Particle Usage
Answer Key 2: Analyzing Modal Particles in Context: ja
I. 1. The subject is expressed:
a) in line 19 by a noun (Kinder) and in line 24 by a noun phrase (die anderen Mädels)
b) in all other lines the subject is expressed by pronouns:
- personal pronouns Du, wir, Ihr, ich (lines 15-17, 20-22),
- demonstrative pronoun das (line 18),
- indefinite pronoun man (line 23),
- impersonal pronoun es (line 25)
2. The MP ja occurs in declarative sentences: statements (e.g. line 17) and exclamations (e.g. line 18).
3. The MP ja immediately follows:
a) the subject in lines 17, 21, 25
b) the finite verb in lines 16, 18-20, 24
4. The word order in these clauses is:
b) direct (subject – verb – object)
a) inverted (object – verb – subject)
5. A general rule for the syntactic position of the modal particle ja based on 3 and 4 can be formulated as follows:
In clauses with a direct word order, the MP ja immediately follows the finite verb. In clauses with an inverted word order, the MP ja immediately follows the subject.
6. Based on lines 15, 22, 23, the rule in 5 can be supplemented as follows:
The modal particle ja cannot precede a pronoun.
II. 1. The pattern can be completed as follows:
Das + ist + ja + Attribute
2. This pattern expresses an appraisal of a fact discussed in the preceding conversation and an assumption that the conversation partner agrees with the speaker. | <urn:uuid:03c3a608-8fc4-4f26-94b8-2b79c2acd04d> | CC-MAIN-2024-10 | https://calper.la.psu.edu/wp-content/uploads/sites/21/2022/09/CALPER_GMP_C_AK2.pdf | 2024-03-01T13:21:56+00:00 | crawl-data/CC-MAIN-2024-10/segments/1707947475311.93/warc/CC-MAIN-20240301125520-20240301155520-00001.warc.gz | 149,806,788 | 383 | eng_Latn | eng_Latn | 0.971391 | eng_Latn | 0.971391 | [
"eng_Latn"
] | false | docling | [
1422
] | [
2.09375
] | 1 | 2 |
7 Tips for Teaching Kids to Button
by Lisa Marnell MBA, MS, OTR/L
Working buttons on clothing is a challenge. This task requires good visual attention, coordinated two-handed skills, and the cognitive skills of solid planning and sequencing. No wonder buttoning is difficult for children to master.
As an occupational therapist with over fifteen years of experience with children, I have often worked on buttoning! In this blog post I offer some of my favorite go-to strategies for teaching kids to button.
Let's start at the beginning . . .
1- Unbutton First:
Unbuttoning first helps kids learn to button in a few ways.
First, children learn how buttons and buttonholes work. In order to learn to button, children must understand the dynamics of how a button slides in and out of the hole. Second, unbuttoning addresses some of the skills needed for buttoning, like hand strength, two-handed (bilateral) coordination, and force modulation (how hard or how gently to pull on the button and material). Third, when children master unbuttoning, they feel a sense of achievement and a confidence boost: If they can UNBUTTON, then they can learn to BUTTON too!
2- Backward Chaining:
When an adult completes most of the steps of buttoning, and a child completes the final step, this is backward chaining. A nice benefit to backward chaining is that a child enjoys a sense of mastery by being the person who does the final step and gets the job done - or gets the button buttoned! Backward chaining is a nice approach to incorporate into a buttoning session . . . especially at the start in order to get a child motivated.
3- Make it Fun . . . and Name the Steps:
When teaching a child to button, it is very helpful to name to the steps involved in buttoning. As an example, you can pair the feeling of the button sliding into the hole with the words, "Slide In", and with the concept that the button, "slides into his home." Here are the main steps of unbuttoning and buttoning and the words that are paired with each step.
There are 4 steps to unbuttoning, as follows:
* Pinch the Button
* Find the Hole
* Pull Apart
* Slide Out
There are 5 steps to buttoning, as follows:
* Pinch the Button
* Find the Hole
* Slide In
* Grab On
* Pull
4- Get Out the Needle and Thread:
When I began my career as an occupational therapist, I never imagined my rudimentary sewing skills would help me. But they have! And I strongly recommend you try my approach: Take an old shirt and sew very large buttons on it (about an inch in diameter). Next, cut the holes bigger.
I have found large buttons on Amazon by searching "kids buttons". This sounds like a lot of work, but when buttons and buttonholes are larger, the tasks of buttoning and unbuttoning are made so much easier. This hack will help children learn to button so much quicker!
5- Practice the Buttoning Sequence Step by Step:
One of the best ways to master skills is to break them down into their most basic components. Using the steps outlined in the second point above, teach kids to button step by step. Know that buttoning takes days or weeks for most kids to master. So know that the goal of these practice sessions is to practice ONE step at a time. Children learn better when they are having fun, so turn these steps into games.
Pinch the Button:
Ask the child to pinch the button with one hand. The hand which is used will differ, depending on whether the child is using a "girl's shirt" or a "boy's shirt". But pinching the button is all she has to focus on right now. In order to work on the child's hand strength and to solidify their understanding of how to hold something tightly, play a game I call "Windy Day", and I shake the shirt a little, telling the child to "Pinch the Button!"
Find the Hole:
In this step, the child learns to locate the hole with her other hand. I teach the child to press her thumb against the hole. This builds a child's stereognosis, which describes the tactile sensitivity in a child's hand or the ability to "recognize" objects without looking at them. Turn this into a game by having the child hold the button with one hand and hold the hole with the other hand. Ask him if his thumb is on the hole or not on the hole. Have him open his fingers then try to position one hand on the button and the thumb of the other hand on the hole again. Have him try positioning his hands correctly with his closed eyes.
Slide In:
Once a child has mastered positioning both hands correctly on the button and the hole, he is ready to try to slide the button into the hole. Generally, kids like this step as they feel like they are closer to buttoning by themselves. Tell kids that the button is a snake who is sliding into his hole in the ground.
Grab On:
This is the hardest step, when it really helps to be using larger buttons and buttonholes. In this step, the child must grab the button with the other hand. Be sure to use the same words all the time, "Grab On", at this stage so the kids understand the concept. This stage takes practice, and kids will not master it at first. Help them initially so they don't become frustrated, fading your assistance as skills improve.
Pull:
Once kids manage to get the feel for pulling the button through, they are nearly there. Again, help children at this stage to ensure they are managing to button, and fade your help as they gain mastery of buttoning.
6- Start at the Bottom of the Shirt:
One of the biggest challenges kids face with buttoning is being able to watch what their fingers are doing as they button. Starting buttons at the top of a shirt makes buttoning even harder for kids. Starting at the bottom of a shirt allows them to better watch their hands and to better see the button and the
hole.
7- Play "I'm a Button!": A game to teach the concept of buttoning. In order to button, children must understand the way buttoning works: A button goes in or out of the buttonhole, depending if you button or unbutton. Placing a button in a button hole is similar to stepping in and out of a doorway. For a break from buttoning, children can play a listening game as they step in and out of a doorway. When an adult says, "Button", the child steps out the door. When an adult says, "Unbutton", the child steps back through the door.
Another variation is to have a child hold a hula hoop over his head. When an adult says, "Button", the child pulls the hula hoop down over his head and body. When an adult says, "Unbutton", the child raises the hula hoop up again, over his head.
Feel welcome to leave a comment. What are your favorite tips for helping kids learn to button? What steps do your students or kids struggle with?
Are you following Kids Master Skills on Facebook, Pinterest, or Instagram? Keep up to date as I post more tips to help teachers, parents, and therapists help kids master skills!
And for a variety of skill-building resources, check out my store on Teachers Pay Teachers at https://www.teacherspayteachers.com/Store/Kids-MasterSkills
If you like this post and my website, be certain to sign up for my newsletter so you don't miss any new information, ideas, or research reviews that I post.
To sign-up, fill in the purple box on my Home Page HERE: https://www.kidsmasterskills.com/ And when you sign up, my FREE Fine Motor Skill-Building Posters will be sent to your inbox!
Always feel welcome to get in touch with me by e-mail at firstname.lastname@example.org
Lisa Marnell MBA, MS, OTR/L | <urn:uuid:e6e48583-3787-4990-9db1-dd0432068aae> | CC-MAIN-2024-10 | https://www.kidsmasterskills.com/_files/ugd/806a25_4440f21637934971b0fb291418d3fcae.pdf | 2024-03-01T15:02:21+00:00 | crawl-data/CC-MAIN-2024-10/segments/1707947475311.93/warc/CC-MAIN-20240301125520-20240301155520-00002.warc.gz | 851,975,331 | 1,659 | eng_Latn | eng_Latn | 0.998861 | eng_Latn | 0.999085 | [
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | docling | [
1162,
2564,
4415,
5749,
7472
] | [
3.28125
] | 1 | 0 |
The experience of Mathematics Anxiety in primary schools: A case study
Heidi Kirkland
University of Leicester
Mathematics Anxiety, defined as 'feelings of tension and anxiety that interfere with the manipulation of numbers and the solving of ordinary and academic situations' (Richardson and Suinn, 1972, p.551) has been sparsely researched within primary schools in the UK. The phenomenon often develops at primary school age (Sheffield & Hunt, 2006), yet with conflicting literature, research needs to identify the individual experiences of children with Mathematics Anxiety in a qualitative manner in order to move our understanding forward. This pilot study aimed to identify the individual experience of Mathematics Anxiety within primary schools. A case study method was used, focusing upon a 9 year old pupil at a small primary school in the East Midlands, with the pseudonym 'Lucy'. Findings suggest that her experience of Mathematics Anxiety involved selfcomparison to peers and family, avoidance, a lack of self-belief and confidence, as well as consistent worry, embarrassment and uncertainty.
Key Words: Mathematics Anxiety, affective factors, primary school
Introduction
Whilst research into Mathematics Anxiety is increasing, there are still evident gaps in literature. The majority of research is conducted with adolescents or adults (Ashcraft, 2002), predominantly in the USA, using quantitative methodology to measure levels of Mathematics Anxiety. Comparatively, little research qualitatively depicts young children's experiences of Mathematics Anxiety in-situ within the UK. Researching how Mathematics Anxiety impacts young children has been stated as vital, as this is when it can develop, or more positively, be prevented (Harari, Vukovic & Bailey, 2013).
Aims and Research Questions
The aim of this pilot study was to identify the experience of Mathematics Anxiety in primary school children. This was achieved through answering the following research questions using a case-study design:
1. How is Mathematics Anxiety presented in primary school children?
2. How does Mathematics Anxiety affect mathematical learning in primary school children?
Literature Overview
A well-documented behavioural factor of Mathematics Anxiety is avoidance, which in turn leads to weakened competency (Ashcraft, 2002). Being anxious in Mathematics is also related to poor motivation, a lower perception of Mathematical abilities and a lack of appreciation for how Mathematics is useful in everyday life (Ashcraft, Krause, Hopko, Berch & Mazzocco, 2007). Additionally, anxiety, feelings of helplessness, dread and worry are regularly identified as emotional traits of Mathematics Anxiety (Ashcraft & Faust, 1994), which can also manifest themselves physically (Ashcraft, 2002). Whilst these may appear similar to other anxieties, such as Test Anxiety, research has shown it to be a separate construct (Jackson, 2008).
However, with no clear criteria for identifying a 'high level' of Mathematics Anxiety, as well as differing measures used to ascertain data, determining the prevalence of mathematics anxiety and related factors is highly problematic (Dowker, Sarkar & Looi, 2016).
The gender of participants may affect the prevalence of Mathematics Anxiety within studies, as literature postulates that females experience a greater degree of anxiety in situations involving Mathematics (Yüksel-Şahin, 2008). However, this is not always agreed upon (Harari et al., 2013).
A further factor that may impact the prevalence of Mathematics Anxiety is the age of participants, as although Mathematics Anxiety can develop early, it increases with age (Dowker, 2005). Mathematics Anxiety is often harder to identify in younger participants, as the effects may be smaller in children compared to adults, or not anticipated and go unnoticed (Chinn, 2009). Mathematics Anxiety can occur in pupils as young as 6 years old (Ramirez, Chang, Maloney, Levine & Beilock, 2016), with the majority of research evidencing the phenomenon in pupils aged between 8 and 12 years old (Wu, Amin, Barth, Malcarne & Menon, 2012). More research needs to be conducted into the experience of Mathematics Anxiety in primary schools, as it appears to be more complex than occurring at one point in time; rather, it evolves and changes over its development (Mishaelides, 2008).
Documented causes of Mathematics Anxiety are the role and influence of parents (Scarpello, 2007) and peers (Stuart, 2000). Teachers have also been identified as influential in the development of Mathematics Anxiety (Shields, 2005). Poor attainment in Mathematics has also been found to lead to the development of Mathematics Anxiety (Deficiency Theory; Tobias, 1986) However, the Cognitive Interference Theory (Wine, 1980) suggests the inverse; Mathematics Anxiety interferes with an individual's ability to recall prior knowledge, leading to weaker Mathematical attainment.
This highlights an issue with current research, as Mathematics Anxiety is a multifaceted phenomenon. By focusing upon one factor related to Mathematics Anxiety, whilst disregarding the evident multitude of factors, data becomes conflicting and difficult to synthesise. Rather, it appears worthwhile to research Mathematics Anxiety from a social inquiry perspective, utilising in-situ data that reflects an individual's own experience of the phenomenon in a rich and meaningful manner.
Methodology
A case-study design was used to conduct the research. The purpose of this research was explanatory, as it aimed to illuminate the connection between different factors of Mathematics Anxiety and thematically identify key aspects that an individual may experience. This was a single case-study for the pilot investigation as only one participant was involved. However, the full-scale research will be a multiple case study with parallel participants.
This investigation occurred in a small primary school in the East Midlands, England, where I work as a Key Stage 2 Teacher. To select a participant for the case study, children who appeared to display symptoms of Mathematics Anxiety were initially identified through discussions with teachers and teaching assistants. These children then completed the Scale for Early Maths Anxiety (SEMA; Wu et al., 2012), due to its strong reliability and relevance to children aged between 7 and 11 years. This 5-point Likert scale created a numerical score of Maths Anxiety (minimum score 0; maximum score 100), for each participant and aided understanding of how they experience Mathematics lessons and everyday situations involving Mathematics.
This selection process led to a 9 year old girl being asked to participate in the pilot research with the pseudonym of 'Lucy'. Lucy lives with her mother, father and older brother (11 years old) in the East Midlands. Lucy was in Year 4 and she was meeting 'expected attainment' for her age in Mathematics. Her attainment in other subjects, however, was slightly higher, yet still identified as 'expected attainment' for her age.
Lucy was observed weekly in Mathematics lessons to identify her behavioural reaction to learning Mathematics and any discussions she had with their peers, teacher or teaching assistant that reflected her emotional and cognitive reaction as well.
Lucy also had five small, informal interviews with myself. These interviews encompassed topics such as what she liked or disliked about Mathematics, Mathematics outside of school, how she felt during lessons and different situations and how she believed her family and friends perceived Mathematics. Lucy's teacher and teaching assistant were also interviewed one-on-one. These interviews discussed their own attitudes, behaviours and emotions towards Mathematics and how they perceived Lucy's reactions to Mathematical learning and situations.
Results
Scale of Early Mathematics Anxiety (SEMA)
Lucy's score resulting from the SEMA was 62. Whilst this does not identify whether she has a high or low level of Mathematics Anxiety, her responses indicated that she would feel anxious answering questions about: word problems, time and counting in multiples aloud. She also rated her response to the following Mathematical situations as 'highly anxious': learning something new, work on fractions, Mathematics tests, working on the board in front of the class and working on subtraction problems.
Observations
The topics covered in the observed Mathematics lessons were the short formal method of multiplication, multiplying and dividing by 10, 100 and 1000 and telling the time to the nearest minute on analogue and digital clocks. Across all observations, Lucy showed a lack of self-belief, such as copying her partner's answers rather than relying on herself, often rubbing out her work and redoing it and answering questions in the form of an answer, such as "Is it 17 minutes past?". Uncertainty was also seen in all observations, through language such as "I don't get it, I don't get what to do now", "I don't know what I'm doing" and again, answering questions in the form of another question; "Is it in the left column, is it a 7?".
Avoidance was witnessed in all observations through behaviour such as not putting her hand up to answer questions, looking down to avoid eye contact and turning her body away from the teacher during class discussions. Lucy demonstrated reluctance in all but one of the observations, as she often waited for the other children on her table to start work before beginning herself, or waiting for the teacher or teaching assistant to prompt her to begin her work.
Interviews with Lucy
The first interview with Lucy identified that she "sometimes [enjoys] Maths" due to finding some lessons hard and some lessons easy. She found lessons based on the "column method, bus stop method and any formal methods" easy, but she did not enjoy "when we do tests and we haven't learnt that yet... I'm worried I'm not going to get one mark or anything". She also indicated that when she is learning something new she feels "really nervous" and that when she has learnt something, she feels "probably more confident, because I know a bit about it". Outside of school, Lucy shared that her father "gives me sheets of Maths" and she also goes shopping with her parents weekly.
The second interview with Lucy focused upon the results of the SEMA. When speaking about word problems, Lucy stated that she "wouldn't be able to do it. It would just like block and I would feel panic". When asked questions about telling the time, Lucy said "I struggle doing it, it's like being put on the spot. I just have no clue" and "I just feel nervous, especially in front of people". In relation to the situations discussed in the questionnaire, when learning something new Lucy said she would feel nervous because "I wouldn't know anything about it. I look at others around me and it makes you feel scared like they can see my work...". After saying that she doesn't put her hand up to ask questions, she explained "I hate it like when, when everyone sees you and looks at you because I'll probably get it wrong".
The following interview focused on Mathematics at home and at school. Lucy felt that she was not good at Mathematics "because I'm not confident and when [the teacher] asks me to do something I always say to myself I'm not going to be able to do this... I panic first and worry it just stops me understanding it quicker". Lucy said that she enjoyed counting money in her piggy bank "because no one else is involved or watching", but when talking about her parents, she stated "they show me the clock and ask me to work it out but I hate it so I just don't ask them what the time is anymore".
The last interview focused on parental and peer thoughts about Mathematics. Lucy felt that her Father wanted her to do the best in Mathematics as "he gives me lots of practice papers especially over summer holidays so I can get better at Maths". She felt that her brother is "really confident in Maths. He finds it easy like he works a lot on Maths at home and he tries really hard... He's really confident at it and I'm not". She also said in relation to discussing Mathematics with her friends "I avoid it now... I just feel different to them".
Interviews with Lucy's Teacher and Teaching Assistant
Lucy's teacher stated that he did not feel any anxiety when answering Mathematical questions or being involved in Mathematical situations. When discussing Lucy, he felt that "she is very timid, much more so than in other lessons. She doesn't put her hand up to answer questions... She looks downwards a lot". When asked about Lucy's language that she uses to express herself in Mathematics, he said "She doubts herself a lot. So, rather than being assertive, she poses it more as a question. She doesn't have the belief that she's right". He also identified that Lucy may receive pressure from home due to "expectations, maybe. I know she compares herself to other children in the class so maybe she does that at home".
Lucy's teacher assistant identified that when she was at school herself, she "didn't understand [Maths]. I struggled, I just didn't get it". When discussing Lucy's behaviour in Mathematics lessons, she stated "she's capable but she's just doubtful all the time... she doesn't like failure". She also identified that "she often says she can't do it, or she doesn't understand it".
Discussion
Through coding the all data individually, themes emerged. These individual themes that were drawn from the different aspects of the collected data were then compared to create themes that were seen across the data. These themes were; self-comparison to family and peers, emotions such as lack of confidence and self-belief, worry, embarrassment and uncertainty, as well as behaviour such as reluctance and avoidance.
Whilst these key factors were prevalent in Lucy's experience of Mathematics Anxiety, it is understood that each individual's experience of Mathematics Anxiety is different and these factors may not be applicable to all. It is also noted that Lucy stated that she only felt these emotions during certain Mathematical topics and situations, leading to the need for more observations during lessons where she felt they were 'easy' to identify any difference in behaviour.
This data does, however, support previous literature that Mathematics Anxiety is related to peers (Stuart, 2000) and parents (Scarpello, 2007). It also supports literature stating that emotions such as embarrassment, worry and a lack of confidence and selfbelief occur when individuals experience Mathematics Anxiety (Ashcraft & Faust, 1994), as well as behaviour such as avoidance (Ashcraft, 2002).
There is currently little literature surrounding uncertainty and reluctance in Mathematics Anxiety, yet these terms may not be used specifically as they are similar to other emotions, such as low motivation (Ashcraft et al., 2007). Additionally, due to the majority of research involving adolescents and adults, feelings of uncertainty and reluctance to work in Mathematics lesson may not have been applicable to participants in these studies.
This pilot study is limited in generalisability due to only one participant's experience of Mathematics Anxiety being identified. However, this enabled the analysis of rich data that aids understanding of the individual nature of Mathematics Anxiety.
For the full-scale research, there will be three participants recruited within Key Stage 2 and it will be conducted in two stages. The first stage will reflect the pilot study in identifying the individual experience of Mathematics Anxiety. The participant's parents will also be interviewed to aid understanding further. The participants' experiences of Mathematics Anxiety will be thematically analysed on an individual basis, as well as compared to each other in order to identify whether there are factors experienced by all participants.
The second stage will be action-based research, which will focus upon the development and impact of personalised interventions to decrease Mathematics Anxiety in participants. These interventions will be tailored to each participant's needs and their Mathematics Anxiety will be re-assessed immediately afterwards, as well as after another three months, to identify any short or long term impacts. It is hoped that this will provide a much-need insight into the nature of Mathematics Anxiety in primary schools and provide individualised support and understanding for those children who truly need it.
References
Ashcraft, M. H. (2002). Math anxiety: Personal, educational, and cognitive consequences. Current Directions in Psychological Science, 11[FRC1](5), 181185.
Ashcraft, M. H., [FRC2]& Faust, M. W. (1994). Mathematics anxiety and mental arithmetic performance: An exploratory investigation. Cognition & Emotion, 8(2), 97-125.
Ashcraft, M. H., Krause, J. A., Hopko, D. R., Berch, D. B., & Mazzocco, M. (2007). Is math anxiety a mathematical learning disability. In Berch, D. B, & Mazzocco, M. (Eds.), Why is math so hard for some children (329-348). Baltimore: Brookes. [FRC3]
Chinn, S. (2009). Mathematics anxiety in secondary students in England. Journal of Dyslexia, 15(1), 61 – 68.
Dowker, A. (2005). Early identification and intervention for students with mathematics difficulties. Journal of learning disabilities, 38(4), 324-332.
Dowker, A., Sarkar, A., & Looi, C.Y. (2016). Mathematics anxiety: What have [FRC4]We Learned in 60 Years? Frontiers in psychology, 7, 508.
Harari, R., Vukovic, R., & Bailey, S. (2013). Mathematics anxiety in young children: an exploratory study. The Journal of Experimental Education, 81(4), 538-555.
Jackson, E. (2008). Mathematics anxiety in student teachers. Practitioner Research in
Higher Education, 2(1), 36-42.
Mishaelides, M. (2008). Emerging themes from early research on self-efficacy beliefs in school mathematics. Electronic Journal of Research in Educational psychology, 6, 219-234.
Ramirez, G., Chang, H., Maloney, E. A., Levine, S. C., & Beilock, S. L. (2016). On the relationship between math anxiety and math achievement in early elementary school: the role of problem solving strategies. Journal of Experimental Child Psychology[FRC5], 141, 83-100.
Richardson, F. C., & Suinn, R. M. (1972). The mathematics anxiety rating scale: Psychometric data. Journal of Counseling Psychology, 19(6), 551.
Scarpello, G. (2007). Helping Students Get Past Math Anxiety. Techniques: Connecting Education and Careers, 82(6), 34-35.
Sheffield, D., & Hunt, T. (2006). How does anxiety influence maths performance and what can we do about it? MSOR Connections, 6(4), 19.
Shields, D. J. (2005). Teachers have the power to alleviate math anxiety. Academic Exchange Quarterly, 9(3), 326-331.
Stuart, V. (2000). Math curse or math anxiety? Teaching Children Mathematics, 6(5), 330.
Tobias, S. (1986). Anxiety and cognitive processing of instruction. Self-related Cognition in Anxiety and Motivation, 2, 35-54.
Wine, J. (1980). Cognitive-attentional theory of test anxiety. In I. G. Sarason (Ed.), Test anxiety: Theory, Research, and Applications (349-385). Hillsdale, NJ: Erlbaum.[FRC6]
Wu, S., Amin, H., Barth, M., Malcarne, V., & Menon, V. (2012). Math anxiety in second and third graders and its relation to mathematics achievement. Frontiers in Psychology, 3, 62.
Yüksel-Şahin, F. (2008). Mathematics anxiety among 4th and 5th grade Turkish elementary school students. International Electronic Journal of Mathematics Education, 3(3), 179 – 191. | <urn:uuid:9c134a8a-bf1d-4e96-8e61-f7b5dc4e8e47> | CC-MAIN-2024-10 | https://bsrlm.org.uk/wp-content/uploads/2017/12/BSRLM-CP-37-3-08.pdf | 2024-03-01T13:34:40+00:00 | crawl-data/CC-MAIN-2024-10/segments/1707947475311.93/warc/CC-MAIN-20240301125520-20240301155520-00001.warc.gz | 143,779,308 | 4,120 | eng_Latn | eng_Latn | 0.961034 | eng_Latn | 0.997312 | [
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | docling | [
2932,
6621,
9604,
13424,
16569,
19557
] | [
2.046875
] | 1 | 2 |
Student Comprehension Worksheet
December 18, 2021 & January 1, 2022 Camera Captures Physics in a Snap
Directions: Read the online Science News article "New high-speed video reveals the physics of a finger snap," which details scientists' exploration of the friction required for finger snapping, and answer the following questions. A version of the article, "Camera captures physics in a snap," appears in the December 18, 2021 & January 1, 2022 issue of Science News. If reading the version of the article that appears in print, skip question No. 2. 1. What is needed for a successful finger snap? Explain the physics of a finger snap.
2. What is the duration, rotational rate and acceleration of a finger snap? Why might the article’s author compare those measurements with a blinking eye and a baseball pitcher’s arm?
3. What equipment did scientists use to study finger snapping, and what variables did they test?
4. What did scientists learn from studying snapping fingers covered in lubricant?
5. What did scientists learn from studying snapping fingers covered in high-friction rubber?
6. Based on the researchers’ findings, would Thanos — the villain in the movie Avengers: Infinity War — have been able to snap his fingers while wearing a metal glove? Explain. | <urn:uuid:2bb05690-7511-4d88-a960-91917cb91dad> | CC-MAIN-2024-10 | https://www.sciencenews.org/wp-content/uploads/2021/12/121821_Comprehension.pdf | 2024-03-01T14:20:54+00:00 | crawl-data/CC-MAIN-2024-10/segments/1707947475311.93/warc/CC-MAIN-20240301125520-20240301155520-00002.warc.gz | 989,522,717 | 271 | eng_Latn | eng_Latn | 0.996678 | eng_Latn | 0.996678 | [
"eng_Latn"
] | false | docling | [
1276
] | [
3.421875
] | 1 | 0 |
Agdex 630-1
Yellows Diseases of Echinacea, Monarda and Caraway
T rends in crop diversification on the Canadian prairies have resulted in the increased production of exotic herbs, spices, essential oils and medicinal plants. With these new specialty crops have come unique disease and pest problems, some of which were previously rare or unknown on the prairies.
One example is the so-called "yellows" diseases of echinacea, monarda and caraway. Recognizing the symptoms of these diseases and understanding the basic biology of the infectious agents that cause them is fundamental to developing an effective pest management program. But first, it helps to know a bit about the origins of these crops and what they should look like in a healthy condition.
Crop characteristics
Echinacea
Also known as purple coneflower, echinacea is a member of the aster family (Asteraceae) and is native to North America. Common purple coneflower (Echinacea purpurea (L.) Moench. syn. Rudbeckia purpurea L.) and narrow-leaved purple coneflower (E. angustifolia DC.) are the two major species grown commercially in Alberta, primarily as medicinal plants. An extract from the roots is used to strengthen the human immune system and has recently gained popularity in the health food market.
Echinacea plants have large, attractive flowers, are easy to grow, and can withstand high temperatures and humidities. Healthy echinacea plants produce single, long-stalked, terminal flower heads up to 15 cm in diameter. As shown in Figure 1, the head has a prominent, cone-shaped centre of brownish-red disk flowers surrounded by petal-like, purple-rose ray flowers. The plants provide a profusion of showy blooms borne in succession for two months or more in late summer. Echinacea is also grown as a garden ornamental and for cut flowers.
Monarda
Monarda (Monarda fistulosa L.), also known as wild bergamot, is a biennial or perennial member of the mint family (Labiatae) and is indigenous from Quebec to British Columbia. During the last decade, it has been grown commercially in Manitoba and Alberta, primarily as an essential oil crop. Monarda produces high quality geraniol, an essential oil used in perfumes and other scented consumer products. Healthy plants produce 5 cm long, showy, rose-purple, fragrant flowers crowded in solitary, terminal heads as seen in Figure 2. Monarda is also grown as a garden ornamental.
Caraway
Caraway (Carum carvi L. ), a member of the carrot family (Umbelliferae), is native to Europe and is naturalized in North America. The crop is grown as a seed spice to flavour food and also as a source of oil. Caraway seed contains 3 to 5 per cent essential oil, with carvone and limonene being the principal constituents. Caraway oil is used in the food, cosmetic and pharmaceutical industries.
Caraway can be either an annual or biennial herb. Annual caraway, also known as spring caraway, is very late maturing, and its seed quality and yield have been low. Biennial caraway - which is the major type being grown commercially in the prairies - provides the highest yields. It requires a second growing season to produce seed and can be sown with a nurse crop, e.g. field pea, lentil or coriander, to obtain some return during the establishment year.
In the first year of growth, biennial caraway produces bushy green foliage about 20 cm in height and a tuberous root. In the second and subsequent years, the plant starts to flower by late June, then sets seed which is ready for harvest by early August. Healthy plants have erect, branching stems and can grow 55 to 75 cm high. Leaves are compound with thread-like divisions. The flower is white and borne in clusters as seen in Figure 3. Seeds are ovate to oblong and somewhat ribbed.
Symptoms of yellows diseases
Affected plants generally show leaf yellowing, reddening and stunting in the early stages of disease development. See Figure 4. The yellowing symptom can be quite striking, and the name "yellows" is often used to describe these diseased plants. Plants with yellows sometimes have extremely numerous, small, branched, axillary shoots coming from the stem nodes, giving them a bunchy or witches-broom appearance as shown in Figure 5.
In later stages of symptom development, infected flowers may change into vegetative, leaflike structures (virescence and phyllody) and, consequently, fail to produce seeds. Please see Figures 6, 7 and 8. Yellows can also reduce winter hardiness, and it often kills affected plants.
Figure 6. Phytoplasma-infected echinacea plants showing abnormal flower development
Figure 7. Ray and disk flowers of a phytoplasma-infected echinacea plant have turned green and leaflike
Figure 8. Phytoplasma-infected caraway flower head (left) showing bunching, rosetting and malformation of floral organs (virescence and phyllody). Healthy head (right) has white flowers borne in clusters
Causes of yellows diseases
Plant pathogenic microorganisms called phytoplasmas are the major cause of yellows diseases in plants.
Phytoplasmas are also sometimes called mycoplasmas or mycoplasma-like organisms (MLOs) and are smaller than bacteria but larger than viruses. They are responsible for over 200 diseases in a variety of plants. Of these, the so-called yellows diseases are the most important group and include maladies such as aster yellows of vegetables, forage legumes and herbaceous ornamentals, yellows of ash and elm, and lethal yellowing of coconut palm.
Phytoplasmas can only survive and reproduce in live plant tissue and cannot be isolated and cultured using conventional laboratory methods. This characteristic makes them difficult to detect and identify. Transmission electron microscopy has been used to observe the ultrastructural characteristics of phytoplasmas and to demonstrate their presence in the sugar-conducting vessels (phloem) of host plants. Examination of ultrathin sections of leaf veins from affected leaves and flowers may reveal large numbers of phytoplasma bodies in the phloem. See Figure 9. These bodies are polymorphic structures surrounded by single membranes, lack cell walls, and contain some nucleic acid (DNA). Recent advances in molecular biology, e.g. DNA sequence comparison, have aided in phytoplasma identification.
In Alberta, the aster yellows and witches' broom phytoplasmas are the most widespread and economically important members of this group of pathogens. Scientists have yet to confirm whether it is one of these or yet another type of phytoplasma causing the yellows diseases of echinacea, monarda and caraway described in this factsheet.
The disease cycle
Phytoplasmas are transmitted between plants primarily by phloem-feeding leafhoppers (Insecta: Homoptera: Cicadellidae) as seen in Figure 10. These insects have a well-developed sensory system that enables them to reject unsuitable host plants without sampling the sap. They usually transmit phytoplasmas most efficiently to plants preferred for feeding. Leafhoppers feed on a variety of plants and can spread phytoplasma pathogens from wild to cultivated plants and vice versa. Infected biennial and perennial plants may allow phytoplasmas to persist from one year to another in fields and natural areas.
In Alberta, leafhoppers can survive through the winter as eggs and appear as early as May. They can also migrate into the province from eastern and southern areas bringing phytoplasmas with them. Therefore, the incidence of phytoplasma diseases often depends upon the abundance and time of migration of leafhoppers from infested to healthy plants. Traditional field crops, such as alfalfa and potato, may serve as symptomless carriers of phytoplasma pathogens and also harbour adult leafhoppers, which could transmit primary inoculum to adjacent plantings of specialty crops.
Management of yellows diseases
An integrated strategy, focussing on both the pathogen and the vector, must be followed to successfully manage phytoplasma diseases in susceptible crops.
* Susceptible specialty crops should not be planted close to fields of forage legumes or other perennial crops affected by phytoplasma diseases. Care should also be taken to control perennial weeds that may harbour phytoplasmas and/or leafhoppers both in susceptible crops and in adjacent fields and around their margins.
* Specialty crops and surrounding fields and headlands should be regularly monitored for leafhoppers. Keeping leafhopper populations low is an important means of controlling phytoplasma diseases. Registered insecticides can be used to control leafhoppers in some situations.
* Development of resistant cultivars is the most promising method for controlling phytoplasma diseases in plants, but little effort has been devoted to breeding specialty crops with resistance to phytoplasmas.
* Echinacea angustifolia, with its densely pubescent foliage and stems, is less favourable for leafhopper feeding than E. purpurea, which has little or no pubescence. In Alberta, E. angustifolia has exhibited a lower incidence of yellows disease than E. purpurea in field plots.
* Tetracycline and some other antibiotics have been used to alleviate phytoplasma infections in high-value perennial plants, such as fruit and amenity trees, but their use is not economical in field crops.
Prepared by:
Sheau-Fang Hwang
Alberta Research Council
Vegreville, Alberta
Kan-Fa Chang Alberta Agriculture and Rural Development Brooks, Alberta
Ron Howard Alberta Agriculture and Rural Development Brooks, Alberta
For more information, contact
Alberta Ag-Info Centre
Call toll free: 310-FARM (3276)
Website: www.agriculture.alberta.ca | <urn:uuid:75fe97cc-650b-4ea0-8c31-fefea7cde979> | CC-MAIN-2024-10 | https://www1.agric.gov.ab.ca/$department/deptdocs.nsf/ba3468a2a8681f69872569d60073fde1/4b316f83458fa58887256a490060092c/$FILE/630-1.pdf | 2024-03-01T13:37:57+00:00 | crawl-data/CC-MAIN-2024-10/segments/1707947475311.93/warc/CC-MAIN-20240301125520-20240301155520-00000.warc.gz | 1,064,639,022 | 2,096 | eng_Latn | eng_Latn | 0.996036 | eng_Latn | 0.996512 | [
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | docling | [
2811,
4502,
6272,
9636
] | [
2.71875
] | 1 | 4 |
Teaching Philosophy
My philosophy of teaching is based on Piaget's constructivist learning theory, Vygotsky's sociocultural development theory, and Dweck's concept of growth mindset. My belief is that learning should empower students to take control of and be responsible for their education. As a teacher, it is my responsibility to provide a safe environment that encourages active participation and collaboration among peers, instills problem-solving and critical thinking skills, and supports students in becoming life-long learners.
I will create a student-centered classroom that promotes active learning, in which students will do more than watch, listen, and take notes. To elicit student engagement, I will utilize responsive teaching techniques that focus on student thinking, also helping me in addressing their individual needs. Students will be expected to work together in structured, cooperative groups in which there are understood expectations and clearly defined goals. Students will work through problem-based and inquiry-based learning activities or projects that require them to apply what they have learned in order to make more profound connections to the material. This student-directed approach puts the student in the driver seat of their learning, forcing them to take ownership of their education.
The most effective way for students to build their knowledge and understanding is through their social and cultural experiences. Social interaction is critical for cognitive development. By interacting with their peers, mentors, and teachers, they are able to attain a deeper understanding than they would if learning independently. A learner's area of capability, or zone of proximal development (ZPD), is influenced by support from the teacher. With the assistance of others more knowledgeable, the student can be pushed to expand their level of understanding. As a teacher, I will implement scaffolding techniques in order to challenge students, enhance learning, and support their mastery of skills.
Knowledge building and knowledge building environments will be utilized to promote collaboration among students, who are often of different cultures or backgrounds. Because students learn from their environment, these interactions will support them in building their existing knowledge, constantly working to revise their ideas and construct new knowledge. My overarching goal as a teacher is to build a community of learners that extends beyond the classroom and continues to develop throughout their lives.
Intelligence is not fixed, but constantly growing. As a teacher, it is essential to foster a growth mindset in my students. They are not just learning core curriculum to progress to the next grade; they are developing the skills necessary to succeed throughout their lives. A growth mindset embraces challenges and sees failure, not as an indication of a lack of ability, but as an opportunity for growth. In my classroom, they will learn that failure (when productive) is only short-term and will lead to long-term success. This idea is not only about praising effort, but about teaching students how to learn and develop the strategies they need to overcome challenges.
I firmly believe that assessment solely through testing is not the best way to measure student learning. A combination of formative and summative assessments and evaluating student work in groups, projects, and research is the best way to understand what a student has learned. Students should demonstrate an ability to apply key concepts, rather than recite memorized formulas and equations. In addition to the traditional quizzes and exams, I intend to use collaborative research projects, presentations of learning, portfolios, interactive activities, and class discussions to assess student understanding.
All students deserve quality instruction and a stimulating learning environment. My goal is to inspire all of my students to become the next scientists, engineers, doctors, or even teachers – as mine have inspired me. | <urn:uuid:0f69f35f-7db6-4ac1-aa9e-b2c99ff5fc7f> | CC-MAIN-2024-10 | http://sjfeeser.com/documents/Feeser_TeachingPhilosophy.pdf | 2024-03-01T15:18:03+00:00 | crawl-data/CC-MAIN-2024-10/segments/1707947475311.93/warc/CC-MAIN-20240301125520-20240301155520-00002.warc.gz | 30,920,444 | 738 | eng_Latn | eng_Latn | 0.998483 | eng_Latn | 0.998483 | [
"eng_Latn"
] | false | docling | [
4037
] | [
3.1875
] | 1 | 1 |
Agriculture Jerry Clark Agriculture Educator, Crops & Soils
March 2023 Report
Lyssa Seefeld Agriculture Educator, Dairy
An outreach and public relations effort for farmers where farmers increased awareness of extension resources to connect and build relationships and improve their lives and farms.
A dairy production and management newsletter for farmers, managers, employees, and agribusiness professionals, where subscribers learned about dairy facilities and ventilation, reproduction, animal well-being, nutrition, and Extension dairy production and management resources. This effort was designed to provide a timely and reliable source of dairy management news and updates to help them improve farm business viability, environmental sustainability, and food safety through animal welfare.
A think tank for field crop farmers where participants engaged in focus group discussions to increase understanding of the causes of soil compaction and the challenges and strategies to prevent and remedy it for increased soil health and farm profitability.
A research-based educational article for dairy farmers, and agri-business professionals, where participants will learn about current ventilation recommendations for dairy cattle, resources for identifying the most energy efficient fans for their facilities, and how proper ventilation and fan selection can help improve Dairy's carbon footprint.
A video series for food and farm business entrepreneurs, where participants develop the framework needed for effective food and ag entrepreneurship and are connected with the resources they need to be successful. This effort was designed to help participants assess their skills, assets, personalities, and/or networks to help make a decision about a business opportunity or new enterprise.
March 2023 Report
Community Development
Addison Vang | Community Development Educator
Planning for a series of webinars for food entrepreneurs in collaboration with county educators, statewide specialists, and local experts. This effort is designed to equip food entrepreneurs with increased skills and knowledge for operating successful food business enterprises.
Planning for the second in a series of educational program targeting underserved Hmong and marginalized small farmers where they learned about the importance of food safety and receive vegetable washing stations for use at their own farms. The goal is to reduce challenges and barriers to support and/or expand underserved farm operations with good agricultural practices and economic growth.
Horticulture
Margaret Murphy | Horticulture Outreach Specialist
Planning a 6-week garden program for youth in partnership with the Boys and Girls Club of the Greater Chippewa Valley Menomonie Center and FoodWIse. The goal of this effort is to teach best practices in the garden through hands-on activities, promote life-long healthy eating habits and to foster connections to nature.
Planning a series of horticulture-based activities for people living with dementia and their care partners, offered in partnership with the Aging & Disability Resource Center of Eau Claire County Dementia Care Specialist. The goal of this effort is to offer handson, nature-inspired experiences that provide opportunities to stimulate participant's senses, enjoy social interactions, and provide physical activity while imparting a sense of purpose.
Planning a gardening series for beginners in collaboration with the Cardinal Community Learning Center where participants learn the basics of vegetable gardening, starting seeds indoors and growing vegetables in containers when space is limited. The goal of this effort is to teach those new to vegetable gardening how to get started and encourage people to try vegetable gardening.
A community of practice for horticulture educators where we explore strategies and resources to expand horticulture education and outreach to underrepresented audiences. The goal of participating in this group is to dig into ways we can locally continue to grow and enhance our horticulture programs to reach more diverse audiences.
March 2023 Report
Health and Well-Being
A collaborative effort with Chronic Disease Prevention Action Teams under the Eau Claire Healthy Communities, Health Dunn Right, and Chippewa Health Improvement Partnership coalitions to promote our 2022-2023 Winter Wellness Initiative. This effort helps promote community engagement in winter activities that include increased physical activity, increased access to local food in winter farmers markets, and stress reduction as action steps to reduce chronic diseases.
Multiple emails and connection to plan nutrition education with a new partner, Downsville Elementary. The goal of this effort is for students to learn about eating healthy, being active, exploring fruits and vegetables, and the importance of hand-washing.
Multiple meetings and emails with local partners to implement a new Farmers Market in Chippewa and plan for Market Match programs in Menomonie and Eau Claire Farmers Markets. This effort will help to improve food security with the development and implementation of a program for SNAP/FoodShare recipients to use benefits for food purchases.
A 5-week nutrition education series to kindergarten classes in Parkview Elementary. The goal of this effort is for students to discover MyPlate, learn the importance of healthy habits and handwashing, and taste fruits and vegetables.
A 5-week nutrition education series to 3rd graders at Parkview Elementary to learn about the importance of eating five food groups, physical activity, healthy habits, and try seasonal fruits and vegetables. This effort will encourage students to choose a goal to try more fruits and vegetables at each meal.
Participation in the transition meeting of Healthy Communities Coalition and Alliance Mental Health teams including active support for the local chronic disease prevention action
March 2023 Report
team. This effort will help guide objectives and strategies that support initiatives to help improve the health of local residents.
A series of virtual statewide strength training sessions (StrongBodies) where older adults learn best practices along with nutrition and health education. Participants engage in regular strength training exercises to improve strength, balance, and flexibility so they can stay healthy and socially connected.
Human Development and Relationships
Luisa Gerasimo | Human Development and Relationships Educator
A multi-county regional resource fair hosted by a local school district for parents attending conferences, where local agencies and nonprofits staffed booths and handed out information to families. The purpose of this activity was to raise awareness of programming and educational efforts while making connections to community partners for future new partnerships.
A 6-session evidence-informed program for parents, caregivers, educators, and human service professionals where they learn communication skills that help young children think for themselves. The goal is to improve children's prosocial behaviors such as problem solving and positive peer relationships and reduce problematic behaviors such as impulsivity.
A 3-hour online class for parents in a legal court case for divorce, placement change, child support or paternity, where they learn about the effects of family transitions on children and how parents can minimize problems for their children through cooperative co-parenting strategies. When divorced parents can cooperate or have a business-like approach to co-parenting, their children are far more likely to do better and not experience lasting negative effects of divorce.
Programs open to Dunn County and offered by other Area 6 Human Development and Relationships Educators:
A monthly topic-specific class series (Resilient Co-Parenting) for co-parents raising children together while living apart, where they learn skills to improve communication and problem-solving, support children emotionally and keep kids out of the middle of conflict.
A coaching and Money Matters program for qualifying individuals, where participants learn how to create financial goals and gain money management skills. The goal of this program is to increase meeting financial goals and increase financial capability for long term financial success.
March 2023 Report
Positive Youth Development
Zachary Rozmiarek | 4-H Program Educator
Planning for a hands-on project learning day for middle school and high school youth in collaboration with 4-H volunteers. The goal of this effort is to broaden participant's experiences, increase project skills, and encourage youth and adult partnerships.
Planning for Art U that is a virtual art instruction program in partnership with UW-Stout in order to provide project learning in the spark of Art.
A multi-county regional resource fair hosted by a local school district for parents attending conferences, where local agencies and nonprofits staffed booths and handed out information to families. The purpose of this activity was to raise awareness of programming and educational efforts while making connections to community partners for future new partnerships.
Planning for two 4-H camps for over 80 youth from Clark, Dunn and Eau Claire counties, where youth will sleep overnight in cabins and tents. The goal is to bring youth together to try new activities, make new friends, and experience nature and time away from home in a safe setting.
Area Extension Director
Kristen Bruder | Area Extension Director – Chippewa, Dunn, and Eau Claire Counties
Please reach out with questions and ideas. The role of the AED is much like the department head in the county. Below is a brief overview of the role of AEDs:
coordination.
Extension fully invests in Area Extension Directors (AEDs) who oversee an area. These administrative positions are responsible for partnership management, staff development, financial management and program
Through the many interactions the AED has with county partners and local educators, the AED develops a solid understanding of the local needs and county priorities and helps to align Extension educational programs to ensure the programs address county needs. Educators also communicate local needs to their programmatic Institutes which collectively identify opportunities to address statewide needs. | <urn:uuid:2f8c14d7-ece3-4a50-a3fe-1d450d09ae2a> | CC-MAIN-2024-10 | https://dunn.extension.wisc.edu/files/2023/04/March-2023-Extension-Monthly-Highlights.pdf | 2024-03-01T14:41:28+00:00 | crawl-data/CC-MAIN-2024-10/segments/1707947475311.93/warc/CC-MAIN-20240301125520-20240301155520-00001.warc.gz | 216,356,951 | 1,837 | eng_Latn | eng_Latn | 0.993534 | eng_Latn | 0.994412 | [
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | docling | [
1797,
4116,
5952,
8375,
10414
] | [
2.03125
] | 1 | 0 |
59
C AT E G O R Y
vocal
A G E
8+
NUMBEROF PA R T I C I PA N T S
10+
DUR AT I O N
approx. 30 min.
WORKING METHOD
* group work
MUSICAL ABILITIESOF THE TRAINERS
1 2 3 4
6
EQUIPMENTAND INSTRUMENTS
* music player / app to play the sound effects
* any sound generating device
COMPETENCES
* improvisation
* creativity
* expression
* confidence
* attention
* perception
* cooperation
* team cohesion
Sound Reproduction
The world around us is full of different sound effects, which we not only have to recognize, but sometimes also have to imitate, which in certain cases results in extremely humorous situations. The game is based on the systematic application and development of voice support.
A I M
In addition to observation and imitation, and the creative use of different sound production methods, it also serves to develop mutual attention, comparison, and self-evaluation.
DESCRIPTION
The members of the group sit in a circle and the animator distributes the piece of paper to everyone, and they each write a sound effect that comes to their mind (you can write more). This can be any effect, whether natural or artificial or human voice, except singing or other musical sounds.
Then, as in the „Activity" game, the participants draw a card and what they read there must be imitated with their own voice, which the others must recognize. It can be played as a team competition, but it can also be played as a scoring competition.
The game can be varied by asking for sound effects thematically: e.g. animal sounds, machine sounds, etc.
At the end of the game, they can listen to a piece of symphonic music together, which is about voice imitation: e.g. Beethoven: VI. Symphony - bird sounds; Rossini: Cat Duet, Honegger: Pacific 231; The Typewriter
USEFUL LINKS
https://www.youtube.com/watch?v=qV-N3Luf9mE
https://www.youtube.com/watch?v=H1Zf8NmbsKg https://www.youtube.com/watch?v=Rfysyex_DAk
https://www.youtube.com/watch?v=nW8dGwa2zRw | <urn:uuid:063e5f84-44ac-4838-aed8-bf7e9396b726> | CC-MAIN-2024-10 | http://immusicproject.com/immusic_game_59.pdf | 2024-03-01T13:08:10+00:00 | crawl-data/CC-MAIN-2024-10/segments/1707947475311.93/warc/CC-MAIN-20240301125520-20240301155520-00004.warc.gz | 16,755,469 | 548 | eng_Latn | eng_Latn | 0.985647 | eng_Latn | 0.985647 | [
"eng_Latn"
] | false | docling | [
1967
] | [
2.953125
] | 1 | 0 |
FOLLOW YOUR
When feeling unwell, wear a mask and follow your doctor's advice. Connect the dots and draw the doctor.
DOCTOR'S ADVICE
PARENT TIP: Gently remind your child of the need to rest at home when unwell, drink water, use tissue when sneezing or coughing, and to wash their hands regularly with soap and water for 20 seconds. | <urn:uuid:60470ca8-78c7-4051-a92b-7a18a4442256> | CC-MAIN-2024-10 | https://ch-api.healthhub.sg/api/public/content/e7b0690fa07b4f66a34115952131dacf?v=be3ab6b4 | 2024-03-01T13:30:38+00:00 | crawl-data/CC-MAIN-2024-10/segments/1707947475311.93/warc/CC-MAIN-20240301125520-20240301155520-00007.warc.gz | 157,865,272 | 84 | eng_Latn | eng_Latn | 0.993845 | eng_Latn | 0.993845 | [
"eng_Latn"
] | false | docling | [
334
] | [
2.109375
] | 1 | 0 |
Exploring the challenges for trainee teachers in using a Realistic Mathematics Education (RME) approach to the teaching of fractions
Sue Hough and Paul Dickinson Manchester Metropolitan University
We report on the second part of a study into the subject knowledge of Secondary Mathematics trainee teachers enrolled on a Subject Knowledge Enhancement (SKE) course prior to their PGCE. In the first part of the study, trainees revealed a predominantly procedural knowledge of fractions. Most used the procedure as the authority over their answers, and few were able to make sense of the fractions or represent the fractions pictorially. The trainees then studied the teaching of fractions, examining alternative learning trajectories based on Realistic Mathematics Education (RME), after which they taught the topic in schools. We focus here on the challenges faced by trainees attempting to adopt a classroom approach that did not concur with the nature of their knowledge of fractions or with their own experience of learning fractions. Many trainees were able to adopt some of the features of RME, including appreciating the value of visualising fractions and the important role of discussion. However, the need for the trainee to have knowledge of a learning trajectory through fractions that is not dominated by procedures, and a belief in this trajectory, emerged as critical features.
Keywords: fractions, understanding, secondary, trainee teachers
Introduction
In the first part of this study, we examined the nature of the knowledge of a group of SKE trainees at Manchester Metropolitan University (MMU) with respect to fractions (Dickinson & Hough, 2012). The trainees demonstrated a procedural fluency operating with fractions, but when asked to describe how they knew they were right many revealed it was only their belief in the procedure, that enabled them to know. In other words, their knowledge of fractions was predominantly 'instrumental' rather than 'relational' (Skemp, 1976; Empson, Levi and Carpenter, 2011).
Realistic Mathematics Education (RME) offers approaches to teaching and learning fractions which focus heavily on developing relational understanding (Streefland, 1991). This is in contrast to our findings about trainees' subject knowledge. Consequently, the study reported here examines the following research question: What are the issues related to trainee teachers adopting a more conceptual approach to the teaching of fractions in terms of their classroom practice and in relation to their beliefs about teaching?
Methodology
The nine-month SKE course at MMU includes working on RME as part of an Education module. The trainees then complete a two-week placement in school, where they deliver lessons based on RME. For the purpose of this study, we delivered the RME sessions in the context of fractions.
During the intervention phase, we attempted to develop the trainees' conceptual knowledge of fractions. We chose a series of lessons which have been extensively researched (Streefland, 1997; Fosnot & Dolk, 2002), and that we have used many times previously. The first lesson is based on 'Fair Share' problems where learners are asked to consider how much sandwich they would get in each of four scenarios. (See Figure 1)
As well as observing the whole group, we tracked three particular trainees. We observed them teaching the fractions lesson during their two-week placement and later carried out semi-structured interviews after they had taught fractions during the first teaching practice of their PGCE course. Finally we videoed each trainee teaching the fractions lesson again towards the end of their second PGCE placement and interviewed them straight afterwards.
Findings and Discussion
The use of context and models
In RME, realistic contextual problems are not only the starting point, but the source for the mathematics and the domain in which students can bring their own ideas and strategies. Contexts are chosen carefully because they will naturally lead students to bring strategies and models which are helpful to the mathematizing process (van den Heuvel-Panhuizen, 2003).
The three observed trainees made a point of engaging their students in the sandwiches context and asked supplementary questions such as "Can anyone eat a whole Subway sandwich?" One teacher talked about her experience of living in America and confirmed the idea that on school trips groups of children are given giant sandwiches to share between them. It would appear that the trainees were able to enact the use of context to good effect and post-lesson interviews confirmed this.
When the trainees drew their own versions of the sandwiches, either they drew 'sandwich like' versions (with rounded ends) or they drew rectangles. Both of these representations are classed as 'models of' the sandwich (van den Heuvel Panhuizen, 2003); one looks very much like the context, the other has better potential as a model. One trainee handled the sensitivity of this issue well, acknowledging to her class the advantages and disadvantages of each representation. Another trainee encouraged debate around the unfairness of receiving one of the crusty end pieces. A third trainee seemed unaware of the importance of this issue.
Appreciating what is the 'whole one'
Issues relating to 'what is the whole?' in the teaching and learning of fractions are well documented. Streefland (1997) and Ball (1990) suggest the importance of offering students problems which encourage discussion of this. Fosnot and Dolk (2002) distinguish between particular cases relating to 'what is the whole?' In particular they note that when comparing two fractions the whole must be the same size and that when multiplying and dividing fractions there are two wholes to
consider. E.g. Finding 1/3 of a 1/2 means finding 1/3 of the whole 1/2; which itself is 1/2 of the whole 1.These issues arose on several occasions during the lesson:
Example 1
A common strategy for sharing 2 sandwiches between 3 people (Figure 2) is to first halve both the sandwiches, give a half to each person and then split the remaining half into three parts. The dilemma here is what fraction name to give to each of those three parts. Experience suggests that many students will think each part is 1/3, an understandable idea given it has come from splitting one piece into
three equal parts (indeed, some of the trainees also said it was worth 1/3!) To resolve the issue one trainee suggested chopping the whole of the right hand sandwich into pieces of that size (see Figure 1.) This helped to convince others that one of those sized pieces was 1/6 not 1/3. This relates to Fosnot and Dolk (2002) in that trainees are using two different sized pieces, each to represent the same whole - the whole sandwich seen on the left of Figure 1 and the whole half sandwich seen in the right hand sandwich. Also in that having split the half into three pieces, one is required to decide what a 1/3 of a 1/2 is worth. i.e find a relation of a relation.
Example 2
One strategy for sharing three sandwiches between 6 people (Figure 3) is to cut each sandwich into 6 equal parts and give each person one part of each sandwich. In response to the question about how much does each person get, some trainees wrote down 1/2, others expressed the amount as 1/6 + 1/6 + 1/6. This is useful as it prompts discussion as to whether eating one sixth of one sandwich and one sixth of another sandwich and one sixth of another sandwich is the same as eating half a sandwich. Rather than attempting any formal procedures, students are able to use the pictorial 'model of' the sandwich as a means of comparing these quantities. A third trainee looked at the pictures and offered 3/18 as the amount eaten. Another trainee agreed: 'If you look at the diagrams it is 3 pieces out of 18'. This caused conflict, even anxiety, amongst the group and again highlights the need to consider exactly what 'the whole' refers to.
Developing a relational understanding of fractions
Fair share type questions are designed to elicit informal thinking (Streefland, 1997). For example, it is possible to argue that you would get less sandwich in group a (Figure 1) than you would in group b because both groups have the same amount of sandwiches, but there are more people to share the sandwiches in group a. When the trainees were asked to compare the groups, the majority gave responses indicative of more formal, procedural thinking:
"It's d because in d it's 3 sandwiches divided by 2 so that's 1½ each. In c it's 2 sandwiches divided by 3, so that's ⅔ each". Notice here reference to the operation 'divided by' and the immediate use of formal fraction notation. When questioned further, trainees who responded in this way described using a rule such as 'when you have to divide one number by another you can find the answer by writing the first number over the second number'.
Fair share problems also provide opportunities for learners to think 'relationally' about fractions (Empson et al., 2011). Consider the case of sharing 2 sandwiches between 3 people: If you use the strategy of sharing out the sandwiches one by one then you end up with 2 lots of 1/3 of a sandwich. Transferring each of the 1/3 pieces onto one bar also leads to seeing how 2 lots of 1/3 is equivalent to 2/3 of a whole bar. In other words you have a way of visualising and so understanding the relations contained within 2 ÷ 3 = 1/3 + 1/3 = 2 × (1/3) = 2/3. Empson et al. (2011) identify students who begin to anticipate that the exhaustive sharing of sandwiches one at a time has potential for completing the sharing fairly in all cases, as students who are beginning to think 'relationally' about fractions.
If the trainees are to appreciate the learning potential of Fair share problems then they have to resist their procedural responses and learn to think about fractions both informally in the context and relationally. Some of the trainees found this a challenge; they already had a method for answering the problem and did not see the need to develop other approaches.
Influence on trainees' beliefs about teaching
Ernest (1991) distinguishes three categories of teacher beliefs; beliefs about the nature of mathematics, the nature of mathematics teaching, and the process of learning mathematics. Swan (2006) comments on how central beliefs are often established young, firmly held onto, and incredibly difficult to change in adulthood. Given the relatively short period of time we worked with the trainees on RME, it is perhaps unrealistic to expect any change. However, from the sample of trainees who were observed and interviewed, there emerged a number of common threads, which appear to suggest some shifts in their beliefs about teaching and learning.
'Draw me a picture'
Using visualisations had been stressed in University sessions, and in interviews trainees provided vivid examples of where they had used this strategy. In each case they talked with genuine surprise and enthusiasm about the range of pictures their students had produced and how revealing these were in terms of gathering information about the students' perceptions of mathematical ideas. Several remarked that in one of their own mathematics sessions near the start of the course, a university tutor had asked them to 'draw a picture' to convince themselves that (n 2 - 1) and (n – 1)( n + 1) were always equal. They had thought the question ridiculous at the time but now they were not only using the strategy, but also showing an appreciation of its worth. This is one feature of RME that appears to have had significant influence on them as classroom practitioners.
A desire to promote discussion
Several trainees described ways in which they were trying to promote discussion. Stu described himself as asking questions such as "What do you think?", "Who agrees with this?", and (to a different student) "How do you see it?" These questions by their very nature imply that Stu is expecting a range of differing strategies and opinions. This feels different from asking the rather closed question "What answer did you get?" It would seem that their experience of being on the course has heightened their awareness of the possibilities of discussing mathematics problems in a productive and interactive way.
The pressure to conform
The perception of a number of trainees was that they felt a pressure to comply with the advice they were being given by class teachers and subject mentors. In some cases where trainees did deviate, they were often criticised and subsequently recommended to follow a more traditional format. School mentors can strongly influence the practice of a trainee and at times trainees reported feeling confused by what they saw as conflicting messages emanating from the school and the University.
Time constraints
Some of the trainees felt that using RME took a lot longer and that this was against the expectation of the school and the prescribed schemes of work. Indeed Romberg (1997) describes these very concerns expressed by experienced teachers when trialling 'Mathematics in Context' units based on RME. RME does cover the formal content of traditional mathematics courses, but not by instilling in students one technique at a time, and because of this many teachers new to RME feel it does not cover the topic content of a traditional curriculum.
Working with students' responses in the classroom
RME involves exposing and working with students' methods and conceptions of mathematics. This places considerable demands on the teacher- not only do they need to be able to process their student's mathematical ideas 'live', but they also need to make instant decisions about how to proceed (Ball, 1990; Romberg, 1997). This can be particularly demanding for the novice teacher as they do not have a wealth of experience on which to draw.
The trainees in this study showed a definite commitment to exposing the way students think: they asked probing questions, made use of mini-whiteboards and encouraged students to write strategies on the board. Yet some were also, in the moment, unable to recognise their students' line of thinking, and it was at these times that they were more likely to revert to their previously held beliefs and procedures.
Conclusion
This study has highlighted some of the obstacles related to adopting an approach based on RME. Firstly, it was apparent that the trainees did not themselves possess a conceptual knowledge of mathematics. If they are to teach in this way, then they need to develop their own subject knowledge in terms of conceptually understanding crucial elements of mathematics. Secondly, as was evidenced through the lesson observations, to use RME effectively requires the teacher to have the pedagogical skills required to create a classroom setting in which a student's individual constructions and representations are brought to the fore (Ball, 1990). This requires sustained training and ongoing support to enable the developing teacher time to experiment, to reflect, and to re adjust their beliefs about teaching. Trainees showed a willingness to try out new ideas, and experienced some success while they could adhere to their pre-planned structure. But once a more flexible approach was required, for example in responding to students' own ideas, they quickly reverted to their prior beliefs and conceptions about teaching.
Thirdly, the pressures on teachers, to conform to the currently accepted norms should not be underestimated. The increasing focus on assessing pupil progress, the breaking of the curriculum into small units, the OFSTED expectation that pupils should demonstrate progress by levels within the course of each lesson, the practice of early and repeated entry at GCSE; all these factors potentially work against teachers who wish to spend time exploring and working with students' own perceptions of mathematics.
References
Ball, D. L. (1990). The mathematical understandings that prospective teachers bring to teacher education. Elementary School Journal, 90, 449–466.
Dickinson, P. & Hough, S. (2012). Investigating secondary mathematics trainee teachers' knowledge of fractions. Proceedings of the British Society for Research into Learning Mathematics, 32 (3), 61-66
Empson, S.B., Levi, L., Carpenter, T.P. (2011). The Algebraic Nature of Fractions: Developing Relational Thinking in Elementary School. In J. Cai & E. Knuth (Eds.), Early Algebraization: A Global Dialogue, (pp. 409 – 426). London: Springer.
Ernest, P. (1991). The impact of beliefs on the teaching of mathematics. In P. Ernest (Ed.), Mathematics Teaching, The State of the Art, (pp. 249 – 254). London: Falmer.
Fosnot, C.T. & Dolk, M. (2002). Young mathematicians at work: Constructing fractions, decimals, and percents. Portsmouth: Heinemann.
Romberg, T. A. (1997). Mathematics in context: Impact on teachers. In E. Fennema & B. S. Nelson (Eds.), Mathematics teachers in transition,Mahwah, NJ: Erlbaum.
Skemp, R. (1976). Relational understanding and instrumental understanding. Mathematics Teaching, the journal of the Association of Teachers of Mathematics, 77, 20-26.
Streefland, L. (1991). Fractions in Realistic Mathematics Education. A Paradigm of Developmental Research. Dordrecht: Kluwer Academic Publishers.
——— (1997). Charming Fractions or Fractions being Charmed, In P. Bryant & T.
Nunes (Eds.), Learning and Teaching Mathematics (pp. 347-372). East Sussex: Psychology Press.
Swan, M. (2006). Collaborative Learning in Mathematics. A Challenge to our beliefs and practices. London: NRDC.
Van den Heuvel-Panhuizen, M. (2003). The didactical use of models in Realistic Mathematics Education. Educational Studies in Mathematics, 54, 9-35. | <urn:uuid:856422f0-32e4-4f90-a0cf-7d31b5acdea6> | CC-MAIN-2024-10 | https://bsrlm.org.uk/wp-content/uploads/2016/02/BSRLM-IP-33-2-06.pdf | 2024-03-01T14:52:38+00:00 | crawl-data/CC-MAIN-2024-10/segments/1707947475311.93/warc/CC-MAIN-20240301125520-20240301155520-00004.warc.gz | 146,517,221 | 3,734 | eng_Latn | eng_Latn | 0.979231 | eng_Latn | 0.998155 | [
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | docling | [
2848,
5784,
8492,
11700,
15455,
17773
] | [
2.390625
] | 1 | 0 |
www.nj.gov/health
PUBLIC HEALTH FACT SHEET
MRSA Skin Infections
The Disease
Staphylococcal, or "staph" bacteria are often found on the skin or in the noses of healthy people and do not usually cause illness. MRSA stands for methicillinresistant Staphylococcus aureus. These are staph bacteria that have become resistant to certain antibiotics, making them more difficult to treat.
Anyone can get MRSA skin infections. They are more common among hospital patients, people in long term care facilities like nursing homes and prisons. Antibiotic-resistant infections are becoming more common in the community. The infections occur among children and care givers in day care centers, athletes and people who inject "street" drugs.
Symptoms
MRSA skin infections are generally minor, such as pimples, boils and other skin conditions. They are often mistaken for spider bites. Left untreated, these infections can get worse. These infections could spread to the bloodstream or lungs, causing serious illness and possibly death. If you suspect a MRSA skin infection, you should seek medical attention.
Diagnosis
Your healthcare provider may take a small sample of the infected area. This sample is sent to a laboratory and tested to see which antibiotics will be effective for treating the infection.
Treatment
Even though MRSA skin infections are resistant to certain antibiotics, early diagnosis and treatment can stop the infection from getting worse. Treatment of MRSA skin infections should include drainage of the wound (by your healthcare provider) when it is appropriate to do so. If antibiotics are needed, your healthcare provider will decide which antibiotic is best for your infection. Unless your doctor tells you otherwise, TAKE ALL THE ANTIBIOTICS, even if the infection is getting better. Follow all of your healthcare provider's instructions. In severe cases, surgery may be needed to cure the infection.
Reducing the Risk
If you think you may have a staph skin infection, see your healthcare provider right away. They will tell you how you can best protect yourself and others from this infection.
Reducing the Risk (continued)
Take the following steps to prevent the spread of antibiotic-resistant staph skin infections to others:
* Cover skin infections with clean bandages. Pus and drainage from the infection can easily spread to others. Wear clothing that covers the infected area.
* Wash your hands! Wash hands with soap and water frequently throughout the day, especially after touching the wound or changing bandages. Soap does not need to be "antibacterial" soap.
* Do not share personal care items such as towels, razors or bar soap with others.
* Clean your bathroom and personal care items frequently.
* Wash towels, bedding and clothing in hot water and bleach. Dry these items in a hot air dryer to help kill the bacteria.
* Tell your healthcare providers if you have a history of MRSA skin infection.
For More Information Contact
* Your healthcare provider
* Your local health department
* The New Jersey Department of Health and Senior Services website at www.nj.gov/health
* The New Jersey Department of Health and Senior Services, Communicable Disease Service at 609-588-7500
* The CDC website at http://www.cdc.gov/ncidod/hip/Aresist/ca_mrsa_public.ht
m | <urn:uuid:7540480e-e6d2-44ff-a075-f52c0ec50f34> | CC-MAIN-2023-23 | https://www.capemaytech.com:443/Sports%20MRSA%20fact%20sheet.pdf | 2023-06-02T11:53:38+00:00 | crawl-data/CC-MAIN-2023-23/segments/1685224648635.78/warc/CC-MAIN-20230602104352-20230602134352-00634.warc.gz | 760,800,046 | 674 | eng_Latn | eng_Latn | 0.996514 | eng_Latn | 0.997547 | [
"eng_Latn",
"eng_Latn"
] | false | docling | [
2121,
3303
] | [
3.140625
] | 2 | 12 |
The Proper Way to Plant a Tree
There's an old gardening axiom that says the key to growing a great plant is to put a 50cent specimen in a $5 hole. It's no lie. Get your money's worth from your new tree by planting it right.
Digging a Wide Planting Hole
Digging a wide planting hole is the key to fast establishment of your new tree.
Recommendations often specify a hole twice as wide as the root ball; three times as wide is even better. To prevent settling, the depth should be no more than the height of the root ball. See our step-by-step instructions and planting tips below.
1. Place the Tree
First, prepare a hole two to three times as wide as the root ball of your tree. Handle the root ball carefully to keep it intact while you place it in the hole. Once it's in, turn it so the best side of the tree is facing the direction you want. With burlapped root balls, cut the twine and remove the burlap (or at least push it to the bottom of the hole).
2. Backfill the Hole
Backfill around the root ball, lightly packing the soil as you go. Frequently check the trunk to ensure that it's straight. Use leftover soil as a berm to create a watering well. Amending backfill with organic matter is an old practice. However, several studies have shown that it produces little benefit (as long as the existing soil is of reasonable quality), so many experts no longer recommend it. The most important factor, by far, is loose soil that new roots can easily grow into. That's why a large planting hole is so vital.
3. Stake the Tree
Drive the stake through the root ball into the ground underneath. The stake should be tied loosely to the trunk; do not lash it tightly.
Large trees may need two or three stakes placed several feet from the trunk.
4. Water the Tree
Water the tree soon after planting and every day for several weeks afterward. By that point, the roots will have begun to grow out into the surrounding soil, and you can begin to gradually reduce the frequency of watering.
A 3-inch layer of mulch around the base of the tree will keep weeds out and reduce water loss.
Note : Fertilizer is of marginal benefit at planting time, and can even be harmful. Wait until the following year, then provide a moderate dose of fertilizer.
Tip: Newly planted trees should only be pruned to remove broken, dead, or diseased limbs. Otherwise, leave them be until after their first growing season. | <urn:uuid:37d5323e-f750-4d6c-aab1-fddd28869f9f> | CC-MAIN-2023-23 | https://warsonwoods.com/wp-content/uploads/The-Proper-Way-to-Plant-a-Tree.pdf | 2023-06-02T11:08:56+00:00 | crawl-data/CC-MAIN-2023-23/segments/1685224648635.78/warc/CC-MAIN-20230602104352-20230602134352-00634.warc.gz | 673,342,803 | 531 | eng_Latn | eng_Latn | 0.998952 | eng_Latn | 0.998952 | [
"eng_Latn"
] | false | docling | [
2408
] | [
2.9375
] | 1 | 5 |
THE STORY OF MARY AND JOSEPH
Matthew 1:1-25, 2:1-23, and Luke 2:1-20
Across
3. Mary, Joseph, and Jesus fled to _____ until King Herod died.
4. Jesus’ _____ included King David and Abraham.
7. On the night that Jesus was born, a _____ appeared over the stable.
8. God warned them in a _____ that King Herod planned to kill Jesus.
1. The Magi gave Jesus expensive gifts fit for a ____.
2. There was no room at the inn, so Mary and Joseph stayed in a _____.
5. Mary was going to give birth to the _______.
6. Joseph was ____ when he found out Mary was pregnant.
Down
© SharefaithKids. All Rights Reserved. Reproduction or Reselling forbidden. Not for use without an active SharefaithKids subscription.
THE STORY OF MARY AND JOSEPH
ANSWER KEY
Across
3. Mary, Joseph, and Jesus fled to (Egypt) until King Herod died.
Down
1. The Magi gave Jesus expensive gifts fit for a (King).
4. Jesus' (Family) included King David and Abraham.
7. On the night that Jesus was born, a (Star) appeared over the stable.
8. God warned them in a (Dream) that King Herod planned to kill Jesus.
2. There was no room at the inn, so Mary and Joseph stayed in a (Stable).
5. Mary was going to give birth to the (Messiah).
6. Joseph was (Hurt) when he found out Mary was pregnant.
© SharefaithKids. All Rights Reserved. Reproduction or Reselling forbidden. Not for use without an active SharefaithKids subscription. | <urn:uuid:fcf0f6b0-f336-496d-ae8c-2b6278b7873b> | CC-MAIN-2023-23 | https://www.miraclecity.com/_files/ugd/4d20c2_6ae7edc4ca114b40a2ef3ace903e78cc.pdf | 2023-06-02T13:02:06+00:00 | crawl-data/CC-MAIN-2023-23/segments/1685224648635.78/warc/CC-MAIN-20230602104352-20230602134352-00634.warc.gz | 973,935,611 | 367 | eng_Latn | eng_Latn | 0.995074 | eng_Latn | 0.995766 | [
"eng_Latn",
"eng_Latn"
] | false | docling | [
710,
1404
] | [
2.28125
] | 3 | 2 |
China
Historical Context
2 nd c. BCE Opening of the Silk Road (continues well into modern period, ca. 18 th c.)
note also: Persian Royal Road, completed by Darius I in 5
th
c BCE;
expansion by Alexander the Great in 4
th
c. BCE
links completed ca. 2 nd c BCE under Han Dynasty
255-207 BCE Qin Dynasty; unification of China in 221 BC
221 BCE Construction of the Great Wall commences (continues through 1368 CE)
68 CE
Buddhism officially est. in China
(spreads south to Sri Lanka, Indonesia, Myanmar, etc. through 400s)
538 CE
Buddhism est. in Japan from Korea
1103 CE
Publication of the Yingzao Fashi (Li Jie) by Emperor Huizong of the Song Dynasty
1368-1644 CE Ming Dynasty
1644-1911 CE Qing Dynasty
Buddhist Monuments
Cave shrines (esp. at Dunhuang, Yungang, and Longmen)
Pagodas
Courtyard Designs
The Forbidden City
Drum Tower
Bell Tower
Three Great Halls of State
Lama Temple
Terms
chi wen hutong
dougong feng shui
pagoda qi
siheyuan wenshou | <urn:uuid:84ed9fd2-fbab-4475-8ff0-635f05c9722f> | CC-MAIN-2023-23 | http://jhenniferamundson.net/wp-content/uploads/2018/07/231-china-outline.pdf | 2023-06-02T12:27:17+00:00 | crawl-data/CC-MAIN-2023-23/segments/1685224648635.78/warc/CC-MAIN-20230602104352-20230602134352-00635.warc.gz | 26,612,435 | 287 | eng_Latn | eng_Latn | 0.842711 | eng_Latn | 0.842711 | [
"eng_Latn"
] | false | docling | [
978
] | [
2.296875
] | 1 | 0 |
weedsof
national
Hymenachne or Olive hymenachneHymenachne amplexicaulis
–
Hymenachne or Olive hymenachne (Hymenachne amplexicaulis)
GCurrentGPotential
The problem
Hymenachne is a Weed of National Significance. It is regarded as one of the worst weeds in Australia because of its invasiveness, potential for spread, and economic and environmental impacts.
It infests and blocks drainage and irrigation channels used for sugar cane and contaminates sugar cane crops. Fish habitat and nursery areas are also at risk.
Hymenachne is a semi-aquatic grass that was introduced as fodder in ponded pastures of central Queensland. It was subsequently planted in tropical wetlands of northern Queensland and the Northern Territory, and has since escaped from cultivation and seriously threatens northern wetlands.
Hymenachne forms dense stands that reduce plant diversity and available habitat for native animals. It can also affect water quality. The potential exists to severely detract from the high conservation and tourism value of natural wetland systems (eg Kakadu National Park).
The weed
Hymenachne invades permanent water bodies and seasonally inundated wetlands. It blocks waterways, potentially causing flooding and threatening drinking water.
Hymenachne is a perennial, robust grass to 2.5 m tall. It can grow above or below water, with its roots in the ground. Although its stems float, they are not hollow and contain white pith. The
Hymenachne spreads by both seeds and vegetation and quickly takes over wetlands: Harrison Dam near Darwin, NT.
Photo: Colin G. Wilson stems can form stolons that run along the ground and produce new plants by rooting at the nodes (the joints between sections).
It has long leaves (100–450 mm) and the leaf base may be up to 30 mm wide and covered with long hairs. The upper part of the leaf is narrower and without hairs. The leaf blade is heart-shaped at its base where it clasps around the stem – this is a key characteristic of this species.
Flowers occur as a cylindrical cluster (200–400 mm long) at the end of a spike that is occasionally branched. The flower cluster is made up of numerous spikelets that are short stalked, 3–5 mm long and broadest below the middle (lance-shaped).
Key points
* Previously promoted as pasture, hymenachne is now a serious environmental and crop weed.
* It invades tropical wetlands and waterways and threatens large areas of northern Australia, including national parks, sugar cane plantations and water reservoirs.
* It is a prolific seeder and is also easily spread by plant parts.
* Catchments that are free of hymenachne should be protected from infestation.
* Control is difficult and costly, and is mainly achieved using repeated doses of herbicides.
* Other management techniques, such as burning or hard grazing before flooding, will help control it.
significance
2
Growth calendar
Flowering
Seed formation
Seed drop
Germination
Jan
Feb
Mar
Apr
May
Jun
Jul
Aug
Sep
Oct
Nov
Dec
General pattern of growth in Queensland
Exceptional growth pattern in very wet years
Germination can take place all year round. On land hymenachne seeds require contact with waterlogged, or at least moist, soil for 48 hours before germination can take place. In northern Australia most rainfall occurs between November and March, and this is the most likely time for germination. However, seed also survives in water and germinates when water levels recede during the dry season.
In Queensland hymenachne flowers between April and June, although it can also flower between September and March during unusually wet years. Flowering is triggered when day length decreases to less than 12 hours. Seed is set from late autumn to early spring each year in Queensland. In the Northern Territory the flowering and seeding seasons occur one or two months earlier.
As hymenachne is a perennial, the shoots can brown off if conditions become dry and regrow during the wet season.
How it spreads
Hymenachne reproduces from both seed and broken stem fragments. It produces large numbers of viable seeds – one study reports 98% viability of seed – some of which are still viable after storage at room temperature (20–30ºC) for 16 months. Graziers have reported good germination of hymenachne simply by throwing seeds into ponds.
Seed is transported downstream during annual flooding, and can also be spread in mud attached to animals. It is thought that waterbirds, particularly magpie geese (Anseranas semipalmata), either spread the seed in their droppings or transport seed or fragments on their bodies, as infestations have been discovered at remote magpie geese feeding grounds which are not routinely visited by people.
Photo: Colin G. Wilson
Graziers also spread hymenachne with stem fragments. Only a small piece of mature grass is required, with a minimum of two nodes either planted in mud or simply placed in shallow water. Under natural conditions floods break off segments and spread them large distances downstream.
Use in ponded pastures
Hymenachne was first imported into Australia in the 1970s, with the aim of using it in ponded pastures too deep for para grass (Brachiaria mutica). Ponded pastures are used to provide stock feed during the dry season when other sources of protein have been used up. Ultimately approved for release in Queensland in August 1988, it was quickly taken up by landholders and used to further stimulate ponded pasture development throughout coastal northern Queensland.
Hymenachne escaped cultivation within a few years of being released. By 1997 dozens of infestations were reported in sugar cane growing country, particularly low-lying cane plantations and drainage ditches throughout the wet tropics of Queensland, as far south as Ayr (some 80 km south of Townsville). In 2000 the total area of infestation in Queensland was estimated to be at least 1000 ha.
WeedManagementGuide • Hymenachne or Olive hymenachne –Hymenachne amplexicaulis
Hymenachne has also been planted as a pasture grass in some patches of the Northern Territory, particularly the Adelaide, Daly, Finniss and Mary rivers floodplains, and at Arafura Swamp in northern central Arnhem Land. Infestations have developed throughout these catchments and in important conservation areas including the Mary River and Kakadu national parks, and at Murganella (Cobourg Peninsula).
Where it grows
As a semi-aquatic grass, hymenachne thrives best on clay soils that are inundated during the wet season rains but dry out to some extent in the dry season. The subsoil must remain moist during the dry season, as hymenachne can only withstand short periods of drought. Consequently, it is found mainly in low-lying areas along the edges of permanent water.
Hymenachne can withstand prolonged (40 weeks) flooding by growing above floodwaters. Because it grows so rapidly, it flourishes in wetlands that receive sediment and nutrient-rich water, and it may be a good indicator of such pollution. However, it does not tolerate brackish water and does not grow well in shaded areas.
Hymenachne is native to tropical regions of South and Central America. It is a serious weed in Trinidad (West Indies), Florida (United States) and Surinam.
3
Potential distribution
Based on climate, hymenachne could potentially occur in all seasonally flooded tropical wetlands, including the Kimberley Ranges and the central coastal region of Western Australia, the Top End of the Northern Territory and most of eastern coastal and central Queensland.
What to do about it
Use alternative pasture species where available
A native species of hymenachne, Hymenachne acutigluma, a perennial grass found throughout northern wetlands, is palatable to stock. In fact, in the Top End in the late 1970s buffalo ate so much native hymenachne that there was concern that it would become extinct. However, it regenerated successfully following a buffalo eradication campaign.
Native hymenachne is used as dry season fodder, especially in the Northern Territory, where it is more abundant than in Queensland. It is also being used with other native grasses for revegetation following mimosa control. It is difficult to propagate though, and has been generally overlooked in favour of robust exotics that grow larger and faster and are more readily available. Given the detrimental impacts of Olive hymenachne, available native hymenachne pasture must be preserved and carefully managed. The potential for expanding the use of native hymenachne in pastures instead of Olive hymenachne deserves further investigation.
It has relatively similar environmental requirements to Olive hymenachne but is less tolerant of cool weather, which is the probable cause of the failure of native hymenachne plantings south of Mackay in Queensland.
Native hymenachne (Hymenachne acutigluma) lacks the heart-shaped clasp at the leaf base and flowers later in the year than Olive hymenachne.
Photo: Arthur Cameron
Threats posed by hymenachne
There are numerous economic and environmental threats posed by hymenachne. For example, it can have severe impacts on the sugar cane industry by contaminating crops and infesting drainage and irrigation channels. In one case an infestation in a cane crop caused a halving in the price of the sugar. The Queensland sugar industry is estimated to be worth $2 billion per year.
In June 2001 the Queensland Government released its 'Policy for development and use of ponded pastures', recommending against the use of hymenachne, para grass or aleman grass (another introduced pasture grass) in ponded pastures. Similarly, the Northern Territory Government no longer recommends hymenachne for pasture. The environmental threats posed by the weed are considered too great.
The environmental threats posed to wetlands by hymenachne are also severe, as it completely replaces other species. It is also important to recognise the close ties between the environment and the economy. For example, tourism, which generates $30 million annually in Kakadu National Park, is heavily reliant on the appeal of 'untouched' wilderness. Similarly, the potential loss of natural wildlife resources (such as fish and waterfowl) to indigenous people is an impact that has both environmental and economic consequences.
WeedManagementGuide • Hymenachne or Olive hymenachne –Hymenachne amplexicaulis
4
Weed control contacts
| NSW | NSW Agriculture | 1800 680 244 | firstname.lastname@example.org |
|---|---|---|---|
| NT | Dept of Natural Resources, Environment and the Arts | (08) 8999 4567 | email@example.com |
| Qld | Dept of Natural Resources and Mines | (07) 3896 3111 | firstname.lastname@example.org |
| WA | Dept of Agriculture | (08) 9368 3333 | email@example.com |
| Australia wide | Australian Pesticides and Veterinary Medicines Authority | (02) 6272 5852 | firstname.lastname@example.org |
When using herbicides always read the label and follow instructions carefully. Particular care should be taken when using herbicides near waterways because rainfall running off the land into waterways can carry herbicides with it. Permits from state or territory Environment Protection Authorities may be required if herbicides are to be sprayed directly onto water.
Photo: Colin G. Wilson
Prevention of spread
The most cost-effective way of dealing with any weed is to prevent its introduction. However, hymenachne has been actively planted throughout suitable habitat. Therefore, the main aim of hymenachne management is preventing its spread into uninfested catchments. This is a difficult task because the main agents of spread – floodwaters and probably waterfowl – are virtually impossible to control. The exclusion of hymenachne will require a policy of regular monitoring of 'at-risk' catchments and the ability to eradicate any small infestations.
Identification and monitoring of 'at-risk' catchments
Hymenachne threatens remote northern wetlands in Cape York, the Gulf of Carpentaria, the Top End and the Kimberley Ranges. The extent of para grass infestation offers a general indication of how widespread hymenachne may become, as the two species have broadly similar environmental requirements. Para grass was estimated to cover 100,000 ha of Queensland in 1990, and 40,000 ha of the Northern Territory in 1997. The monitoring of such large, remote, inaccessible areas is a significant challenge in hymenachne management.
Controlling infestations with chemical control
There are several herbicides currently used in Queensland to control hymenachne which have been approved for use under 'off-label' minor use permits until 2004. A variety of application methods can be used, including spraying by hand, boom or helicopter. Spraying must be repeated about every three months to control regrowth. Contact your state/ territory weed management agency (see table above) or local council for more information on what herbicides are registered to control hymenachne and the best application methods and dosages. The Australian Pesticides and Veterinary Medicines Authority hosts the PUBCRIS database, which contains information on all herbicides that are registered for use on weeds in each Australian state and territory.
Mechanical or physical removal
Mechanical or physical removal will not eradicate hymenachne because of its ability to reproduce vegetatively from very small pieces. For example, a mechanical harvester has removed hymenachne and other aquatic weeds such as water hyacinth (Eichhornia crassipes) in deeper waters in the Burdekin Shire in Queensland, but this requires ongoing control efforts on a monthly basis.
Land management
Consumption by cattle will not kill entire plants. Indeed, in South America hymenachne is well known for its ability to withstand heavy grazing. Note that cattle can potentially spread plant segments in their hooves, or seed in mud attached to their bodies.
Flooding offers some control. It is most effective when above-ground vegetation has recently been removed, making it impossible for the hymenachne to keep up with rising water levels. Cattle, and sometimes fire, are used to remove vegetation before the wet season in the Northern Territory, although the effect of fire on non-target species must also be considered. Any regrowth weakened but not killed is more susceptible to herbicidal follow-up.
WeedManagementGuide • Hymenachne or Olive hymenachne –Hymenachne amplexicaulis
5
Hymenachne control in Hinchinbrook Shire, northern Queensland
...case study
Hymenachne infests all the major water bodies of Hinchinbrook Shire, north of Townsville. It has impacts on most local industries, blocking sugar cane drainage canals, reducing the tourist potential of conservation areas, preventing water extraction in horticultural areas and destroying fish habitat.
The Hinchinbrook Shire Council, concerned about the weed's impacts, commenced a project to map hymenachne throughout the region's wetlands and waterways. The location of infestations was recorded on a global positioning system and this information was then mapped onto a geographic information system. This map showed that hymenachne covered some 1200 ha and indicated suitable areas for priority control (eg infestations in upper catchments).
Under the National Weeds Program administered by the Commonwealth Government's Natural Heritage Trust, the shire gained funding to control hymenachne in 2002.
One of the first successes of the project was to gain a permit for 'off-label' aerial spraying of a suitable herbicide, which
Other control techniques
'Solar sheeting' or solarisation, ie covering infestations with dark plastic, can kill small outbreaks of hymenachne. Shading by tall vegetation has been investigated as a way of reducing the amount of plant material infesting rivers and creeks. This can offer long-term, cost-effective weed control and is considered more ecologically friendly than chemical or mechanical forms of control. However, tall vegetation is not likely to become established in seasonally inundated floodplains, and would have its own impacts on such systems.
Classic biological control is not likely, given the poor prospects of finding an is crucial to controlling hymenachne in large infestations that cannot be sprayed from vehicles or boats. The permit application was supported by many groups, including Herbert District Cane Growers, the Herbert River Catchment Group, Hinchinbrook Landcare, Sunfish Queensland, Nufarm and state and federal politicians.
The project trialled several different control techniques, including helicopter and land-based spraying and controlled burns, and actively sought assistance from landholders. Infestations in upper catchments were targeted for control, particularly in the Palm Creek and Cattle Creek systems.
a relatively small number of leaves come in contact with the herbicide.
Hymenachne has proven to be difficult to eradicate. The first treatments were applied late in the year to a blanket of germinated seedlings following rain. Once this first flush of vegetation was killed, another emerged after six to eight weeks, requiring another spray. This cycle was repeated once or twice more until autumn, with the aim of killing the hymenachne before it set seed. Although relatively easy to kill in shallow water, it is more resilient in deep water, as only case study If no more seed or vegetation enters the area, treatment in the second and following years should be much easier. However, there is much more work that needs to be done, especially in parts of the lower catchment, which could not be treated due to lack of funds. The future of the project, and the health of key wetlands, depends on the availability of external funding and continued support of the council, landholders and other stakeholders.
agent that will attack the introduced hymenachne but not the closely related native hymenachne or the unrelated, but economically important, sugar cane.
Acknowledgments
Legislation
Several east coast local councils have declared hymenachne a weed within their shires (eg Cairns City, Hinchinbrook Shire). In July 2003 it was declared as a Class 2 noxious weed in Queensland, meaning that landowners must take reasonable steps to ensure hymenachne is not on their property. The Northern Territory is also reviewing hymenachne's status. It is not declared as a weed in Western Australia.
WeedManagementGuide • Hymenachne or Olive hymenachne –
Information and guide revisions: Barbara Ross (NT DBIRD/Weeds CRC), Tony Grice (CSIRO/Weeds CRC), Paul Williams (Qld PWS), Paul Horrocks (Qld DNRM), Joe Vitelli (Qld DNRM/Weeds CRC), Penny Wurm (Tropical Savannas CRC), Guy McSkimming (NT DIPE), Matthew Buckman and Gus Gonzo (Hinchinbrook Shire Council) and John Thorp (National Weeds Management Facilitator).
Maps: Australian Weeds Committee.
Hymenachne amplexicaulis
Do not plant hymenachne
The numerous detrimental impacts of hymenachne significantly outweigh any benefits. It should not be planted as a pasture grass. Where appropriate, alternative pastures should be used.
Prevent its spread into uninfested catchments
Preventing the spread of hymenachne into catchments at risk of infestation is a management priority. The prevention of spread is made extremely difficult when hymenachne is present in pastures in upper catchments because it spreads downstream so easily. Additionally, waterbirds probably spread it between catchments. Therefore, monitoring of these 'at-risk' catchments, combined with the ability to eradicate small infestations, is crucial to the ecological integrity of uninfested wetlands throughout northern Queensland, the Top End of the Northern Territory, and the Kimberley and central coastal regions of Western Australia.
Control options
Physical
Mechanical
Aerial spraying in the Hinchinbrook Shire, Qld. Photo: Matthew Buckman
Repeated doses of herbicides will control infestations
Control of hymenachne can be achieved. Herbicides will kill it but the application methods must be carefully tailored to the infestation characteristics. For example, in deep open water, helicopters may be required to treat infestations. Repeated treatments are required every eight weeks or so to control seedling germination during the early stages of a treatment program. Ongoing follow-up monitoring and control will be required for several years to prevent reinfestation.
Photo: Colin G. Wilson
Chemical
Biological
Not suited to hand removal since it reshoots from any remaining small segments.
Mechanical harvesting gives some control. Similar to mowing a lawn, as weed grows back every month and therefore requires ongoing commitment. Note: purchase cost of mechanical harvester is substantial.
Three herbicides are registered for 'off-label' minor use, using hand, boom or aerial spraying. Will require multiple treatments in the first year, then consistent follow-up in the following years. Mass die-off of weed can degrade water quality. Check with your local council or state/territory weed management agency.
No biological control agents. This control option is not thought likely given the existence of the closely related native hymenachne and the economic importance of the sugar cane industry.
© 2003 Information which appears in this guide may be reproduced without written permission provided the source of the information is acknowledged. Printed in Australia on 100% recycled paper.
ISBN 1-920932-07-0
Disclaimer | <urn:uuid:891cd15d-a7d0-4466-b91a-8f628a71b6b2> | CC-MAIN-2024-10 | https://www.aabr.org.au/images/stories/resources/ManagementGuides/WeedGuides/wmg_hymenachne.pdf | 2024-03-01T13:37:23+00:00 | crawl-data/CC-MAIN-2024-10/segments/1707947475311.93/warc/CC-MAIN-20240301125520-20240301155520-00007.warc.gz | 620,074,927 | 4,861 | eng_Latn | eng_Latn | 0.996217 | eng_Latn | 0.996587 | [
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | docling | [
2869,
5974,
10373,
14427,
18881,
21482
] | [
2.90625,
1.3828125
] | 3 | 3 |
Master 59: Activity 23 Assessment Jumping on the Number Line
Decomposing Numbers on a Number Line Behaviours/Strategies
1. Student chooses a card, but struggles to decompose numbers into parts using a number line.
"I don't know what to do."
2. Student decomposes numbers into parts using a number line, but always takes jumps of 1.
3. Student decomposes numbers into parts using a number line, but only takes jumps of 1 and 10.
Observations/Documentation
4. Student flexibly decomposes numbers into parts using a number line, but struggles to identify the way that takes the fewest jumps.
"I found lots of ways to jump to the number."
5. Student flexibly decomposes numbers into parts using a number line, but struggles to record the jumps in her or his math journal.
6. Student flexibly decomposes numbers into parts using a number line, identifies the most efficient way, and records work.
Observations/Documentation | <urn:uuid:116859a7-5cfc-4257-b9b0-3652aee2c247> | CC-MAIN-2023-23 | https://www.pearson.com/content/dam/one-dot-com/one-dot-com/ca/en/k12/mathology/documents/correlations-and-planning-tools/2/activity-kit-linemasters-alberta/Number/m2ab_n5_a23_blm59.pdf | 2023-06-02T12:06:30+00:00 | crawl-data/CC-MAIN-2023-23/segments/1685224648635.78/warc/CC-MAIN-20230602104352-20230602134352-00637.warc.gz | 1,014,857,633 | 204 | eng_Latn | eng_Latn | 0.998661 | eng_Latn | 0.998661 | [
"eng_Latn"
] | false | docling | [
929
] | [
3.828125
] | 2 | 1 |
Summer work 2022
Welcome to the International Baccalaureate Spanish Class. The following are your summer assignments. Have a happy and restful summer!
1. Watch two movies in Spanish with English subtitles. Be prepared to share with the class which movies you watched and what they were about. Here are some suggestions but you can find others on Netflix.
Some recommended movies : Un monstruo viene a verme de J.A. Bayona; The invisible guest de Oriol Pablo; Loving is losing de Fernando Ayllón ; El faro de las orcas de Gerardo Olivares; Los colores de la montaña de Carlos César Arbeláez.
2. On this link you can play the different Quizlet games for this set of adjectives in Spanish.
3. Articles: Read two articles in Spanish. Write a summary of the most important information and cite the sources you used. The following are examples of sources you can use, but you can use other sources.
http://elpais.com/elpais/portada_america.html http://www.bbc.com/mundo
4. Do the following listening comprehension activities:
Listen to a minimum of 4 podcasts in Spanish. For each podcast, write four phrases about what you listened. Here are two sources but you can use others.
http://www.podcastsinspanish.org https://radiolingua.com/2012/01/cbs-show-time-spanish-lesson-40/ | <urn:uuid:dc3fbb7c-3bfa-4702-ace3-4812b13f1d1b> | CC-MAIN-2023-23 | https://www.fultonschools.org/cms/lib/GA50000114/Centricity/Domain/1412/IB%20Spanish%20YR%202%20Summer%20Assignment%202022.pdf | 2023-06-02T12:59:20+00:00 | crawl-data/CC-MAIN-2023-23/segments/1685224648635.78/warc/CC-MAIN-20230602104352-20230602134352-00636.warc.gz | 835,279,316 | 305 | eng_Latn | eng_Latn | 0.993877 | eng_Latn | 0.993877 | [
"eng_Latn"
] | false | docling | [
1283
] | [
2.75
] | 2 | 0 |
Oklahoma State Department of Health
Acute Disease Service
Public Health Fact Sheet
Prevention of Diarrhea and Vomiting Illnesses in Schools
What are the causes of diarrhea and vomiting illnesses?
* Viruses: norovirus, rotaviruses, enteric adenoviruses, astroviruses, caliciviruses
These illnesses can be caused by infectious diseases, changes in diet, and the use of some medications. Infectious diseases can be caused by viruses, bacteria, or parasites. Some examples include:
* Bacteria: Shigella, Salmonella, Campylobacter, some types of Echerichia coli, Clostridium difficile
* Parasites: Giardia, Cryptosporidium
What other symptoms may happen?
Besides diarrhea and vomiting, people may also have blood in their stools, abdominal cramps, abdominal tenderness, fever, and/or generally feel unwell.
How are these illnesses spread?
* Germs can be found on areas near where someone has recently vomited.
* Germs are spread by people who do not wash their hands after they use the bathroom, especially if they have diarrhea. Their unclean hands can spread germs to others through food preparation or on objects that they have touched.
* Sometimes unclean food or water may have germs that can cause diarrhea or vomiting.
* People can still spread the germs to others when they are recovering from an illness.
Who is at risk for these illnesses?
People of all ages are susceptible to the viruses, bacteria, and parasites that cause diarrhea or vomiting. Depending on the specific cause, complications are more likely to occur in children younger than five, in the elderly, or in people with compromised immune systems.
What can be done to prevent diarrheal illnesses in school settings?
* Students and staff should thoroughly wash hands after using the restrooms and before handling food for themselves or others. Adults should remind children about appropriate hand hygiene.
* Use good hand hygiene habits such as washing with warm water and soap for 15-20 seconds. This is the only way to effectively remove substances from soiled hands.
* Alcohol-based hand gels reduce the amount of germs on hands but do not remove dirt. Alcohol-based hand gels may not be effective for some viruses, so when in doubt, use soap and water.
* People at school who become ill with vomiting or diarrhea should be separated from others while waiting to go
* Vomiting or diarrheal illness should be reported to the school nurse office or designee immediately.
home.
* Schools may consider use of alcohol-based hand hygiene products to be used when hands are visibly clean in areas such as the cafeteria and classroom.
* Schools should ensure that there are adequate supplies of soap and paper towels for hand washing.
When can students or others return to school?
* Anyone with diarrhea or vomiting should remain at home until he/she has recovered from these symptoms for at least 24 hours, without the use of medication.
Phone: 405-271-4060http://ads.health.ok.gov
OSDH 07/14 | <urn:uuid:a6e35a03-8a80-4d3e-8d48-4a698f5f4bd6> | CC-MAIN-2023-23 | https://oklahoma.gov/content/dam/ok/en/health/health2/documents/diarrheal-illness-prevention-in-schools.2014.pdf | 2023-06-02T13:09:03+00:00 | crawl-data/CC-MAIN-2023-23/segments/1685224648635.78/warc/CC-MAIN-20230602104352-20230602134352-00637.warc.gz | 491,138,844 | 640 | eng_Latn | eng_Latn | 0.9979 | eng_Latn | 0.9979 | [
"eng_Latn"
] | false | docling | [
2981
] | [
3.53125
] | 3 | 2 |
Developmental Needs of Andaman and Nicobar Islands
This article is based upon "Development of Great Nicobar: strategic imperative and ecological concerns" which was published in the Indian Express on 22/11/2022. It talks about the strategic and ecological significance of Andaman and Nicobar and challenges related to it.
For Prelims: Andaman and Nicobar Islands (ANI), Particularly Vulnerable Tribal Groups, Greenfield coastal city, Coral reefs, Mangroves, Japan's Overseas Development Assistance, Car Nicobar, Handicraft Industries.
For Mains: Significance of ANI for India, Challenges Related to Andaman and Nicobar Islands, NITI Aayog's Project for Great Nicobar.
The Andaman and Nicobar Islands (ANI), located in the Indian Ocean, are a group of 572 islands in the south eastern part of the Bay of Bengal. These islands are situated close to Indonesia and Thailand.
ANI's strategic importance has not been fully appreciated by India from a security and economic standpoint, and environmental degradation is a major concern in ANI at present, so a greater focus on sustainable development is needed to flourish the economy of the island, as well as strengthen India's maritime capabilities.
What is the Significance of ANI for India?
Treasure of Tribes: The Andaman and Nicobar Islands are home to 5 Particularly Vulnerable Tribal Groups: Great Andamanese, Jarwas, Onges, Shompens and North Sentinelese.
Space for Maritime Partners: India's key maritime partners such as the US, Japan, Australia and France acknowledge and recognise the strategic location of the Andaman and Nicobar.
These islands not only provide India with a key maritime space but also carry significant potential in shaping the strategic and military dynamics of the Indian Ocean region.
Recent Developmental Plans for ANI:
Japan's Overseas Development Assistance: Japan approved a USD 265 crore grant aid for Andaman and Nicobar Islands development projects in 2021.
NITI Aayog's Project for Great Nicobar: It includes an international container transhipment terminal, an airport, a power plant, and a township.
NITI Aayog's Proposal for Little Andaman: The plan calls for the development of a new greenfield coastal city to compete with Singapore and Hong Kong.
What are the Challenges Related to Andaman and Nicobar Islands?
Illegal Migration and Smuggling: Andaman and Nicobar Islands face greater challenges to their internal security through non-conventional threats such as illegal migration from littoral states of the Bay of Bengal, poaching of marine and forest resources, arms and narcotics smuggling through uninhabited islands and natural disasters.
Unsustainable Development: Andaman and Nicobar have become a major tourist attraction, and this has resulted in many development projects being initiated in this region. While at one side it will transform the islands substantially, it would also cause loss of ecological stability.
Developmental activities are also impacting the coral reefs in the area, which are already under threat from warming oceans, and are of enormous ecological importance.
Environmentalists have also flagged the loss of mangroves on the island as a result of the development project.
Geological Volatility: The Andaman and Nicobar island's groups lie in a seismically highly active zone. Due to this, the region is prone to a number of natural disasters.
For instance, in 2004 an earthquake and accompanying tsunami devastated large parts of the island chain.
Nicobar and Car Nicobar (northernmost Nicobar Island) lost almost one-fifth of its population and close to 90% of its mangroves.
Geo-Political Instability: Andaman and Nicobar islands are part of the Indo-Pacific geopolitical theatre, where China is actively trying to expand its influence, potentially posing a threat to India's blue economy and maritime security.
The aspirations of China to register its presence in this region can be seen in Hambantota, Sri Lanka where China is in possession of Sri Lankan real estate.
Encroachment in Tribal Space: While Particularly Vulnerable Tribal Groups (PVTGs) are accorded the highest level of protection by local administration, they still face numerous challenges due to encroachment into their areas in the name of development, and lack of effective rehabilitation program.
What Should be the Way Forward?
Sustainable Island Development Framework: Infrastructure and developmental projects in Andaman and Nicobar will no doubt aid India's strategic and maritime capabilities, but such development should not come at the cost of the exploitation of the ecosystem that the Andaman and Nicobar offers.
Prior to any development activity in this region, an Environmental and Social Impact Assessment should be made mandatory.
A Sustainable Island Development framework is not only important for the Andaman and Nicobar but should also be applicable to other Indian islands as well.
Master Plan for Community Development: The laws must be strengthened to protect indigenous communities, and a proper rehabilitation plan should be formulated to protect them during times of calamity.
Due to the high demand from visiting tourists, the Islands provide opportunities for the handicrafts industry. In line, India can set a template for other islands across the world by preparing a master plan for the formalising Handicraft Industries in island regions and promoting Make in India initiative.
Developing Island Security Model: There is a need for India to invest in capacity building in maritime security and incentivize research, to develop an Island Security Model, and to equip its Navy with the latest technology to track any infiltration attempt.
Revitalising Linking Projects: There is a need to revitalise the plan of linking the Andaman and Nicobar Islands to the mainland through Submarine Optical Fibre Cable (OFC).
Submarine Cable will also assist A&N in providing cheaper and better connectivity and all of Digital India's advantages, especially in improving online education, telemedicine, banking and online trading.
Thrust to Shipbuilding and Repair Industry: The lifeline of the Andaman and Nicobar Islands is shipping operations, as most construction activities are related to it. The ship repair facilities need to be established in order to keep the shipping operations alive without any disruption.
The shipbuilding and repair industries will also enable India to become a junction in the Indian Ocean and developing trans-shipment ports will also facilitate trade with
Drishti Mains Question
What is the strategic and economic significance of Andaman and Nicobar for India? Also discuss major environmental and geopolitical challenges related to this region.
UPSC Civil Services Examination, Previous Year Questions (PYQs)
Q1. Which one of the following regions of India has a combination of mangrove forest, evergreen forest and deciduous forest? (2015)
(a) North Coastal Andhra Pradesh
(b) South-West Bengal
(c) Southern Saurashtra
(d) Andaman and Nicobar Islands
Ans: (d)
Q2. Which one of the following pairs of islands is separated from each other by the 'Ten Degree Channel'? (2014)
(a) Andaman and Nicobar
(b) Nicobar and Sumatra
(c) Maldives and Lakshadweep
(d) Sumatra and Java
Ans: (a)
Q3. Which of the following have coral reefs? (2014)
1. Andaman and Nicobar Islands
2. Gulf of Kachchh
3. Gulf of Mannar
4. Sunderbans
Select the correct answer using the code given below:
(a) 1, 2 and 3 only
(b) 2 and 4 only
(c) 1 and 3 only
(d) 1, 2, 3 and 4
Ans: (a)
Q4. In which one of the following places is the Shompen tribe found? (2009)
(a) Nilgiri Hills
(b) Nicobar Islands
(c) Spiti Valley
(d) Lakshadweep Islands
Ans: (b)
Powered by TCPDF (www.tcpdf.org)
PDF Refernece URL: https://www.drishtiias.com/printpdf/developmental-needs-of-andaman-and-nicobar- islands | <urn:uuid:7c1dbb58-177f-40b6-b6e1-5ad220283fea> | CC-MAIN-2023-23 | https://www.drishtiias.com/pdf/1679327684.pdf | 2023-06-02T12:40:19+00:00 | crawl-data/CC-MAIN-2023-23/segments/1685224648635.78/warc/CC-MAIN-20230602104352-20230602134352-00641.warc.gz | 797,802,664 | 1,657 | eng_Latn | eng_Latn | 0.877827 | eng_Latn | 0.99174 | [
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | docling | [
2310,
6517,
7695,
7837
] | [
2.53125
] | 1 | 0 |
United for a toxic free future!
Many products in our homes and workplaces -- from furniture to cleaning products, electronics to cosmetics -contain chemicals that do not have to be tested for health and safety before they are made. Worse still, we know that some products contain chemicals that can harm people's health and the environment.
Most of us expect more from the products we use every day. We expect companies to ensure that the products we buy won't harm us, our children and our communities.
That's why California passed laws in 2008 requiring the State's Environmental Protection Agency (EPA) to create a program that makes those products safer and healthier. The Safer Consumer Products program is part of the Green Chemistry Initiative to reduce the use of toxic chemicals in the state. It is run by the Department of Toxic Substances Control (DTSC).
The laws say the DTSC must identify and prioritize "chemicals of concern". Companies making specific products with these chemicals must look for healthier and safer alternatives. After examining the alternatives DTSC must decide how to eliminate or reduce the use of specific toxic chemicals and their products in California.
The right questions lead to better products
This program represents a huge shift in how we deal with toxic chemicals. Until now, the question has been "How much is ok?" Too often, this leads to arguments about how much of a toxic chemical is "safe."
This new program asks manufacturers who make or use toxic chemicals different questions. Now they have to answer: "Is this chemical necessary" and "What is a healthier and safer way to make this product?"
Forward-thinking businesses already do this. In the process, they have found ways to use less toxic or non-toxic chemicals -- and still make a profit.
How does the program help you, your family and your community?
The Safer Consumer Products program advances these key priorities in California:
1. pollution prevention
2. health and safety
3. economic opportunity
Please Turn Over
Pollution prevention
It's expensive to use chemical "risk management" approaches after the fact. The regulations encourage low-cost pollution prevention -- and avoid the toxics in the first place. In turn, this will reduce:
1. hazardous waste;
2. the costs to manage and dispose of hazardous waste, clean up contaminated sites, deal with toxic spills, etc.;
3. air and water pollution and greenhouse gas emissions; and
4. water treatment costs.
Health and safety
Toxic chemicals affect our health and safety. They contribute to the rising rates of:
1. cancers,
2. infertility, birth defects and other reproductive health problems
3. children's learning disorders,
4. other illnesses and diseases, and
5. harm to our environments -- the water we drink, the fish in our oceans and rivers, and much more.
Workers often are the "canaries" for human health effects of toxic chemicals because they make or use consumer products on the job. Our children also are uniquely vulnerable; chemicals affect their growing bodies in different ways than they do adults.
The regulations encourage development and use of safer alternatives to harmful chemicals. Less toxic products will:
1. reduce or eliminate hazards to California workplaces, communities and environments;
2. reduce the health care costs that go with them;
3. protect the health of California workers, their families, and local communities; and
4. give California businesses an advantage -- the information they need to protect their workers and customers.
Economic opportunity
Industries around the world are choosing to use less toxic chemicals in their products and practices. Innovative California businesses are doing the same thing. More can join them, to capture the growing global market for green products and services.
The Safer Consumer Products regulations will:
1. encourage efficiency
2. reduce the costs of product ingredients (less toxic chemicals often are cheaper);
3. eliminate long-term liabilities associated with toxic chemicals and the costs to "fix" the hazards left behind, especially the earth and water we share;
4. reduce costs with less energy use, lower liability insurance, and regulatory burdens; and
5. Keep California businesses competitive in this global environment.
For more information regarding CHANGE, contact Kathryn Alcantár at
(510) 655-3900 ext. 315 or by email at email@example.com. | <urn:uuid:3f88f823-c6c2-4341-8209-0c4f8602e5eb> | CC-MAIN-2023-23 | https://www.uclahealth.org/sites/default/files/documents/CHANGEhandout.pdf | 2023-06-02T12:57:31+00:00 | crawl-data/CC-MAIN-2023-23/segments/1685224648635.78/warc/CC-MAIN-20230602104352-20230602134352-00640.warc.gz | 1,144,574,659 | 869 | eng_Latn | eng_Latn | 0.995369 | eng_Latn | 0.995454 | [
"eng_Latn",
"eng_Latn"
] | false | docling | [
2041,
4434
] | [
2.625
] | 2 | 9 |
A Day's Work
Book by Eve Bunting
Unit Study Prepared by Mary Shackleford and Celia Hartmann
Bible
Character Study: Honesty
Francisco wants to help his grandfather get a job so badly that he tells a nursery business owner that his grandfather is a very good gardener even though his grandfather knows nothing about gardening or plants. This lie leads to them pulling the wrong plants and his grandfather insisting that they work for free the next day to pull the weeds and replant the ones they had mistakenly pulled. Francisco learns the importance of honesty.
Show examples of people in the Bible who lied and the consequences of the lies.
Abraham and Sarah Gen. 12: 10-20 Abraham told Sarah to say she was his sister because he was afraid the Egyptians might kill him and take Sarah because she was so beautiful. Pharaoh takes Sarah into his house and is warned by God to return her to Abraham untouched or he and his family would die. Pharaoh returns Sarah but tells Abraham to leave their land.
Jacob and Esau – Gen 27 Jacob has to leave home to escape Esau's anger after deceiving Isaac into thinking he was Esau and receiving the blessing meant for Esau. He had to live in a foreign land for many years away from his family.
Ananias and Sapphira - Acts 5:1-11 Ananias and Sapphira were struck dead by God for saying they were giving all they had gotten for selling some of their land and really keeping some back for themselves. There was nothing wrong with only giving some of the money, it was theirs to give, but they claimed to be giving the whole amount.
Social Studies
Geography – California: Francisco's family lives in California. Help your child find California on the map. California is one of the three Pacific States of the continental US, which also includes Oregon and Washington. Point out the Pacific Ocean next to it on the map. It is one of our largest states (only Alaska and Texas are bigger).
Geography – Mexico: Francisco's grandfather is originally from Mexico and only speaks Spanish. Help your student find Mexico on the map; tell him it is south of California (where Francisco lived) and see if he can find it on his own. Explain that Mexico is a country just as the United States is a country. Mexico has 32 states, whereas America has 50. The people that live in Mexico speak Spanish. The country of Spain (in Europe) once owned Mexico. When the Mexican people say the name of their country they say MAY-he-coe. Perhaps your student would like to learn some Spanish this week! (See Language Arts lesson)
Culture: Labor Day Holiday Tie-in
While this story is not about Labor Day, you could use it as a springboard to discuss the holiday. Labor Day is celebrated in the United States and Canada on the first Monday of September. Various parts of Australia celebrate it on different days and some parts of Australia call it the Eight Hours Day. New Zealand celebrates it on the fourth Monday in October. Other countries that celebrate Labor Day usually do so on May 1 and call it May Day. Whenever it is celebrated and whatever it is called, the day was set up to pay tribute to the working men and women.
Did you know that God meant for man to labor? From the time Adam was created, he had a job to do. In Genesis 2:15, the Bible states "And the LORD God took the man, and put him into the garden of Eden to dress it and to keep it." Adam was to work and care for the garden and that by the care of man the garden might mirror the glory of our Creator God.
Then in Genesis 2:19-20, the Bible states "And out of the ground the LORD God formed every beast of the field, and every fowl of the air; and brought them unto Adam to see what he would call them: and whatsoever Adam called every living creature, that was the name thereof. And Adam gave names to all cattle, and to the fowl of the air, and to every beast of the field..." That may not sound like our definition of work, but think about it—how many animals are there?! A LOT!
Later, God gave us the Ten Commandments through Moses. The God told us to "Remember the Sabbath day, to keep it holy. Six days shalt thou labour, and do all thy work: But the seventh day is the Sabbath of the LORD thy God: in it thou shalt not do any work." (Ex 20:8-10)
We need to remember that God gave us work to bless us-- to give us joy and satisfaction. And we are to do the work of the Lord, doing as the Spirit prompts us. Some people think that once we get to Heaven, we will labor no more, but Revelation 22:3 tells us that we will continue to serve (work for) God even in Heaven. What joy it will be to serve the Lord forever!
Occupations: Gardener
A gardener can mean a person who just likes to plant fruit, vegetables, and/or flowers around his house or a person who does something similar for a living (for payment). Francisco very much wanted his grandfather to have job, and so he lies to the owner about his grandfather being a great gardener. Why is this a problem?
Well, as you saw in the story, they ended up pulling up the wrong plants! Gardeners need to know the differences between unwanted plants and desired plants. A gardener needs to know about the different things he wants to grow; he needs to know whether the plant needs sunlight or prefers shade to grow, whether it gets 6 inches tall or 3 feet tall (wouldn't do any good to plant the little plants behind the tall ones!), etc. They also need to know about the soil: does it have too much clay, too much sand, not enough nutrients, etc. It is also important for gardeners to know what insects harm which plants and how to prevent or get rid of them.
Activities: If you know a gardener, whether a hobby gardener or a professional gardener, arrange a visit with him and let him discuss what he does with your child. Give your child an opportunity to be a gardener! Plant a small vegetable garden or some flowers (even if only in your windowsill!).
For more activities, you might try Kids Garden: The Anytime, Anyplace Guide to Sowing & Growing Fun (A Williamson Kids Can! Book) by Avery Hart and Paul Mantell.
Occupations: Carpenter
A carpenter is someone who works with wood to make things like houses, furniture, etc. A carpenter needs to know what kind wood works best for his project (some woods are "soft," others "hard"). He needs to be able to draw plans and read them. They also need to be able to do all kinds of math. There are also many tools for a carpenter to use.
Activities: If you have the opportunity, visit a furniture-maker's shop or watch carpenters build a house. Go through your own house and have your child identify things that carpenter can make.
You may wish to also get the book A Carpenter by Gail Gibbons.
Human Relationships: Grandfathers
Discuss the special relationship between children and their grandfathers. Francisco's grandfather lived with him. Would your child like his grandparents to live with him? Why (or why not)? What lesson did Francisco's grandfather teach him? What lessons can your student learn from his own grandparents? (maybe things they have taught them through stories/memories, direct words, or just by the lives they have lived). (Focus on the positives here as we are to honor our parents!)
Character Study: Integrity
Integrity is defined as a firm adherence to a code of moral values. What are moral values? Discuss with your child the morals that are valued in your own home. Integrity is having the will power to put those values into practice and to carry them out regardless of one's circumstances! Can you think of a time that your student demonstrated integrity? Discuss it. How did Francisco's grandfather demonstrate integrity? Remind your student of the passage where Abuelo says, "We do not lie for work." He tells Francisco that they will return the next day to rectify their mistake for no extra pay. Abuelo had stood strong on a moral he believed in-- honesty-- and that proves his integrity.
Human Relationships: Satisfaction in a Job Well Done
Re-read page 20 with your student and discuss the benefits to doing a job right. What jobs does your student have to complete each day (get dressed? make bed? schoolwork? other chores?). We feel better (and often life becomes easier!) when we do things the right way the first time. Then, we can be satisfied in a job well done!
Science
Botany: Plants
Francisco and his grandfather get a job weeding an area of new plants. They must work outside in the hot summer sun and end up pulling the wrong ones because they didn't know the difference between the flowers and the weeds.
Plants provide food, clothes, medicine, shelter, and even the oxygen we breathe. Plants produce their own food and in turn become food for people and animals. Each part of a plant has a specific job. Roots and rootlets (tiny root hairs) take in water and minerals from under the solid, up through the roots into the plant stem/tree trunk.
The stem/trunk is like a straw drawing the water and nutrients up from the roots to the leaves.
The leaves are the food factories. They absorb carbon dioxide from the air and trap energy from the sunlight. Through the process of photosynthesis, the carbon dioxide and energy are made into sugar. Oxygen is released into the air during this process.
Pull out a small section of grass with its roots and look at the tiny root hairs, roots, stem and leaves.
Put a stalk of celery into a glass of water and food coloring. Check an hour or so to see the water being pulled up the stalk.
Botany: Weeds
What is a weed? Here are a few different definitions:
1. any plant that crowds out cultivated plants
2. a plant growing in a spot where it is not wanted
3. uninvited and usually unattractive plant that surfaces in gardens
Go outside with your student and see if you can find some weeds. You may even want to use take this as an opportunity to teach your student what you consider weeds in your flower bed (or vegetable garden) and have him spend some time helping you weed the garden (but make sure he knows that he probably won't be getting $60!). If you don't have a garden or area that needs weeded, volunteer to weed your neighbor's or relative's garden this week.
Health: Hot Weather Precautions
Re-read page 14 of the story before continuing with this lesson.
When it is really hot outside people must take extra care. There are three illnesses/injuries that can occur from heat: heat stroke, heat exhaustion, and heat cramps.
Heatstroke occurs when the body's heat regulating system breaks down under stress and sweating stops. Heat stroke is a medical emergency! Unless the victim receives quick treatment, death can occur. Symptoms include: No sweating (or the opposite-- victim may be sweating profusely), high body temperature (105 degrees or more), hot, dry, flushed skin, confused, delirious behavior, loss of consciousness or the victim may fall into a coma.
Heat Exhaustion is a serious disorder that develops when the body loses more fluid (through sweating) than it is taking in (by drinking). Symptoms include-- sweating (more than normal), feeling weak, clammy skin, dizziness, pale or flushed face, and nausea.
Heat Cramps (or heat stress) tend to attack the muscles that do the hardest work, especially when it is hot. Heat stress can alter your coordination, lessen your concentration, reduce strength and alertness, and make you irritable.
Four Ways to Avoid Heat Stress:
First allow your body to adjust to the heat naturally. You can do this by gradually increasing the time you spend in the heat little by little till you are used to working in the heat. Second, drink lots of water! Your body can lose as much as three gallons of fluid a day while working in hot, humid weather. Third, unless you have a medical condition that prohibits it (high blood pressure, heart problems or circulatory ailments) add a small amount of salt to your diet to help your body retain water. Fourth, eat lightly. Fatty foods are hard to digest and hot weather makes them even harder to digest. Light, nutritious meals are easier to digest and therefore easier on your body in the heat.
Muscular System: Sore Muscles
The story mentions sore muscles on page 18.
Did your student know that she has about 600 muscles?! All of these muscles can be classified as either voluntary or involuntary. Voluntary muscles are muscles you can control allowing you to run, jump, write, talk, etc. Involuntary muscles that work without you thinking about it-- your heart beating, lungs breathing, stomach muscles, etc.
Muscles usually work in pairs – when one stretches out and gets longer the other flexes or bends up and gets shorter.
Muscles can get sore for several reasons overworking muscles that are not used to being used much, not enough water in the body (dehydration), or if one gets a "charley horse"-- muscles are being kept in a flexed position too long and they get stiff.
Language Arts
Point of View: First Person
The story is told from Francisco's point of view, with his thoughts and feelings. Discuss how the story would be different from the grandfather's point of view. For older students have them write the story from the grandfather's point of view.
Foreign Language: Bilingualism
Francisco's grandfather only speaks Spanish, but Francisco speaks Spanish and English. When a person can speak two languages, we say that they are bilingual. Does your student know anyone who speaks more than one language? Is your student working towards becoming bilingual?
If you want to introduce the idea of foreign language, here are some simple
Spanish words for your student to learn this week:
Colors blue- azul brown- marrón green- verde purple- morado pink- rosa yellow- amarillo red- rojo white- blanco black- negro
Count to ten
1. uno
2. dos
3. tres
4. cuatro
5. cinco
6. seis
7. siete
8. ocho
9. nueve
10.diez
Listmaking
Have your student make a list of all the gardening terms he can think of including plants, tools, vegetables, etc.!
Quotation Marks
This story includes a lot of dialogue. Point out the quotation marks to your student and mention that quotation marks let us know that someone is speaking. Can your student find more examples of quotation marks throughout the text? Let your student practice using quotation marks-- tell him to think of two characters (he could even use Francisco and Abuelo if he wanted) and to write up a conversation inserting quotation marks where appropriate.
Author Study: Eve Bunting
Eve Bunting is the author of more than 200 children's books! She says that words are very important to her and storytelling is very important where she came from (she grew up in Ireland before immigrating to the United States). She is disciplined in her work and spends time writing every day! If you want to spend more time getting to know Eve Bunting's writing, check out some of her books at the library to read as go-alongs this week.
We have more Eve Bunting units here at Homeschool Share, too:
- St. Patrick's Day in the Morning
- Whales Passing
- The Valentine Bears
Art
Medium: Watercolor and Gauche
School Library Journal claims that, "Himler's softly colored illustrations reflect the feelings of the characters and the setting." Discuss this quote with your student. How is it true?
The illustrations are rendered in watercolor and gauche. Watercolor pencils will create the same type of pictures; these pencils are very versatile and easy for anyone to use. Just draw and color your picture. Then using a slightly wet brush go over areas to blend for a watercolor look. Get some watercolor pencils for your student to experiment with this week.
Applied Math
Story Problems
Francisco and his grandfather agree to work a day for $60. Work out some word problems (addition or multiplication depending on your student):
How much money would grandfather make in 2 days
How much money would they make in 3 days?
How much money would they make in one week? (are they going to work the weekend?)
How much money would they make in one month?
Materials and information on this website may be used for your own personal and school use. Material may not be shared electronically or be used for resale.
© Homeschool Share | <urn:uuid:56e79bbc-2271-4f5d-a157-0eff7fc08a2c> | CC-MAIN-2023-23 | https://www.homeschoolshare.com/wp-content/uploads/2021/02/a-days-work-unit-study.pdf | 2023-06-02T12:18:34+00:00 | crawl-data/CC-MAIN-2023-23/segments/1685224648635.78/warc/CC-MAIN-20230602104352-20230602134352-00641.warc.gz | 870,822,080 | 3,506 | eng_Latn | eng_Latn | 0.998478 | eng_Latn | 0.999062 | [
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | docling | [
1574,
3980,
6077,
8324,
9740,
12121,
13585,
14456,
15822,
16221
] | [
4.3125
] | 1 | 1 |
NAME
_______________________________________________________________
DATE
________________________
INFORMATION ABOUT ECOLOGICAL CONDITIONS
Sort and record data into a table using up to four categories, use category counts to solve word problems.
Examples:
a) Count and categorize each picture to complete the table with tally marks.
Answer:
| No legs | 2 legs | 4 legs |
|---|---|---|
b) Count and categorize each picture to complete the table with table with numbers.
Answer:
c 2015. All Rights Reserved.
edubuzzkids.com | <urn:uuid:1bbcec16-3ebb-4bd7-9df5-f04bfa4c1df4> | CC-MAIN-2023-23 | http://edubuzzkids.com/content/grade-2/worksheets/math/Charts%20and%20Graphs/Problem%20Solving%20with%20Data/1_Information-about-ecological-conditions.pdf | 2023-06-02T11:55:33+00:00 | crawl-data/CC-MAIN-2023-23/segments/1685224648635.78/warc/CC-MAIN-20230602104352-20230602134352-00642.warc.gz | 17,498,699 | 124 | eng_Latn | eng_Latn | 0.996207 | eng_Latn | 0.996207 | [
"eng_Latn"
] | false | docling | [
536
] | [
3.53125
] | 1 | 2 |
Anti-Bullying Policy
Status and review cycle: Legally Required Annual review required
Reviewed: September 2021
Reviewed: September 2021
Next review date: September 2022
Overview
This document should be read in conjunction with our 'Behaviour Statement of Procedures'.
The aim of this anti-bullying policy is to ensure that pupils can learn and play in a supportive, caring and safe environment without fear of being bullied. Bullying is anti-social behaviour and affects everyone; it is unacceptable and will not be tolerated. Only when all issues of bullying are addressed will pupils be able to fully benefit from the opportunities available at schools.
Bullying is defined as deliberately hurtful behaviour, often repeated over a period of time, where it is difficult for those being bullied to defend themselves. Some groups of people, such as those from specific racial groups or homosexual or transgender individuals, may be particularly vulnerable to bullying.
Bullying is classified as 'unacceptable behaviour' in our 'Behaviour Statement of Procedures'.
The four main types of bullying are:
physical (eg hitting, kicking, theft)
verbal (eg name calling, racist or homophobic remarks)
Indirect (eg spreading rumours, exclusion from social groups, unkind looks)
Cyber (e.g. sending hateful messages/images or spreading rumours online)
Pupils who are being bullied may show changes in behaviour, such as becoming shy and nervous, feigning illness, taking unusual absences or clinging to adults. There may be evidence of changes in work patterns, lacking concentration or truanting from school. Pupils must be encouraged by staff and parents to report bullying to an effective authority (ie one that will address the problem to their satisfaction).
Schools' teaching and support staff must be alert to the signs of bullying and act promptly and firmly against it in accordance with school policy.
Statutory duty of schools
Head teachers have a legal duty under the School Standards and Framework Act 1998 to draw up procedures to prevent bullying among pupils and to bring these procedures to the attention of staff, parents and pupils.
Implementation of this Policy in School
The following steps may be taken when dealing with incidents:
| STEP 1 | STEP 2 |
|---|---|
| a. Determine if it is a friendship issue. | a. Determine if it is a one- off incident. |
| b. Hold a circle time session with all the pupils involved. | b. Agree consequences and monitor the situation |
| c. Agree causes of the issues and resolution behaviours. | If this happens again refer to Step 3. |
Any claims of bullying are to be taken seriously and approached using the above flow chart. It is the responsibility of the class teacher to initiate actions in steps 1 and 2. Any actions taken in steps 2 and 3 should be recorded on CPOMs as a behaviour log initially and the principal alerted.
If a clear pattern emerges and it is deemed that bullying has taken place any actions should be logged on CPOMs under the bullying tag.
Support for Pupils
Pupils who have been bullied will be supported by:
* offering an immediate opportunity to discuss the experience with a member of staff of their choice. This may be one of our three ELSAs (Emotional Literacy Support Assistants).
* reassuring the pupil
* offering continuous support
* restoring self-esteem and confidence
Pupils who have bullied others will be helped by:
* discussing what happened
* discovering why the pupil became involved
* establishing the wrongdoing and need to change
* informing parents/carers to help change the attitude of the pupil
Sanctions taken against Bullies
Disciplinary steps can be taken in line with our Behaviour Statement of Procedures and may include the following measures:
* Record of bullying is recorded on CPOMs.
* Warnings from staff to cease offending (eg using the class Behaviour Boards)
* Removal of breaktimes
* Exclusion from certain areas of school premises
* Fixed-term exclusion
* Permanent exclusion
Within the curriculum the school will raise the awareness of the nature of bullying through inclusion in PSHE lessons and the parallel assemblies in an attempt to eradicate and reduce such behaviour.
All classes have Behaviour Boards which are in use every day to provide reminders of acceptable and unacceptable behaviour.
Monitoring, evaluation and review
The school will review this policy annually and assess its implementation and effectiveness. The policy will be promoted and implemented throughout the school.
A parallel policy statement has been translated into language more appropriate for children in consultation with the School Council (See 'Anti-Bullying Policy for Children'). | <urn:uuid:8dc5571f-f536-419f-a30e-b29052036668> | CC-MAIN-2023-23 | https://www.bowerhill.wilts.sch.uk/downloads/bowerhillPrimarySchool/Bowerhill-Primary-School-Anti-Bulling-Policy.pdf | 2023-06-02T12:46:24+00:00 | crawl-data/CC-MAIN-2023-23/segments/1685224648635.78/warc/CC-MAIN-20230602104352-20230602134352-00642.warc.gz | 736,074,631 | 947 | eng_Latn | eng_Latn | 0.97379 | eng_Latn | 0.997863 | [
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | docling | [
195,
2185,
2923,
4243,
4740
] | [
3.78125
] | 2 | 0 |
What's behind China's record floods?
August 20 2020, by Jing Xuan Teng
Millions of people in China have been affected once again by flooding this year
China has touted its massive dam network as a remedy for its devastating annual floods, but record deluges have once again killed hundreds of people and submerged thousands of homes this year.
Millions of people have been affected this time—with hundreds of
thousands evacuated, roads submerged, tourist sites closed and soaring economic costs.
Here are five questions about why China still endures severe flooding every year.
Do the dams work?
China has historically relied on dams, levees and reservoirs to control and divert the flow of water.
From June to early August, around 30 billion cubic metres of floodwater were intercepted by dams and reservoirs in Asia's longest river, the Yangtze, mitigating flooding downstream in areas including Shanghai, China's emergency management ministry said.
But the country's vast infrastructure has been unable to contain all the flooding, with authorities in the eastern city of Chuizhou, Anhui province, forced to blow up two dams last month to release water from the rising Chuhe river over cropland, state broadcaster CCTV reported.
And fears re-emerge periodically over the structural integrity of the Three Gorges Dam on the upper Yangtze, the world's largest hydroelectric dam, built in an area criss-crossed by geological faultlines.
What impact is climate change having?
The burden on China's dams is likely to grow as climate change makes extreme weather events more common.
As the Earth's atmosphere gets warmer, it holds more moisture, making downpours more intense, Benjamin Horton, director of the Earth Observatory of Singapore, told AFP.
Water levels reached historic highs in 53 rivers this summer, according to China's ministry of water resources.
Authorities warned this week that the Three Gorges Dam is facing the largest flood peak since it began operating in 2003.
Heavy rains are set to send 74,000 cubic metres of water per second rushing into the Three Gorges reservoir, the official Xinhua news agency reported.
"This summer's floods ring an alarm bell for China that climate change is here," Li Shuo, a climate analyst for Greenpeace East Asia, told AFP.
Could 'sponge cities' help?
The country's rapid development and breakneck urbanization has also exacerbated flooding.
Urban sprawl has covered more and more land in impermeable concrete—increasing the risk of rapid water buildup on the surface during heavy rain.
Horton also said that some of the country's big lakes have been drastically reduced in size.
One of the solutions proposed by the government has been the "sponge city" programme that began in 2014.
It seeks to replace impermeable urban surfaces with porous materials like permeable pavements, more green spaces, drainage areas and reservoirs to stop water accumulating on the ground.
"The objective is that stormwater goes into drains or the green areas, and
affects the built areas less," Cecilia Tortajada, a researcher of water policy at the National University of Singapore, told AFP.
Who suffers the most from flooding?
But sponge cities will be little consolation for rural communities in the path of diverted water, which have suffered severe damage to their homes and crops.
"While urban dwellers in China's megacities are largely spared from the rising water, much of the country's hinterlands along the Yangtze River were put on the frontline," Li said.
Entire villages are routinely allowed to flood, with residents evacuated, in order to spare densely populated cities.
Over the last week more than 165,000 hectares of crops were damaged in severe flooding in Sichuan, officials said.
The Mengwa Flood Diversion Area, home to four townships and nearly 200,000 people, was inundated after officials ordered the opening of 13 sluice gates on the Huaihe river in July, state media reported.
What more can be done?
China is also turning to increased flood surveillance and early evacuation to mitigate the human cost of flooding.
In addition to conventional weather monitoring technology, Anqing city in China's Anhui province is using virtual reality goggles linked to rivermonitoring cameras that use 5G internet to transmit images to inspectors, according to Xinhua.
Powered by TCPDF (www.tcpdf.org)
The number of people dead or missing as a result of flooding from June to early August this year fell to 219—less than half the average figure each year in the past five years, the ministry of emergency management said last week.
However, the economic costs of flooding have soared 15 percent this year, reaching 179 billion yuan ($26 billion), officials said at a press conference this week.
Tortajada said that ultimately, flood prevention will also require global action against climate change.
"While countries are getting better prepared, the world as a whole is not prepared," she told AFP.
© 2020 AFP
Citation: What's behind China's record floods? (2020, August 20) retrieved 2 June 2023 from https://phys.org/news/2020-08-china.html
This document is subject to copyright. Apart from any fair dealing for the purpose of private study or research, no part may be reproduced without the written permission. The content is provided for information purposes only. | <urn:uuid:b1767e89-99cc-46f3-9cf7-1a428c4e4310> | CC-MAIN-2023-23 | https://phys.org/news/2020-08-china.pdf | 2023-06-02T11:46:07+00:00 | crawl-data/CC-MAIN-2023-23/segments/1685224648635.78/warc/CC-MAIN-20230602104352-20230602134352-00642.warc.gz | 501,718,463 | 1,096 | eng_Latn | eng_Latn | 0.999312 | eng_Latn | 0.999455 | [
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | docling | [
412,
1762,
3024,
4353,
5361
] | [
2.765625
] | 1 | 0 |
220-5010 Richard Rd SW Calgary, AB T3E 6L1
P: 403 727 5055
F: 403 727 5011
email@example.com www.infinitypediatrics.ca
Page | 1 of 1
MEALTIME STRUGGLES
Picky eating and mealtime struggles can be stressful. There are great resources to support you with feeding your infant, toddler, or child!
In addition to this handout, we suggest checking out the following resources:
Local Resources:
AHS Healthy Eating Starts Here
(Website with great resources and access to register for free AHS workshops and classes)
PEAS Website
(The Pediatric Eating and Swallowing team at the Alberta Children's Hospital)
PEAS Videos
(They have also made a video series on mealtime struggles)
Dietitians Online :
Feeding Littles
Kids Eat in Color
Sarah Remmer
Bloom Nutrition
Feeding Toddlers and Young Children
Eating food gives children the energy and nutrition needed to grow, learn, and play. Children learn about food and eating by watching others. Be a positive role model. The eating habits you teach a child in the early years can form a pattern that lasts a lifetime. Try some of the tips in this handout to help children build healthy eating habits.
Make mealtime family time
Mealtimes are a great time for your family to visit and talk. Keep mealtimes pleasant and relaxed. Let children see you enjoying a variety of foods. This will help children try new foods and to learn eating skills.
Children's appetites and willingness to try new foods will change from day to day. This may change depending on how fast they are growing, how active they are, or how they are feeling.
The feeding relationship
The way a parent and child relate to each other around feeding and eating is called the feeding relationship. Parents and children have different roles–these roles help children learn to be healthy eaters.
Parents and caregivers decide:
* What food and drinks are offered. Serve the same foods to the whole family. Offer a variety of foods from Canada's food guide.
* When food and drinks are offered. Offer 3 meals and 2–3 snacks each day at regular times. When children eat at regular times they are more likely to be ready to eat.
* Where food and drinks are offered. Children eat best when they sit comfortably, rather than walking around. Eat together, turn off the TV and put aside phones and electronics.
Children decide:
* How much to eat from the choices you've offered. Listen to children when they say "I'm full".
* Whether to eat from the choices offered. Children will sometimes eat more at meals or snacks and other times they'll eat less.
Plan regular meal and snack times
Knowing that meals and snacks are at regular times may help children feel safe about eating. They won't worry when their next meal or snack will be served.
* Plan meals and snacks 2–3 hours apart. This will help children feel ready to eat at meals and snacks.
* Allow about 20–30 minutes to eat meals and 10–15 minutes to eat snacks. If the food is not eaten within this time, let your child leave the table.
* If your child asks to eat between regular meals and snacks, offer water and reassure them that they can eat at the next meal or snack time.
* If your child asks to drink between meals and snacks, offer water.
Sometimes new foods take time
Children may not like new foods right away. Offer new foods many times, prepared in different ways. Include foods that your family likes to eat along with new foods. Be patient and let your child explore new foods. They may need to see, touch, smell, and taste a new food many times before eating it. It may take 15 or more tries at different times before a child accepts a new food.
Feeding Toddlers and Young Children
Patience works better than pressure
Offer healthy foods and let children decide how much to eat. Children will be more likely to enjoy new foods and eat well when eating is their own choice. Do not use food to trick, bribe, punish, or reward. Children may have negative feelings about eating if they are pressured.
Let children help
Children may be more likely to try foods they help make. Even young children can help in some way to make a meal. Give them small jobs to do like washing vegetables or mixing a salad.
Children learn by serving themselves
Let children pick which foods to put on the plate from the foods served. Teach them to take small amounts at first. Tell them they can have more if they are still hungry.
Think beyond a single meal or snack
Once in a while a child may eat little or nothing at a meal or snack. This is natural. Over time, children usually adjust what they eat at other meals and snacks.
Page 2 of 4
404100-NFS
Common eating habits
You may have concerns about a child's eating habits. It can be hard to know what to expect from one day to the next. The chart below has some ideas that might help for common eating behaviours. If you still have concerns after trying the ideas in this handout, contact your healthcare provider.
Feeding Toddlers and Young Children
Page 3 of 4
404100-NFS
For more information
Go to healthyparentshealthychildren.ca for more information about feeding children.
Go to raisingourhealthykids.com for a series of 60–90 second videos on feeding children.
For more support
* Talk to your healthcare team.
* Call Health Link at 811 and ask to talk to a dietitian or complete a self-referral form on ahs.ca/811.
* Visit ahs.ca/nutrition.
©
2023 Alberta Health Services, Nutrition Services https://creativecommons.org/licenses/by-nc-nd/4.0 | <urn:uuid:a268e82a-3dbd-47ec-8937-7e8f2d9f9da4> | CC-MAIN-2023-23 | https://infinitypediatrics.ca/wp-content/uploads/2023/04/Infinity-Pediatrics-Mealtime-Struggles.pdf | 2023-06-02T12:07:35+00:00 | crawl-data/CC-MAIN-2023-23/segments/1685224648635.78/warc/CC-MAIN-20230602104352-20230602134352-00644.warc.gz | 353,120,167 | 1,220 | eng_Latn | eng_Latn | 0.985403 | eng_Latn | 0.99752 | [
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | docling | [
780,
2580,
4647,
5027,
5509
] | [
3.21875
] | 8 | 0 |
Year 3 Knowledge Organiser Spring Term
Colour & Paint – Colour and Emotion
What I should already know (Infant School)
- Develop a wide range of art and design techniques in using colour, pattern, texture, line, shape, form and space in the context of making a painting from a range of colours, tints and shades.
- Create circles painting using colours I have mixed myself.
- Learn about the work of a range of artists in the context of Wassily Kandinsky.
- Talk about the artist Wassily Kandinsky.
Colour and Emotion
What will I know by the end of the unit?
- Apply watercolour paint correctly.
- Understand how to mix paint colours (colour theory).
- Mix new colours accurately.
- Mix colours to express emotions.
- Explore the use of colour in art (Kandinsky).
- Use colour and line as a form of expression.
Vocabulary
Wassily Kandinsky Colour Theory Geometric Bold Bright Abstract Expression Synesthesia Shades Colour Wheel Primary Secondary Tertiary (Colours) Matching
Sketchbook Focus & Key Knowledge
How to apply watercolour paint correctly. Understand how to mix paint colours (colour theory).
Understand how to mix paint to create new colours as a form of expression.
Wassily Kandinsky is a Russian artist. Kandinsky felt that he could express feelings and music through colours and shapes in his paintings.
Outcome
Geometric shapes and lines in the style of Wassily Kandinsky, adding colour using their own choice of media.
Artist – Wassily Kandinsky | <urn:uuid:e72b9a6c-e1cd-4d5e-a6cf-8a679113ebef> | CC-MAIN-2023-23 | https://www.hernejunior.com/_site/data/files/documents/BDAA95F746DF45990B471BF1444B611F.pdf | 2023-06-02T13:08:34+00:00 | crawl-data/CC-MAIN-2023-23/segments/1685224648635.78/warc/CC-MAIN-20230602104352-20230602134352-00644.warc.gz | 857,853,092 | 322 | eng_Latn | eng_Latn | 0.991899 | eng_Latn | 0.991899 | [
"eng_Latn"
] | false | docling | [
1474
] | [
4.0625
] | 1 | 0 |
National Statutory Requirements
Pupils should continue to apply and develop a broader range of skills, learning how to use them in different ways and to link them to make actions and sequences of movement. They should enjoy communicating, collaborating and competing with each other. They should develop an understanding of how to improve in different physical activities and sports and learn how to evaluate and recognise their own success.
- use running, jumping, throwing and catching in isolation and in combination
- compare their performances with previous ones and demonstrate improvement to achieve their personal best.
- play competitive games, modified where appropriate [for example, badminton, basketball, cricket, football, hockey, netball, rounders and tennis], and apply basic principles suitable for attacking and defending
Series of Lessons
- Develop sending and receiving skills (pop / spin pass)
- Build confidence in controlling the ball
- Develop evasion and tagging skills
- Develop team cohesion (attacking / defensive line)
- Increase communication between players
- Develop efficient use of communication with their team
- Develop and understand how to participate in a tag rugby game
- Using all the above skills learnt to create their own game, leading and officiating it.
PE
Curriculum Progression
The children will be taught to:
Unit Outcome
Invasion (Tag Rugby) Year 6
- Hold the ball correctly (W-hold).
- Understand how run with the ball correctly with speed and control.
- Understand when to use the correct passing techniques.
- Understand how to tag safely and successfully.
- To be able to apply all of the above skills in a game situation.
- To be able demonstrate and teach with confidence.
- Understand the logistics of creating their own game.
- Understand how to officiate fairly.
All children will be given the opportunity to self and peer evaluate performances, developing their key vocabulary whilst doing so.
Children will learn the basic tagging, evading and running with the ball techniques. Understanding the basics and applying it to a tag rugby match.
Then demonstrate their understanding through the teach, coach, do strategy.
Be able to create their own games.
Have a greater understanding of the sport and rules to officiate their own games.
```
Vocabulary Ruby ball Tagging Evading Tags Belts Attacking Defending Tri-line Pop pass Spin pass
```
Resources
Rugy Balls Tags Belts Bibs Cones | <urn:uuid:c626ced4-c851-4a57-a5df-b8b4e1941cda> | CC-MAIN-2023-23 | https://www.hernejunior.com/_site/data/files/documents/57282104105924FFF34A056DCC1410BD.pdf | 2023-06-02T11:48:22+00:00 | crawl-data/CC-MAIN-2023-23/segments/1685224648635.78/warc/CC-MAIN-20230602104352-20230602134352-00642.warc.gz | 871,486,029 | 480 | eng_Latn | eng_Latn | 0.992238 | eng_Latn | 0.992238 | [
"eng_Latn"
] | false | docling | [
2459
] | [
4.5
] | 1 | 1 |
Family Energy Conservation Checklist and School Energy Conservation Checklist
Family Energy Conservation Checklist
SUGGESTIONS
1. Are all lights turned off when everyone has left the room, even for a few minutes?
____ YES ____ NO
2. Are doors and windows closed in rooms with heating or air conditioning?
____ YES ____ NO
3. If you have an air conditioning system or a room air conditioning unit, are the filters cleaned or changed regularly?
____ YES ____ NO
4. Are window blinds, draperies or shades closed to reduce the heat load caused by the sun’s rays?
____ YES ____ NO
5. Are all unneeded lighting fixtures or electrical appliances disconnected or removed?
____ YES ____ NO
6. Does the gasket which lines the inside of your refrigerator door form a tight seal when closed so that no air escapes?
____ YES ____ NO
Turning off lights when leaving a room will reduce your lighting costs and save money on your utility bill.
Closing doors and windows when using your home’s heater or air conditioner helps keep the conditioned space warmer or cooler during times of use.
Clean filters enable the air conditioning system to operate more efficiently. Let LADWP help you in keeping your system running efficiently. LADWP’s AC Optimization Program provides free optimization services, which include filter cleaning for qualified HVAC units. Visit ladwp.com/acopt for more information.
Blinds, draperies or shades closed during the warmest part of the day helps keep out extra heat and allows the air conditioning system to operate more efficiently.
Some appliances, particularly modern ones, consume small electrical loads even when switched off. Disconnect unused appliances to eliminate unsuspected energy use. An APS (advanced power strip) will automatically turn off the power at the socket when a device is not in use. LADWP provides rebates for the purchase of an APS. Visit LADWP’s Efficient Product Marketplace at ladwp.marketplace.com for more information.
Place a dollar bill between the door and the seal. If the dollar can be easily slid out, the refrigera- tor door gaskets probably need to be replaced.
Family Energy Conservation Checklist
SUGGESTIONS
7. Have you purchased LED lights to replace incandescent lights?
____ YES ____ NO
8. Are thermostats set at 78º Fahrenheit in summer and 68º Fahrenheit in winter?
____ YES ____ NO
9. Are the doors and windows kept closed in rooms where the air conditioner or heater are operating?
____ YES ____ NO
10. If you’re purchasing new electrical appliances, are they labeled as energy efficient “Energy Star” products?
____ YES ____ NO
11. To reduce heat from the sun, have you considered planting shade trees on south- and west-facing sides of your home?
____ YES ____ NO
For further information on ways to save energy and learn about LADWP programs and rebates, go to ladwp.com/energyefficiency or call 1-800-DIAL-DWP (1-800-342-5397).
I've discussed the important energy saving tips with…
___________________________________________________ ___________________________________________________
Student Name
Signature of Adult
While CFLs (compact fluorescent lights) are an efficient lighting option, installing LED lights is more energy efficient and can save you even more money on your lighting costs. LADWP provides rebates for the purchase of LEDs. Visit LADWP’s Efficient Product Marketplace at ladwp.marketplace.com for more information.
Setting your thermostat to operate between within these temperatures will help reduce energy usage. Visit ladwp.marketplace.com for information on smart thermostat rebates or ladwp.com/powersaversprogram for information on LADWP’s energy management program.
Keeping doors and windows closed when using the air conditioner, or heater, will help you keep your home cooler during the summer and warm- er during the winter.
Energy Star rated appliances and products are generally 20-30% more energy efficient than non-Energy Star appliances. LADWP provides rebates as well as consumer product information for common household products. Visit ladwp.marketplce.com for more information.
Trees are not only beautiful but can help air conditioning systems operate more efficiently by keeping some of the heat from the sun away from the walls.
School Energy Conservation Checklist
SUGGESTIONS
1. Are all lights turned off when everyone has left the room, even for a few minutes?
____ YES ____ NO
2. Are window blinds, draperies or shades closed to reduce the heat load caused by the sun’s rays?
____ YES ____ NO
3. Are thermostats set at 78º Fahrenheit in the summer and 68º Fahrenheit in the winter?
____ YES ____ NO
4. To reduce heat from the sun, has the school considered planting shade trees on south- and west-facing sides of it’s buildings?
____ YES ____ NO
5. If the school has an air conditioning system or room air conditioning units, are the filters cleaned or changed regularly?
____ YES ____ NO
6. With respect to lighting, are fluorescent tubes in ceiling fixtures periodically checked or reported for blackened rings?
____ YES ____ NO
Many LAUSD classrooms are already equipped with sensors to turn off the lights when the room is empty and turn them on when occupied. If your classroom doesn’t have these lights, turning them off when leaving a room will reduce your lighting costs and save money on your utility bill.
Blinds, draperies or shades closed during the warmest part of the day helps keep out extra heat and allows the air conditioning system to operate more efficiently.
Trees are not only beautiful but can help air conditioning systems operate more efficiently by keeping some of the heat from the sun away from the walls.
Clean air filters enable the air conditioning system to operate more efficiently. Air conditioner filters should cleaned and/or changed every six months.
Blackened rings indicate that the lights are wearing out, losing efficiency and should be replaced.
School Energy Conservation Checklist
SUGGESTIONS
7. Are timers controlling lighting reset for time changes when standard time or daylight saving time starts?
____ YES ____ NO
8. Are the doors and windows closed in rooms that have heating or air conditioning?
____ YES ____ NO
9. Have all burned-out lights been replaced?
____ YES ____ NO
This student or student team has checked our school’s campus with approval of their teacher, the principal (his or her designee), and in cooperation with the plant manager or custodian.
___________________________________________________ ___________________________________________________
Student Name or Student Team Name
Teacher Signature
___________________________________________________
Principal (or designee) Signature
Students may check with the campus plant manager or custodian to determine if timers have been reset when the time changes. Energy will likely be wasted if timers are not properly set.
Having burned-out lights may waste energy by forcing the system to operate inefficiently. | <urn:uuid:09c5d3aa-bbd4-480f-9219-b9d968662be2> | CC-MAIN-2023-23 | https://nieonline.com/latimes/downloads/pdfs/LA20-CR023-TIE-LADWP-energy-checklist-FNL.pdf | 2023-06-02T11:18:06+00:00 | crawl-data/CC-MAIN-2023-23/segments/1685224648635.78/warc/CC-MAIN-20230602104352-20230602134352-00646.warc.gz | 474,960,912 | 1,449 | eng_Latn | eng_Latn | 0.907365 | eng_Latn | 0.99814 | [
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | docling | [
77,
2153,
4312,
6012,
7078
] | [
3.25
] | 1 | 0 |
Bird Beak Buffet
One of the most important adaptations a bird has is its beak. Birds have specific beaks based on their diet, habitat, and behaviors. For this activity you can test different "beaks" on different types of "food" to discover which beaks are used for scooping, tearing, or cracking.
Materials
* Eyedropper or straw
* Slotted spoon
* Chopsticks or two straight sticks
* Ladle or soup spoon
* Dry pasta
* Forceps or tweezers
* Dry beans, small rocks, or beads
Things to consider
❖ Have an adult present during the activity.
❖ Caution all items here are not intended for people to eat but for a game.
❖ Be careful with the sharp utensils and small items!
❖ Straw should only be used on the tall glass with water and it should be clean and safe for drinking in case ingestion occurs.
__________________________________________________________________________________________________
Let's Begin:
1. Separate the items into a "beak" group and "food" group.
a. Beaks are the eyedropper or straw, chopsticks or sticks, slotted spoon, ladle or soup spoon, and forceps or tweezers.
b. Foods are dry pasta, popped popcorn or small marshmallows, dry beans, rocks or beads,and the vase or tall cup of water.
c. The Pan or tray and the tupperware will be used to hold some "foods."
2. Set-up the "Buffet"
a. Wetland Buffet - Fill the tupperware or small aquarium with water. Then place dry pasta in the container of water to float.
b. Beach Buffet - Fill the pan, tray or shallow bucket with some dirt or sand. Then place the dry beans or rocks in the dirt or sand.
c. Flower Buffet - Add water to the cup no more than half way full.
d. Aerial Buffet - Have the popcorn popper or the small marshmallows ready to go and someone to toss them in the air.
e. "Bird Belly" - Makes sure you have your small tupperware or bowl ready to hold all the "food" you collect with your "bird beak." Remember you don't want to fill your "bird belly" with too much sand or water, that will not make them feel good. The goal is to get as much bird food as you can, as quickly as you can, without losing food, or filling up on water or sand from the habitat. Also, you can't bring the cup closer to the food it has to stay on the table in front of you
* Popped popcorn or small marshmallows
* Loose dirt or sand
* Water
* Tall cup
* Pan, tray, or shallow bucket
* Large tupperware or small aquarium
* Small tupperware or bowl
3. Now that you are set up, try using the different "beaks" on each of the "foods".
a. Wetland Buffet - Try using the different beaks (sticks, spoons, tweezers, eye dropper, etc) to see if you can get the "food" without getting lots of water.
★ There are many types of birds that live in wetlands and they have specially designed beaks to scoop, scrape, and grab at insects, fish, and other food in the water without filling up on water. What types of wetland birds live in Maine?
- Try timing yourself and see what tool or "beak" works best.
b. Beach Buffet - Try using the different beaks (sticks, spoons, tweezers, eye dropper, etc.) to see if you can get the "food" without getting lots of dirt or sand.
★ All over the world there are small shorebirds that use their beaks to grab food like insects and other invertebrates from the sand. What types of shorebirds are there in Maine?
- Try timing yourself and see what tool or "beak" works best.
c. Flower Buffet - Try using the different beaks (sticks, spoons, tweezers, eye dropper, straw, etc.) to see if you can get the "food" without dropping it. The food is the water this time, it is the nectar of a flower.
★ What bird can you think of that has a beak designed to suck up nectar from a flower? d. Aerial Buffet - Toss the popcorn or marshmallows in the air and try catching them with different beaks. Try using the different beaks (sticks, spoons, tweezers, eye dropper, straw, etc.) to see if you can get the "food" without dropping it.
- Try timing yourself and see what tool or "beak" works best.
- Try timing yourself and see what tool or "beak" works best.
★ Some birds like tree swallows, chimney swifts, and eastern phoebes can catch insects to eat while flying through the air. Do any live in Maine?
Get creative and have fun!
Discuss:
1. Which beaks worked best on each food? Which beaks did not work well on each food? Why do you think you got these results?
2. Can you think of any local birds that live in these habitats, and what is in their diets? Are any of their beaks like the utensils you used?
3. What other materials are around your house that could be a bird beak? Can you make improvements to your beak design to make this easier?
4. What about other types of food could you try for this game? Are there other birds you could add to this game in other or the same habitats? | <urn:uuid:b7084d83-61e3-400f-80f2-cff770663cdc> | CC-MAIN-2023-23 | https://www.maine.gov/ifw/docs/Bird%20Beak%20Buffet.pdf | 2023-06-02T12:43:50+00:00 | crawl-data/CC-MAIN-2023-23/segments/1685224648635.78/warc/CC-MAIN-20230602104352-20230602134352-00647.warc.gz | 936,354,162 | 1,187 | eng_Latn | eng_Latn | 0.999472 | eng_Latn | 0.999544 | [
"eng_Latn",
"eng_Latn"
] | false | docling | [
2417,
4779
] | [
4.65625
] | 1 | 0 |
Time Signatures
A time signature is written once at the beginning of a piece of music. It may also be written later in the music if the composer has deemed it necessary.
The time signature shows how many beats there are in each bar, and what type of note represents a beat. The top number shows the number of beats per bar, whilst the bottom number shows the type of note which represents a beat.
For example, this 4/4 time signature tells you that there are four quarter (crotchet) beats in each bar.
The '4' at the top tells you that there are four beats in the bar.
The '4' at the bottom tells you that each beat is a quarter/ crotchet note.
4/4 time can also be indicated by a C sign:
2/2 time can also be indicated by a C sign with a line through it:
When writing a time signature, the top of the top number should touch the top line of the staff, and the base of the bottom number should touch the bottom line of the staff. The time signature should always be written after the clef and the key signature.
The time signature should only be written in the first bar of a piece of music, or where the number or type of beat has been changed – it does not need to be repeated on each line or staff.
Exercise 1:
Try writing in the time signatures for the following:
1. Four quarter/ crotchet beats per bar
2. Six eighth/ quaver beats per bar
3. Twelve eighth/ quaver beats per bar
4. Five quarter/ crotchet beats per bar
5. Two half/ minim beats per bar.
Exercise 2:
Try writing the meanings of these time signatures:
1.
_______________________________________________
2.
_______________________________________________
3.
______________________________________________
Simple and Compound Time Signatures
2/2, 2/4, 3/4 and 4/4 are all known as simple time. In these time signatures each beat is represented by a crotchet, which can be divided into two. For example, in 3/4 time any of the three beats can be divided in two as follows:
6/8 is a compound time signature. Although in 6/8 time there is an equivalent of six eighth notes in a bar, there are only two main beats – two dotted quarter notes, each comprising three eighth note pulses. So in 6/8, each of its two beats can be divided into three:
Notice that in simple time signatures the upper figure represents the number of beats per bar, whereas in 6/8 time the upper number represents the number of pulses (which is three times the number of beats in the bar).
Answers
1. Four quarter/ crotchet beats per bar
Ex1.
2. Six eighth/ quaver beats per bar
3. Twelve eighth/ quaver beats per bar
4. Five quarter/ crotchet beats per bar
5. Two half/ minim beats per bar.
Ex2.
2. Three quarter/ crotchet beats per bar
1. Seven eighth/ quaver beats per bar
3. Three half/ minim beats per bar. | <urn:uuid:2bad2145-2951-4164-9770-533690ba5a4d> | CC-MAIN-2018-05 | http://benfarmer.co.uk/wp-content/uploads/2014/08/Time-Signatures.pdf | 2018-01-21T06:28:13Z | crawl-data/CC-MAIN-2018-05/segments/1516084890314.60/warc/CC-MAIN-20180121060717-20180121080717-00263.warc.gz | 43,339,194 | 663 | eng_Latn | eng_Latn | 0.979583 | eng_Latn | 0.999561 | [
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | docling | [
1213,
1698,
2459,
2787
] | [
4.59375
] | 1 | 2 |
Google SketchUp Math Project: Grades 6 - 9
This project works in any version of SketchUp.
This is a fun project because it involves making 3D shapes in SketchUp, and also in "real life" with folded paper.
If you need some basic information on downloading Google SketchUp, or about its user interface and basic tools, please see our printable "Intro to SketchUp" PDF.
The PC version is at www.3dvinci.net/SketchUp_Intro_PC.pdf. The Mac version is at www.3dvinci.net/SketchUp_Intro_MAC.pdf.
First, some easy folding, to make a cube and pyramid:
1. This should be done in Top view (Camera / Standard Views / Top). You will automatically open SketchUp in top view if you choose one of the "plan view" templates at startup.
2. Use the Rectangle tool to make a square.
3. Copy the square like this, so that you have six total. This is an unfolded cube (there are actually 10 other ways to arrange the squares as an unfolded cube).
4. For the pyramid, use the Polygon tool to make a triangle.
5. You could make copies of the triangle, but an easier way is just to make another triangle inside the first one.
6. Use File / Print to print the sets of squares and triangles. (There's an option in the Print window to fit everything in one page.) Then cut out the shapes, and fold and tape then into place.
Now let's do the reverse: make a 3D shape in SketchUp and unfold it in SketchUp.
1. Use Rectangle and Push/Pull to make a box.
2. A box is boring, so we'll make it more interesting. Use Scale on the top face to shrink it. (Press Ctrl / Option while using Scale to scale about the center of the face.)
3. You can't unfold the faces like this, because they are all stuck together. To separate them, each face must be a group. Select a face plus its edges (while using Select, you can double-click a face for this). Right-click on the face, and choose Make Group.
You should now see a bounding box around the face.
www.3dvinci.net
4. Do this for every face on the box. (You don't have to make a group out of the bottom face.)
5. To unfold, Select the face you want to unfold, and activate Rotate. To set the rotation axis, click on one endpoint and keep the mouse button pressed. Then drag the mouse to another point on the axis and release the mouse button.
6. Then you can unfold the face so that it's lying flat.
7. Keep unfolding faces one by one. When you get to this stage, you have two connected faces that need to be unfolded together. (If you just unfold the larger vertical face, the top face will be left hovering alone in space.)
8. So Select both of these faces and unfold them. This leaves the small top face still sticking up.
www.3dvinci.net
9. Finish up by flattening that last face. Now you can print and fold this to get your box.
Here are some more interesting examples. For this one, you need to be careful to unfold multiple faces at once, so that no faces are left alone in space.
This one is especially tough - a box with a smaller box cut out at one corner.
This is how the shape above looks when unfolded. It's tricky - make sure you don't unfold to get any overlapping faces! Also be careful when you print, cut, and fold the one above. Where you have faces of the cutout box, you need to know which edge to cut!
www.3dvinci.net
If you like this project, please check out 3DVinci's GeomeTricks Series
(http://www.3dvinci.net/ccp0-catshow/GM.html). The books shown below are among those that are appropriate for this age group, and teach concepts such as periodic and aperiodic tiling, fractals, and 3D Solids. Click each book graphic for more information.
And if you want to receive three ready-to-use projects like these each month, sign up for our SketchUp Projects of the Month subscription (http://www.3dvinci.net/ccp0-prodshow/POM.html). Each month, you'll get one project related to geometry, and two projects that teach a 3D design concept.
Also, be sure to check out our free geometry projects at www.mathforum.org/sketchup!
All of the models in the Teacher Guide can be downloaded from Google's 3D Warehouse: http://sketchup.google.com/3dwarehouse.
* Click this link to see the entire Warehouse collection of models used in the Teacher Guide.
* Click this link to locate this exact folding model in the Warehouse.
If you're reading this as a printed PDF and can't click on the links, here's how to find the Teacher Guide models:
1. Open the 3D Warehouse.
2. In the Search field, type "3dvinci teacher guide" and choose Collections. Then press Enter or click the Search button.
3. Open this link:
4. In the collection, find the model you want, and open or download it.
www.3dvinci.net | <urn:uuid:02260f31-a16d-4f98-bac3-271468400a2f> | CC-MAIN-2023-23 | https://www.bscsd.org/site/handlers/filedownload.ashx?moduleinstanceid=635&dataid=3288&FileName=design%20development%20fold%20outs%20google%20sketchup1.pdf | 2023-06-02T12:08:31+00:00 | crawl-data/CC-MAIN-2023-23/segments/1685224648635.78/warc/CC-MAIN-20230602104352-20230602134352-00647.warc.gz | 732,504,181 | 1,116 | eng_Latn | eng_Latn | 0.998444 | eng_Latn | 0.998809 | [
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | docling | [
930,
1302,
1934,
2663,
3266,
4639
] | [
4
] | 5 | 1 |
Ideas for Change
Improving the Literacy & Numeracy Scores of Learners in South Africa
Building Social Change
Small Ideas Equal Big Change
Skills development in South Africa has been adversely affected by the South African education system. It is a moot point at this juncture to reiterate the now well-known narrative that the South African economy and industries complain about largescale low-level skills as a result of the education system.
Among the Challenges Facing Schools in SA Today
* Learners do not have the necessary one-on-one homework support from parents to ensure improvement;
* Educators are faced with classroom ratios (often 40:1 or more) that make it very difficult to provide the necessary one-on-one time to deal with second and third language learners who struggle with English literacy and numeracy;
* Schools need the proper resources to ensure that learners with different learning abilities and styles are accommodated;
* Educators need continuous support and training in order to ensure that the latest methods, ideas and technologies are applied in order to assist learners who face learning challenges;
* There is a need to eradicate the problem of poor literacy and numeracy in these schools over the next year.
Trying something new! Everything to Gain & Nothing to Lose!!!
"IN 2014 the matric pass rate was 78,2%. But in 2015 the annual national assessments found only 37% of grade 9 pupils could be considered literate and only 3% were numerate."
Business Day Live
By All Means Necessary
We want to eradicate poor literacy and numeracy in our schools
We want to make sure that every child in our schools is able to receive the grounding in literacy and numeracy in order to find their place in society
5 Proven Steps to Learning Success in South African Schools
Embedding a Culture of Literacy in Schools Whilst Instilling a Love and Appreciation for Literacy and Numeracy
Literacy and Numeracy skills are often inter-related. Both rely on a range of mutually connected skills. What is also a fact is that both literacy and numeracy needs constant practice for mastery. We need to create and promote spaces for exercising literacy and numeracy skills in a determined and fun fashion. Reading and counting should be social, fun and yet also realistically monitored and measured, in order to determine support areas and to provide evidence of progress. Good literacy and numeracy skills allows for increased learner self-esteem, learning motivation and academic determination. Outlined below are 5 steps in literacy and numeracy promotion practiced by many learner-centred schools across the world. These strategies are neither expensive, nor difficult but they do require serious teeth-baring political-will accompanied by a consistent approach and above all, a good monitoring and evaluation strategy.
Recommended Change Intervention
Screen-free nights (no TV, computers, cellphones etc.): Canvass support from parents and learners by promoting two screen-free nights a week, for example on Tuesdays and Thursdays.
www.shapingthelearner.com
Opportunity for Change
All your school needs is a computer, laptop or tablet (with internet access) that can be used for Literacy & Numeracy assessments
Learner Profiler: Efficient, cost-effective and precision based interventions
Instant Literacy & Numeracy Statistics & Reports
Why is this Important?
It promotes frontal lobe brain activation through play and creativity and also activates learning and insight, logic and understanding. Where play involves drawing, using wooden blocks, self-made toys, reading - even better. Encourage learners to play games, especially with objects, tennis balls, skipping etc. Schools should show learners some of these games. Allow them to be played at school during break times, for example. This provides an opportunity to practice a range of movement skills necessary for reading such as eyetracking and copying as well as counting skills etc. Schools need to remind parents that electronic and screen devices are not necessarily bad. Free and creative play needs to be promoted while limiting screen devices to say 30 min a day (except on screen free days) while on weekends this can be increased to two hours per day. Try not to use screen devices after dark, especially before bedtime as these interfere with sleep quality and therefore concentration, attention and memory the following day.
5 Proven Steps to Learning Success in South African Schools
Recommended Change Intervention
Read Aloud: At home, it is recommended that an adult read for 15 minutes to the child. Decide together on an interesting part in a library book.
Why is This Important?
The child learns the value of reading, hears the correct pronunciation and explores a wider vocabulary in reading and spoken language.
Recommended Change Intervention
Every child to enrol at local or school library (where possible): Request quick summary report backs per individual learner in class.
Why is this Important?
www.shapingthelearner.com
Learners are guided to access reading material. The oversight through random audits and requests for story-telling feedback, promotes listening comprehension and verbal skills among learning group/peers.
Recommended Change Intervention
Twice a week at school: Reading for 30 min in or outside of class. Also older learners to partner with younger readers: Find space on school grounds and read. Educators are roaming facilitators.
Why is this Important?
The child learns to read aloud promoting reading pronunciation, reading speed and fluency, listening and reading comprehension.
Recommended Change Intervention
Rap & Clap: 5 min a day freestyle rap or singing often accompanied by hand clapping, feet tapping or stomping.
Why is This Important?
Promotes syllabification, word memory, verbal and auditory memory and a great speech development exercise. It also promotes stress reduction. Stress is a massive problem implicated in many learning challenges.
Syllabification is a phonological and auditory skill involved in sounding out and breaking up words, especially new words that have never been seen before. This skill is the foundation of reading, without it the learning of new written content, vocabulary and related words in a new career is virtually stunted.
For a Screening, Identification, Assessment and Support (SIAS) Tool
Literacy & Numeracy
Screen Identify Measure (track) Support
These strategies are not expensive, nor difficult but do require serious teeth-baring political-will accompanied by a consistent approach and above all a good monitoring and evaluation strategy.
Page 5
SIAS Aligned Assessment Tool Screens for Literacy, Numeracy & Other Support Needs
Contact the Project Coordinator
Gerald Williamson Shaping the Learner
Tel: 011-682 1716
Email: email@example.com
www.shapingthelearner.com http://doitprofiler.com | <urn:uuid:ee67a24b-6391-478c-a756-0bb8b4bc52e8> | CC-MAIN-2023-23 | https://shapingthelearner.com/images/bannerstwo/Literacy-in-SA-Schools---Ideas-for-Change.pdf | 2023-06-02T12:32:47+00:00 | crawl-data/CC-MAIN-2023-23/segments/1685224648635.78/warc/CC-MAIN-20230602104352-20230602134352-00647.warc.gz | 559,798,203 | 1,360 | eng_Latn | eng_Latn | 0.85234 | eng_Latn | 0.997016 | [
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | docling | [
109,
1746,
4436,
6665,
6935
] | [
3.15625
] | 1 | 6 |
Olympic
Sol Duc Area
Sol Duc Information
Facilities:
Camping:
Regulations:
Safety:
Sol Duc Road: open year-round weather permitting. Eagle Ranger Station: depending on staffing levels, usually open several days a week in summer with information, wilderness camping permits, bear canisters, and book and map sales. Sol Duc Hot Springs Resort: cabins, RV park, swimming pool, hot mineral pools, restaurant, shop. Closed in winter.
Sol Duc Campground: 82 sites (one group site and one ac cessible site), picnic tables, fire pits, animal-proof food stor age lockers, accessible restrooms, potable water, RV dump station. Open year-round, but primitive, with pit toilets and no water, November to early April. Resort-run RV park open summer only.
Pets and bicycles are not permitted on any trails.
Keep children under close supervision at Sol Duc Falls. It can be a dangerous spot if you don't respect its power.
Ashimmering coho leaps the foaming waters of Salmon Cascades in autumn. The salmon and her siblings smell their way upstream, often to the same quiet pool where they hatched from the gravel a few years before. They return to complete their lifecycle in the snow-fed, sparkling waters of the Sol Duc River.
Swimming Home
If you quietly walk the Lover's Lane trail, you may spot a pair of salmon side by side in a slow side channel. The female digs gravel nests with her tail, and the male swims close by to fertilize the thousands of eggs she lays. After several days the ex hausted salmon die, but their life carries on in the gift of nutrients their carcasses bring to the forest and its creatures.
Chinook and coho salmon ascend the Sol Duc in late summer and spawn in late fall, while cutthroat trout and steelhead run in the fall and winter and spawn into the spring. All of these anadromous fish are born in the Sol Duc River, but spend most of their lives in the Pa cific Ocean before returning home to spawn. The Sol Duc is one of the few places where salmon run in ev ery season.
Hot Springs
A local Indian legend explains how Olympic and Sol Duc Hot Springs were created... Once there were two dragons. One lived in the Sol Duc Valley and the other lived in the Elwha Valley. Neither dragon knew of the other's existence. One day they were both out exploring the forest when they came face to face on top of the ridge separating the Elwha and Sol Duc Valleys. They exploded with anger as each accused the other of invading its territory.
The fight was brutal as the dragons thrashed and ripped at each other to win back their territory. After years of fighting and clawing at each other, they grew frustrated. Their strength was evenly matched and neither could win. The dragons both admitted defeat and crawled back to caves in their respective valleys and are still crying over being defeated. The dragons' hot tears are the source of the hot springs in the Elwha and Sol Duc Valleys.
Day Hikes Around Sol Duc
For longer hikes or overnight camping, the Seven Lakes Basin area offers mountain lakes and excellent views of Mount Olympus from High Divide. But trails can be buried under snow that often lingers into late summer. An ice axe and route finding skills may be neccessary. Always bring your "10 essentials" and use Leave No Trace techniques to help preserve the wilderness experience in this quota area. Be sure to call the Wilderness Information Center (360) 565-3100 for reservations and trail conditions. | <urn:uuid:c9bdfb4a-2f6e-4480-b915-595e61da63e2> | CC-MAIN-2023-23 | http://www.protrails.com/protrails/maps/Olympic%20-%20Sol%20Duc%20Valley-3.pdf | 2023-06-02T11:44:13+00:00 | crawl-data/CC-MAIN-2023-23/segments/1685224648635.78/warc/CC-MAIN-20230602104352-20230602134352-00646.warc.gz | 86,142,878 | 738 | eng_Latn | eng_Latn | 0.998048 | eng_Latn | 0.99843 | [
"eng_Latn",
"eng_Latn"
] | false | docling | [
2015,
3460
] | [
2.125
] | 9 | 7 |
Village of Los Lunas
660 Main Street NW ~ PO Box 1209 ~ Los Lunas ~ NM ~ 87031 Phone 505.839.3840 ~ Fax 505.352.3580 ~ www.loslunasnm.gov
2017 Consumer Confidence Report
We Care
IS MY DRINKING WATER SAFE?
We are pleased to present the 2017 Annual Water Quality Report (Consumer Confidence Report) as required by the Safe Drinking Water Act (SDWA). This report is designed to provide details about where your water comes from, what it contains, and how it compares to standards set by the New Mexico Environment Department/Drinking Water Bureau (NMED/DWB) . This is a comprehensive report of last year's water quality for the Village of Los Lunas Water System PWSS# NM3525332.
DO I NEED TO TAKE SPECIAL PRECAUTIONS?
Some people may be more vulnerable to contaminants in drinking water than the general population. Immuno-compromised persons such as persons with cancer undergoing chemotherapy, persons who have undergone organ transplants, people with HIV/AIDS or other immune system disorders, some elderly, and infants can be particularly at risk from infections. These people should seek advice about drinking water from their health care providers and/or EPA/Centers for Disease Control (CDC) guidelines on appropriate means to lessen the risk of infection by Cryptosporidium and other microbial contaminants. More information is available from the Safe Drinking Water Hotline (800-426-4791). Your health is important to us, please contact a physician with any health concerns.
WHERE DOES MY WATER COME FROM?
The Village of Los Lunas is supplied by ground water pumped from the Santa Fe Group aquifer in the Albuquerque Basin by four wells located within the Village of Los Lunas.
The Water/Sewer Division of the Village of Los Lunas is here to provide excellence in quality and service to customers at a minimal cost while protecting the environment and exceeding all quality standards. The Village operates and maintains a water system consisting of four pressure zones, six steel water storage tanks, four wells, four arsenic treatment plants (one per well), one booster station, 130 miles of water lines and approximately 1053 fire hydrants. The sewer system consists of 23 lift stations, 1910 manholes, and approximately 100 miles of sewer mains. Daily and weekly operations within the Division include: administration, 24 hour on call emergency response, maintenance and inspection of water/sewer utility distribution and collection systems and water treatment facilities, laboratory sampling, fiscal reports, video inspection of sewer mains, and customer service calls as requested.
We are committed to providing the Village of Los Lunas information to make you aware that the levels of contaminants in your drinking water do not pose a health risk.
This report shows the types and amounts of key elements in your water supply, their likely sources and the maximum contaminant level (MCL) that the EPA considers safe.
Our water system meets the requirements of the Safe Drinking Water Act (SDWA). If for any reason the standards are not met, the public will be notified.
The Village of Los Lunas welcomes your input. Contact the Public Works office for more information on getting involved.
ESPAÑOL
Este reporte contiene información muy importante sobre la calidad de su agua potable durante el año civil 2017. Si usted no comprende esta información, comuníquese con alguien que pueda traducir el información.
WHY ARE THERE CONTAMINANTS IN MY DRINKING WATER?
Drinking water, including bottled water, may reasonably be expected to contain at least small amounts of some contaminants. The presence of contaminants does not necessarily indicate that water poses a health risk. More information about contaminants and potential health effects can be obtained by calling the Environmental Protection Agency's (EPA) Safe Drinking Water Hotline (800-426-4791).
A variety of sources such as agriculture, urban stormwater runoff, and residential uses may contain Inorganic Contaminants such as salts and metals, which can be either naturally occurring or result from urban stormwater runoff, industrial, domestic wastewater discharges, oil and gas production, mining, farming, pesticides and herbicides.
The sources of drinking water (both tap water and bottled water) include rivers, lakes, streams, ponds, reservoirs, springs, and wells. As water travels over the surface of the land or through the ground, it dissolves naturally occurring minerals and, in some cases, radioactive material. It can also pick up substances resulting from the presence of animals or from human activity (microbial contaminants such as viruses and bacteria that may come from sewage treatment plants, septic systems, agricultural livestock operations, and wildlife).
Organic Chemical Contaminants, including synthetic and volatile organic chemicals, which are by-products of industrial processes and petroleum production, can also come from gas stations, urban stormwater runoff, and septic systems. Radioactive contaminants can either occur naturally or be the result of oil and gas production and mining activities. In order to ensure that tap water is safe to drink, EPA prescribes regulations that limit the amount of certain contaminants in water provided by public water systems. Food and Drug Administration (FDA) regulations establish limits for contaminants in bottled water which must provide the same protection for public health.
WATER TABLE QUALITY
In order to ensure that tap water is safe to drink, EPA prescribes regulations which limit the amount of contaminants in water provided by public water systems. The table on the right lists all of the drinking water contaminants that we detected during the calendar year of this report. Although many more contaminants were tested, only those substances listed below were found in your water. All sources of drinking water contain some naturally occurring contaminants. At low levels, these substances are generally not harmful in our drinking water. Removing all contaminants would be extremely expensive, and in most cases, would not provide increased protection of public health. A few naturally occurring minerals may actually improve the taste of drinking water and have nutritional value at low levels. Unless otherwise noted, the data presented in this table is from testing done in the calendar year of the report.
SOURCE WATER ASSESSMENT & ITS AVAILBILITY
A Source Water Assessment has been performed for the Village of Los Lunas Water System and is available for review. For a copy of the assessment, Contact David Torres 505.841.5306 or firstname.lastname@example.org.
Although throughout the United States it is common to find potential sources of contamination located atop wellheads, continued regulatory oversight, wellhead protection plans and other planning efforts continue to be the primary methods of protecting
HOW CAN I GET INVOLVED?
The Mayor and Village Council encourage public interest and participation in the community's decisions affecting drinking water. Regular Village Council meetings occur every two weeks on Thursdays at 6 pm at the Village Administration Building. The public is welcome.
All meetings are advertised in the Valencia County New bulletin and on the village website at www.loslunasnm.gov. The Village of Los Lunas Council and staff encourage customers to continue water conservation efforts and implement additional efforts if at all possible.
2 2017 Consumer Confidence Report
REGULATED CONTAMINANTS
Disinfectants and
Disinfection By-
Collection
Highest Range of
Products
Chlorine
Haloacetic Acids
(HAA5)*
Total Trihalome- thanes (TTHM)*
Inorganic
Contaminants
Arsenic*
Chromium
Fluoride
Nitrogen)
Radioactive
Contaminants
226/228
ing radon and uranium
Uranium
2017 Consumer Confidence Report 3
Lead &
Copper
Copper
Lead
VIOLATIONS
Unit Descriptions
Term ug/L
ppm ppb
pCi/L
NA
ND
NR
MCLG
MCL
TT
AL
Variances and
Exemptions
MRDLG
MRDL
MNR
MPL
INFORMATION FOR LEAD
If present, elevated levels of lead can cause serious health problems, especially for pregnant women and young children. Lead in drinking water is primarily from materials and components associated with service lines and home plumbing. The Village of Los Lunas is responsible for providing high quality drinking water, but cannot control the variety of materials used in plumbing components. When your water has been sitting for several hours, you can minimize the potential for lead exposure by flushing your tap for 30 seconds to 2 minutes before using water for drinking or cooking. If you are concerned about lead in your water, you may wish to have your water tested. Information on lead in drinking water, testing methods, and steps you can take to minimize exposure is available from the Safe Drinking Water Hotline or at www.epa.gov/safewater/lead.
INFORMATION FOR ARSENIC
Some people who drink water containing arsenic in excess of the MCL over many years could experience skin damage or problems with their circulatory system and may have an increased risk of getting cancer.
4 2017 Consumer Confidence Report | <urn:uuid:eff890af-02cb-4de7-9ef6-6e9fdb084a3f> | CC-MAIN-2023-23 | https://loslunasnm.gov/DocumentCenter/View/9641/2017-Los-Lunas-CCR | 2023-06-02T13:08:24+00:00 | crawl-data/CC-MAIN-2023-23/segments/1685224648635.78/warc/CC-MAIN-20230602104352-20230602134352-00647.warc.gz | 412,234,490 | 1,882 | eng_Latn | eng_Latn | 0.792221 | eng_Latn | 0.990058 | [
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | docling | [
3447,
7634,
8093,
9521
] | [
2.234375
] | 2 | 4 |
COVID-19
Wash Your Hands
Prevent the spread of germs and protect yourself from COVID-19 and other respiratory viruses.
* Wash your hands frequently.
* Wash for 20 seconds with soap and water or alcoholbased hand sanitizer.
* Avoid touching your eyes, nose, and mouth with unwashed hands. | <urn:uuid:8c70e5ef-d916-4d85-9bd1-dc7836924b93> | CC-MAIN-2023-23 | https://www.cruisetoronto.com/wp-content/uploads/Wash-Your-Hands-Poster.pdf | 2023-06-02T11:00:11+00:00 | crawl-data/CC-MAIN-2023-23/segments/1685224648635.78/warc/CC-MAIN-20230602104352-20230602134352-00646.warc.gz | 787,100,333 | 65 | eng_Latn | eng_Latn | 0.994869 | eng_Latn | 0.994869 | [
"eng_Latn"
] | false | docling | [
290
] | [
2.84375
] | 1 | 0 |
Teacher Page: How-to Use Sticky Note Feedback
Sticky Note Feedback gives students an opportunity to leave questions and comments on their peer's work. This kind of task addresses the NGSS scientific practice of obtaining, evaluating, and communicating information. A 45-minute class period should be enough for sticky-note feedback, though more time will likely be necessary the first time this structure is introduced. A typical class period could break down like this…
- 5 mins – Post work. Give students time to display their work sample around the room
[x] It can be taped/pinned on walls or cabinets.
[x] Alternatively, clear off desks, and the only thing on each table/pod or lab table is the work students need to be examining.
- 10 mins – Introduce activity. Give directions. Show examples of helpful feedback and not-so-helpful feedback. Make sure groups/pairs have a sheet with sentence stems and some sticky notes (clipboard or hard surface optional).
- 15 mins – Students give feedback. Have students travel in pairs and work together to examine student work, write feedback, and leave at least 2 or 3 sticky notes (getting to 2 or 3 places in the room.) This could go two ways..
[x] Timed Feedback: You can time this if you would like a more orderly progression giving students 5 minutes at each station before calling time and having students move in one direction to the next spot. This ensures all groups get at least 2 or 3 sticky notes with feedback.
[x] Milling around: Students move on as they are ready but if a spot looks crowded they must find another spot. This releases responsibility to the students to manage their time and be mindful that all groups get feedback. This method usually results in more feedback per group since students work at their own pace.
- 10 mins – Return and respond to feedback. Students read and respond to the feedback they received. They decide to follow the suggestions or counter the suggestion. Either way they are adding, editing, and/or changing something about their work.
- 5 mins – Checking in about the feedback. Did any group get any particularly helpful feedback? Point out what we liked about the feedback.
Speaking from experience with 4 th graders, although students may not like giving detailed or specific feedback at first, it only takes doing this once for them to return to their own work crestfallen because they didn't get any meaningful or helpful feedback – and they got angry about that! It helps to debrief and get these feelings out in the room so that next time we recognize how our effort (or lack thereof) affects others in our learning community.
Teacher Page: Tips for Sticky Note Feedback
When using sticky note feedback in a class…
1. Consider the type of work students will be sharing with each other and commenting on.
- Work should be rich in ideas and student work should be diverse (i.e. not all work is identical).
- It should be work that students can draw upon prior activities and investigations that students can use as evidence for their ideas.
- Modelling scientific phenomena to explain a causal mechanism can be a solid task to use in this kind of activity. Models students create mid-way through a unit or near the end of a unit work best since students will have multiple activities to draw on for evidence for their ideas.
2. Provide students with examples of helpful and not-so-helpful feedback using unit content.
- In this file there are examples of "Helpful" and "Nice, but not helpful" feedback using the content from a 4 th grade circuits unit to see what this could look like. Write your own examples using your own unit content.
- Before letting students engage in the task, explain the types of feedback and the purpose of giving feedback – it needs to be specific and actionable since after we give feedback then we return to our own work and respond to the sticky notes our work received. Write up some sticky notes ahead of time and show them to students. Ask students what they think of them.
o Show students one that is just nice (i.e. "Nice drawing" or "You have nice handwriting.") Let students say what they think about it and what they would need to add to make it helpful.
o Show one that is nicer and content-related (i.e. "I appreciate how you showed electrons bumping in the wire because that's how it works.")
o Show one that is both content-related and helpful (i.e. "You wrote that electrons bump. We think you should add more about what we learned about electrons and where they come from in the copper wire.")
3. Allow time for students to address feedback.
- The first time students engage in this kind of activity they may need more time to really address the feedback they received. Or they may want time to talk and tell others what they liked and didn't like about the feedback they got.
- This is an authentic peer-review practice of scientists of asking for and addressing feedback from colleagues.
Here are some photos of sticky note feedback in 4 th & 5 th grade classrooms. Students created poster-sized models after 6 activities that gave them evidence for why a flashlight circuit stops working when it is left on. Even though all students were answering the same prompt, the kinds of representations and ideas they have are all different and they explained it in different ways, too.
Sentence Frames:
I appreciate how you ________. It would be clearer if you added________.
I see you're thinking about________. Do you think you should add________?
The writing said that ________. We disagree and think you should change________.
We agree that__________. But you could add evidence about ________.
Purpose: We help each other communicate clearly about our ideas.
Your Job: Write a comment or question that helps the scientists understand where and why you might be confused as you look at their work. Use sentence frames at the top of this page to help you.
Examples:
Helpful Feedback
Purpose: To help ourselves and each other communicate clearly about our ideas.
Your Job: Write a comment or question that helps the scientists understand where and why you might be confused as you look at their work. Use sentence frames on this page to help you. Suggest a specific change or something to add.
I appreciate how you ________. It would be clearer if you added________.
I see you're thinking about________. Do you think you should add________?
The writing said that _____. We disagree and think you should change____because...
We agree that__________. But you could add evidence about ________.
Place a sticky note over each square.
Place a sticky note over each square.
Before you stick it, did you …
- write your name(s) on the note?
- suggest something specific?
Place a sticky note over each square.
Before you stick it, did you …
- write your name(s) on the note?
- suggest something specific?
Before you stick it, did you …
- write your name(s) on the note?
- suggest something specific?
Place a sticky note over each square.
Before you stick it, did you …
- write your name(s) on the note?
- suggest something specific? | <urn:uuid:0f3f746a-4fb4-4de6-b9f5-15b0d53a518c> | CC-MAIN-2018-05 | http://www.sfusdscience.org/uploads/2/3/3/3/23338544/sticky-note-feedback-tool-for-students.pdf | 2018-01-21T06:18:14Z | crawl-data/CC-MAIN-2018-05/segments/1516084890314.60/warc/CC-MAIN-20180121060717-20180121080717-00263.warc.gz | 578,323,331 | 1,484 | eng_Latn | eng_Latn | 0.999179 | eng_Latn | 0.999249 | [
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | docling | [
2648,
4969,
5363,
5974,
7133
] | [
4.90625
] | 3 | 4 |
TARGETS:
1 understand how organisms and environments fit together 2 make responsible decisions relevant to our future on Earth
"PRINCIPLES OF ECOLOGY"
GENERAL
ECOLOGY = scientific study of interxns b/w organisms and their environ.
- developed from nature study or natural history
- combines info. from many sci. fields… chem.. phys, geo, etc
- uses both qualitative and quantitative research
BIOSPHERE = portion of the earth that supports life
- BIOTIC FACTORS – all living organisms that inhabit an environ.
Ex. trees, animals, bacteria
- ABIOTIC FACTORS –
nonliving p arts of environ
ex. air currents, te mperature, m
oisture, light, soil
LEVELS OF ORGANIZATION: THE HIERARCHY OF LIFE
(smallest)
individual population
community ecosystem
biosphere
HABIT vs. NICHE
NICHE =role a species plays in a community
HABITAT = place where an organism lives
HOW ORGANISMS INTERACT
SPECIES RELATIONSHIPS
1. Feeding relationships:
-AUTOTROPH(producer) = make their own food ex
-HETEROTROP
food ex.
. plants
H
(consumer) = must eat other sources of human
TARGETS:
1 understand how organisms and environments fit together 2 make responsible decisions relevant to our future on Earth
TYPES OF HETEROTROPHS
A. HERBIVORE = feeds only on plants Ex.
B. CARNIVORE = kills and eats other heterotrophs Ex.
C. SCAVENGER = eats animals that have already died Ex.
D. OMNIVORE = eats both plant and animal foods Ex.
E. DECOMPOSER = breaks down and absorbs nutrients from dead organisms (plant and/or animal) Ex.
2. Relationships for survival (symbiosis)
A. COMMENSALISM = one species benefits and the other is neither helped nor harmed Ex.
B. MUTUALISM = both species benefit Ex.
C. PARASITISM = one organism benefits; the other is harmed Ex.
MATTER AND ENERGY IN ECOSYSTEMS
- matter and energy cycle through ecosystems (neither created nor destroyed)
- FOOD CHAIN = pathway of nutrients and energy
autotroph to heterotroph to decomposer ex. grass to cow to human to worm
HETEROTROPH LEVELS
B. 2 ND order consumer = eat meat; smaller Ex.
A. 1 ST order consumer = eat plants Ex.
C. 3 RD order consumer = eat meat; larger Ex.
D. Decomposer = last step of cycle before repeating
- food chain is limited to 3-5 steps; NRG is lost at each step as heat
- TROPHIC LEVELS = each feeding step of the food chain; represents passage of NRG and materials
- FOOD WEB = shows all the possible food chains in an ecosystem
- ECOLOGICAL PYRAMID = shows avail. NRG at each trophic level
- base is producers, on top of that is 1 ST order consumer, etc.
- ultimate source of NRG = sun
- only 10% of NRG is transferred at ea. level; rest is lost as heat
TARGETS:
1 understand how organisms and environments fit together 2 make responsible decisions relevant to our future on Earth
RECYCLING OF MATTER THROUGH ECOSYSTEMS
- unlike NRG, these materials are not lost, but recycle through the biotic and abiotic parts of the ecosystem
1. WATER CYCLE
A. Crucial to life
- cells contain 70-90% water
- cell processes must take place in presence of water
- only small portion of earth's water is in living things
B. Where is water?
- surface water (lakes, rivers, oceans, ice)
- groundwater (underground reservoirs)
- atmosphere (vapor)
C. What forms does water take?
- liquid (>1 C <100 C)
- solid (<1 C)
- gas ( >99 C))
Food Web Example
TARGETS:
1 understand how organisms and environments fit together 2 make responsible decisions relevant to our future on Earth
D. Important Processes
1. evaporation – from liquid to gas
2. precipitation – gas to liquid (rain)
3. transpiration – movement of water through plants
4. excretion – movement of water through animals
d. decomposition – break bonds (making Kool-Aid)
2. CARBON CYCLE
A. Why is Carbon important?
- found in sugars = formed during photosynthesis; food NRG for all living things
- source is atmospheric CO2
B. How does it cycle?
- consumed as one organism eats another
- returned to atmosphere by
- respiration ("breathing")
- decay
- burning of fossil fuels
3. NITROGEN CYCLE
A. Why is Nitrogen (N) important?
- basic molecule in proteins
B. How does it cycle?
- 78% of air is N
- living things cannot use N directly from air - converted to useable form by
- lightning
- bacteria in soil and roots of some plants
- absorbed from soil by plants
- eaten by herbivores and converted into proteins
- returned to soil and atm. during decay
1 understand how organisms and environments fit together 2 make responsible decisions relevant to our future on Earth
4. PHOSPHORUS CYCLE
A. Why is Phosphorus (P) important?
- used in body processes
B. How does it cycle?
- Short-term
- taken up by plants
- eaten by animals
- returned to soil by decay
- Long-term
- deposited as ocean sediments
- becomes part of rocks
- must erode to release P | <urn:uuid:78f6cee4-f7b8-4cc4-aa5e-bcdc79cdff85> | CC-MAIN-2018-05 | http://lchststout.weebly.com/uploads/5/6/2/8/5628615/ecology_notes_-_complete.pdf | 2018-01-21T06:42:01Z | crawl-data/CC-MAIN-2018-05/segments/1516084890314.60/warc/CC-MAIN-20180121060717-20180121080717-00264.warc.gz | 212,004,643 | 1,245 | eng_Latn | eng_Latn | 0.962013 | eng_Latn | 0.976747 | [
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | docling | [
1076,
2653,
3342,
4423,
4822
] | [
3.6875
] | 2 | 1 |
THIRD QUARTER
II. UNIT 4: Landforms and Constructive and Destructive Forces
TIMING:
APPROXIMATE DATES:
a. Unit Introduction:
b. Standards:
1. C18 Describe how folded and faulted rock layers provide evidence of the gradual up and down motion of the Earth's crust.
2. C19 Explain how glaciation, weathering and erosion create and shape valleys and floodplains.
CT State Grade Level Expectations (Draft)
GRADE-LEVEL CONCEPT 1: u Glaciation, weathering, and erosion change the Earth's surface by moving earth materials from place to place.
GRADE-LEVEL EXPECTATIONS:
1. Earth's surface is constantly being shaped and reshaped by natural processes. Some of these processes, like earthquakes and volcanic eruptions, produce dramatic and rapid change. Others, like weathering and erosion, usually work less conspicuously over longer periods of time.
2. Glaciers are large, deep formations of compacted snow and ice. They form in areas where annual snowfall is greater than the seasonal melt, resulting in a gradual build-up of snow and ice from one season to the next.
3. Glaciers continue to build and advance as long as snow and ice continually accumulate; rising temperatures and decreased snowfall cause glaciers to shrink and retreat. Over the past 100 years, glaciers worldwide have tended toward retreat as average temperatures have increased.
4. Glaciers can be hundreds to thousands of meters thick and can extend for many kilometers. Under the pressure of its own weight and the force of gravity, a glacier slowly spreads outwards across a region or moves down a slope.
5. In a process called glaciation, moving glaciers reshape the land beneath them by carving away the soil and rock over which they move. Glaciated valleys are trough-shaped, often with steep vertical cliffs where entire mountainsides were removed by glacial scraping. When the glacier retreats and ice melts, the valley may fill with water to form a river or a lake.
6. Moving glaciers reshape the land around them by transporting material as they move. Glaciers plow along a mixture of loosened soil, gravel and boulders (till), leaving piles that form mounded landforms off to the sides or at the glacier's end.
7. During the last Ice Age, New England was covered by a glacier; Connecticut's landscape provides many examples of glacial landforms.
8. Weathering and erosion work together as destructive natural forces. Both are forces that break down rock into small particles called sediments.
9. Weathering is the breakdown of rocks into small particles (sediment) due to physical, chemical, or biological interactions. Physical weathering can result from the repeated freezing and thawing of water entering small cracks or pores in rocks, or from temperature fluctuations causing expansion and contraction. Chemical weathering can occur when water dissolves minerals in certain rock types. Biological weathering can be caused by plant roots or lichens. Rock properties, such as hardness, porosity or mineral content, influence its susceptibility to weathering.
10. Erosion loosens and transports sediment formed by weathering. Moving water can carry away tiny sediments or entire hillsides, riverbanks, beaches, or roadbeds. Rivers, waves or waterfalls can carve landforms such as valleys, canyons, caverns or floodplains. Wind can erode some rock types, carving distinctive formations or creating sand dunes.
CONTENT STANDARD 7.3 – continued
GRADE-LEVEL CONCEPT 2: u Volcanic activity and the folding and faulting of rock layers during the shifting of Earth's crust affect the formation of mountains, ridges, and valleys.
GRADE-LEVEL EXPECTATIONS:
1. Earth's surface features, such as mountains, volcanoes and continents, are the constantlychanging result of dynamic processes and forces at work inside the Earth.
2. Earth is formed of three basic layers, with the densest being the iron and nickel core. The middle layer, the mantle, of the Earth is composed of mostly light elements such as silicon, oxygen and magnesium and is quite plastic because of its high temperature and pressure. The top layer, the crust, is solid but relatively thin, and it supports large land masses (continents) and oceans.
3. The material supporting the earth's crust is broken into different "tectonic plates" that float on the material beneath it and move in small amounts very slowly. Continental drift is driven by convection currents in the hot liquid mantle beneath the crust.
4. The presence of plant and animal fossils of the same age found around different continent shores, along with the matching coastline shapes of continental land masses, provides evidence that the continents were once joined.
5. At the locations where two tectonic plates interact, a boundary exists. There are divergent boundaries (where plates move apart causing trenches and new crust to form), convergent boundaries (where plates push together causing folding, faulting and uplift), and transform boundaries (where plates slide past each other causing a build-up of resistance that can result in earthquakes). Connecticut has a great deal of fault rock evidence of crustal separation.
6. The folding and faulting of rock layers during the shifting of the Earth's crust causes the constructive formation of mountains, ridges and valleys.
7. Mountain formation can be the result of convergent tectonic plates colliding, such as the Appalachians and the Himalayas; mountains may also be formed as a result of divergent tectonic plates moving apart and causing rifting as in East Africa or Connecticut.
8. Most volcanoes and earthquakes are located at tectonic plate boundaries where plates come together or move apart from each other. A geographic plot of the location of volcanoes and the centers of earthquakes allows us to locate tectonic plate boundaries.
9. The geological makeup of Connecticut shows evidence of various earth processes, such as continental collisions, rifting, and folding that have shaped its structure.
SCIENTIFIC LITERACY TERMINOLOGY: Erosion, weathering, glacier, valley, floodplain, core, mantle, folds, fault/fault line, continent, tectonic plate, plate boundary, convection, mountains, volcano, earthquake.
c. Essential Questions:
1. How does stress in the crust change Earth's surface?
2. What processes wear down and build up the surface of the Earth?
3. What process is mainly responsible for shaping the surface of the land?
4. How do weathering and erosion affect Earth's surface?
5. How do glaciers cause erosion and deposition?
6. How do scientists determine the relative age of rocks?
d. Essential Concept
1. Earth's outer layer is broken into sections called plates.
2. Stress is created when enormous forces act on rocks to change their shape and volume.
3. A fault is created when enough stress builds up in rock causing the rock to break.
4. Plate movement can cause the crust to fold creating mountains and valleys.
5. Weathering and erosion work together continuously to wear down and carry away the rocks at Earth's surface.
6. Glaciers are large masses of ice that move slowly over land.
7. As a glacier moves over land, the weight of the ice breaks the rock beneath. When it flows downhill, it scrapes away the bedrock under it and carries rock debris with it. When the glacier melts, it deposits the rock fragment creating various landforms.
8. Scientists use the position of rock layers to determine their relative age. The oldest layers are generally found on the bottom while the younger layers are found on top.
e. Essential Skills
f. Vocabulary
1. plate
2. stress
3. volume
4. tension
5. compression
6. shearing
7. fold
8. fault
9. normal fault
10. reverse fault
11. strike-slip fault
12. mountain
13. valley
14. weathering
15. mechanical weathering
16. chemical weathering
17. erosion
18. sediment
19. deposition
20. glacier
21. continental glacier
22. valley glacier
g. Suggested Labs and Activities
How Glaciers Change Land
Faults
Fault Model
How Stress Affects the Earth
Mountains
23. relative age | <urn:uuid:45c03fde-7543-4b0b-b184-45a461503c60> | CC-MAIN-2018-05 | http://www.newhavenscience.org/84unit.pdf | 2018-01-21T06:17:40Z | crawl-data/CC-MAIN-2018-05/segments/1516084890314.60/warc/CC-MAIN-20180121060717-20180121080717-00263.warc.gz | 540,149,901 | 1,724 | eng_Latn | eng_Latn | 0.97314 | eng_Latn | 0.996758 | [
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | docling | [
2482,
6000,
7880,
8064
] | [
4.09375
] | 1 | 2 |
BOROUGH OF MANHATTAN COMMUNITY COLLEGE SCIENCE DEPARTMENT. GENERAL PHYSICS (PHY 110)
Laboratory Experiment 2
A rewrite of the experiment in the manual. All data is the same, just more needed explanations.
READING AND DRAWING SIMPLE GRAPHS
Partners names
OBJECTIVES
To familiarize the students with reading, interpreting and drawing simple graphs.
APPARATUS
Graph paper, pen/pencil, straightedge/ruler, protractor (optional), calculator.
INTRODUCTION
There are many reasons for drawing graphs in the natural and social sciences. One of them is being able to present experimental results in a way which can be easily, clearly and quickly understood by ourselves and others. A graph should allow someone to interpret the measured data correctly and easily. Graphs, quite often, allow someone to recognize relations, and perform interpolations and extrapolations of these relations between the variables represented. In Physics, graphs are used very extensively in order to compare theoretical predictions with experimental data. Graphs are also used in order to find an "average" among the measurements, thus improving the accuracy of the set of data collectively versus each individual measurement.
GRAPHING INSTRUCTIONS
When drawing graphs there are several things that one must have in mind:
1. The graph should occupy most of the available space. For the purposes of PHY 110, this means that the graph should occupy at the very least 60% of the graph paper page, unless your Instructor explicitly tells you otherwise.
2. Draw two axes that are perpendicular to each other. In a graph A versus B, quantity A (dependent variable) should be represented on the vertical axis, and quantity B (independent variable) should be represented on the horizontal axis.
3. Choose the numerical scales on each of the two axes independently, so as to satisfy point 1.
above. The two axes do not have to intersect at their corresponding origins.
4. Label each axis with the physical quantity it represents and the units in which each quantity is measured.
5. Label, with units, the graph so that it is self-contained. A reader unfamiliar with the experiment should be able to get a good idea about the results of the experiment (data) by just
Page 1 of 3
looking at the graph.
6. Put carefully the data points on the graph.
7. The graphs of PHY 110 are, almost always, straight lines. To draw a straight line, use your eyes ("eye-ball") and draw the line that gives the best, in your opinion, idea about the distribution of the data points . Notice that this line does not have to "pass" or "touch" any of the data points. This line should not be "perfectly" vertical either, if you have chosen a good scale on the horizontal axis.
8. For a graph which is a straight line, one is very frequently asked, to find the slope. For that, take two arbitrary, widely spaced points of the line with coordinates (x1, y1) and (x2, y2). Do not use any of the data points, unless they are on the line. For these two points calculate their "run" which is x2 - x1 , and their "rise" which is y2 - y1 . Then
Do not forget to use appropriate units, if applicable, for the slope.
9. Notice that the slope can be either positive, zero or negative as in the following examples. We choose the points indicated by their (x, y) labels in each of the graphs. Note the distribution of data points about the line. For this report, for reference points like (1,4) on the bottom of left graph, always label and make heavy horizontal and vertical lines from point to axes as shown .
10. When the graph is not a straight line, it is a very simple curve. It should always be smooth, without any cusps ("corners") or discontinuities ("jumps" or "breaks"). For a curve, do not "blindly" connect all the dots. Use your judgement to draw a very simple, smooth curve.
Student Name (Last) (First) Section
For each graph, answer the question(s) following it. Follow 9 above. Mark, label, sketch coordinate lines as shown for (1,4) in 9. For slopes, show the construction of slopes in detail; mark and label points used, sketch the rise and run lines.
DRAWING GRAPHS
Each of the following two data sets represents a straight line. Draw a graph for each data set (first versus second line in each data set). Find ths slope of the straight line that you draw in each graph. Show the calculation on the slope on each graph paper for the corresponding case. Attach your graphs to the previous page.
| F (N) | 8.4 | 15.3 | 23.8 | 21.5 | 34.7 | 40.8 |
|---|---|---|---|---|---|---|
| x (cm) | 2.1 | 3.5 | 6.3 | 5 | 8.2 | 9.9 |
v (m/s)
0.65
1.31
1.87
2.56
3.7
0.9
t (s)
2.34
3.98
6.10
7.81
10.2
0.8 | <urn:uuid:488e276c-2cdb-4216-9dce-212a95eef77a> | CC-MAIN-2018-05 | http://www.hejackjr.com/Index1/PHY110_Lab2_GraphingA.pdf | 2018-01-21T06:59:49Z | crawl-data/CC-MAIN-2018-05/segments/1516084890314.60/warc/CC-MAIN-20180121060717-20180121080717-00263.warc.gz | 486,062,500 | 1,154 | eng_Latn | eng_Latn | 0.995415 | eng_Latn | 0.99746 | [
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | docling | [
2257,
3850,
4766
] | [
4.09375
] | 1 | 1 |
Religious Education Policy
This policy will be reviewed in Spring 2017
RE VISION
Religious Education (RE) is a curriculum subject that in our school focuses on beliefs and practices of some of the major world religions such as Christianity, Judaism and Islam. It enables our pupils to explore the meaning of life, human nature and destiny, about what is right and wrong, about traditions and worship and festivals and celebrations. Religious Education contributes to the rich, broad and balanced curriculum and our Values based ethos.
AIMS
Our Religious Education aims to
- help pupils understand the living world of religion and its significance for many people
- promote the skills of reflection, empathy, communication, enquiry, analysis and evaluation and the attitudes of respect, open mindedness, sensitivity, critical awareness
- help pupils think for themselves, to question, to listen to and understand other people's viewpoints and to evaluate their own beliefs, ideas and values
TEACHING AND LEARNING
RE is planned and taught according to the Surrey Agreed Syllabus (2013-2017) and is a recognised Core Subject. We dedicate 51% of the teaching of RE about Christianity and 49% of other faiths and religions. It differs only in that it is not subject to nationally prescribed attainment targets and assessment procedures but is assessed as the other Foundation subjects using the Surrey Agreed Syllabus Level descriptors for RE (AT1 and AT"2learning about religion and learning from religion).
Our Children are taught to:
- Observe, enquire and reflect
- Question and apply to their own lives
- Challenge their own and others ideas and put forward alternative views for consideration.
- Learn through role play, partner and group work, interactive resources and artefacts.
HEALTH AND SAFETY
Care and respect should be taken with the various RE resources. Teachers refer to the School's Health and Safety Policy. Some year groups make visits to buildings of worship to support their work in Religious Education. Teachers ensure pupils respect the customs and beliefs of the faith community who worship in these buildings and when handling artifacts in school.
RE in the FOUNDATION STAGE
In the Early Years Foundation Stage (EYFS) RE makes an active contribution to all six areas of learning but has a particular importance to 'Personal, Social and Emotional Development' (PSED) and 'Knowledge and Understanding of the World' (KUW).
In PSED Religious Education is included in:
Self Confidence and Self Esteem – will communicate freely about own home and community.
Sense of Community – strengthening positive relationships and impressions they have of their own cultures, faiths and that of others by sharing and celebrating a range of practices and events.
RE is taught by class teachers trough topics based upon children's own lives and experiences
RE in Key Stage One
Most teaching in Key Stage One will begin with pupil's own experiences, knowledge, understanding and interests. We will introduce the study of Christianity and aspects of Judaism and Islam and incorporate where appropriate, consideration of non-religious beliefs.
In Yr 1 RE is taught by class teachers. In Yr 2 RE is taught by Mrs Osborne and Mrs Eaton.
Equality and Inclusion
Useful Websites!
http://www.reonline.org.uk/
http://request.org.uk/
http:// www.surreyplacesofworship.org.uk/ virtualvisits/
How to help at home
Encourage children to keep an open mind and be respectful of all faiths and beliefs. Promote questioning and help to relate all religious and non religious celebrations and practices to your own lives and experiences.
All children, regardless of race, gender, or ability have equal access to RE in order to develop their personal RE capability. We carefully plan, monitor and assess to ensure all of our pupils feel valued.
Parents also have the right to ask that their children not take part in collective worship or any part of Religious Education that conflicts with their own beliefs.
Values
We are a Living Values school. Each month we link our chosen Values within each area of the curriculum. We also aim to teach children to uphold, where applicable, British Values and a mutual respect and tolerance of those with different faiths and beliefs | <urn:uuid:a73fb80e-20fd-4c0e-a15b-68ac50548d5b> | CC-MAIN-2018-05 | http://longditton.surrey.sch.uk/wp-content/uploads/2016/03/Re-Policy-statement-Spring-2015.pdf | 2018-01-21T06:37:48Z | crawl-data/CC-MAIN-2018-05/segments/1516084890314.60/warc/CC-MAIN-20180121060717-20180121080717-00264.warc.gz | 221,156,752 | 851 | eng_Latn | eng_Latn | 0.995524 | eng_Latn | 0.995767 | [
"eng_Latn",
"eng_Latn"
] | false | docling | [
2184,
4290
] | [
3.828125
] | 3 | 1 |
Published on Books on Islam and Muslims | Al-Islam.org (https://www.al-islam.org)
Home > Fifty Lessons on Principles of Belief for Youths > Part 5: Resurrection > Lesson 48: The Survival of the Spirit, a Sign of the Resurrection > Think and Answer
Lesson 48: The Survival of the Spirit, a Sign of the Resurrection
When the philosophers began to express the philosophy of humanity, they mentioned the spirit as being an important element in relation to other elements.
From then on, all philosophies presented a point of view about it to the point where some of the Islamic scholars have presented a thousand reasons for the truth of the presence of the spirit and issues relating to it. Much has been stated in this area but the most important issue which should be noted is that the answer to this question is:
Is the spirit material or not? And in other words, is it independent or not? Or does it have special chemical and physical properties like the brain and nerves?
Some of the materialist philosophers have said that the spirit and spiritual phenomena are both material and non-material and it is like the special cells of the brain and when the human being dies, the spirit disappears just like a watch which when broken, no longer works.
Alongside these philosophies are the philosophers of the divinely revealed traditions and even some of the materialist philosophers who believe in the originality of the spirit, believe that at the death of the body, the spirit does not die and continues to live.
In order to prove this, that is, the originality, independence and subsistence of the spirit, there are many complicated reasons. Here we will present some of the clearer ones in clear and simple terms.
1. A Great World Cannot be Placed Within a Small One
Assume that you are seated beside the sea and behind it are extremely high mountains. The roaring waves and the shaking of the water against the shore and with great strength, return to the sea.
We look at this scene for a moment. Then we close our eyes and see this scene in our minds with all of its greatness.
This shows that other than a body and cells of the brain, another jewel exists which can reflect any design no matter how great and at any scale. Clearly, this jewel must be something which is beyond the material world because we find nothing like it in the material world.
2. The External Particularity of the Spirit
We have many chemical and physical properties in our bodies, the motion of the heart has a physical quality but the effects on food is a chemical substance and examples like this are many in our body.
If the spirit, thought and reflection were all material and had physical and chemical quantities of the brain cells then why among them and our other physical properties is there a great deal of difference?
Our thoughts, ideas and spirit relate and correct us to the external world and make us aware of that which passes outside but the chemical particularities of the stomach and the physical motion of our eyes and tongue and heart never has such a state.
3. Experienced Proof of the Originality and Independence of the Spirit
Fortunately, today scholars by various scientific and experimental means have proven the originality and independence of the spirit and permanently answered those who deny the truth of the independence of the spirit and all people who believe it to be material.
Hypnotism is among the clear reasons for this which the experiments have proven this.
We see dreams and scenes appear in our dreams which sometimes speak of the future and sometimes they clarify something which had been ambiguous in such a way that it cannot be called chance or accident which is a further proof for the independence of the spirit.
These examples show that the spirit is not material and that it is not the result of special physical or chemical properties of the human brain but rather it is a metaphysical truth which does not end when the body dies but, instead, prepares itself for the Day of Resurrection and the Hereafter.
Think and Answer
1. What is the difference of opinion between the Divine philosophers and the materialists as to the spirit?
2. What is the meaning of the non-conformity of something large with something small? Which is among the major reasons for the spirit?
3. How can truthful dreams be proof of the authenticity and independence of the spirit?
Source URL:
https://www.al-islam.org/fifty-lessons-on-principles-of-belief-for-youth-makarim-shirazi/lesson-48-sur vival-spirit-sign | <urn:uuid:c29e4554-88fb-4cab-9a8f-4f147b0ec30f> | CC-MAIN-2018-05 | https://www.al-islam.org/printpdf/book/export/html/11068 | 2018-01-21T07:24:18Z | crawl-data/CC-MAIN-2018-05/segments/1516084890314.60/warc/CC-MAIN-20180121060717-20180121080717-00263.warc.gz | 896,074,949 | 931 | eng_Latn | eng_Latn | 0.912843 | eng_Latn | 0.996762 | [
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | docling | [
2091,
4403,
4537
] | [
2.015625
] | 1 | 1 |
Sea & Sage Audubon
Census Date: 4/06/12Census Time: 7:30 - 9:30 amWeather: clear
Birders who took part in the census were: Barbara Dixon, Betsy Flynn, Sharon Harrow, Terry Hill,
SJWS Census Report for April 2012
Bob Hogan, Nancy Kenyon, Merri Levy, Sally Menzel, Dick Purvis, Barbara Sentovich and Jerry Tolman Comments: At the beginning of the count, the water was very still and it was somewhat difficult to distinguish the birds from their reflections. At Pond E, the 3-year old female leucistic Mallard was wandering around with a Mallard drake. Most of the avocets were in full breeding plumage and were extremely vocal; in fact, they were much noisier than the usually vociferous Black-necked Stilts. At pond D, a crow was ambling along the shore investigating every nook and cranny for possible food and from opposite ends of the pond, 2 Soras were calling. At the nesting platform by Pond 4, one of the Ospreys was sitting on the nest while her mate hunted for food. The Bells Vireos were singing in the Back 40 and Riparian Areas. Three Least Bitterns were seen at pond 1 and the population of Green Herons appeared to have multiplied. Green Herons were seen at Ponds 6, 3, 2, the Back 40 Area, and the Riparian Area. At Pond C, most of the 40 Ruddy Ducks were males in breeding plumage. We didn't see many females but assumed that they were sitting on nests in secluded spots amidst the reeds. Spring was definitely in the air!
| GEESE & DUCKS | |
|---|---|
| 39 | Canada Geese |
| 2 | Wood Duck |
| 24 | Gadwall |
| 58 | Mallard |
| 5 | Blue-winged Teal |
| 96 | Northern Shoveler |
| 51 | Cinnamon Teal |
| 9 | Green-winged Teal |
| 40 | Ruddy Duck |
| GREBES | |
| 9 | Pied-billed Grebe |
| 2 | Western Grebe |
| 3 | Clark’s Grebe |
| CORMORANTS & PELICANS | |
| 21 | Double-crested Cormorant |
| 29 | American White Pelican |
| BITTERNS | |
| 3 | Least Bittern |
| HERONS, EGRETS & IBIS | |
| 4 | Great Blue Heron |
| 7 | Great Egret |
| 7 | Snowy Egret |
| 9 | Green Heron |
| 25 | Black-crowned Night-Heron |
| DIURNAL BIRDS OF PREY | |
| 1 | Turkey Vulture |
| 2 | Osprey |
| 1 | Sharp-shinned Hawk |
| 1 | Cooper’s Hawk |
| 1 | Red-tailed Hawk |
| RAILS & COOTS | |
| 3 | Sora |
| 35 | American Coot |
| PLOVERS | |
| 3 | Killdeer |
| STILTS & AVOCETS | |
| 52 | Black-necked Stilt |
| 64 | American Avocet |
| SANDPIPERS & PHALAROPES | |
| 5 | House Wren |
|---|---|
| 24 | Marsh Wren |
| GNATCATCHERS & KINGLETS | |
| 1 | Blue-gray Gnatcatcher |
| 2 | Ruby-crowned Kinglet |
| MOCKINGBIRDS | |
| 3 | Northern Mockingbird |
| PIPITS | |
| 6 | American Pipit |
| WARBLERS | |
| 20 | Orange-crowned Warbler |
| 1 | Nashville Warbler |
| 107 | Common Yellowthroat |
| 2 | Yellow Warbler |
| 99 | Yellow-rumped Warbler |
| 6 | Wilson’s Warbler |
| 1 | Yellow-breasted Chat |
| TOWHEES, SPARROWS | |
| 48 | Spotted Towhee |
| 175 | Song Sparrow |
| 27 | White-crowned Sparrow |
| GROSBEAKS | |
| 3 | Black-headed Grosbeak |
| BLACKBIRDS | |
| 6 | Red-winged Blackbird |
| 28 | Great-tailed Grackle |
| 10 | Brown-headed Cowbird |
| 1 | Bullock’s Oriole |
| FINCHES | |
| 117 | House Finch |
| 37 | Lesser Goldfinch |
| 2 | American Goldfinch |
| EXOTIC SPECIES | |
| 5 | Nutmeg Mannikin |
| 7 | Egyptian Goose | | <urn:uuid:b8bd0db2-0e1d-4c4a-a9f6-9882525041cb> | CC-MAIN-2018-05 | http://seaandsageaudubon.org/BirdInfo/BirdCounts/SJWScensus/MonthlyCounts/SJWScensus2012_04.pdf | 2018-01-21T06:55:14Z | crawl-data/CC-MAIN-2018-05/segments/1516084890314.60/warc/CC-MAIN-20180121060717-20180121080717-00263.warc.gz | 326,838,811 | 1,083 | eng_Latn | eng_Latn | 0.998778 | eng_Latn | 0.998778 | [
"eng_Latn"
] | false | docling | [
3259
] | [
2.09375
] | 1 | 0 |
08.01 Definition of Ordinary Differential Equations
What is an Ordinary Differential Equation?
An equation that consists of derivatives is called a differential equation. Differential equations have applications in all areas of science and engineering. Mathematical formulation of most of the physical and engineering problems lead to differential equations. So, it is important for engineers and scientists to know how to set up differential equations and solve them.
Differential equations are of two types
1) ordinary differential equation (ODE)
2) partial differential equations (PDE).
An ordinary differential equation is that in which all the derivatives are with respect to a single independent variable. Examples of ordinary differential equation include
Ordinary differential equations are classified in terms of order and degree. Order of an ordinary differential equation is the same as the highest order derivative and the degree of an ordinary differential equation is the power of highest order derivative.
Thus the differential equation,
is of order 3 and degree 1, where as the differential equation
is of order 1 and degree 2. | <urn:uuid:56c18f83-def1-4f78-9752-d5cc58d83c48> | CC-MAIN-2018-05 | http://mathforcollege.com/nm/mws/gen/08ode/mws_gen_ode_bck_definition.pdf | 2018-01-21T06:47:28Z | crawl-data/CC-MAIN-2018-05/segments/1516084890314.60/warc/CC-MAIN-20180121060717-20180121080717-00263.warc.gz | 248,914,658 | 205 | eng_Latn | eng_Latn | 0.965735 | eng_Latn | 0.98836 | [
"eng_Latn",
"eng_Latn"
] | false | docling | [
1061,
1154
] | [
2.015625
] | 1 | 14 |
HAPPY FATHER'S DAY
Make an acrostic poem about your dad using the letters in the word FATHER. Each line of the poem will begin with one of the letters in the word father. The first line of your poem should begin with the letter F. The next line should begin with the letter A, and so on until you have filled in each line with special thoughts about your dad.
F
A
T
H
E
R | <urn:uuid:4b61a8e3-61b1-4a1f-9874-d16c7756da9c> | CC-MAIN-2018-05 | http://adventuresofscubajack.com/wp-content/uploads/2016/06/Worksheet_20120606064844.pdf | 2018-01-21T06:46:55Z | crawl-data/CC-MAIN-2018-05/segments/1516084890314.60/warc/CC-MAIN-20180121060717-20180121080717-00266.warc.gz | 10,296,048 | 98 | eng_Latn | eng_Latn | 0.998019 | eng_Latn | 0.998019 | [
"eng_Latn"
] | false | docling | [
381
] | [
2.75
] | 1 | 6 |
Enquire factsheet
Mediation
This factsheet tells parents, carers and young people about mediation and the legal duties of local authorities to provide independent mediation services.
Mediation is a voluntary process during which a neutral third person (a mediator) helps those involved in a disagreement or dispute to work towards an agreement that is acceptable to everyone involved.
What is mediation?
Mediation can help rebuild relationships and communication between parents and schools or local authorities by focusing everyone on the best interests of the young person.
Under the law 1 , local authorities must offer and provide independent mediation to parents and carers of children and young people with additional support needs if there is disagreement about how those needs are met which cannot be resolved through discussion.
When might I need mediation?
The law also states that you must have the opportunity to be involved fully in discussions and decisions about your child's learning. You want what is best for your child and you have unique knowledge and experience that can help others understand your child's support needs. So you have a key part to play in your child's education, and your views and wishes should be taken into account.
The local authority should give you information about the independent mediation service it has in your area, or in the area where your child attends an local authority school, if this is not in your local authority area. Under the law, local authorities must provide mediation services that are completely independent.
Normally, most disagreements will be resolved with the school or the local authority. However, if this is unsuccessful, you have a right to ask for independent mediation.
You must also be told that taking a disagreement to mediation will not affect your entitlement to refer your disagreement, or any other concern, to a formal or statutory review. This means you can still use other routes to resolve disagreements such as the appeal system,
independent adjudication and the Additional Support Needs Tribunals. For more information about these routes, see Enquire factsheet: Resolving disagreements.
Mediation may not always be appropriate, for example, if the disagreement is not about additional support needs. If so, you should follow normal school and local authority complaints procedures.
Mediation is voluntary, which means no one can force either party to use mediation.
How can mediation help?
Some issues suitable for mediation are:
Mediation can open communication and help the parties involved look at the issues, explore options and come to a workable solution. This promotes good relationships and encourages you and your local authority to participate in decisions about your child's support. It is also much easier to resolve problems and avoid new ones by talking things through as early as possible.
* school placement
* exclusion
* level of provision for a child with additional support needs
* provision of transport.
Mediation can also be an opportunity for everyone involved to hear your child's views, where appropriate.
What you will need to do during mediation
The mediator's role
You need to openly discuss the issues concerning your child's education by sharing any information you think is important and relevant. You must also be prepared to listen to the views of the other people involved, and consider all options for finding a way forward.
A mediator is a trained, independent, neutral third party who will:
* help communication and encourage mutual understanding
* work with service providers (for example the school or local authority) and families to resolve disputes
* help parties reach the outcomes or agreements themselves
A mediator does not:
* establish a basis for effective parentprofessional partnerships.
* make decisions or recommend solutions
* represent a parent, child, young person or local authority.
What happens in mediation?
Where will mediation take place?
During a mediation session the mediator will make sure each person gets an opportunity to talk about their concerns and is listened to. Past, current and future plans will be discussed, but the goal will be to reach agreement on the most appropriate plan or outcome for your child.
The mediation service will identify a neutral venue. It must be easy to get to for everyone who needs to attend.
Your local authority should have published information about their independent mediation arrangements.Your child's school and the local authority should tell you what options are available to you for resolving disagreements.
How do I find out who is providing mediation in my area?
Enquire can also provide contact details for the mediation services in your area. Phone the Enquire helpline on 0345 123 2303 or see www.enquire.org.uk/service The independent mediator for your area will be able to answer your questions and give you more information about mediation.
Where to get more information
The parents' guide to additional support for learning, Enquire (2018)
Publications
Enquire factsheet: Resolving
disagreements (2018)
Enquire factsheet: Taking part in your child’s education (2018)
Mediation in education - a user’s guide Children in Scotland (2011) www.childreninscotland.org.uk/wp- content/uploads/2017/09/ ResolveASL_A5_leaflet-1.pdf
Contact Enquire or your education authority for details of mediation services available in your area.
Organisations
For general information about mediation, contact Scottish Mediation Network.
www.scottishmediation.org.uk
Telephone: 0131 556 1221
Enquire is the Scottish advice service for additional support for learning. We provide independent and impartial advice to parents and carers, to practitioners in education, social work and health services, and to children and young people themselves.
www.reach.scot offers advice to young people struggling at school. With practical tips on what can help and young people sharing their views and experiences on all sorts of life issues, Reach offers the 'go-to' source of advice to help pupils make the most out of their education.
This factsheet has been awarded the Clear English Standard.
Contact details
Helpline: 0345 123 2303
Enquire, Children in Scotland, Level 1, Rosebery House, 9 Haymarket Terrace, Edinburgh EH12 5EZ
(Access to interpreters through Language Line)
Office:
0131 313 8800
Email:
email@example.com
www.enquire.org.uk
Enquire factsheet: Mediation © Enquire January 2018
Enquire is managed by Children in Scotland and funded by the Scottish Government | <urn:uuid:66d950c5-d01c-4619-b7b9-0e8b6cb8c0bc> | CC-MAIN-2018-05 | http://enquire.org.uk/3175/wp-content/uploads/2017/11/mediation-2.pdf | 2018-01-21T06:20:41Z | crawl-data/CC-MAIN-2018-05/segments/1516084890314.60/warc/CC-MAIN-20180121060717-20180121080717-00266.warc.gz | 112,483,907 | 1,283 | eng_Latn | eng_Latn | 0.996812 | eng_Latn | 0.998048 | [
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | docling | [
2029,
3955,
5624,
6615
] | [
2.015625
] | 5 | 1 |
Key Learning in Mathematics – Year 4
Number – number and place value
Number – addition and subtraction
* Count in multiples of 6, 7, 9, 25 and 1000
* Count backwards through zero to include negative numbers
* Count up and down in hundredths
* Read and write numbers to at least 10 000
* Read and write numbers with up to two decimal places
* Recognise the place value of each digit in a four-digit number
* Identify the value of each digit to two decimal places
* Partition numbers in different ways (e.g. 2.3 = 2+0.3 & 1+1.3)
* Identify, represent and estimate numbers using different representations(including the number line)
* Order and compare numbers beyond 1000
* Order and compare numbers with the same number of decimal places up to two decimal places
* Find 0.1, 1, 10, 100 or 1000 more or less than a given number
* Round any number to the nearest 10, 100 or 1000
* Round decimals (one decimal place) to the nearest whole number
* Find the effect of dividing a one- or two-digit number by 10 and 100, identifying the value of the digits in the answer
* Describe and extend number sequences involving counting on or back in different steps, including sequences with multiplication and division steps
* Read Roman numerals to 100 and know that over time, the numeral system changed to include the concept of zero and place value
* Solve number and practical problems that involve all of the above and with increasingly large positive numbers
Number – fractions and decimals
* Understand that a fraction is one whole number divided by another (e.g. can be interpreted as 3 ÷ 4)
* Recognise, find and write fractions of a discrete set of objects including those with a range of numerators and denominators
* Recognise that hundredths arise when dividing an object by one hundred and dividing tenths by ten
* Count on and back in steps of unit fractions
* Compare and order unit fractions and fractions with the same denominators (including on a number line)
* Recognise and show, using diagrams, families of common equivalent fractions
* Recognise and write decimal equivalents of any number of tenths or hundredths
* Recognise and write decimal equivalents to , ,
* Add and subtract fractions with the same denominator (using diagrams)
* Solve problems involving increasingly harder fractions to calculate quantities, and fractions to divide quantities, including non-unit fractions where the answer is a whole number
* Solve simple measure and money problems involving fractions and decimals to two decimal places
* Choose an appropriate strategy to solve a calculation based upon the numbers involved (recall a known fact, calculate mentally, use a jotting, written method)
* Select a mental strategy appropriate for the numbers involved in the calculation
* Recall and use addition and subtraction facts for 100
* Recall and use +/- facts for multiples of 100 totalling 1000
* Derive and use addition and subtraction facts for 1 and 10 (with decimal numbers to one decimal place)
* Add and subtract mentally combinations of two and three digit numbers and decimals to one decimal place
* Add and subtract numbers with up to 4 digits and decimals with one decimal place using the formal written methods of columnar addition and subtraction where appropriate
* Estimate; use inverse operations to check answers to a calculation
* Solve addition and subtraction two-step problems in contexts, deciding which operations and methods to use and why
* Solve addition and subtraction problems involving missing numbers
Geometry – properties of shapes
* Compare and classify geometric shapes, including quadrilaterals and triangles, based on their properties and sizes
*
Identify lines of symmetry in 2-D shapes presented in different orientations
* Complete a simple symmetric figure with respect to a specific line of symmetry
* Continue to identify horizontal and vertical lines and pairs of perpendicular and parallel lines
* Identify acute and obtuse angles and compare and order angles up to two right angles by size
Geometry – position and direction
* Describe positions on a 2-D grid as coordinates in the first quadrant
* Plot specified points and draw sides to complete a given polygon
* Describe movements between positions as translations of a given unit to the left/right and up/down
Statistics
* Use a variety of sorting diagrams to compare and classify numbersand geometric shapes based on their properties and sizes
* Interpret and present discrete and continuous data using appropriate graphical methods, including bar charts, time graphs
* Solve comparison, sum and difference problems using information presented in bar charts, pictograms, tables and other graphs
Number – multiplication and division
* Choose an appropriate strategy to solve a calculation based upon the numbers involved (recall a known fact, calculate mentally, use a jotting, written method)
* Recognise and use factor pairs and commutativity in mental calculations
* Recall multiplication and division facts for multiplication tables up to 12 × 12
* Use partitioning to double or halve any number, including decimals to one decimal place
* Use place value, known and derived facts to multiply and divide mentally, including:
- multiplying by 0 and 1
- dividing by 1
- multiplying together three numbers
* Multiply two-digit and three-digit numbers by a one-digit number using formal written layout
* Divide numbers up to 3 digits by a one-digit number using the formal written method of short division and interpret remainders appropriately for the context
* Use estimation and inverse to check answers to calculations and determine, in the context of a problem, an appropriate degree of accuracy
* Solve problems involving multiplying and adding, including using the distributive law to multiply two digit numbers by one digit, division (including interpreting remainders), integer scaling problems and harder correspondence problems such as n objects are connected to m objects
Measurement
* Estimate, compare and calculate different measures, including money in pounds and pence
* Order temperatures including those below 0°C
* Measure and calculate the perimeter of a rectilinear figure (including squares) in centimetres and metres
* Know area is a measure of surface within a given boundary
* Find the area of rectilinear shapes by counting squares
* Convert between different units of measure [e.g. kilometre to metre; hour to minute]
* Read, write and convert time between analogue and digital 12and 24-hour clocks
* Write amounts of money using decimal notation
* Recognise that one hundred 1p coins equal £1 and that each coin is
of £1
* Solve problems involving converting from hours to minutes; minutes to seconds; years to months; weeks to days and problems involving money and measures | <urn:uuid:bc19b643-4ce7-4c27-a9e0-afbbd0120f8b> | CC-MAIN-2018-05 | http://shevingtonvale.org.uk/files/2714/8458/5930/Key_Learning_in_Mathematics_-_Year_4.pdf | 2018-01-21T06:47:40Z | crawl-data/CC-MAIN-2018-05/segments/1516084890314.60/warc/CC-MAIN-20180121060717-20180121080717-00266.warc.gz | 316,427,474 | 1,385 | eng_Latn | eng_Latn | 0.996042 | eng_Latn | 0.996042 | [
"eng_Latn"
] | false | docling | [
6812
] | [
4.0625
] | 41 | 1 |
NC Zoo
A natural place for boy scouts to know, commit and practice.
For more information on scout programs, go to: nczoo.org/education/
scoutbadgeprograms
4401 Zoo Parkway Asheboro, NC 27205
For general zoo information:
800-488-0444
336-879-7000 nczoo.org
We Are
WILD About Scouts
Connecting your life ...to wildlife.
Boy Scout programs at the NC Zoo:
Tiger Cub Scouts
Bird Brains
Come to the zoo and become a bird! Tiger scouts will complete Electives 31, 32, 34, 42 and 47 by learning about birds and their amazing adaptations. Scouts will enjoy hands on learning, make a bird feeder and meet a live bird! Program is ~1½hrs long. One chaperone for every five scouts required. Program fee is $10/scout.
Wolf Cub Scouts
For The Birds!
Get your binoculars out, it's time to look for birds! Wolf scouts will complete Elective 13 by learning about how to identify some common birds and their homes. Scouts will learn through engaging activities, make and take a bird house and meet a live bird!
Program is ~2hrs long. One chaperone for every five scouts required. Program fee is $16/scout.
Bear Cub Scouts
Sharing Your World with Wildlife
Join us for a wildlife adventure! Bear scouts will complete Achievement 5 by learning about wildlife and conservation. Scouts will meet a live animal, make and take a bluebird house and appreciate the importance of wildlife conservation.
Program is ~2½hrs long. One chaperone for every five scouts required. Program fee is $22/scout.
Nature Crafts
Get your inner Do-It-Yourselfer ready! Bear Scouts will complete requirements a-f and h of Elective 12 by exploring and studying nature. Scouts will go outside and make a variety of natural crafts and start their very own nature collections! Program is ~2½hrs long. One chaperone for every five scouts required. Program fee is $15/scout.
Please note:
- For more information, go to: nczoo.org/education/scoutbadgeprograms
- There is a maximum of 25 scouts and minimum of 10 scouts per program.
- Zoo will not provide the badges.
Webelos
Naturalist
Get ready to become a nature explorer! Webelos will earn their Naturalist badge by investigating different ecosystems at the zoo and why they are important. Program is ~3hrs long. One chaperone for every ten scouts required. Program fee is $15/scout.
Forester
Become a tree hero! Webelos will earn their Forester badge while examining forests and trees. Scouts will explore a typical NC forest and learn to speak for the trees! Program is ~3hrs long. One chaperone for every ten scouts required. Program fee is $15/scout.
4401 Zoo Parkway Asheboro, NC 27205
- Prices do not include admission to the zoo. Once your program is booked, you will receive a confirmation letter providing details for purchasing admission tickets. Discounts may be available for scout groups making reservations two or more weeks in advance.
For more information, go to:
nczoo.org/education/ scoutbadgeprograms | <urn:uuid:6df67ea5-cdcc-4ecc-a13b-e0fe19cda02b> | CC-MAIN-2018-05 | http://cubscoutpack522.weebly.com/uploads/2/5/8/8/25884780/nc_zoo_with_bsa.pdf | 2018-01-21T06:24:00Z | crawl-data/CC-MAIN-2018-05/segments/1516084890314.60/warc/CC-MAIN-20180121060717-20180121080717-00270.warc.gz | 85,045,719 | 699 | eng_Latn | eng_Latn | 0.889198 | eng_Latn | 0.996962 | [
"eng_Latn",
"eng_Latn"
] | false | docling | [
327,
2971
] | [
2.015625
] | 2 | 2 |
APPLICATION STORY
Dimension Helps Bishop Reding Students Become Inventors
Innovation fueled by fun – that's what students can look forward to when they sign up for the Robotics Challenge, the Engineering Club or enroll in one of Bruce Mazer's Computer Engineering courses at Bishop Reding Secondary School in Milton, Ontario.
Bishop Reding offers four Computer Engineering courses starting in grade 9 and extending to grade 12 as well as a summer engineering camp for grade 7 and 8 students. The course of study is essentially a pre-mechatronics program and is designed to teach students how to create useful, intelligent products by employing skills and concepts from across the engineering spectrum including mechanical, electrical, design and computer engineer ing.
"The Computer Engineering courses demand that students take a look at a variety of systems and components that allow new products and devices to work properly," said Mazer. "This can include programming software, me chanical design, ergonomics, etc. – all the things that might go into design ing a cell phone, for instance."
Successfully working through the design of a new product frequently re quires that the students manufacture custom parts and components. This stage of the process proved difficult for students and teachers prior to pur chasing the Dimension 3D printer.
"We worked in the manufacturing and construction labs to fabricate parts from metal and wood, but more often than not, these parts did not meet the required design specification" said Mazer. "When our school board technology consultant, Robert DeRubeis, saw a Dimension 3D printer in action at the ITEA and OCTE conferences, he knew it was just what was needed to enhance the 'fabrication' portion of our program." With the sup port of Rick MacDonald, Superintendent of Curriculum Services, the board purchased two Dimension 3D Printers.
Dimension 3D Printer Enhances Program
Since purchasing a Dimension 3D printer, Bishop Reding students design their parts in a virtual 3D environment (with industry-standard 3D software as such as ArtCam) to exact specifications, print the prototype, and if neces sary, re-engineer the design, re-print and continue robot construction with very little down time. "We've been able to fabricate many parts and ac cessories with the Dimension 3D Printer that would have previously been
"We've been able to fabricate many parts and accessories with the Dimension 3D Printer that would have previously been impossible. We do it right in the room and the turnaround time is minimal."
— Bruce Mazer Bishop Reding Secondary School
impossible. We do it right in the room and the turn-around time is minimal." said Mazer.
"We've manufactured accessories and gears for robots that have really advanced their functionality. We even fabricated a set of golf clubs with the Dimension 3D Printer for some of the robots. The students and faculty have had a blast taking the robots out to the golf course to see what they can do. These kinds of activities have added a real spark to the program."
In addition to adding excitement, the Dimension 3D printer has also provid ed the students with opportunities to apply math, geometry and reasoning skills in practical, relevant and contextualized ways. "3D modeling reinforces numeracy (mathematics) skills, allows for differentiated learning and inquiry, appeals to various learning styles and it engages a wide range of students," said Mazer. "It has introduced them to a new body of concepts related to 3D design and rapid prototyping. To solve an engineering problem, the students design parts, build them, write code and then evaluate their success. This problem solving process allows them to be inventors of both hardware and software in creative and exciting ways."
3D Printing is all the Rage
The Dimension 3D Printer has generated interest across the curriculum in both the elementary and secondary schools throughout the school board. Students and staff from various subject areas have expressed interest in us ing the 3D technology in their programs – from science to math, business, engineering and the arts. A significant increase of student enrollment in grade 9 – 12 computer engineering programs has also been observed since the introduction of the 3D printers in to the curriculum.
Recently, over 100 grade 7 and 8 students from 25 elementary schools visited Bishop Reding Secondary School to compete in a robotics challenge. A demonstration was given highlighting the capabilities of the Dimension 3D printer. "The students were really excited by the presentation, some likening it to the Star Trek TNG 'replicator. We overheard them talking about what cool things they plan to make when they get to high school." said Mazer.
Interest in 3D Printing has translated into the school board running a "Numeracy through Technology" engineer ing camp for the month of July, 2009, for students in grade 7 and 8. They will get hands-on experience with rapid prototyping and engineering concepts while reinforcing mathematics skills.
"As we move from a traditional manufacturing economy towards a knowledge-based economy, we need students to start thinking of themselves as inventors," said Mazer. "The Dimension 3D Printer helps students build what they can imagine. Their original design concepts can become real in a matter of hours…even if what they imagine is a golfing robot!"
An essential tool for everyone on the design team. Dimension 3D printing can help you quickly fine tune designs and cut weeks – even months – from your development schedule. Now you can test form, fit and function and explore as many design iterations as you like – over your network, right from your desktop.
Dimension 3D Printers
Stratasys, Inc.
7665 Commerce Way
Eden Prairie, MN 55344-2020 U.S.A.
+1 866.721.9244 US Toll Free
+1 952.294.3715 Fax
email@example.com www.DimensionPrinting.com | <urn:uuid:26230353-c0bf-4152-8d0e-de6c6e8afd32> | CC-MAIN-2018-05 | http://cimetrixsolutions.com/downloads/CS-BishopReding.pdf | 2018-01-21T06:43:46Z | crawl-data/CC-MAIN-2018-05/segments/1516084890314.60/warc/CC-MAIN-20180121060717-20180121080717-00269.warc.gz | 69,248,783 | 1,221 | eng_Latn | eng_Latn | 0.998765 | eng_Latn | 0.998853 | [
"eng_Latn",
"eng_Latn"
] | false | docling | [
2626,
5949
] | [
2.765625
] | 2 | 6 |
Line Speed PIXEL BLUR
While capturing images of moving objects, the goal is to freeze the motion within the picture. If an object is moving too fast, an image will become blurry or smeared. The camera would detect one point on an object at multiple locations as it moves. If a camera can freeze the motion, the image quality will be clearer, with one point only appearing in one pixel. The best image quality will occur with a pixel blur less than or equal to 1.
equation
Blur in Pixels = (Line Speed * Exposure Time) * (Image Size / FOV)
Solving for Exposure Time:
- Line speed = 100 mm/sec
- Blur of Pixel = 1
- Image size = 640 x 480 (use largest pixel size for calculation)
- FOV/Field of View = 150 mm
- X = Exposure Time/Image Capture Time
1 pixel of blur = (100mm * X sec *640 pixels / 150 mm)
Exposure Time = .0023 seconds or 2.3 milliseconds
reference | <urn:uuid:f901648f-4efe-44fe-b8d8-f7ecac8c5ab1> | CC-MAIN-2018-05 | https://smartvisionlights.com/downloads/datasheets/Pixel%20Blur_Datasheet_2013_R1.pdf | 2018-01-21T06:12:38Z | crawl-data/CC-MAIN-2018-05/segments/1516084890314.60/warc/CC-MAIN-20180121060717-20180121080717-00268.warc.gz | 824,933,579 | 221 | eng_Latn | eng_Latn | 0.983786 | eng_Latn | 0.983786 | [
"eng_Latn"
] | false | docling | [
867
] | [
2.265625
] | 2 | 4 |
Lockdown Procedure
Purpose This document helps site teams create a plan to implement a successful lockdown.
Procedure
Guidance Lockdowns are initiated to isolate students and team members from immediate dangers which may include armed intruders, violent behaviors, suspicious trespassers, on-campus shootings, bomb threat, sniper, or nearby police activity. Always follow your organizations policies and procedures, and connect with law enforcement to create a plan specifically for your site.
Create a lockdown plan · Create a written lockdown plan as part of your All Hazard Preparedness Plan. · Check with your organization to coordinate your lockdown plan. · Ask your local law enforcement agency to come to your site to help you create an individualized lockdown plan. · Notify your local law enforcement agency to make sure you are part of their lockdown response. · Create a list of all potential situations that would cause a lockdown. · Survey your classroom to locate a place where staff and children are secure, away from doors and windows.
Lockdown situations • If a person at or near your classroom or site is making children or your team uncomfortable, monitor the situation carefully, communicate with other site team members, and be ready to put your plan into action. • To initiate lockdown, follow your building plan or immediately let teams know of dangerous or potentially dangerous situation or person. • Call 911 out of site and out of hearing distance of the person. • Implement the following: o
* Be sure that if your classroom is not on the intercom system with the school or main building that there is a system to notify you of the lockdown. • Equip windows with shades, blinds or curtains. • Check all doors and windows to ensure they are lockable. Carry your keys at all times. • Notify parents and prepare to talk with children about what you will do to keep them safe if a person nearby is acting dangerous. • Practice with the classroom quarterly at a minimum. • After practicing with children, be sure to document the event and the results. Include problems that need to be addressed and changes you would like to make.
Lock outside doors and windows.
Close and secure interior door.
o o Turn off lights. o Close any curtains or blinds. o Keep everyone away from doors and windows-stay out of sight-the best place may be on the floor. Revised 08/2014
11.003.07 CPolasek
o Bring attendance sheets, first aid kits, comforting items for the children, such as quiet activities and books, and flashlight, if possible. o Reassure children and maintain calm and quiet atmosphere. o If a phone is available, call 911 to ensure emergency personnel have been notified. o Remain in lockdown until situation is resolved. o Notify parents about any lockdown, whether practice or real.
If a dangerous person is in the building • Try to isolate the person from children and site team members. • Do not try to physically restrain, block, or back the person into a corner. Always provide a way out. • Do not move in front of a weapon or try to disarm an intruder. •
Special situations to consider
Remain calm and polite, and avoid direct confrontation.
If the children are inside
If the children are outside with the intruder • Quickly gather children and return to classrooms and initiate lockdown procedures. If this is not possible, go to a designated evacuation site (talk with neighborhood businesses, churches or homes ahead of time when developing the plan to prearrange this alternate evacuation site). • Take attendance as soon as possible to account for all children.
*
When danger has passed • Wait to hear from the office or police before resuming normal activity. • Notify all parents in writing or by phone call. •
Keep children inside and initiate lockdown.
If media arrives, direct them to the person designated to communicate with them.
Resources Educational Activities, Inc., www.heaf.org Professional Development Video, Helping Children Cope with Frightening Events.
Related Documents All Hazard Preparedness P
rocedure
OSPI website: www.k12.wa.us
Sam ple Administrative Pro
cedures: Full Lockdown
Public Health, Seattle & King County www.kingcounty.gov
,Child Care Health Program
11.003.07 CPolasek | <urn:uuid:90170269-4da3-4827-bdf1-d073c3af1277> | CC-MAIN-2018-05 | http://earlylearningwa.org/images/ProgramManual/Health_Nutrition_Safety/Safety/All_Hazard_Preparedness/11.003.07_Lockdown_Procedure.pdf | 2018-01-21T06:56:26Z | crawl-data/CC-MAIN-2018-05/segments/1516084890314.60/warc/CC-MAIN-20180121060717-20180121080717-00269.warc.gz | 104,689,093 | 855 | eng_Latn | eng_Latn | 0.993233 | eng_Latn | 0.995567 | [
"eng_Latn",
"eng_Latn"
] | false | docling | [
2411,
4259
] | [
2.140625
] | 1 | 0 |
Treefrog Conservation in Your Back Yard
Invasive Cuban treefrogs are causing the decline of our native treefrogs, especially in urbanized areas. Their tadpoles outcompete native species, and can cause the natives to develop more slowly or use up all of the resources the natives need to survive. After the native frogs metamorphose from tadpoles into frog form, they are eaten by the much larger, invasive Cuban treefrogs. However, citizen reports suggest that removing the nonnative frogs may help the native species to return to your back yard! For more information on how you can help the University of Florida to learn more about Cuban Treefrogs and conserve native species in your back yard, visit our citizen scientist web page at:
http://ufwildlife.ifas.ufl.edu/ citizen_sci.shtml
Cuban Treefrogs compete with native tadpoles and prey on native frogs, like this unfortunate Green Treefrog.
Photo by Brent Anderson www.banature.com
Treefrog Research at UF/IFAS Plant City
Dr. Steve A. Johnson is an Assistant Professor of Wildlife Ecology and Conservation, and teaches classes in the Natural Resource Conservation degree program at the IFAS Plant City Center. Dr. Johnson and Monica McGarrity, a biological scientist, are studying the ecology, impacts, and management of invasive Cuban Treefrogs. For more information, visit our website at:
http://ufwildlife.ifas.ufl.edu
Treefrog Information
For more information about Florida's treefrogs and other frogs, visit our web site at http://ufwildlife.ifas.ufl.edu and follow the link on the left to Florida's Frogs. These pages will be updated soon to include all 27 species + 3 invaders!
You should also read:
How to Make a Treefrog House http://edis.ifas.ufl.edu/uw308
The Cuban Treefrog in Florida http://edis.ifas.ufl.edu/uw259
UNIVERSITY OF FLORIDA/IFAS PLANT CITY CENTER
1200 North Park Road Plant City, FL 33563
Dr. Steve A. Johnson
Phone: 813-757-2273
Email: firstname.lastname@example.org
Native Treefrogs and the Florida-Friendly Gardener
Dr. Steve A. Johnson Monica E. McGarrity
Treefrogs in the Garden...
Florida is home to seven species of native treefrogs, several of which you might encounter in your yard. All frogs
(including toads) play important roles in Florida's environment. Our native treefrogs eat a wide variety of insects and other invertebrates, including spiders, beetles, and cockroaches. Treefrogs and their eggs and tadpoles are also an important source of food for other wildlife. You may find treefrogs on plants in your garden or around windows and lights on the exterior of your home. You can also easily make and install "treefrog houses" to attract and observe treefrogs in your garden. For more information, see the resources on the back of this brochure.
Green Treefrog
The Green Treefrog is often seen in suburban gardens. This long, thin frog
is usually green, and has bold white stripes with dark borders down each side of its body. Green Treefrogs can grow to about 2.5 inches long.
Squirrel Treefrog
Squirrel Treefrogs are also commonly seen in suburban gardens. The Squirrel Treefrog is
small, usually less than 1.5 inches long. Squirrel Treefrogs may be green, gray, or brown, and may be solid -colored or have splotches on their backs. To see photos showing this variation, visit our website (see Treefrog Information on the back of the brochure).
Pine Woods Treefrog
Pine Woods Treefrogs are less frequently encountered in highly urbanized areas. Like Squirrel Treefrogs, Pine Woods Treefrogs have short, rounded bodies that grow to a maximum length of 1.5 inches. Their bodies are usually grayish tan, but can also be green and may be marked with splotches. Their faces usually have a "bandit mask," as shown in the photo, and they have obvious yellowish spots on the hidden surface of the hind leg.
To check for these spots, you would need to capture a frog and gently extend its hind leg. To see photos of these spots, visit our website (see Treefrog Information on the back of the brochure).
UNIVERSITY OF FLORIDA/IFAS PLANT CITY CENTER
Barking Treefrog
Barking Treefrogs are rarely found in urbanized areas but may be found on and around homes near natural areas. Their bodies may be gray, brown, or green, usually with obvious dark spots. Their skin is slightly bumpy all over — like they have goose
bumps! Barking Treefrogs are our largest native species, have chunky bodies, and may grow to 2.75 inches long.
Cuban Treefrog
Unfortunately, Florida is also home to a non-native invader — the Cuban Treefrog. These large frogs can grow much
Invasive Cuban Treefrog (Osteopilus septentrionalis Photo by Steve A. Johnson
larger than any native species, have large "bug eyes," large toe pads, and warty-looking skin. Their skin secretions can irritate your eyes and nose, so don't handle them with bare hands! These
)
frogs have replaced our native treefrogs in many urbanized areas, and have become a huge pest to humans. They breed in any standing water, laying eggs in a surface film on the water. (See the reverse side for more information) | <urn:uuid:67de695a-eb6c-43d3-ab8a-4e1c6b66ee1c> | CC-MAIN-2018-05 | http://ufwildlife.ifas.ufl.edu/pdfs/Treefrogs%20in%20the%20Garden.pdf | 2018-01-21T06:29:07Z | crawl-data/CC-MAIN-2018-05/segments/1516084890314.60/warc/CC-MAIN-20180121060717-20180121080717-00270.warc.gz | 365,283,033 | 1,209 | eng_Latn | eng_Latn | 0.993422 | eng_Latn | 0.997306 | [
"eng_Latn",
"eng_Latn"
] | false | docling | [
2046,
5076
] | [
3.140625
] | 2 | 5 |
DISTRIBUTION
SACRED IBIS
Threskiornis aethiopicus
Long beaks for probing into marshey soils. Sensitive feelers on the inside of their bill help the b i r d identify food before it even sees it.
It is usually very quiet bird.
A low grunting or croaking noise can be heard during flight and mating.
LEAST
CONCERN
NEAR
THREATENED
| FACTS & FIGURES | |
|---|---|
| Where found | Sub-Saharan Africa and SE Iraq |
| Habitat | Marshy wetlands and mud flats |
| Diet | Fish, frogs, insects and other water creatures |
| Average length | 60-75cm |
| Average weight | 1-1.5kg |
| Number of eggs | 2-5 |
| Incubation | 21 days |
The Sacred Ibis has recently been introduced to Southern Europe; these rapidly growing populations are seen as a potential problem as they can devastate breeding colonies of species such as terns and egrets.
International Union for Conservation of Nature RED LIST for the Sacred Ibis
VULNERABLE ENDANGERED
CRITICALLY
ENDANGERED
EXTINCT IN
THE WILD
EXTINCT
The Sacred Ibis was often mummified by ancient Egyptians as a symbol of the god. Thoth was considered one of the most important deities of the Egyptian pantheon, often depicted with the head of an ibis. It was also said that the flies that brought pestilence died immediately upon a sacrifice of this bird. | <urn:uuid:54947084-272d-454c-be24-5ba0fca949f5> | CC-MAIN-2018-05 | http://lintonzoo.com/Documents/Animal%20information/Sacred%20Ibis.pdf | 2018-01-21T06:32:35Z | crawl-data/CC-MAIN-2018-05/segments/1516084890314.60/warc/CC-MAIN-20180121060717-20180121080717-00272.warc.gz | 220,462,491 | 341 | eng_Latn | eng_Latn | 0.996269 | eng_Latn | 0.996269 | [
"eng_Latn"
] | false | docling | [
1300
] | [
2.5
] | 1 | 2 |
Post work Future Earth
Choose one story from the class and have the students turn it into a play. Perform the play if possible in your school reserve the auditorium and sell tickets. Give proceeds to a charity chosen by students majority vote. | <urn:uuid:f9055fbe-2bf2-48c4-bacd-c055796d2b72> | CC-MAIN-2018-05 | http://streetlighthalo.com/PDFs/Postwork%20future%20earth.pdf | 2018-01-21T07:01:41Z | crawl-data/CC-MAIN-2018-05/segments/1516084890314.60/warc/CC-MAIN-20180121060717-20180121080717-00272.warc.gz | 340,046,212 | 48 | eng_Latn | eng_Latn | 0.998961 | eng_Latn | 0.998961 | [
"eng_Latn"
] | false | docling | [
244
] | [
2.1875
] | 1 | 0 |
Feeling and Reasoning: a Computational Model for Emotional Characters
Jo˜ao Dias and Ana Paiva
GAIPS Grupo de Agentes Inteligentes e Personagens Sint´eticas, INESC-ID and IST, Tagus Park Av. Prof. Cavaco Silva, 2780-990 Porto Salvo, Portugal Email: firstname.lastname@example.org, email@example.com
Abstract. Interactive virtual environments (IVEs) are now seen as an engaging new way by which children learn experimental sciences and other disciplines. These environments are populated by synthetic characters that guide and stimulate the children activities. In order to build such environments, one needs to address the problem of how achieve believable and empathic characters that act autonomously. Inspired by the work of traditional character animators, this paper proposes an architectural model to build autonomous characters where the agent's reasoning and behaviour is influenced by its emotional state and personality. We performed a small case evaluation in order to determine if the characters evoked empathic reactions in the users with positive results.
1 Introduction
The art of creating engaging and believable characters is well studied among traditional animators [23]. Traditional characters like Mickey Mouse, or more recent 3D characters like Shrek, are able to create the illusion of life and allow for the establishement of emotional relations by the viewers. The viewer feels sad when they are sad, angry when something unfair is done to them and so on. These emotional relations are named empathic relations. Empathy can be defined in broad terms as "an observer reacting emotionally because he perceives that another is experiencing or about to experience an emotion" [7].
The use of such empathic characters in virtual learning environments has obvious advantages. Children's didactic software usually uses animated characters (3D or not) to guide the child trough the application and activities. They stimulate the child interaction with the environment, enrich the child experience and captivate their attention. However, such animated characters, like in traditional animation, are scripted for each possible scenario when the application is designed. When the child presses a given button, the character will just play the corresponding scripted behaviour. This does not only forces to create such scripted animations for each possible situation, but also limits the possibilities of the child's interaction.
Ideally, one would like to have Intelligent Virtual Environments (IVEs) inhabited by autonomous agents, which "think" and act on their own. Such au- tonomous agents make the environment neither predictable nor completely controlled, and thus it is not possible to prescript animations for each situation. The narrative can then emerge from the individual performance of each character. However, making autonomous agents believable and empathic it's a quite difficult problem. This paper presents an agent architecture that aims at achieving such empathic autonomous characters, inspired by some of the elements present in traditional animation.
To illustrate our approach, we will look at one particular example of a pedagogical system. FearNot![5] is a computer application developed to tackle and eventually help to reduce bullying problems in schools. Bullying has associated with it a wide variety of behaviours such as hitting, or kicking, in the case of direct bullying, or, in relational bullying, social exclusion or malicious rumour spreading. Thus, the overall objective of the development of FearNot!, was to build an anti-bullying demonstrator in which children age 8 to 12 experience a virtual scenario where they can witness (from a third-person perspective) bullying situations. The child acts as an invisible friend to a victimized character, discussing the problems that arise and proposing coping strategies.
Note that in bullying situations there are quite clear identifiable roles: the bully, the victim, bully-victim (a child that is sometimes the victim and sometimes the bully) and bystander. Therefore it is necessary to build an agent architecture that not only supports believability, but also offers an easy process of building characters with particular behaviours. In sum, the architecture aims at achieving synthetic characters with the following characteristics:
– Believability and Empathy: The characters must be believable and be able to produce empathic reactions with users.
– Reactive and Cognitive Capabilities: Given the scope of possible domains, characters should react as quickly as necessary in a rapidly changing environment. However, reactive behaviour is too predictable for a truly autonomous character. Believable characters should display motivations, goals and desires, which is only possible if they have cognitive capabilities.
– User Interaction: The characters should be able to interact with an external user and receive suggestions. However, any influence the user may perform cannot be direct, because the character cannot take the user suggestions blindly without taking the risk of not acting in character and thus loosing believability.
– Generality: The agent architecture should be domain independent, i.e. it must allow the easy creation of different characters with different personalities for different domains.
To determine if the developed architecture is able to achieve believable characters a small evaluation was performed with eleven-year old children. In order to determine the effects of the user's interaction in the story, we compared our results with the results obtained from a scripted version, where the children could not influence the outcome of the story.
The rest of the paper is organized as follows: in section two we present some related work that led us to the final design of our architecture; next we define some of the most relevant concepts used in our model and depict the architecture. Afterwards an illustrative example is presented to explain how the internal mechanisms achieve the overall behaviour; finally we analyse the results obtained from the evaluation and draw some final remarks.
2 Related Work
In order to achieve believable characters, our work focuses mainly on two characteristics early pointed out by traditional animators and often explored by researchers working in synthetic characters: emotional expressivity and personality. Characters that are unable to express their feelings and cannot react emotionally to events are lifeless. As Thomas and Johnston put it: "... it has been the portrayal of emotions that has given the Disney characters the illusion of life" [23]. They define three major requisites to successfully express emotions with characters: (1) the emotional state of the character should be undoubtedly perceived by the audience; (2) emotions can be accentuated or exaggerated to be better understood; and (3) emotions affect the reasoning process and consequences should be noticeable in the actions of the characters.
Together with emotional expressivity, personality plays a very important role in believability. Thomas and Johnston state that if the process of thought reveals the feeling, it should also reveal the character's personality. This means that like the emotions, personality also influences the reasoning process. Two different characters may act differently in the same situation because of their personality, and the viewers must perceive such differences. Furthermore, a well defined role and personality is crucial to achieve emergent narrative.
Realizing the importance of emotions in reasoning, several psychologists developed emotion theories that model the generation of emotions in human beings. One of the most important, especially for the computer science community, is the OCC theory of emotions (named after its creators Ortony, Clore and Collins) because it is an appraisal theory that is easily implemented by a computer program [17]. OCC defines emotions as a valenced (good or bad) reaction to an event, which is triggered by a subjective evaluation of the event according to the character's goals, standards and beliefs.
Several researchers used OCC to explore the role of emotions in behaviour. For instance, Joseph Bates realized the importance of believable characters (a term introduced by him [3]) in Virtual Reality applications [2] and together with Reilly [19] used OCC to model emotions in the Oz project [1]. Elliott was also one of the first ones to use OCC in his Affective Reasoner [8]. Another researcher that has further explored the use of OCC theory, Jonathan Gratch, introduced the concept of emotional planners in the ´ Emile system [11]. Gratch argues that planning algorithms have several properties that ease cognitive appraisal. Instead of using domain specific rules to determine the appraisal, ´ Emile takes advantage of explicitly storing the agent plans into memory to reason about future possible outcomes and to automatically generate the character's emotional state. As plans grow and change, so changes the emotional state.
Looking at a different perspective, emotions can also play a significant role in coping strategies. Usually, characters act in the environment to solve their prob- lems (problem-focused coping). Stacy Marsella introduced a new coping concept in Carmen Bright's Ideas (CBI) [15]. The characters can change their interpretation of the world to discharge negative emotions and to reinforce positive ones, which enables a mental coping mechanism guided by emotions (emotion-focused coping). For example, a problem-focused way to attempt to deal with a loved one's illness, is to take action that gets them medical attention. On the other hand, emotion-focused strategies may include avoiding thinking about it, focusing on the positive or denying the seriousness of an event. Gratch and Marsella further extended and integrated their ideas to create EMA which is used in the Mission Rehearsal Exercise system [12].
Our proposed architecture uses a multi-layered approach similar to TABASCO architecture [22]. The cognitive layer is mainly inspired by Gratch and Marsella's work. A emotional planner builds up the core of the cognitive layer and emotionalfocused coping differentiates behaviours according to the characters' personality. The reactive layer is based on the emotional rules used in Martinho's work [16].
3 Emotion and Dynamics of Emotion
Our concept of emotion steams from OCC cognitive theory of emotions. The OCC structure of emotions defines a hierarchical organization for emotion types. An emotion type represents a family of related emotions differing in terms of their intensity and manifestation. Thus, when an emotion type is referred, such as Fear, it does not specify the particular emotion associated with the word fear. Instead, it references the possible set of emotions resulting from appraising the prospect of a goal expected to fail, with varying degrees of intensity - concern, fright, petrified. Therefore, the attributes considered in the proposed model for the description of an emotion are:
– Type: The type of the emotion being experienced
– Valence: Denotes the basic types of emotional response. Positive or negative value of reaction
– Target: The name of the agent/object targeted by the emotion
– Cause: The event/action that caused the emotion
– Intensity: The intensity of the emotion
– Time-stamp: The moment in time when the emotion was created or updated
Every emotion has associated an Intensity attribute which is assigned with different values depending on the different situations that generated the particular emotion. Basically, it assesses how strong the emotion is. However, the intensity of an emotion does not remain constant during its life cycle in the system. Since the moment it is generated, the intensity of an emotion must be attenuated through time in order to reflect the dynamics of the emotional system itself. This characteristic reflects the notion that an emotion does not last forever and does not affect the evaluation of the subsequent emotional states in the same way. According to this concept, the model uses a decay function for emotions proposed by Picard [18], which characterizes intensity as a function of time. At any time (t), the value for the intensity of an emotion (em) is given by:
The constant b determines how fast the intensity of this particular emotion will decrease over time. This value can be controlled in order to reflect the short or long duration of the emotion types. The value Intensity(em, t0), refers to the value of the intensity parameter of the emotion (em) when it was generated. When after some time t, the value of Intensity(em,t) reaches a defined threshold near zero, the emotion (em) must be removed from the system's repository, meaning that that specific emotion will no longer be part of the agent's emotional state.
In addition to emotions, the proposed model represents arousal and mood. Arousal represents the degree of excitement of the character. Aroused characters will feel more intense emotions. FearNot! only models psychological arousal, so whenever the character experiences a high intensity emotion (positive or negative), his arousal level will rise. Just like ordinary emotions, the arousal decays over time. Therefore, if nothing happens for a while, the character will "calm down". Mood represents an overall valence of the character's emotional state and is also used to influence the intensity of emotions. The idea, based on Picard, is that characters with a bad mood will tend to experience more negative emotions, and characters with a good mood will experience more positive emotions. Mood is represented as an internal variable that increases when positive emotions are created and decreases with negative emotions. This variable also decays over time until it reaches its neutral value (using a linear decay function).
4 Personality
In our model, the character's personality is also strongly based in OCC and is defined by: a set of goals; a set of emotional reaction rules; the character's action tendencies; emotional thresholds and decay rates for each of the 22 emotion types defined in OCC.
Our model uses two of OCC goal types, active-pursuit goals and interest goals. Active-pursuit goals are goals that the characters actively try to achieve, like going to a dentist appointment. Interest goals represent goals that a character has but does not pursue, as for instance wanting his favourite team to win a match, or avoiding getting hurt.
The emotional reaction rules assess how generic events are appraised and represent the character's standards and attitudes. Since the appraisal process is clearly subjective, these rules must be very dependent on personality. Action tendencies represent the character's impulsive actions which he performs without thinking (reactive actions). This labelling of reactive actions as action tendencies is due to Lazarus [13], which states that action tendencies are innate biological impulses, while coping is "a much more complex, deliberate and often planful psychological process". However, note that other psychological theorists may have distinct notions for the concept of action tendencies (ex: Frijda [9]). Specifying action tendencies for characters is very important to convey the viewer a well defined personality. Loyall [14] pointed out that in order to achieve believability, characters must have very particular details of movements, mannerisms and reactions. As example, in FearNot!, when the victim is very sad it will tend to cry, while the bully will express his sadness in a completely different way.
OCC specifies for each emotion type an emotional threshold and decay rate. An emotional threshold specifies a character's resistance towards an emotion type, and the decay rate assess how fast does the emotion decay over time. When an event is appraised, the created emotions are not necessarily "felt" by the character. The appraisal process determines the potential of emotions. However such emotions are added to the character's emotional state only if their potential surpasses the defined threshold (the threshold is specific for each emotion). And even if they do overcome the threshold, the final emotion intensity is given by the difference between the threshold and the initial potential.
So, in addition to goals, standards and attitudes, these emotional thresholds and decay rates are used to complement a character's personality. For example, a peaceful character will have a high threshold and a strong decay for the emotion type of Anger, thus its anger emotions will be short and low. Thus, it is possible to have two characters with the same goals, standards and behaviours that react with different emotions to the same event (by having different thresholds). In order to model the decay rate, each emotion type has a different decay function (1), which differs in the constant value b. This value is given by the character's decay rate for each emotion.
5 Architecture
Figure 1 shows the complete model for our architecture. Taking into account the requirements depicted in the beginning of the paper, it presents two layers for the appraisal and coping processes. The reactive layer is responsible for the character's action tendencies, while the deliberative layer achieves the agent planful behaviour.
Action tendencies represent hardwire reactions to emotions and events that must be rapidly triggered and performed. Thus, the character must be able to react to an event and execute an action tendency almost immediately. Since the action tendencies depend on the character's emotional state, such assessment can only be made after the appraisal process. However, the cognitive appraisal depends on the agent's plans and can take some time: when an event is received, the continuous planner has to update all active plans (according to the event) even before the start of the generation of emotional reactions. For that reason, we applied the same two-level distinction to the appraisal process. Note that the planner will not extend (develop) any plan at this stage, it will just remove executed actions and update the plan probabilities accordingly.
While the deliberative level generates prospect-based emotions (hope, fear, satisfaction) based on the agent's plans and goals, the reactive level generates all other types of OCC emotions (fortune of others, well being, attribution, attraction) using a set of domain dependent emotional reaction rules as used by
Martinho in S3A [16]. When an event is perceived, the reactive appraisal matches the event against the set of defined emotional rules, generating the corresponding emotions.
5.1 Cognitive Appraisal (Focus and Attention)
A continuous planner [20] that uses partial-ordered-plans builds up the core of the deliberative layer. However, the planner was extended to include probability information about actions and to perform emotion-focused coping strategies. The probability of a given action is biased by the character's personal interpretation and can be changed by emotion-focused strategies. More details about how the plans are represented, how a plan's probability of success is determined and how the planner works can be found in [5].
Each character has defined a set of active-pursuit goals that are triggered upon certain conditions. Thus, every time the agent receives a new perception from the environment, the deliberative layer checks all deactivated goals to determine if any of them has become active. If so, an intention to achieve the goal is added to the intention structure. The intention represents the agent's commitment to achieve the goal and stores all plans created for it. Initial hope and fear emotions based on the goal's importance are created in this process (and are stored inside the intention). After this initial process, the deliberative layer must choose between the existing intentions/goals to continue deliberation (and planning).
The OCC theory of emotions does not specify how do emotions affect reasoning/cognition and action selection. Thus, we had to look at the work of researchers that explored the influence of emotion in behaviour. For instance, according to Sloman [21], emotions are an efficient control mechanism used to detect situations or motives that need urgent response from the agent, and to trigger the appropriate redirection of processing resources. Applying the same idea in our architecture, we can use emotions to determine the most relevant intention: the ones generating the strongest emotions are the ones that require the most attention from the agent, and thus are the ones selected by the planner to continue deliberation.
After selecting the strongest intention, the best plan built so far is brought into consideration. This process is named focus and generates the following prospect based emotions:
– Hope of success: Hope to achieve the intention. The emotion intensity is determined from the goal's importance of success and the plan's probability of success.
– Fear of failure: Fear for not being able to achieve the intention. The emotion intensity is determined from the importance of failure and the plan's probability of failing.
– Inter-goal fear: Fear for not being able to preserve an interest goal. This emotion is generated if the plan contains any inter-goal threat.
In addition to active-pursuit goals, a character also has interest goals that specify protection constraints. These allow the modelling of conditions that the character wishes to protect/maintain. Whenever an action is added to a plan, a conflict between the action's effects and existing protected conditions may arise. This conflict is named an inter-goal threat. When the best plan is brought into focus, if it has any inter-goal threat, in addition to the normal emotions, it also generates a inter-goal fear emotion according to the respective interest goal that is being threatened. This emotion's intensity depends on the likelihood of the threat succeeding and on the interest goal's importance.
In the final phase of the deliberative appraisal, all active goals are checked to determine whether they succeed or fail. When such events occur or if the planner is unable to make a plan, more prospect based emotions will be generated, such as Satisfaction, Disappointment, Relief and Fears-Confirmed.
5.2 Coping
The coping strategies performed over the selected plan depends on the character's emotional state and personality. Inspired by CBI[15], the proposed model uses two types of coping: problem focused coping and emotional focused coping. The first one focuses on acting on the environment to cope with the situation, thus it consists on planning a set of actions that achieve the pretended final result and executing them. The second works by changing the agent's interpretation of circumstances (importance of goals, effect's probability), thus lowering strong negative emotions. When the planner analyses a plan, it applies every coping
Table 1. Applying coping strategies
| Plan probability very low | Acceptance |
|---|---|
| Inter-goal threat detected, current goal’s emotion stronger than interest goal’s emotion | Acceptance or Wishful thinking |
| Inter-goal threat detected, interest goal stronger than goal’s emotion | Acceptance |
| Acceptance strategy applied | Mental Disengagement |
| Causal Conflict detected | Planning or Wishful thinking |
| Open Precondition | Planning |
| Consistent plan without open preconditions | Execution |
strategy that satisfies its conditions (with a specific order). Table 1 presents the several coping strategies.
Acceptance is the recognition that something is not possible to achieve or protect/maintain. If the selected plan's probability is lower than a given threshold, the character thinks that it's not worth the time to try to improve the plan, since adding more actions will not increase its probability of success, and drops the plan.
Whenever an acceptance strategy is applied, mental disengagement is also applied. Mental disengagement works by reducing the goal's importance. Since acceptance will frequently lead to goal failure, lowering the goal's importance reduces the intensity of the negative emotions triggered when the goal fails. This does not mean that to fail is ok, in fact the character will feel distressed about failing. Mental disengagement just slightly mitigates his distress.
If the planner detects an inter-goal threat in the plan, it can use additional coping strategies. If the threatened condition generates emotions stronger than the goal's emotions, the current plan is dropped. In the opposite situation, the character can either accept the interest goal's failure (by removing the protected condition) or use wishful thinking to cope with the fear emotion. Wishful thinking works by denying the reality of an event or by thinking that something bad will not happen. This strategy lowers the threat's probability by lowering the probability of the effect that threatens the condition.
Finally, when the planner achieves a consistent plan with no open preconditions it has reached a solution. This solution that corresponds to a partial ordered plan is then executed by repeatedly choosing and performing any of the next possible actions.
It is important to point out that since part of the coping strategies are triggered by emotions, the emotional state and personality influence the strategies applied and hence the overall reasoning performed by the characters. For instance, a fearful character has much more chances to drop an active pursuit goal if it presents threats to other goals.
6 Illustrative Example
This section presents an illustrative example that helps the reader understand how the mechanisms described in the previous section achieve a believable behaviour. In FearNot!'s first episode, John, the victim is studying in the classroom when Luke (the bully) enters. Luke does not like John and so when sees John he starts insulting him. As a result, John has an active pursuit goal of fighting back that is triggered when he is insulted by other characters. So, he tries to build a plan in order to fight back. However all the actions that John considers to fight back have some likelihood of getting hit back. So, when such plans are selected, a threat to John's interest goal of not getting hurt is detected and thus John feels frightened. Due to the victim's fearful nature, his inter-goal fear is much stronger than the hope of succeeding in fighting back and so he gives up the goal and does not do anything.
At the same time John is thinking, Luke notices the book over the table and realizes a bullying opportunity. So he makes a plan to push John's books to the floor. Luke moves towards the books and pushes them away. This event matches an emotional reaction that generates a gloating emotion, which triggers an action tendency. Luke performs a tease speech act that corresponds to saying something along the lines: "Come and get them you Muppet!" When the victim realizes that the books are on the floor he activates the goal of picking them, and thus walks towards them and picks them up. As if it was not enough, when the bully sees John picking up the books he decides to push him. So Luke goes behind John and pushes him (see Fig. 2-a).
When John falls, he appraises this event as very undesirable and activates an action tendency to start crying. At the same time, Luke appraises the same event as very desirable and starts to gloat about John by saying something along the lines of "What a wimp, I've hardly touched you". When John cries, Luke finds it very blameworthy and thus threatens him to stop crying and to not tell anyone.
At this point, the episode ends and the application changes to the interaction mode (Fig. 2-b) where the child user talks with the victim (John) and advises him on what to do next. The agent perceives three suggestions: fight back, ignore the bully or tell someone. These strategies correspond to goals that the character already has but is unable to achieve because they usually threaten other interest goals. Suppose that the user types something containing "hit" or "kick" or "punch", the language system recognizes such utterances as fightback suggestions. The agent remembers his goal's results and knows that he has not
actually tried to fight back before, so he accepts the suggestion and increases the fight back goal's importance.
Therefore, on the next episode, when John is insulted once more, he will activate his goal of fighting back. However, since the goal's importance is much higher now, the emotions created by the goal are stronger than the ones created by the threat of getting hurt. So, instead of giving up fighting, John decides to confront Luke.
In the victim's perspective, both user and character's actions are perceived equally. Therefore, the victim can experience emotional reactions triggered by the user's interaction. For instance, the victim feels satisfied whenever he receives a suggestion from the user.
7 Evaluation
In order to obtain some results concerning the believability of the characters created and the emotional reactions be the children, we performed a preliminary evaluation with the goal of determine whether the architecture is capable of achieving similar results as the scripted version concerning believability and empathy felt by the children.
The scripted version used the same characters as the emergent one, but all the behaviours were predefined for each episode. After each episode, the victim appears to the user like in the emergent version, however the interaction is different: the child just has to select between different strategies (by pressing a button).
Experiments made with the scripted version in Portuguese, English and German schools showed that the children found the characters believable and felt empathy for them [4]. Although we have not yet made a similar cross-cultural evaluation with the emergent version, the preliminary evaluation gave us some insights on how children react to the autonomous characters. For the experiment, we chose eleven children aged between eight and eleven from third and fourth year, male and female from a Portuguese school.
The results obtained were similar to the scripted version. As expected, Luke (the bully) is the most disliked character, while John (the victim) is the favourite one. This means that children really create an empathic bond with the victim character just like in the scripted version. In order to assess if children felt any emotional reactions to the situations created with the characters we tested two reactions: (1) did they feel sorry for any character? And (2) did they feel angry at any character? Figure 3 shows that children did feel sorry at John (the victim), and reported feeling angry at the bully character, as expected. The additional character, Paul (a friend of John), appears in one of the episodes when John asks for help. These results show that the architecture's emergent behaviour can also elicit emotional reactions from the users.
(a) Whom did you feel sorry for?
(b) Whom did you feel angry at?
Fig. 3. Emotional reactions from the users
In addition, we asked children if they felt in control of the story and if they liked to interact with the victim. These questions were evaluated using a Likert scale (1-5; 1 - Very good; 5 - Very Bad). Table 2 shows the questions and the results obtained with both versions.
Table 2. Scripted Vs. Emergent version
| | Scripted | Emergent |
|---|---|---|
| Did the conversations seem real? (yes-1;no-5) | 2.4 | 1.9 |
| Where the conversations (interesting-1;boring-5) | 2 | 1.64 |
| Did the victim understand the conversation? (yes-1;no-5) | | 1.36 |
| Did the victim follow the advice? (yes-1;no-5) | 2.3 | 1.7 |
| Did you help the victim? (helped a lot-1;no-5) | 1.8 | 1.27 |
We believe that the conversation with the victim, and the fact that the victim follows the children suggestions, makes children find the overall dialogue and narrative seem more real and interesting. For example, when the victim accepts the fight back strategy, it seems more real to see him threatening the bully on the next episode than to behave like in the first episode.
8 Final Remarks
The results attained, although very limited, do however suggest that the use of autonomous synthetic characters can lead to believable situations that do evoke empathy in users, and that like in traditional animation, emotions and personality are key to achieve this goal. Furthermore, the results also suggest that the use of the characters is an advantage as far as building a conversational interaction with the users. The fact that the children help the victim by giving him suggestions creates a stronger bond between the character and them. For instance, if the victim succeeds in coping with the situation both the victim and the child will feel satisfied. The child feels satisfied not only as an empathic response but also because she took an active role in the situation's success.
In the future, we expect to perform more tests, in particular with more parameterizations, and for relational bullying scenarios. Indeed, the use of the agent architecture poses no problems to building and configuring those new episodes.
References
1. Bates, J.: The Nature of Character in Interactive Worlds and The Oz Project. Technical Report CMU-CS-92-200, School of Computer Science, Carnegie Mellon University, Pittsburgh, 1992.
2. Bates, J.: Virtual Reality, Art, and Entertainment. Presence: The Journal of Teleoperators and Virtual Environments, 1(1), 133-138, 1992.
3. Bates, J.: The Role of Emotion in Believable Agents. In Communications of the ACM, Volume 37, Issue 7, 122-125, July 1994.
4. Zoll, C., Enz, S., Schaub, H., Woods, S., Hall, L.: Deliverable 7.2.1 Evaluation of Demonstrator in Schools, VICTEC Project, 2005
5. Dias, J.: FearNot!: Creating Emotional Autonomous Synthetic Characters for Empathic Interactions. Universidade T´ecnica de Lisboa, Instituto Superior T´ecnico, Lisboa, MSc Thesis, 2005.
6. Dautanhahn, K., Woods S.: Possible connections between bullying behaviour, emphaty and imitation. Thecnical report, 2003
7. Eisenberg, N., Strayer J.: Critical issues in the study of empathy. In N. Eisenberg and J. Strayer, editors, Empathy and its Development. Cambridge University Press, 1987.
8. Elliott, C.: The Affective Reasoner: A process model of emotions in a multi-agent system. Northwestern University, PhD Thesis, Illinois, 92.
9. Frijda N.: The Emotions. Cambridge University Press, UK, 1986.
10. Gadanho, S.: Learning Behavior-Selection by Emotions and Cognition in Multi-Goal Robot Task. In Journal of Machine Learning Research 4, pages 385-412, 2003
11. Gratch, J.: ´ Emile: Marshalling Passions in Training and Education. In 4th International Conference on Autonomous Agents, ACM Press, June 2000.
12. Gratch, J., Marsella, S.: A Domain-independent Framework for Modeling Emotion. Appears in Journal of Cognitive Systems Research, Volume 5, Issue 4, pages 269-306, 2004.
13. Lazarus, R.: Emotion and Adaptation. Oxford University Press, New York, 1991.
14. Loyall, B.: Believable Agents: Building Interactive Personalities. Technical Report CMU-CS-97123, School of Computer Science, Carnegie Mellon University, Pittsburgh, 1997.
15. Marsella, S., Johnson, L, LaBore, C.: Interactive Pedagogical Drama. In proceedings of the
Fourth International Conference on Autonomous Agents, pp. 301-308, ACM Press, 2000
16. Martinho C.: Emotions in Motion: short time development of believable pathematic agents in intelligent virtual environments. Universidade T´ecnica de Lisboa, Instituto Superior T´ecnico, Lisboa, MSc Thesis, 1999.
17. Ortony, A., Clore, G., Collins, A.: The Cognitive Structure of Emotions. Cambridge University Press, UK, 1988.
18. Picard, R.: Affective computing. MIT Press, Cambridge, 1997.
19. Reilly, S.: Believable Social and Emotional Agents. Ph.D. Thesis. Technical Report CMU-CS96-138, School of Computer Science, Carnegie Mellon University, Pittsburgh, 1996.
20. Russel, S., Norvig, P.: Artificial Intelligence: A Modern Approach. 2 Edition Englewood-Cliff, N.J.: Prentice-Hall, 2002.
21. Sloman, A.: Damasio, descartes, alarms, and metamanagement, In Proceedings of the IEEE International Conference on Systems, Man, and Cybernetics (SMC '98), pages 2652-7, San Diego, CA, USA, 1998
22. Staller, A., Petta, P.: Towards a Tractable Appraisal-Based Architecture for Situated Cognizers. In Grounding Emotions in Adaptive Systems, Workshop Notes, Fifth International Conference of the Society for Adaptative Behaviour (SAB98), Zurich, 1998.
23. Thomas, F., Johnston, O.: Disney Animation: The Illusion of Life. Abbeville Press, New York (1981) | <urn:uuid:757e2cc6-b7ba-4601-b40d-9b91f178e810> | CC-MAIN-2018-05 | http://gaips.inesc-id.pt/component/gaips/publications/showPublicationPdf?pid=297&format=raw | 2018-01-21T06:28:52Z | crawl-data/CC-MAIN-2018-05/segments/1516084890314.60/warc/CC-MAIN-20180121060717-20180121080717-00271.warc.gz | 142,932,237 | 7,698 | eng_Latn | eng_Latn | 0.992736 | eng_Latn | 0.997872 | [
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | docling | [
3090,
6125,
9965,
12318,
15650,
18534,
20005,
23037,
25327,
28376,
30285,
31935,
36820
] | [
2.53125,
2.25
] | 2 | 3 |
Jesus' Ministry in Galilee (cont.) Luke 8:1–9:50
Memory Verse: "If anyone would come after me, let him deny himself and take up his cross daily and follow me" (Luke 9:23 ESV).
Background Helps
In this week's readings we continue to follow Jesus in his "Great Galilean Ministry." Notice the emphasis on his miracles and his training of the Twelve, often interwoven together. The Galilean ministry reaches a climax with Peter's confession in Luke 9:20 and God the Father's declaration in Luke 9:35.
Lesson Helps:
Two possible lesson plans:
* Alternative #1: Focus your lesson on the miracles of Christ in this section, demonstrating his authority over nature, demons, sickness, and death. Notice the oft-repeated question concerning Jesus: "Who is this?" (See Lk. 8:25; 9:9, 18, 20.) Bring your lesson to a climax by answering this question using Peter's confession (9:20) and God the Father's declaration (9:35). Notice that the Messiahship of Jesus would entail suffering and death, but also resurrection and ultimate glory (Lk. 9:21-22, 28-36, 43-45). Close the session in prayer inviting each student to make public confession of their faith in Jesus as the Christ, the Son of God.
* Alternative #2: Focus your class on Jesus' training the Twelve. Notice the lessons he was teaching them through the various miracles, direct instruction, opportunity for ministry (Lk. 9:1-6), etc. What did he reveal about himself to them? What does being a disciple of Christ entail? Bring your lesson to a climax with Jesus' response to Peter's confession, especially Luke 9:23-26. Discuss what this kind of discipleship means in very practical terms today and how your students can practice it this week. Use the memory verse.
Question: What fresh methods did you use in class last week? What different methods will you use this coming week?
Home Assignment:
Read Luke 9:51–11:36
Memorize Lk 11:9 | <urn:uuid:37959f58-6a72-4366-9e9f-6baf1d9755c1> | CC-MAIN-2018-05 | http://www.exeterchapel.org/Lk05.pdf | 2018-01-21T06:59:56Z | crawl-data/CC-MAIN-2018-05/segments/1516084890314.60/warc/CC-MAIN-20180121060717-20180121080717-00271.warc.gz | 430,452,895 | 466 | eng_Latn | eng_Latn | 0.991576 | eng_Latn | 0.991576 | [
"eng_Latn"
] | false | docling | [
1905
] | [
2.140625
] | 1 | 3 |
Industrialised Logging: Cause of Bushfire Danger
Bushfire danger is increasing as a consequence of climate change predicted by scientists. 1 Heavy logging and burning of forests increases rather than decreases flammability. Forests permitted to exist in their natural state (with dense shading canopies and intact boundaries) lose less moisture from drying wind and direct sun. An unlogged forest can remain cooler and damper - for longer. It has been demonstrated that it can slow, and even halt a fire. 2
Native forests left to recover, close canopies, create shade, cool all below
The effect of logging and/or burning natural areas as a fire preventative measure has long been debated. Scientific study of the relationship between industrialized logging and fire has now taken place and it is imperative that the findings are acted upon. 3 Supported by scientific studies of comparable forest situations in other continents, this research provides conclusive evidence that industrialised logging of moist native forests alters natural fire regimes.
1 "Climate change, weather and drought are altering the nature, ferocity and duration of bushfires," Gary Morgan, Bushfire Cooperative Research Centre, http://www.theaustralian.com.au/in-depth/bushfires/extremebushfires-to-hit-more-often/story-fngw0i02-1226554168018 "The Forest Fire Danger Index (FFDI), which is used to gauge bushfire threat, has increased significantly at 16 of 38 weather stations across Australia between 1973 and 2010, with none of the stations recording a significant decrease, (Clarke et al., 2012). The increase has been most prominent in southeastern Australia. Fire seasons have also become longer (Clarke et al., 2012).
http://climatecommission.gov.au/wp-content/uploads/CC_Jan_2013_Heatwave4.pdf
http://www.smh.com.au/environment/climate-change/bushfire-ferocity-linked-to-climate-change-200902098235.html
2 Dr Chris Taylor observed the Churchill Fire in Victoria in 2009 effectively limited by a national park. It burnt along the northern periphery of Tarra Bulga National Park, not into it, and a fire spot inside the park did not develop into a major fire.
3 Effects of logging on fire regimes in moist forests
David B. Lindenmayer1, Malcolm L. Hunter2, Philip J. Burton3, & Philip Gibbons1
1Fenner School of the Environment and Society, The Australian National University, Canberra, ACT, 0200, Australia 2Department of Wildlife Ecology, University of Maine, Orono, ME, USA
3Canadian Forest Service and University of Northern British Columbia, 3333 University Way, Prince George, BC, V2N
4Z9, Canada
It does so by increasing susceptibility to ignition 4 , fire severity 5 , changing fuel load and condition 6 and increasing fire frequency. These factors compound and escalate so that fire burns hotter and faster through stands of regrowth forests that have been heavily logged than in unlogged moist forests or in ones that have been allowed to recover to maturity.
Here is the typical disaster scenario of the heavily logged forest. For the first five or so years the logged area is (naturally), statistically unlikely to suffer severe fires. After seven years the hazard begins to increase. Most of those initial regrowth seedlings have succumbed to competition from their more vigorous neighbours and their dead, skinny, dry stems add a fine fuel to the ground. The mature canopy has been lost in the logging operation and the forest and the dead regrowth fuel has dried out in the sun. 15 years after the heavy logging event this regrowth forest reaches the peak of its flammability, illustrated by the following diagram of the likelihood of a crown (canopy) fire based on forest stand age.
If a moist forest is never logged, or is allowed to regrow to maturity (forty to several hundreds of years), the fire hazard is vastly reduced. Here is what happens.
The recovering process involves a return of original understorey species such as rainforest plants and tree-ferns which shade the ground, keeping it cool and moist. Then mosses grow and cover any fallen woody debris. These mosses can hold ten times their own weight in water. The dense understorey and ground cover reduces air movement and water loss through evaporation, contributing to general dampness. These moist conditions at ground level are unfavourable to fire and by the time the trees are approaching forty years old, and 50 metres tall, the risk of crown-fire is once again reduced.
So, if moist native forest is heavily logged the loss of a mature protective canopy exposes it to drying out by wind and sun. The moisture holding understorey is lost. Species able to withstand frequent fire become dominant. The forests become a tinderbox ready to burn.
To reiterate: The study of impacts of logging in moist Australian forests conducted over a number of years has now yielded these conclusive results:
'Logging can alter key attributes of forests by changing microclimates, stand structure and species composition, fuel characteristics, the prevalence of ignition points, and patterns of landscape cover. These changes may make some kinds of forests more prone to increased probability of ignition and increased fire severity. Such forests include tropical rainforests where fire was previously extremely rare or absent and other moist forests where natural fire regimes tend toward low frequency, stand replacing events. 7
Note that: 'Climate change is likely to drive substantial changes in fire regimes (Cary 2002; Westerling et al. 2006; Flannigan et al. 2008; Pittock 2009). If industrial logging changes fire proneness, then interactions between logging and climate change could lead to cumulative negative impacts, including those on biodiversity.'
7 Effects of logging on fire regimes in moist forests
David B. Lindenmayer1, Malcolm L. Hunter2, Philip J. Burton3, & Philip Gibbons1
1Fenner School of the Environment and Society, The Australian National University, Canberra, ACT, 0200, Australia 2Department of Wildlife Ecology, University of Maine, Orono, ME, USA
3Canadian Forest Service and University of Northern British Columbia, 3333 University Way, Prince George, BC, V2N 4Z9, Canada
Fires spread rapidly through regrowth of logged forests
Currently our native forests are being treated as 'factories'
Claims that logging, 'thinning' and burning forests will lessen fire risk are dangerously misleading. To adopt the recommendation that logging native forests will lessen fire risk would enhance the fire risk to many Australians and their homes.
'Industrialized' forests are proven to burn on a scale and with a ferocity not previously seen. It is time to halt this practice. Allow native forests to regrow to maturity to lessen fire risk. | <urn:uuid:773daada-5e5c-4500-b8a3-471f96ed8654> | CC-MAIN-2018-05 | http://nativesrule.org/wp-content/uploads/2013/08/National-Bushfire-Trap.pdf | 2018-01-21T06:23:19Z | crawl-data/CC-MAIN-2018-05/segments/1516084890314.60/warc/CC-MAIN-20180121060717-20180121080717-00274.warc.gz | 244,529,075 | 1,421 | eng_Latn | eng_Latn | 0.996035 | eng_Latn | 0.997067 | [
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | docling | [
2599,
3700,
6191,
6753
] | [
2.203125
] | 1 | 3 |
Upper KS2 Cycle B
Writing
Narrative
Write stories set in places pupils have been.
Write stories that contain mythical, legendary or historical characters or events.
Write stories of adventure.
Write plays.
Write stories, letters, scripts and fictional biographies inspired by reading across the curriculum.
Non-fiction
Write instructions.
Write recounts.
Write persuasively.
Write non-chronological reports.
Write biographies.
Write in a journalistic style.
Write formally.
Poetry
Learn by heart and perform a significant poem.
Write cinquain.
Write poems that convey an image (simile, word play, rhyme and metaphor).
Reading
Read and listen to a wide range of styles of text, including fairy stories, myths and legends.
Increase familiarity with a wide range of books, including myths and legends, traditional stories, modern fiction, classic British fiction and books from other
cultures.
Take part in conversations about books.
Learn a wide range of poetry by heart.
Use the school and community libraries.
Look at classification systems.
Look at books with a different alphabet to English.
Read and listen to whole books.
Communication
Engage in meaningful discussions in all areas of the curriculum
Listen to and learn a wide range of subject specific vocabulary
Through reading identify vocabulary that enriches and enlivens stories
Beechwood Primary School
Speak to small and larger audiences at frequent intervals
Practise and rehearse sentences and stories, gaining feedback on the overall effect and the use of standard English
Listen to and tell stories often so as to internalise the structure
Debate issues and formulate well-constructed points.
Science
Biology
Animals and humans
Look at nutrition, transportation of water and nutrients in the body, and the muscle and skeleton system of humans and animals.
Look at teeth.
All living things
Look at classification of plants, animals and micro organisms.
Look at reproduction in plants and animals, and human growth and changes.
Look at the effect of diet, exercise and drugs.
Chemistry
Materials
Examine the properties of materials using various tests.
Look at solubility and recovering dissolved substances.
Separate mixtures.
Examine changes to materials that create new materials that are usually not reversible.
Physics
Forces and magnets
Look at poles, attraction and repulsion.
Look at the effect of gravity and drag forces.
Look at transference of forces in gears, pulleys, levers and springs.
Earth and space
Look at the movement of the Earth and the Moon.
Explain day and night.
Art & Design
Use experiences, other subjects across the curriculum and ideas as inspiration for artwork.
1
Key Stage 2
Develop and share ideas in a sketchbook and in finished products.
Improve mastery of techniques.
Learn about the great artists, architects and designers in history.
Computing
Use logical reasoning to explain how a simple algorithm works, detect and correct errors in algorithms and programs.
Understand computer networks including the internet; how they can provide multiple services, such as the world wide web; and the opportunities they offer for communication and collaboration.
Select, use and combine a variety of software (including internet services) on a range of digital devices to accomplish given goals, including collecting, analysing, evaluating and presenting data and information.
Design & Technology
Design
use research and develop design criteria to inform the design of innovative, functional, appealing products that are fit for purpose, aimed at particular individuals or groups.
generate, develop, model and communicate their ideas through discussion, annotated sketches, cross-sectional and exploded diagrams, prototypes, pattern pieces and computer-aided design.
Make
select from and use a wider range of tools and equipment to perform practical tasks, such as cutting, shaping, joining and finishing, accurately.
select from and use a wider range of materials and components, including construction materials, textiles and ingredients, according to their functional properties and aesthetic qualities.
Evaluate
investigate and analyse a range of existing products.
evaluate their ideas and products against their own design criteria and consider the views of others to improve their work.
Technical knowledge
apply their understanding of computing to programme, monitor and control their products.
Cooking and nutrition
understand and apply the principles of a healthy and varied diet.
Upper KS2 Cycle B
prepare and cook a variety of predominantly savoury dishes using a range of cooking techniques.
understand seasonality and know where and how a variety of ingredients are grown, reared, caught and processed.
Geography
Locate the world's countries, with focus on North and South America and countries of particular interest to pupils.
Understand geographical similarities and differences through the study of human and physical geography of a region or area in a European country.
Use maps, atlases, globes and digital/computer mapping to locate countries and describe features studied.
Use the eight points of a compass, four-figure grid references, symbols and keys (including the use of Ordnance Survey maps) to build knowledge of the United Kingdom and the world.
Use a wide range of geographical sources in order to investigate places and patterns.
Use fieldwork to observe, measure and record the human and physical features in the local area using a range of methods, including sketch maps, plans and graphs and digital technologies.
History
Ancient Greece.
A non- European society that contrasts with British history chosen from:
- Early Islamic Civilization
- Mayan Civilization
- Benin.
History of interest to pupils
Language
In the chosen modern language:
- Speak
- Read
- Write
Look at the culture of the countries where the language is spoken.
Music
Play and perform in solo and ensemble contexts, using voice and playing instruments with increasing accuracy, control and expression.
Improvise and compose music using the inter-related dimensions of music separately and in combination.
Beechwood Primary School
Listen with attention to detail and recall sounds with increasing aural memory.
Use and understand the basics of the stave and other musical notations.
Develop an understanding of the history of music.
Personal Development
Discuss and learn techniques to improve in the eight areas of 'success'.
Study role models who have achieved success.
Study those who have lost success and relate this to the eight areas of 'success'.
Physical Education
Take part in gymnastics activities.
Take part in athletics activities.
Perform dances.
Take part in outdoor and adventurous activity challenges both individually and within a team.
Swimming and water safety: take swimming instruction either in Key Stage 1 or Key Stage 2.
Religious Education
Study the beliefs, festivals and celebrations of Christianity.
Study other religions of interest to pupils.
Additional Content
School Geography
Describe and understand physical geography: water cycle
Describe and understand physical geography: biomes and vegetation belts
School PE
Play competitive games, modified where appropriate: tag rugby and cricket
School RE
Study the beliefs, festivals and celebrations of Islam
Key Stage 2 | <urn:uuid:73592dd3-2941-4eac-86b3-d24931445172> | CC-MAIN-2018-05 | http://beechwoodprimaryschool.com/wp-content/uploads/2015/01/Upper-KS2-Cycle-B.pdf | 2018-01-21T06:47:14Z | crawl-data/CC-MAIN-2018-05/segments/1516084890314.60/warc/CC-MAIN-20180121060717-20180121080717-00274.warc.gz | 37,099,706 | 1,406 | eng_Latn | eng_Latn | 0.996003 | eng_Latn | 0.996158 | [
"eng_Latn",
"eng_Latn"
] | false | docling | [
4570,
7428
] | [
4.40625
] | 1 | 1 |
Radon is a cancer-causing radioactive gas. Radon is the second leading cause of lung cancer in the US and the leading cause among non-smokers. You can't see, smell, or taste radon, but it may be a problem in your home and only smoking causes more lung cancer deaths every year. About 2,900 of these deaths occur among people who have never smoked. If you smoke and your home has high radon levels, your risk of lung cancer greatly increases.
Radon can be found all over the US. Radon comes from the natural radioactive breakdown of uranium in soil, rock, and water and gets into the air you breathe. It can get into any type of building – homes, offices, and schools – and build up to high levels. But you and your family are most likely to get your greatest exposure at home, because that's where you spend most of your time.
You should test for radon. Testing is the only way to know if you and your family are at risk from radon. It is recommended that you test in the lowest lived-in level of your home. Winter is the best time to test, because your windows and doors are typically closed. Testing is inexpensive and easy – it should only take a few minutes of your time. Free test kits are available year round at your local health department if you are a resident of Portage, Waushara, Green Lake, and Marquette Counties. Kits are also available at most hardware stores for around $20. Protect your family and test your home.
You can fix the problem. There are simple ways to fix a radon problem that are not costly. Even very high levels of radon can be reduced to acceptable levels. For more information regarding radon or testing, call the Radon Information Center in Waushara County at 920-787-6590 or your local health department. You may also visit the Wisconsin Radon Information site at www.lowradon.org.
1 / 1 | <urn:uuid:8eaaed6f-941e-4222-96b9-6e1626fe0fa6> | CC-MAIN-2014-23 | http://www.wausharaargus.com/index.php?view=article&catid=139%3Awaushara-county-health-news&id=2041%3Ajanuary-is-national-radon-action-month-free-test-kits-at-local-health-departments&format=pdf&option=com_content&Itemid=288 | 2014-07-25T13:01:08Z | crawl-data/CC-MAIN-2014-23/segments/1405997894260.71/warc/CC-MAIN-20140722025814-00095-ip-10-33-131-23.ec2.internal.warc.gz | 954,283,017 | 418 | eng_Latn | eng_Latn | 0.999549 | eng_Latn | 0.999549 | [
"eng_Latn"
] | false | docling | [
1841
] | [
2.34375
] | 1 | 8 |
Black History American History
Written by Marian Wright Edelman Friday, 06 February 2009 18:03
A century ago, a two-day race riot in Springfield, IL, where White mobs lynched two Blacks, turned out to be the final straw for a small interracial group of Americans committed to social justice.
Lynchings and other acts of terror against Blacks at the height of the Post-Reconstruction Jim Crow era had become all too common. But after the White mob violence instigated by some of the "best citizens" in President Abraham Lincoln's hometown, this group decided to act. Historian and civil rights advocate Dr. W.E.B. Du Bois, anti-lynching crusading journalist Ida B. Wells-Barnett, suffragette Mary White Ovington, activist Dr. Henry Moskowitz, and about 50 other social reformers—White and Black, women and men, Christians and Jews—from across the country, came together to collaborate in the work they had been doing separately. This collaboration was formalized with the creation of the National Association for the Advancement of Colored People on February 12, 1909, the 100th anniversary of Lincoln's birthday, to fight for Black Americans' civil and political rights.
This February, at the centennial of the NAACP, the nation's oldest and largest civil rights organization, and the 200th anniversary of Lincoln's birth, the NAACP's founders would be amazed that these seminal dates in American history would occur within a month of the inauguration of President Barack Obama, a Senator from Illinois, as our nation's first Black President. For some of those early visionaries, one hundred years might have seemed like a long time to wait. But as many civil rights leaders have said about President Obama taking office, "I didn't believe I'd see it in my lifetime but I'm thrilled," and "It's been a long time coming, but change has finally come."
As we celebrate all of these special events at once, Black History Month feels especially significant this year. At too many points in our national experience, Black history and American history have seemed to tell different stories. But when President Obama took the oath of office on January 20, many were quick to point out that it was a historic day for Black Americans and
1 / 4
Black History American History
Written by Marian Wright Edelman Friday, 06 February 2009 18:03
for all Americans. The sea of nearly two million multicolored faces of all ages and from every nook and cranny of America cheering together on the National Mall seemed to confirm that this was a moment when the threads of our separate stories were finally woven together in a new quest for unity and community as one people.
Everywhere one looked during Inauguration weekend were reminders of how Black history and American history had converged. Journalists observed that the Capitol and White House were built with slave labor, and the Mall sits on land that once held slave markets. At the opening ceremony at the Lincoln Memorial on the Sunday before he was sworn in, then President-elect Obama, surrounded by monuments to our most revered leaders, reminded the nation of how the Civil Rights March on Washington for Jobs and Freedom took place on that sacred ground: "Directly in front of us is a pool that still reflects the dream of a King, and the glory of a people who marched and bled so that their children might be judged by their character's content." Civil rights giants Dr. Dorothy Height and Congressman John Lewis, the Tuskegee Airmen, and many other trailblazers for liberty bore quiet witness by their presence.
At the inauguration, Aretha Franklin, the Queen of Soul, sang "My Country 'Tis of Thee," and reminded all Americans of our nation's original promise to "let freedom ring." Finally, there was the benediction by the Rev. Joseph Lowery, who began by quoting a stanza of the song we've known as "The Negro National Anthem," "Lift Every Voice and Sing," by James Weldon Johnson who would lead the NAACP for 10 years as the organization's executive secretary, made my deepest heartstrings throb.
2 / 4
Black History American History
Written by Marian Wright Edelman Friday, 06 February 2009 18:03
God of our weary years,
God of our silent tears,
Thou, who has brought us thus far along the way,
Thou, who has by Thy might
Led us into the light,
Keep us forever in the path, we pray…
Shadowed beneath Thy hand,
May we forever stand,
True to our God, true to our native land.
For all of us raised on those beloved words, the symbolism was overwhelming. For over a hundred years, every time it has been sung in a church hall, school auditorium or community meeting, it has enabled us Black folks to sing our own story about our faith in and struggle to make America's promise real. Rev. Lowery didn't recite every line, like those that speak of the bitter obstacles we've had to overcome and the blood that has been shed along the way. But he
3 / 4
Black History American History
Written by Marian Wright Edelman Friday, 06 February 2009 18:03
didn't need to. For now, as part of the blessing of our nation and our new young, brilliant President who reflects the DNA of our nation and globe, the Negro National Anthem has become—at long last—part of the larger American hymn. As President Obama's name is added to the list that begins with George Washington, and his portrait becomes the face of America, the next chapters in Black and American history are being written together.
Marian Wright Edelman, whose latest book is The Sea Is So Wide And My Boat Is So Small: Charting a Course for the Next Generation , is president of the Children's Defense Fund. For more information about the Children's Defense Fund, go to www.childrensdefense.org.
4 / 4 | <urn:uuid:aced225c-3273-4e93-9cf6-92617e0c5824> | CC-MAIN-2014-23 | http://insightnews.com/commentary/4012-black-history-american-history?format=pdf | 2014-07-25T13:02:00Z | crawl-data/CC-MAIN-2014-23/segments/1405997894260.71/warc/CC-MAIN-20140722025814-00109-ip-10-33-131-23.ec2.internal.warc.gz | 155,495,079 | 1,240 | eng_Latn | eng_Latn | 0.997839 | eng_Latn | 0.998452 | [
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | docling | [
2239,
4067,
4924,
5732
] | [
2.71875
] | 1 | 50 |
3
kits
for
borrowing
Water
Stations‐
10
Stations
1.Magnetic
Water
Molecules‐
Capillary
action
in
plants
Materials:
Magnetic
water
molecule
kits
String
Activity
sheets/explanation
Focus
on:
cohesion/adhesion/osmotic
potential
2.
Radial
Chromatography
–
Polarity
of
Water
Materials:
filter
paper small
plastic
cups
black
water‐based
markers
Activity
sheet/Explanation
of
how
it
works
3.
Capillary
tubes‐
Capillary
action
Materials:
0.4
Capillary
tubes
Absorbent
paper
Activity
sheet
Wells
with
diluted
red
food
coloring
4. Pepper
demo
with
boat‐
Surface
Tension
Materials:
Cookie
sheets
Pepper
Soap
Paper
Boats/Toothpicks
Story/Activity
Sheet
5. Magnetic
Water
Molecules‐
use
the
set
to
model
and
draw
water
in
the
gaseous, liquid
and
solid
(ice)
states‐
see
lesson
plans
with
kits
Materials
Water
molecule
kits
Activity
sheets
6. Building
Water
Molecules‐
structure
of
water
Materials:
Little
gumdrops
or
marshmallows
Toothpicks
Protractors
Guidance
materials/questions
7. Paper
clip
float‐
surface
tension
Materials:
Plastic
cups
Paperclips
8.
Sticky
slides‐
adhesion
Use
the
eye
dropper
to
place
water
on
one
slide.
Place
the
second
slide
on
top
of
the wet
slide.
Try
to
pull
the
two
slides
apart.
Repeat
using
the
slides
with
knobs.
Draw or
describe
your
observations.
Materials:
Eye
droppers
Slides‐
some
with
knobs
Guidance
materials
10.
Attractive
streams‐
using
a
magnetized
balloon
to
illustrate
the
polarity
of
water
Balloons
Water
with
dye
Wool
sock
Activity
Sheets
11.
Penny
drops‐
surface
cohesion Pennies Salty,
Pure
and
Sugar
water Activity
sheets | <urn:uuid:4395cc58-ec72-4bf0-b17a-a79033979caf> | CC-MAIN-2014-23 | http://www.whitman.edu/whitman/download.cfm?DownloadFile=AE977E1F-EA41-9233-BBE40086B01D3F9F | 2014-07-25T11:26:07Z | crawl-data/CC-MAIN-2014-23/segments/1405997894260.71/warc/CC-MAIN-20140722025814-00122-ip-10-33-131-23.ec2.internal.warc.gz | 953,542,956 | 750 | eng_Latn | eng_Latn | 0.924418 | eng_Latn | 0.94677 | [
"eng_Latn",
"eng_Latn"
] | false | docling | [
1067,
1618
] | [
3.84375
] | 2 | 4 |
School Counselor Corner
Written by Dave Peppler, School District of Westfield pre K-6 school counselor Tuesday, October 08, 2013 9:58 AM
To help and to serve
On any given day in an elementary school, you will probably see students carrying out the daily duties of their small communities. Each classroom is its own community, and the school as a whole is a community. The students' part in helping the community to operate and function is critical, and it is important to help students this age understand what the value of community service is in our society.
We live in a world that seems busier now and we are more capable than ever of going about our business in ways that are solitary and isolated from the community.
Technology, as wonderful as it is, has made it so we can wall ourselves off from others even when we are right in the middle of a crowd. Helping students to recognize the value of participating in the community needs to remain a priority.
Modeling learning has always been the most effective way to teach in my mind. As adults, it is our duty to participate in our communities because they need us, but also because our children need to see us doing it. If we expect them to learn how to serve in their communities they need to see us do it as well. It is also good that they see what the effects of that service are on the community so they know for themselves that their involvement does make a difference.
Becoming active in your community creates familiarity among the people in the community. When you serve toward the same common goal with another person it can generate a spark of caring and concern toward them and their well being. As schools and society in general continue to struggle with problems like bullying, teaching community service is also about building healthy relationships and empathy.
In my upper grade elementary classrooms, I sometimes ask the question "What is community service?" Two answers that I commonly get are "it's when you go out and pick up litter and trash on the roads," and "it's what prisoners have to do as a consequence for their bad choices."
1 / 2
School Counselor Corner
Written by Dave Peppler, School District of Westfield pre K-6 school counselor Tuesday, October 08, 2013 9:58 AM
Both responses are true, but they also demonstrate the kind of perception we have put out there about the nature of community service. To me, community service is first and foremost a voluntary act. Most of us have at least some degree of access to the benefits of our communities. We owe it to them to give something back in return – what you decide to do or how is up to you. There are such a variety of ways to serve that anyone should be able to find something that suits them.
As students move on to high school and college it is expected in many programs that they volunteer for some amount of community service. Not only does this offer the chance to help their community, it also makes them more aware of what and who their community is made up of. Again, in this busy and complicated world, it takes focused effort to help our children to want to participate in and care for the communities they are part of. This is life learning that never becomes outdated.
2 / 2 | <urn:uuid:7701c36b-5c0d-4029-9259-ea72efe0af07> | CC-MAIN-2014-23 | http://www.wausharaargus.com/index.php?view=article&catid=63%3Aschools&id=1135%3Aschool-counselor-corner&format=pdf&option=com_content&Itemid=121 | 2014-07-25T13:00:42Z | crawl-data/CC-MAIN-2014-23/segments/1405997894260.71/warc/CC-MAIN-20140722025814-00116-ip-10-33-131-23.ec2.internal.warc.gz | 945,006,379 | 669 | eng_Latn | eng_Latn | 0.999298 | eng_Latn | 0.999386 | [
"eng_Latn",
"eng_Latn"
] | false | docling | [
2126,
3244
] | [
3.078125
] | 1 | 8 |
Law, Youth & Citizenship Program
A Statewide Law-Related and Civic Education Program
Educational Programs
The Law, Youth and Citizenship (LYC) Program was established in 1974 by the New York State Bar Association to promote civic and law-related education in New York's public and private schools. The LYC Program assists educators in preparing students, prekindergarten through 12th grade, for their active, engaged roles as citizens who have the knowledge, skills and the civic attitudes fundamental to a healthy democracy. The goal of the LYC Program is to provide programs, training and materials that enhance student understanding of the law, our constitutional form of government, and the rights and responsibilities of citizens. LYC programs promote the development of essential "life skills" and support the New York State standards and Common Core State Standards across the curricula.
Law, Youth and Citizenship…
* Provides a variety of civics and law-related education professional development opportunities for K-12 teachers;
* Develops and distributes high quality materials on a wide range of law-related education topics;
* Provides opportunities for students to interact with members of the legal profession;
* Administers statewide educational programs;
* Exposes students to new and challenging experiences in the community.
LYC Programs & CCSS
The programs under LYC's umbrella are exemplary models of authentic assessment and offer critical thinking opportunities for students. Our programs are an important part of New York's mission to graduate students that are college, career and citizenship ready. The exploration of foundational US documents is an important aspect of LYC's outreach, and many of its programs teach presentation skills and offer cross-curricular study. Several programs require students to take, research and defend a position. All programs have a technology component and most require collaborative activities.
Professional Development
Since 1974, thousands of elementary, middle school and secondary teachers have been instructed in law-related civics content and methodology through numerous professional development conferences, workshops and summer institutes sponsored by LYC.
Annual Conference
The Law, Youth and Citizenship Program sponsors an annual conference on law-related/civic education each fall. Teachers, administrators, attorneys, criminal justice and law enforcement personnel and university educators attend this premier professional development opportunity. A small number of scholarships are available each year to allow new teachers and first-time attendees to participate in the conference. Registration is available at www.lycny.org.
Summer Institutes
LYC, in partnership with local educators and grants from The New York Bar Foundation, is able to offer summer institutes that are held in a variety of locations around the state. These institutes provide comprehensive and intensive law-related/civic education for teachers. Institutes showcase proven law-related/civic education programs and include strong content and pedagogy strands.
Law Conference
LYC hosts a Public Education and the Law session each January at the NYSBA Annual Meeting in New York City. For attorneys, educators, school board members, superintendents, principals and pupil personnel, the goal of the conference is to inform participants about key legal decisions, revised federal regulations and new laws affecting school district operations.
Distinguished Service Awards
Each year, The Distinguished Service Award is presented to the outstanding attorney/judge who has contributed the most to law-related education in the past year. The Emil Zullo Award is presented to the educator that has demonstrated excellence in law-related education in the past year. Award criteria and applications are available at www.lycny.org or by contacting the LYC Program.
Resources and current program information can be found at www.lycny.org. Announcements for professional development opportunities and professional development registration forms, as well as a number of law-related links, are available. View current and past mock trial cases. Several LYC publications can be downloaded from the site. Check the website at www.lycny.org often for the newest material for classroom use.
Recommended links for civic educators:
New York State Civics Roadmap, www.nyscms.org
Presents a preK-12 civics education scope and sequence for New York State teachers, supervisors, and curriculum developers. Correlated to the national and state civic standards for social studies and English language arts. Includes student learning activities along with student and teacher resources and websites.
We the People, Project Citizen and Representative Democracy in America, www.civiced.org
Nationally acclaimed civic education programs from the Center for Civic Education and administered statewide by LYC.
State Court Watch, www.statecourtwatch.org
A resource for teachers and students that makes connections between New York State case law and the subjects required by the New York Social Studies Standards. State Court Watch now includes multimedia short excerpts of interviews with individuals involved with all branches of New York State government designed to enhance understanding of the concepts and cases covered on the website.
Brown v. Board, www.brownvboard.net
Sponsored by the New York State Bar Association and minority Bar associations, to commemorate the 50th anniversary of the Brown v. Board of Education decision. Helps bring the case to middle and high school students through dynamic lesson plans incorporating primary documents and the 2005 commemoration testimony.
iCivics, www.icivics.org
iCivics prepares knowledgeable, engaged 21st century citizens by creating free and innovative educational materials. Justice Sandra Day O'Connor founded iCivics to reverse Americans' declining civic knowledge and participation. iCivics has produced 16 educational video games as well as teaching materials and a comprehensive, standards-aligned civics curriculum.
Mock Trial Tournament
In this educational program, co-sponsored by The New York Bar Foundation, high school students have the opportunity to gain firsthand knowledge of civil/criminal law and courtroom procedures. Thousands of students participate each year.
Objectives of the tournament are to:
* Teach students ethics, civility and professionalism;
* Further students' understanding of the law, court procedures and the legal system;
* Improve proficiency in basic life skills, such as listening, speaking, reading and reasoning;
* Promote better communication and cooperation among the school community, teachers and students and members of the legal profession; and
* Heighten appreciation for academic studies and stimulate interest in law-related careers.
Registration materials, as well as Mock Trial case materials and a DVD, are available at www.lycny.org
Mock Trial Summer Institute
The Mock Trial Summer Institute (MTSI) was established in 2005 to strengthen students' and teams' understanding of Mock Trial and its applications. Forty-eight students are selected from New York State schools to attend this week–long, intensive camp-like experience. Under the direction of counselors, who are Mock Trial teacher-coaches, and experienced attorneys, the students study all aspects of Mock Trial and apply their studies to the presentation of a Mock Trial case on the final day of MTSI.
Information about Mock Trial and MTSI is available at www.lycny.org Mock Trial information is also updated through Twitter. www.twitter.com/nysmocktrial The Mock Trial blog site welcomes comments: http://nysbar.com/blogs/mocktrial/
You can also become a fan of NYS Mock Trial and Mock Trial Summer Institute on Facebook.
Accommodations for Persons with Disabilities: NYSBA welcomes participation by individuals with disabilities. NYSBA is committed to complying with all applicable laws that prohibit discrimination against individuals on the basis of disability in the full and equal enjoyment of its goods, services, programs, activities, facilities, privileges, advantages, or accommodations. To request auxiliary aids or services or if you have any questions regarding accessibility, please contact us at email@example.com or 518.486.1748
Director
Eileen Devine Gerrish was appointed Director of the Law, Youth and Citizenship Program in 2006. Gerrish has had a long career in education, serving several terms as a school board member, and working as an administrator and teacher. She has been involved in education at all levels for three decades, from preschool teaching to college administration. She is a New York certified high school Social Studies teacher. As a college administrator, she earned state and national awards for her work in college development. She has written successful grants for both high school and college-level programs. Prior to her career in education, she was Assistant Editor/Acting Editor of the Adirondack Daily Enterprise newspaper. Gerrish has experience in multimedia classroom methods, and is a trained Cooperative Learning teacher. She holds a master's degree in Educational Administration and Leadership.
firstname.lastname@example.org
Program Manager
Stacey Whiteley is the Program Manager for the LYC. Stacey has years of experience working with youth from various backgrounds, as well as working closely with members of the criminal justice, educational and governmental fi elds through her former work at a not-for-profi t and a criminal justice agency. Stacey also is an experienced public speaker who has conducted a number of trainings, lectures, and workshops. She earned her bachelor's in sociology from the State University of New York, Albany, NY. As the LYC Program Manager, Stacey is responsible for the coordination of the annual Mock Trial Tournament and Mock Trial Summer Institute. In addition, Stacey works on a number of other projects and programs for the LYC Program.
email@example.com
Administrative Assistant
Debra Taylor is the administrative assistant for the LYC Program. She is an experienced event coordinator and manages the Annual LYC Civics and Law-Related Education Conference held each fall. Debra can be contacted for any information regarding accounting, database management, workshops, meetings or events. Debra has an AAS in Early Childhood Education and a BS in Criminal Justice & Social Theory.
firstname.lastname@example.org
www.facebook.com/lycny
NEW YORK STATE BAR ASSOCIATION Law, Youth and Citizenship Program
1 Elk Street, Albany, NY 12207 Phone 518.473.4235 / Fax 518.486.1571
www.lycny.org email@example.com www.twitter.com/NYciviced
2011 Partners in Education Award ~ Capital District Council of Social Studies
Winner of the 2008 Excellence in Education Award ~ Empire State Society of Association Executives
Scan to visit our website
2010 Business/Community Partnership Award ~ New York State Middle Schools Association
Law Day 2007 Outstanding Activity Award ~ American Bar Association | <urn:uuid:c48f3d87-811e-45c3-a552-8a526d9199c5> | CC-MAIN-2014-23 | http://www.nysba.org/LYC/ | 2014-07-25T12:52:32Z | crawl-data/CC-MAIN-2014-23/segments/1405997894260.71/warc/CC-MAIN-20140722025814-00115-ip-10-33-131-23.ec2.internal.warc.gz | 732,911,487 | 2,106 | eng_Latn | eng_Latn | 0.8525 | eng_Latn | 0.994472 | [
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | docling | [
85,
6122,
8369,
11099
] | [
2
] | 5 | 2 |
After the asteroid impact on 5 February 2287 BC the momentum of the pre-Flood X-axis carried forward in time and sometimes moved in a direction opposite of the pendulum Y-axis wobble, which made the zodiac constellations before 1400 BC appear 1 to 4 months less in Aztec times as compared to today's predictable 12 months. The Z-axis revolution around the sun of 365 days still worked, but counting monthly cycles was different because the priests could not count on a dependable 12 months for each year. That is why a fixed order of zodiac constellations took the place of simply counting monthly cycles as the diminishing X-axis slowly merged with the Y-axis. For example, most of us can remember that the old Roman calendar had only 10 months in the year as measured from an X-axis remnant before Julius Caesar. The missing two months moved backwards due to the pendulum-like wobble, although the 365-day Z-axis had not changed. December is derived from the Roman name for 10 and not 12, yet it is the last month in a one-year cycle. This problem is analogous to climbing up a steep mountain only to slide backwards a little after making some progress up. In ancient Aztec Mexico, the priests kept track of time using pyramids. The pyramids provided good observation platforms to count each year from one solstice to the next, but you had to know where your changing calendar was in relation to the fixed zodiac constellations in the sky to That is why the Aztecs invented stone skull head markers that you can see piled up against a wall. They used them to keep track of lost months. I explain it later. Many bronze clocks were built but calibrating them was a problem if you lost your tables for some reason. This calculate the accurate calendar date.
Counting the section on the outer periphery, I find 72˚, or 72 times one degree spread over newly adjusted 6,500 Gregorian years. On the bottom, you will notice a curved bowl with a center knob. On either side, there is a space to move the big dial either left or right. The space on either side is like two fields, each being five dot-fields wide, meaning a range of plus-minus adjustment of two degrees. Now we need to find out how much one degree is in years. In chapter 2, we learned that 6,500 Gregorian years is equal to 72˚ of the Aztec precession and arrived at 23½ degrees tilt axis. Now we divide 6,500 into 72 and we get 90 years for one degree. (6500/72=90) accordingly the calibration range is +/- 2 degrees or 180 years on either side. Each degree has a number or name engraved around its periphery. It looks like it can be moved to indicate a coordinate engraved on the bottom plate by pointed hooks. On top you will notice a five-dot wide tongue in the 12 o'clock position like a clock hand where you start, and I believe set your date like we count years from a AD 2012 Polaris position or use the 2287 BC. The outer 72 notches therefore represent a particular century counted from 2287 BC. When I looked at the inscribed circles, it appears there is a North Pole line-scribed globe. I found that the center of the circle is off by a five-dot width perhaps simulating the 23½-degree tilt axis. That means there is an offset of one degree, or 90 years is the adjustment range for finding the appropriate zodiac position in the sky in any I overlaid the photograph with a plastic pencil circle guide that draftsmen use. I placed the faintly marked largest globe line circle over it and noticed that it will touch the center knob and the outer inside rim to find a ratio of the inner to the outer dial. I also realized that there are | <urn:uuid:de00e167-e29c-4307-b33c-3cfb1d347db4> | CC-MAIN-2023-40 | https://aztecspin.apocalypse2008-2015.com/Documents_formated/3Asteroids_Chapter5_chapter.pdf | 2023-09-30T02:21:23+00:00 | crawl-data/CC-MAIN-2023-40/segments/1695233510575.93/warc/CC-MAIN-20230930014147-20230930044147-00047.warc.gz | 129,202,122 | 812 | eng_Latn | eng_Latn | 0.998377 | eng_Latn | 0.998938 | [
"eng_Latn",
"eng_Latn"
] | false | docling | [
1758,
3607
] | [
2.6875
] | 1 | 2 |
Name :
Conjunctions
Complete each sentence with a conjunction from the parentheses.
Eliza Susan are jumping. 1)
but
and ,
but
or
2) Jaden wrote a letter, he didn’t mail it.
,
or
but
Do you like to draw 3)
to paint?
,
but
and
The cat chased the mouse, 4)
it escaped.
,
but
or
5) The dog likes to sleep on the couch
on the rug. Gain complete access to the largest collection of worksheets in all subjects!
,
but
or
Do you like coffee 6)
juice? Members, please worksheet. log in to download this,
or
and
Penguins 7)
ostriches are flightless birds.
,
or
but
Infants can crawl not walk. 8)
,
or
and
Do you like the red shirt the blue shirt? 9)
,
but
or
Patrick ran fast, he missed the train. 10)
,
PREVIEW
www.mathworksheets4kids.com
Not a member? Please sign up to
Printable Worksheets @www.mathworksheets4kids.com
Name :
Answer Key
Conjunctions
Complete each sentence with a conjunction from the parentheses.
Eliza Susan are jumping. 1) and
but
and ,
but
or
2) Jaden wrote a letter, he didn’t mail it. but,
or
but
Do you like to draw 3)
to paint?
or,
but
and
The cat chased the mouse, 4)
it escaped.
but,
but
or
5) The dog likes to sleep on the couch
on the rug.
or,
but
or
Do you like coffee 6)
juice?
or,
or
and
Penguins 7) and
ostriches are flightless birds.
,
or
but
Infants can crawl not walk. 8) but,
or
and
Do you like the red shirt the blue shirt? 9) or,
but
or
Patrick ran fast, he missed the train. 10) but,
PREVIEW
www.mathworksheets4kids.com
Members, please
worksheet.
log in to
download this
Not a member?
Please sign up to
Gain complete access to the largest collection of worksheets in all subjects!
Printable Worksheets @www.mathworksheets4kids.com | <urn:uuid:24eda634-9bde-4a26-b242-8c7c305fce32> | CC-MAIN-2023-40 | https://www.mathworksheets4kids.com/language-arts/conjunction/choose.pdf | 2023-09-30T02:28:29+00:00 | crawl-data/CC-MAIN-2023-40/segments/1695233510575.93/warc/CC-MAIN-20230930014147-20230930044147-00045.warc.gz | 954,561,733 | 518 | eng_Latn | eng_Latn | 0.998226 | eng_Latn | 0.99805 | [
"eng_Latn",
"eng_Latn"
] | false | docling | [
857,
1760
] | [
2.875
] | 1 | 0 |
MS ART 1B
Art, Middle School 1, Second Semester CBE Review (ONLINE) (v.2.3)
To the Student:
After your registration is complete and your proctor has been approved, you may take the Credit by Examination for MS ART 1B.
WHAT TO BRING
* your completed portfolio of artwork (see instructions beginning on page 2)
* for CBEs proctored online, you will take photos or scans of your portfolio products and upload them from your computer or removable media
ABOUT THE EXAM
The exam format and required materials for Middle School Art I, Second Semester, are described later in this document. You will have three hours to complete the exam. For CBEs proctored online, you will take photos or scans of your portfolio art works and upload them from your computer or removable media.
The exam is based on the Texas Essential Knowledge and Skills (TEKS) for this subject. The full list of TEKS is included in this document (it is also available online at the Texas Education Agency website). The TEKS outline specific topics covered in the exam, as well as more general areas of knowledge and levels of critical thinking. Use the TEKS to focus your study in preparation for the exam. TEKS covered in this semester are indicated by a checkmark; the exam will focus on the checkmarked TEKS, but may touch on any of the full list.
A percentage score from the examination will be reported to the official at your school.
Since questions are not taken from any one source, you can prepare by reviewing any of the state-adopted textbooks that are used at your school. The textbook used with our MS ART 1B course is Understanding Art by Mittler and Ragans, published by Glencoe/McGraw-Hill (2005).
Good luck on your examination!
About the CBE
Your online Credit by Examination Exam for MS ART 1B will consist of two areas:
* Portfolio of Art Work (25% of CBE grade)
* Objective Questions (75% of CBE grade)
Portfolio of Art Work
You must submit a portfolio containing the following ten items. The pieces in your portfolio must demonstrate your abilities to draw or design all of the items listed below.
In the upper left corner of each art work, write your barcode number and the number of the item that you illustrated in the art work. Remember that you must submit all ten of the items on the list.
1. human figure in action, shaded realistically, using graphite pencil
2. surrealistic scene, shaded or colored, using choice of art medium
3. realistic nature scene, shaded, using charcoal
4. still-life of organic objects, shaded realistically with crosshatch and/or stipple, using fine line black marker
5. still-life of geometric objects, shaded realistically, using graphite pencil
6. non-objective organic design shaded with lines, patterns, and/or textures, using choice of art medium
7. two-point perspective scene, shaded or colored, using choice of art medium
8. logo design for a new company, shaded or colored, using choice of art medium
9. realistic painting of an animal, using watercolors
10. abstract design with fruit as the source, colored, using colored pencils
For CBEs proctored online, you will take photos or scans of your portfolio products and combine the images into a single PDF (see "Requirements for Creating PDFs" on the CBE home page). and upload them from your computer or removable media.
Objective Questions
Most of the questions on your exam are objective questions (listing, definitions, matching, fill-inthe-blank, multiple choice, discussion, and short answer). The objective portion of the exam will cover the areas listed below. You should have a thorough understanding of these areas and know the vocabulary associated with them.
* elements of art
* principles of design
* drawing techniques
* art media
* art techniques
* art tools
* art styles, ancient and modern
* art careers
* art and design sources
* art history including in the Old and New Stone Ages; the Renaissance; ancient Greece, Rome and Egypt; early India and Japan; and Gothic architecture
* art evaluation and criticism
Vocabulary
Below is a list of some of the vocabulary you will need to know for the exam. Make sure to study the above topics thoroughly and their associated vocabulary.
Texas Essential Knowledge and Skills MS ART 1B – Art, Middle School 1, Second Semester
| TTU: MS ART 1 CBE, Semester B, v.2.3 | | |
|---|---|---|
| TEKS: §117.202. Art, Middle School 1. | | |
| | TEKS Requirement (Middle School) | TEKS Covered |
| (a) General requirements. in Grades 6, 7, or 8 enrolled in the first year of art may select Art, Middle School 1. | | |
| (b) Introduction. | | |
| (1) Four basic strands--perception, creative expression/performance, historical and cultural heritage, and critical evaluation--provide broad, unifying structures for organizing the knowledge and skills students are expected to acquire. Students rely on their perceptions of the environment, developed through increasing visual awareness and sensitivity to surroundings, memory, imagination, and life experiences, as a source for creating artworks. They express their thoughts and ideas creatively, while challenging their imagination, fostering reflective thinking, and developing disciplined effort and problem-solving skills. | | |
| (2) By analyzing artistic styles and historical periods students develop respect for the traditions and contributions of diverse cultures. Students respond to and analyze artworks, thus contributing to the development of lifelong skills of making informed judgments and evaluations. | | |
| (c) Knowledge and skills. | | |
| (1) Perception. The student develops and organizes ideas from the environment. The student is expected to: | | |
| (A) illustrate ideas from direct observation, imagination, personal experience, and school and community events; and | | |
| (B) compare and contrast the use of art elements and principles, using vocabulary accurately. | | |
| (2) Creative expression/performance. The student expresses ideas through original artworks, using a variety of media with appropriate skill. The student is expected to: | | |
| (A) create artworks based on direct observations, personal experience, and imagination; | | |
| (B) incorporate design into artworks for use in everyday life; and | | |
| (C) produce drawings, paintings, prints, sculptures, ceramics, fiber art, photographic imagery, and electronic media- generated art, using a variety of art materials and tools in traditional and experimental ways. | | |
| (3) Historical/cultural heritage. The student demonstrates an understanding of art history and culture as records of human achievement. The student is expected to: | | |
| (A) analyze ways that international, historical, and political issues influence artworks; | | |
| (B) analyze selected artworks to determine cultural contexts; and | | |
| (C) identify career and avocational choices in art. | | |
| (4) Response/evaluation. The student makes informed judgments about personal artworks and the artworks of others. The student is expected to: | | |
| (A) analyze and compare relationships, such as function and meaning, in personal artworks; and | | |
| (B) analyze original artworks, portfolios, and exhibitions by peers and others to form conclusions about formal properties, historical and cultural contexts, and intent. | | |
| Source: The provisions of this §117.35 adopted to be effective September 1, 1998, 22 TexReg 4943. | | | | <urn:uuid:563ae03a-4f52-4270-ba7d-a4eafc9540b7> | CC-MAIN-2023-40 | https://www.depts.ttu.edu/k12/cbe/review/documents/MSART1B_v.2.3_CBE_Review_ONLINE_12-07-2020.pdf | 2023-09-30T02:47:51+00:00 | crawl-data/CC-MAIN-2023-40/segments/1695233510575.93/warc/CC-MAIN-20230930014147-20230930044147-00046.warc.gz | 787,249,103 | 1,675 | eng_Latn | eng_Latn | 0.970555 | eng_Latn | 0.997532 | [
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | docling | [
1718,
3319,
4199,
7455
] | [
3.234375
] | 7 | 0 |
Trash to Treasure Poster
Now that you have the data from your clean-up you need to do something with it! You will work in a group to show your data in a table and as a graph. You will also spend some time learning about the effects of one of the types of garbage on wildlife and share some facts you learned on your poster.
Poster should include:
* Title
* Date
* Your school name
* Your names
* The location of your beach clean-up
* A table that shows the quantity of each category of garbage collected. Compare your group's data to the rest of the class.
* You can also compare the weight of the garbage your class collected to previous years (see graph below). Did you find more or less garbage (by weight) at your location this year?
* A graph that highlights the frequency and/or percentage of each type of garbage collected – this can be a pie chart or a bar graph.
* Information on the effects of one of the types of garbage (ex: plastic, cigarette butts, etc.) your group collected on local wildlife. Your teacher has some resources to help with your research.
Poster size: approximately 22.5" × 28.5″ Regular Bristol board or poster board. Please bring your posters along with your trash to your art creation time slot!
Data from past years: | <urn:uuid:1fecb75c-7e44-43d6-8052-10d50ae9824c> | CC-MAIN-2023-40 | https://nanaimoscience.org/wp-content/uploads/2020/08/TrashtoTreasurePosterHandout.pdf | 2023-09-30T02:26:58+00:00 | crawl-data/CC-MAIN-2023-40/segments/1695233510575.93/warc/CC-MAIN-20230930014147-20230930044147-00045.warc.gz | 458,851,703 | 276 | eng_Latn | eng_Latn | 0.999009 | eng_Latn | 0.999009 | [
"eng_Latn"
] | false | docling | [
1257
] | [
3.5
] | 1 | 5 |
RASTRA is the ultimate building solution for economical and environmentally-friendly construction. RASTRA is the solution for this century to build environmentally conscious, energy efficient buildings that provide a safe and healthy living environment. Over 9 million units in service worldwide.
The Ultimate Green Building Material
RASTRA is produced from recycled post-consumer and post-industrial expanded polystyrene (Styrofoam), which is then mixed with a cement binder. By volume, RASTRA is 85% recycled polystyrene, which otherwise would have ended up in landfills never to disintegrate. It is a truly "green" building material.
The production of RASTRA is classified as ecologically clean. No particles or fumes are set free during its production. Only a minimum amount of energy is required producing one RASTRA panel consumes less than 2 kWh of electricity; curing requires no external energy; and no heat is involved in the production process.
All production waste is immediately recycled and converted into new RASTRA product. In addition, remnants from the building site can also be returned to RASTRA and recycled.
Energy Conservation
RASTRA built homes reduce energy consumption, and with energy savings comes environmental benefits. Specifically, the reduction of fossil fuels burned to create energy. By reducing our energy consumption, we reduce combustion by-products that lead to smog and contribute to global warming. The Intergovernmental Panel on Climate Change (IPCC) unveiled its official report on global climate change. This report, produced by 600 representatives from 40 countries, concluded that there is a 90% chance that global warming is caused by the burning of fossil fuels, which emit carbon dioxide.
Forest Depletion
The depletion of forests for building materials has become an issue in many parts of the world with environmentalists and conservationists. Stunted growth of replanted trees due to acid rain has delayed harvest schedules by as much as three years in most parts of the world, thereby resulting in shortages. An average framed home consumes an average of ten mature fir trees. Why is it important to save trees? Because mature trees absorb carbon dioxide, a major contributor to global warming.
Reducing CO2 Emissions
The Environmental Protection Agency (EPA) estimates that the average U.S. home releases 22,000 lbs of carbon dioxide (CO2) into the atmosphere each year. That's twice the amount of the average vehicle. By reducing the amount of energy used for heating and cooling, RASTRA significantly reduces CO2 emissions. In fact, a RASTRA built home can reduce enough energy consumption to eliminate 2-3 tons of CO2 emissions from our atmosphere per year when compared to a similar wood frame home. Over the life of a 30-year mortgage, homes built with RASTRA save our atmosphere 60-90 tons of carbon dioxide emissions.
Indoor Air Quality
The unique composition of RASTRA enables better control over indoor environmental quality. Because RASTRA does not hold or wick water the way concrete block or wood products do, RASTRA will not promote or sustain mold and mildew.
The composition of RASTRA allows a slow interchange of air, which in turn allows the building to "breathe." The exchange is slow enough that it does not allow heat or cold to escape but helps maintain good air quality, preventing "sick building syndrome." This slow exchange of air also prevents condensation that can lead to mold growth.
Perhaps the biggest objection to fiberglass batts in green building circles comes from the binders used to glue the glass fibers into a cohesive mat. These binders usually contain formaldehyde, a chemical known to cause sensitivity in certain people and classified as a human carcinogen by the IARC and as a probable human carcinogen by the EPA.
Environmental Summary
RASTRA is 85% recycled polystyrene, which otherwise would have ended up in landfills never to disintegrate
RASTRA buildings reduce energy consumption, and with energy savings comes environmental benefits. Specifically, the reduction of fossil fuels burned to create energy. By reducing our energy consumption, we reduce combustion by-products that lead to smog and contribute to global warming. Over the life of a 30-year mortgage, a home built with RASTRA saves our atmosphere 60-90 tons of carbon dioxide (CO2) emissions. Another measure of sustainability is increased service life. Products that last longer make a large impact on our solid landfills.
RASTRA is a proud member of the U.S. Green Building Council
Extended Service Life
Another measure of sustainability is increased service life. Products that last longer make a large impact on our solid landfills. RASTRA provides an almost limitless service life. This saves space in our landfills, reduces the consumption of fossil fuels to transport new and discarded products, saves timber resources and the energy required to produce new products.
Environmental Statement
We have a vision: A vision to preserve a world with forests, with clean air and clean water for future generations to come. A vision to take care of our environment by providing sustainable and energy efficient buildings, to meet new standards and to use recycled materials or those, which can be replenished. To support our mission, RASTRA offers a full range of building materials made with 85% recycled-content and produced in a manner that is environmentallyfriendly.
RASTRA is an ecological sound building material, consuming recycled raw materials, taking them permanently out of the waste stream and producing a healthy living environment.
Contact
Rastra International, Inc. ׀ firstname.lastname@example.org ׀ +1 480.500 8055
rastra•com | <urn:uuid:76d60dfd-2099-4cfe-9feb-c51397f9ae4b> | CC-MAIN-2023-40 | https://www.rastra.com/docs/sales/Environmental_Summary.pdf | 2023-09-30T03:27:33+00:00 | crawl-data/CC-MAIN-2023-40/segments/1695233510575.93/warc/CC-MAIN-20230930014147-20230930044147-00048.warc.gz | 1,015,673,715 | 1,164 | eng_Latn | eng_Latn | 0.995154 | eng_Latn | 0.997117 | [
"eng_Latn",
"eng_Latn"
] | false | docling | [
4517,
5737
] | [
2.40625
] | 1 | 1 |
News
May 31, 2023
Bird from Southwestern Public Health Region Tests Positive for West Nile Virus
Protect yourself from infected mosquitoes by using bug spray with DEET and cleaning up breeding sites
Public Health Ontario has reported that the first bird to test positive for West Nile Virus (WNV) in Ontario this year was found in the region served by Southwestern Public Health.
Birds testing positive for WNV are an indicator of the presence of WNV in the environment as birds can get the virus from the bite of an infected mosquito.
"The identification of a bird positive for West Nile Virus serves as our annual reminder to protect ourselves from mosquitoes," says Amy Pavletic, Manager of Environmental Health.
Pavletic's top tips for protecting yourself from the bite of an infected mosquito are using bug spray that has DEET when outdoors, wearing long-sleeved shirts and long pants, avoid being active outside at dawn and dusk, and cleaning up mosquito breeding sites by removing standing water at least once a week.
Neither Southwestern Public Health nor Public Health Ontario (PHO) directly collect dead birds for WNV testing. The Canadian Wildlife Health Cooperative collects dead birds and performs the testing before providing the results to PHO. SWPH will begin its mosquito surveillance program for WNV next week, which will last throughout the summer.
Most people bitten by an infected mosquito do not show any symptoms. Others may have headache, body ache, fever, nausea, vomiting and rash. Fewer than 1% of people who are infected develop serious or lifethreatening symptoms such as meningitis or encephalitis.
Contact
Megan Cornwell Communications Manager | Southwestern Public Health email@example.com
How to prevent mosquito bites:
* Use bug spray with DEET when outdoors. Always read and follow the label.
* Every week, remove or drain standing water from bird baths, flower pots, barrels, cans, pool covers, clogged drains, etc.
* Wear long-sleeved shirts or jackets and long pants. Wear light colours wherever possible.
* Keep bushes and shrubs clear of overgrowth
* Properly maintain fish ponds to prevent or control mosquitoes | <urn:uuid:2e464726-a352-4144-87fc-01ae3b47afb8> | CC-MAIN-2023-40 | https://www.duttondunwich.on.ca/en/news/resources/2023-05-31-NEWS-West-Nile-Virus-Identified-in-SWPH-Region.pdf | 2023-09-30T03:06:36+00:00 | crawl-data/CC-MAIN-2023-40/segments/1695233510575.93/warc/CC-MAIN-20230930014147-20230930044147-00048.warc.gz | 785,149,450 | 441 | eng_Latn | eng_Latn | 0.997106 | eng_Latn | 0.997106 | [
"eng_Latn"
] | false | docling | [
2175
] | [
2.546875
] | 1 | 0 |