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Future-proofing our children
Religious Instruction Class 2
Lesson Title: The Apostles of Jesus Christ
A Parent’s Guide
Sunday School Home Schooling
Dear Parent
Welcome to “The Apostles of Jesus Christ” Religious Instruction 2 lesson.
This document provides you with a minimum guide on how to present the lesson.
How to prepare and present the lesson
Below are some tips on how to go about preparing and presenting the lesson:
| Step | Action |
|------|--------|
| 1. | Access the New Apostolic Church Website by keying-in or clicking on the following link from WhatsApp: https://bit.ly/3NACSSHS |
| 2. | Gather the following tools to ensure that you are ready for the lesson:
- Bible
- The PDF lesson that is already prepared
- Child’s workbook and pencils, crayons, etc.
- The Video Clip which is an additional optional resource tool
Note:
2.1: An ideal time preferably to present the lesson is after the Sunday morning service in line with the normal Sunday School time to maintain the routine.
2.2. Please keep the lesson as concise as possible, bearing in mind the retention span (to focus on the lesson) of our children – you know your child best.
Sunday School normally does not exceed 45 minutes.
2.3: The lessons are class specific (i.e. SS, RI or Confirmation).
2.4: Please contact your SS teacher if you need any of the above resources. |
| 3. | Pray (see the prayer at the end of this document) and ask God to use you as a tool to present the lesson the way He would want us to present it. |
Present a Sunday school Lesson at Home
How to prepare and present the lesson
We continue to share some tips on how to go about preparing and presenting the lesson:
| Step | Action |
|------|--------|
| 4. | Create a pleasant (disturbance free) learning environment where you and the children are at the same level
**Example:** Sit on the mat or at a table |
| 5. | Read through the lesson. Re-read the lesson so that you understand it. Watch the video clip of the lesson to get a better understanding of the lesson. |
| 6. | Make notes for yourself on important points that you would like to remember. |
| 7. | Understand the objective of the lesson that your child must remember. |
| 8. | Present the lesson to your child by telling the story. You can even read the story if you like. |
| 9. | Show your child the video and recap on the meaning/purpose of the lesson. |
| 10. | Refer your child to the activity in the child’s workbook. |
| 11. | Pray, or ask your child to pray and close the lesson. |
Available tools in terms of Home Schooling
Herewith some tools to enhance the quality of the lesson:
1. WhatsApp chat the lesson with another Religious Instruction 2 family.
2. Discuss with other parents to obtain clarity regarding the lesson before it is presented.
3. Feel free to conduct your own research for additional information.
4. Your congregation Sunday School Coordinator and Teacher.
Lesson Title: The Apostles of Jesus Christ
Text: Luke 6: 12-16; Acts 1: 25-26; Acts 13: 1-4; Acts 14:14; Romans 16: 7 and Galatians 1: 19
Lesson Objective: The children recognize the envoys (ambassador) of Jesus Christ in the Apostles.
Lesson Summary:
- Apostle means ambassador or envoy, meaning the one who is sent.
- Jesus Himself appointed the first twelve Apostles from His disciples (followers). To find out what their names are read Luke 6: 12-16.
- After Christ’s ascension, Matthias was appointed to replace Judas Iscariot, the traitor, who killed himself.
- Jesus was sent into the world by His Father and before returning to His Father, He sent the Apostles to the people to represent Him.
- The Lord Jesus gave the Apostles the commission and authority to lead mankind to God through word and sacrament. Read Matthew 28: 18-20.
- The responsibilities of the Apostles are:
- As ambassadors for Christ – they proclaim the gospel of the salvation through Jesus Christ.
- As servants of Christ – they serve Jesus and His congregation.
- As stewards of Christ – they are responsible for the proper proclamation of the gospel and administration of the sacraments.
- They give themselves to the ministry of the word – they preach about the salvation of God and have the authority to proclaim forgiveness of sins.
- They gather the bridal congregation (us) and prepare them for the return of Jesus Christ.
- Apostles were killed for their faith’s sake, they were called martyrs, meaning follower of Jesus, and the Apostle James was the first apostle who died as a martyr.
After all the Apostles of the first church died, Bishops and other ministers took care of the congregations and continued to spread the gospel of Jesus.
For many centuries there were no active Apostles, until 1832, in England, when John Bate Cardale, through prophesies, was called to be the first Apostle of the end time.
Today, there are more than 400 Apostles active all over the world in the New Apostolic Church and their work today, remains the same as in the first church.
What does this lesson teach us?
- Jesus chose the first twelve Apostles from His disciples and sent them out into the world with the commission and authority to lead mankind to God through word and sacrament.
- Our Apostles today, also have the same commission and authority to lead us to God through the word we receive in the divine service and sacraments (Holy Baptism, Holy Sealing and Holy Communion) available to us.
- Apostles are ambassadors, servants and stewards for God.
- They preach about the salvation plan of God and have the authority to proclaim the forgiveness of sins.
- Apostles provide us with pastoral care and actively prepare congregations for the return of Jesus Christ.
Apostles are empowered to:
- Reconcile, meaning to reunite, God’s children with one another.
- Teach us about God’s grace, the Holy Spirit, righteousness, also meaning honesty, and God’s word and ways.
- Our Apostles all over the world have a huge responsibility and we should therefore always pray that God provide them with strength, guidance and knowledge to fulfil their great task.
Do Exercises 1 and 2 with your child.
Some questions we can ask:
1. How many Apostles did Jesus appoint from His disciples?
Answer: Twelve Apostles
2. What is the meaning of the word Apostle?
Answer: Apostles means ambassador or envoy, meaning the one who is sent.
3. Name the names of any four of the twelve Apostles that Jesus appointed?
Answer: They can name any four from Luke 6: 14-16
4. Who was appointed as an Apostle to replace Judas Iscariot, the traitor?
Answer: Matthias
5. Who was the first Apostle who died as a martyr?
Answer: Apostle James
6. Who was called to be the first Apostle of the end time and in what year was this?
Answer: John Bate Cardale in 1832
A Prayer for Daddy and Mommy to pray before the lesson:
Dear Heavenly Father, Thank You for another day and for Your Love and Kindness.
Please bless my mom and dad, and bless our Ministers and all our friends and family.
We pray that we will always treasure You and that we will be obedient to our parents.
Bless us that we may be kind and loving and treat everyone we meet with respect and kindness,
Please bless this Sunday School lesson and thank you for choosing us to be your children.
Help us to remain faithful and obedient to You until You come to take us Home with you.
We ask all of this in your Precious Name. Amen
A prayer after the lesson:
Dear Father in heaven,
Thank you for keeping us safe and for allowing us to have heard another beautiful Sunday School lesson. Thank you for protecting us and keeping us safe from all danger.
Please help us to always be obedient to our parents and to be kind to everyone we meet. Please also help us with our schoolwork.
Bless our Chief Apostle, the Apostles and all the ministers. Please keep them safe when they travel so they can teach us more about Your great work, dear Lord.
Please help all your children, especially those who are sick and who have no food or shelter.
Please come soon and take us all home.
We ask all of this, not because we deserve it, but in Jesus name. Amen. | <urn:uuid:cf8af025-b415-47e7-a199-074f9532c5e6> | CC-MAIN-2021-10 | https://nac-sa.org.za/images/sundayschool/Sunday_School_lessons/RI%202/RI%202%20-%20R2.30%20-%20The%20Apostles%20of%20Jesus%20Christ%20-%20Parent%20Guide%20ENGLISH.pdf | 2021-03-04T02:17:15+00:00 | crawl-data/CC-MAIN-2021-10/segments/1614178368431.60/warc/CC-MAIN-20210304021339-20210304051339-00200.warc.gz | 449,573,727 | 1,853 | eng_Latn | eng_Latn | 0.9457 | eng_Latn | 0.994075 | [
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Cross
A cross is a symbol that represents Christianity and other religions. It consists of two intersecting lines, one vertical and one horizontal, forming a T-shape. The vertical line is called the stem or shaft, and the horizontal line is called the bar or crossbar. The intersection of these two lines is known as the foot or base.
The origin of the cross as a religious symbol is debated, but it is believed to have been used by early Christians as a symbol of their faith. The cross has since become an important symbol in Christianity, representing the sacrifice of Jesus Christ on the cross. In other religions, such as Hinduism and Buddhism, the cross may be used as a symbol of peace or as a representation of the universe. | <urn:uuid:6f848aee-f1ab-40ba-9ef7-7cd959c2c9e4> | CC-MAIN-2023-14 | http://www.sterlingchurch.com/uploads/5/8/5/5/58552593/vbs_preschool_cross.pdf | 2023-03-24T06:37:47+00:00 | crawl-data/CC-MAIN-2023-14/segments/1679296945248.28/warc/CC-MAIN-20230324051147-20230324081147-00384.warc.gz | 91,839,206 | 150 | eng_Latn | eng_Latn | 0.998344 | eng_Latn | 0.998344 | [
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Vision impairment is one of the most feared disabilities. Although roughly half of all blindness is preventable, the number of Americans who suffer vision loss continues to increase. As the baby boomer generation ages, the number of Americans at risk for age-related eye disease is increasing. These conditions, age-related macular degeneration, glaucoma, cataract, and diabetic retinopathy, affect more Americans than ever. Based upon the 2000 census, more than 119 million people in the United States are over 40 and at risk to develop age-related eye disease. Because most age-related vision loss can be prevented, it is important that all physicians are aware of the presenting signs and symptoms as well as the major physical findings of the most common conditions leading to vision loss.
The American Ophthalmological Society has developed a basic curriculum for medical students, which outlines the features important to understanding these conditions, with the intent of reducing vision loss in Americans.
Blindness and visual impairment represent a significant burden, not only to those afflicted with loss of sight, but to our national economy. It is estimated that blindness and visual impairment cost the federal government more than $4 billion annually. The visually impaired total more than 3.4 million Americans. Blacks are blinded more frequently than Whites and Hispanics. Hispanics, the fastest growing segment of the population, have higher rates of visual impairment than other races. The prevalence of blindness increases rapidly in later years, particularly after age 75.
Age-related Eye Diseases:
1. **Cataract**, clouding of the eye’s naturally clear lens, appears with advancing age. It can also occur at any age as a result of injury, exposure to toxic substances or radiation, or secondary to disease such as diabetes. Cataract affects nearly 20.5 million Americans age 40 or older. By age 80 more than half of all Americans have cataract. Cataract surgery can successfully help most patients with cataract.
2. **Age-related macular degeneration** affects over 1.6 million Americans age 50 or older. Although there is no generally accepted treatment for most macular degeneration, laser treatment for the wet form and certain doses of zinc, vitamins A and C, and beta carotene can help control the advance of late macular degeneration in certain patients.
3. **Glaucoma** affects more than 2.2 million Americans age 40 and older. Glaucoma is more common in Blacks and Hispanics, and with increasing age. The exact cause of glaucoma is unknown, although there is a genetic predisposition. It causes a gradual degeneration of the retinal neurons resulting in an insidious painless loss of peripheral vision. Most cases of glaucoma can be controlled and vision loss prevented. However, vision loss due to glaucoma cannot be restored.
4. **Diabetic Retinopathy** is a complication of both Type I and Type II diabetes. Type II diabetes is on the increase in the U.S., with obesity as a predisposing factor. Presently diabetes affects over 5.3 million Americans age 18 and older. Although Whites suffer with diabetic retinopathy more commonly prior to age 40, in later decades Hispanics are more affected by the disease. Vision loss from diabetes can be prevented with early detection of retinopathy and appropriate retinal treatment. Control of blood sugar is an important feature of the management.
Vision loss is a devastating occurrence at any age, but occurs more commonly in people over 40. The common causes of visual loss can often be prevented with early detection and appropriate management. All physicians should have a basic understanding of the patho-physiology of vision loss in the common conditions and be prepared to suggest an appropriate ophthalmologic evaluation.
1) Fundamentals and Principles of Ophthalmology
A medical student should be able to recognize the significant external and internal ocular structures of the normal eye and to perform a basic eye examination.
A medical student should know the following:
i) The essentials of ocular anatomy.
ii) To measure and record visual acuity.
iii) To assess pupillary reflexes.
iv) To evaluate ocular motility.
v) To use the direct ophthalmoscope for assessment of red reflex, the optic nerve and posterior fundus examination.
vi) To dilate the pupils as an adjunct to ophthalmoscopy.
vii) To perform and evaluate visual fields by confrontation.
i) **Ocular Anatomy**
a) Eyelids
b) Sclera
c) Limbus
d) Iris
e) Pupil
f) Conjunctiva
g) Cornea
h) Extraocular muscles
i) Anterior chamber
j) Lens
k) Ciliary body
l) Posterior chamber
m) Vitreous cavity
n) Retina
o) Macula
p) Choroid
q) Optic disc
The student should be able to define each of these structures and provide relevant information regarding function and structure.
ii) **Visual Acuity**
Student should understand the purpose of measurement of visual acuity, and be able to test for near visual acuity of the right eye, left eye, and both eyes.
Student should understand the concept of distance visual acuity testing, but not required to perform the test including refraction.
iii) **External Inspection**
Student should understand the ocular anatomy such that through external inspection an evaluation of the position of the lids, external inspection of the conjunctiva and sclera as well as the cornea and iris can be evaluated.
iv) **Pupillary Reaction Testing**
Inspection of the pupils, including size and direct and consensual pupillary reaction should be understood and the testing mastered.
v) **Ocular Motility Testing**
Student should understand the need to test ocular motility in six directions, right, left, right and up, right and down, left and up, left and down.
vi) **Ophthalmoscopy**
Student should understand the use of a direct ophthalmoscope and the importance of testing the patient’s right eye with the ophthalmoscope held in the examiner’s right hand, and left eye with the examiner’s left hand. The student should understand the basic function of an ophthalmoscope including the need to adjust the focus.
vii) **Pupillary Dilatation**
Student should understand the need to pharmacologically dilate the pupils in order to facilitate the examination of the fundus. Student should understand the difference between retinal arterioles and retinal venules, the normal appearance of the optic nerve head and macula. Student should also understand that the normal retinal background is a uniform red-orange color due to pigmentation of the retinal pigment epithelium.
viii) **Intraocular Pressure Measurement**
Student should understand the concept, but not actually measure pressure.
ix) **Anterior Chamber Depth Assessment**
Student should understand the concept.
x) **Confrontation Field Testing**
Student should understand the principle and the technique for determination of confrontation of visual field.
xi) **Upper Lid Eversion**
Student should understand that it may be necessary to search for foreign bodies by eversion of the upper lid.
xii) **Fluorescein Staining of the Cornea**
Student should understand fluorescein staining for an epithelial defect of the cornea.
xiii) **Indications for Referral**
Student should understand potential causes for reduced visual acuity, abnormal fundus appearance, and potentially other abnormal findings that would result in referral of the patient to an ophthalmologist for evaluation.
**Competencies:**
- Student should understand basic ocular anatomy
- Student should be able to measure near visual acuity.
- Student should be able to test for direct and consensual pupillary reactions.
- Student should understand and master basic direct ophthalmoscopy.
- Student should understand normal funduscopic appearance of the optic disc, macula and major vessels.
- Student should be able to understand the reason for and test for red reflex.
- Student should understand the importance of a dilated fundus examination.
Student should understand potential causes for reduced vision, abnormal fundus appearance and other abnormal findings that would result in referral of a patient to an ophthalmologist for evaluation.
2) Refraction and Contact Lens
Student should understand the following:
(a) The human eye is an optical system.
(b) The schematic eye.
(c) Pupil size and its effect on visual resolution.
(d) Visual acuity.
(e) Clinical measurement of visual acuity –
▪ Snellen fraction
ii) Refraction States of the Eye
a) Emmetropia
b) Myopia
c) Hyperopia
d) Astigmatism
e) Presbyopia and accommodation
iii) Spectacle Correction
a) Spherical lenses
b) Bifocals, trifocals, multi-focal lenses
iv) Special Lens Material
a) Plastic
b) Impact resistant high index glass
c) Polycarbonate lens
v) Contact Lenses
Clinically important features of contact lens –
▪ Optics
▪ Field of vision
▪ Image size
▪ Hard contact lens
▪ Flexible contact lens
▪ Therapeutic contact lens
vi) Intraocular Lens
Concept only
vii) Refractive Surgery
Concept only, with some knowledge of principles and indications.
viii) A Patient with Low Vision
Need for special rehabilitation with low vision optical devices.
Competencies:
• Student should understand emmetropia, myopia, hyperopia, astigmatism, and presbyopia.
• Student should be able to measure near central acuity.
• Student should understand optical principles of contact lens, intraocular lens, and refractive surgery.
Student should understand the need for low vision rehabilitation.
3) Pediatric Ophthalmology and Strabismus
I. Anatomy of the Extraocular Muscles and their Fascia
1. Origin, course, insertion, innervation, and action of the extraocular muscles
a. Horizontal rectus muscles
b. Vertical rectus muscles
c. Oblique muscles
d. Levator palpebrae superioris muscle
e. Insertion relationships of the rectus muscles
2. Blood supply of the Extraocular muscles
a. Arterial
b. Venous
3. Fine structure of the extraocular muscles
a. Fiber types
5. Anatomical implications
II. Amblyopia
1. Strabismic amblyopia
2. Refractive amblyopia
3. Form deprivation and occlusion amblyopia
III. Strabismus
1. Concomitant strabismus
2. Incomitant strabismus
3. Heterotropia
a. Esophoria: inward deviation not manifest
b. Exotropia: inward deviation manifest
c. Exophoria: outward deviation not manifest
d. Exotropia: outward deviation
e. Hyperphoria: upward deviation not manifest
f. Hypertropia: upward deviation
g. Hypophoria: downward deviation not manifest
h. Hypotropia: downward deviation
IV. Examination of the eyes
1. Visual acuity and amblyopia
a. Newborns
b. Infants to 2 years old
c. 2 to 4 years old
d. 4 to 5 and up
V. Strabismus Testing
1. General Inspection
2. Corneal light reflex
3. Cover test
4. Other tests
a. Red reflex
b. Ophthalmoscopy
c. Pupillary testing
VI. Leukocoria
1. Retinoblastoma
2. PHPV
3. ROP
4. Cataract
VII. Management or referral
1. Amblyopia
2. Strabismus
3. Leukocoria
Competencies:
1. Visual acuity testing in each eye in preverbal children by fixation and recognizing fixation preference if present.
a. Visual acuity testing 2-5 years with Allen cards with each eye.
2. Strabismus
a. Performing Hirschberg testing
3. Recognizing leukocoria
4. Understanding a referral for leukocoria as an emergent issue, and amblyopia and Strabismus as an urgent issue
4) Neuro-Ophthalmology:
I. Anatomy
1. Bony Anatomy
2. Vascular Anatomy
3. Afferent Visual Pathways
4. Ocular Motor Pathways
5. Facial Motor and Sensory Anatomy
a. Trigeminal Nerve
b. Facial Nerve
6. Ocular Autonomic Pathways
a. Sympathetic Pathways
b. Parasympathetic Pathways
II. Neuroimaging
1. Glossary
2. History
3. Basics of MRI
4. Fundamental Concepts in Localization
III. How to examine the patient
1. Visual acuity testing
2. Visual field testing
3. Pupillary reactions
a. strabismus
b. limitation movement of one eye
c. limitation of gaze (both eyes affected similarly)
d. nystagmus (spontaneous jerking eye movements)
4. Ophthalmoscopy
IV. How to interpret findings
1. Pupillary disorders
a. dilated pupil
b. tonic pupil
c. unilateral small pupil
2. Neuro-motility abnormalities
a. cranial nerve palsies
(1) III nerve
(2) IV nerve
(3) VI nerve
b. other cranial nerve palsies
(1) V cranial nerve
(2) VII cranial nerve
c. Myasthenia Gravis
d. Intranuclear ophthalmoplegia
e. Nystagmus
3. Optic nerve disease
a. Optic disc elevation
(1) Congenital anomalous disc elevation
(2) Papilledema
(3) Papillitis
(4) Ischemic optic neuropathy
b. Amaurosis Fugax
c. Optic atrophy
d. Visual field defect
4. Glossary
a. Scotoma
b. Hemianopia
c. Homonous hemianopia
d. Bi-temporal hemianopia
Competencies:
1. Measure visual acuity with near card
2. Perform confrontation visual field testing in four quadrants in each eye
3. Test pupillary function and be able to recognize afferent pupillary defect
4. Perform ductions and versions and recognize cranial nerve palsies 3, 4, 6
5. Recognize and diagnose nystagmus
6. Exam the optic disc with the direct ophthalmoscope and recognize optic nerve pallor and papilledema
5) RETINA VITREOUS
I. Symptoms suggestive of vitreoretinal disorders
a. Flashes
b. Floaters
c. Central blur and/or distortion and/or minification
d. Abrupt or progressive dimming of vision in one eye
e. Abrupt or progressive loss of peripheral visual field in one eye
II. Practical anatomy of vitreous and retina
a. Clarity of vitreous
b. Transparency of retina and normal retinal blood vessel walls
c. Location of rods and cones in retina relative to vitreous and choroid
d. Nature of retinal pigment epithelium
e. Nature of choroid
III. Examination of the eye by direct ophthalmoscopy
a. Evaluation of red reflex
b. Examination of optic disc
c. Examination of retinal blood vessels on and adjacent to optic disc
d. Examination of posterior retina and choroid
IV. Normal fundus features revealed by direct ophthalmoscopy
a. Appearance of normal red reflex
b. Appearance of normal optic disc
c. Appearance of normal retinal arteries and veins
d. Appearance of normal posterior retina and choroid
V. Abnormal fundus features revealed by direct ophthalmoscopy
1. General
a. Loss of normal red reflex
b. Dark spots in red reflex
c. Abnormal color of red reflex
2. Fundus features of important systemic diseases
a. Diabetes mellitus
- Background diabetic retinopathy
- Proliferative diabetic retinopathy
3. Systemic hypertension
- Vasospastic (accelerated) retinopathy
- Sclerotic (chronic) retinopathy
c. Atherosclerotic carotid occlusive disease
Curriculum in Ophthalmology for Medical Students
- Central retinal artery occlusion
- Central retinal vein occlusion
4. Embolic cardiovascular disease
- AIDS
- Disseminated metastatic cancer
5. Fundus features of important ocular diseases
- Retinoblastoma
- Retinal detachment
- Age-related macular degeneration
VI. WHEN TO REFER PATIENT TO AN OPHTHALMOLOGIST (assuming that patient is not already under regular care by an ophthalmologist for the identified findings, symptoms, or diagnosis)
1. Whenever examination reveals abnormal features of red reflex or fundus
2. Whenever patient reports pertinent visual loss or symptoms consistent with a vitreoretinal disorder
Competencies:
1. Anatomy and function of retina
2. Macula definition and function
3. Normal retinal vasculature
4. Detection of diabetic retinopathy
- background
- proliferative
5. Retinal detachment – definition and treatment
6. Retinoblastoma - leukocoria
7. Malignant melanoma – definition and prevalence
8. Importance of dilated fundus exam
9. Change in red reflex.
6) LENS & CATARACT
I. PRACTICAL ANATOMY OF LENS
a. Intraocular location of lens behind plane of iris
b. Optical clarity of normal lens
c. Suspension of normal lens in retroiridic position by zonule
II. SYMPTOMS ATTRIBUTABLE TO CATARACT
a. Slowly progressive blurring of vision
b. Progressive painless loss of vision
III. EXAMINATION OF THE LENS BY DIRECT OPHTHALMOSCOPY
a. Evaluation of red reflex
IV. ABNORMAL LENS FEATURES REVEALED BY DIRECT OPHTHALMOSCOPY
1. General
a. Loss of normal red reflex
b. Dark spots in red reflex
c. Abnormal color of red reflex
2. Lens abnormalities found in important systemic diseases
a. Marfan’s syndrome – spontaneous dislocation of lens
3. Lens abnormalities found in important ocular diseases
a. Cataract (clouding or opacification of lens)
b. Implanted artificial intraocular lens
V. TREATMENT OF CATARACT
a. Surgical removal of lens (cataract extraction)
b. Implantation of artificial lens in eye
VI. WHEN TO REFER PATIENT TO AN OPHTHALMOLOGIST (assuming that patient is not already under regular care by an ophthalmologist for the identified findings, symptoms, or diagnosis)
a. Whenever examination reveals abnormal red reflex or lens clouding or opacity
b. Whenever a patient reports progressive visual loss or blurring
Competencies:
1. Anatomy of lens
2. Presbyopia – definition and symptoms
3. Cataract
- definition and symptoms
- definition red reflex
- definition slit lap
4. Lens dislocation
5. Management of cataract
- surgery
- Intraocular lens
7) Eyelid, Lacrimal and Orbit
I. Eyelid
A. Examination and Technique
a. Assess the position of the upper eyelid by measuring the distance between the lid margin and the corneal light reflex
b. Visual inspection of eyelids and periocular area
B. Anatomy
a. Anterior and posterior lamellae
b. Lid margin
c. Orbital septum relationship to eyelid/orbit
d. Eyebrow
e. Levator aponeurosis
f. Blood supply – internal and external carotid circulation
g. Sensory supply – VI and VI
h. Motor supply – CN III, CN VII, and sympathetics
C. Eyelid Diseases
1. Malpositions
a. Blepharoptosis
b. Dermatochalasis
c. Entropion
d. Ectropion
e. Retraction
f. Lagophthalmos
2. Inflammations
a. Chalazion
b. Blepharitis
c. Meibomitis
3. Infections
a. Hordeolum
b. Preseptal cellulites
4. Tumors
a. Benign
1. Cysts
2. Nevi
3. Papillomas
4. Xanthelasma
b. Malignant
1. Basal cell carcinoma
2. Squamos cell carcinoma
5. Eyelid trauma
II. Lacrimal
A. Examination Technique
1. Visual inspection of medial canthal area
B. Anatomy
1. Upper lacrimal system – puncta, canaliculi and lac sac
2. Lower lacrimal system – bony and mucosal nasolacrimal duct
C. Lacrimal Diseases
1. Congenital nasolacrimal duct obstruction
2. Acquired nasolacrimal duct obstruction
3. Dacryocystitis
4. Lacrimal Trauma
III. Orbit
A. Examination technique
1. Use visual techniques to identify both axial and non-axial proptosis
2. Be familiar with exophthalmometer
B. Anatomy
1. Seven bones used to make up 4 walls – floor, medial and lateral walls and roof
2. Orbital septum relationship to orbit
3. Contents of orbit – extraocular muscles, lacrimal system, ophthalmic artery, nerves (CN I, II, IV, V, VI, sympathetics, and parasympathetics)
4. Relationship of orbit to surrounding structures – sinuses, cranial cavity
C. Orbital Diseases
1. Orbital cellulites
2. Graves’ ophthalmolopathy
3. Orbital inflammatory disease
4. Orbital tumors – vascular, nerve sheath, metastatic and lacrimal tumors
5. Orbital trauma
Competencies:
1. Understand basic structure and function of eyelids, and common malpositions, and acquired disorders.
2. Understand tear production and drainage.
3. Understand orbital structure and common abnormalities.
8) Refractive Surgery
The goal of refractive surgery is elimination or reduction of one’s dependence on eyeglasses and contact lenses.
I. Types of refractive errors:
a. Myopia – long eye or steep cornea
b. Hyperopia – short eye or flat cornea
c. Astigmatism – uneven curvature of cornea
d. Presbyopia – inability to focus at near due to aging
II. Types of surgical techniques to correct refractive errors:
a. Incisional – weaken cornea structurally to induce changes in its curvature
b. Lamellar – change shape of the cornea with addition or removal of tissue
c. Thermal – shrink corneal collagen to induce corneal steepening
d. Intraocular – implantation of intraocular lens or removal of crystalline lens
Recent advances involve the use of FDA approved excimer laser to perform:
a. Photorefractive keratectomy (PRK)
b. Laser in situ keratomileusis (LASIK)
Effectiveness of refractive surgery:
a. Continues to improve
b. Newer techniques such as LASIK are more predictable than older techniques such as RK
c. Uncorrected visual acuity of 20/40 or better is achieved in 95% of eyes after myopic LASIK in most large series
d. Range of treatable refractive errors is expanding
Risks associated with refractive surgery include:
a. Infection
b. Loss of best-corrected visual acuity
c. Overcorrection, undercorrection, regression
d. Visual aberrations such as glare and halos
Success in refractive surgery depends on:
a. Careful preoperative evaluation
b. Exclusion of systemic diseases and eye disorders that may be contraindicated
c. A thorough explanation of treatment options and risks and benefits of each procedure
Competencies:
1. Understand refractive errors and their relations to eye length, corneal curvature, and lens status.
2. Basic knowledge of refractive surgical theory and practice.
3. Understand risks and benefits of commonly discussed and performed refractive procedures.
9) Ocular Manifestations of Systemic Disease
I. Diabetes
A. Anterior segment
1. corneal wound healing
2. cataract
B. Posterior segment
1. diabetic retinopathy
a. BDR-hard exudates, hemorrhages, microaneurysms
b. preproliferative-soft exudates, IRMA
c. proliferative - NVE, NVD
2. vitreous hemorrhage
3. ischemic optic neuropathy
II. Sickle cell anemia
A. Anterior segment
1. hyphema
2. anterior segment ischemia
B. Posterior segment
1. salmon patch
2. black sunburst
3. sea fan
III. Hypertension
A. Posterior segment
1. arteriolar narrowing
a. copper wire
b. silver wire
2. hemorrhages (flame-shaped)
3. disc edema (malignant hypertension)
B. Neuro-ophthalmic manifestations
1. VI nerve palsy
2. intracranial hemorrhage
IV. Cerebrovascular diseases
A. Transitory Ischemia Attack (TIA)
1. visual changes
2. fundus findings
B. Infarction
1. history
2. visual field findings
a. homonomous hemianopia
b. homonomous quadrantanopia
V. Thyroid (Graves) disease
A. Clinical (Werner classification)
B. Treatment for thyroid orbitopathy
1. non-surgical
a. corticosteroids
b. radiation
2. surgical
a. eyelid
b. orbital decompression
VI. Sarcoidosis/inflammatory conditions
A. Clinical
1. nodules
a. eyelid
b. conjunctival
2. uveitis
a. non-granulomatous
(associated diseases-JRA, Reiter, Behcet)
b. granulomatous
(associated diseases-sarcoid, Tb, fungal)
B. Diagnostic tests
1. imaging
2. ACE level
VII. Malignancy
A. Primary
1. intraocular
a. retinoblastoma
b. uveal melanoma
c. lymphoma
2. eyelid
a. basal cell carcinoma
b. sebaceous carcinoma
c. melanoma
3. orbit
a. lymphoma
b. lacrimal gland tumors
c. other
B. Secondary
1. extension from sinus carcinoma
2. metastasis
a. adults-carcinoma
b. children-leukemia
V. AIDS
A. Anterior segment
1. bacterial infection
2. Kaposi sarcoma
(conjunctiva or eyelid)
B. Posterior segment
1. CMV retinitis
VI. Syphilis
A. Anterior segment
1. interstitial keratitis
2. anterior uveitis
B. Posterior segment
1. neuroretinitis
2. papillitis
3. posterior uveitis
VII. Other systemic infections
A. Viral (e.g. herpes zoster ophthalmicus “shingles”)
B. Fungal (e.g. candida endophthalmitis)
C. Bacterial (e.g. Tb uveitis)
Competencies:
1. Recognize exudates and hemorrhages on dilated fundus exam
2. Detect hyphema on slit lamp exam
3. Recognize retinal arteriolar narrowing (copper wire/silver wire) on dilated fundus exam
4. Detect disc edema on fundus exam
5. Neurologic assessment of cranial nerves
6. Confrontational visual fields with recognition of hemianopias
7. Recognition of limited ocular motility
8. Recognition of proptosis
9. Recognition of photophobia as symptom of uveitis
10. Assessment for malignant neoplasms of eyelids (carcinoma, melanoma)
10) Intraocular Tumors
I. Retinoblastoma
A. Knudson’s two-hit hypothesis
B. Genetics
1. 13q14 deletion
2. heritable vs sporadic
C. Clinical
1. leukokoria
2. strabismus
D. Treatment
1. non-surgical
2. surgical (enucleation)
E. Differential diagnosis
1. ROP
2. Coats’ disease
3. PHPV
II. Uveal Melanoma
A. Most common primary Intraocular malignancy
B. Variants
1. iris
2. ciliary body
3. choroidal
C. Clinical
1. asymptomatic vs symptomatic
2. pigmented vs amelanotic
3. prognosis
a. size
b. cell type
D. Treatment
1. non-surgical
2. surgical (enucleation)
E. Differential diagnosis
1. nevus
2. metastasis to eye
3. retinal detachment
III. Other Intraocular Tumors
A. Lymphoma-primary large cell lymphoma vs manifestations of systemic lymphoma
B. Metastasis-carcinomas in adults vs leukemia in children
Competencies:
1. Assess for red reflex with flashlight/penlight
2. Assess for strabismus with Hirshberg test.
3. Obtain history to determine for risk factors for retinoblastoma
4. Ability to detect retinal detachment/Intraocular tumor on fundus exam of adult
11) Cornea and External Disease
I. Anatomy
A. Lids
1. Glands of Zeis and Moll
2. Lashes
3. Meibomian glands
4. Lacrimal gland
B. Conjunctiva
1. Bulbar
2. Palpaebral
C. Regional lymph nodes
1. Pre-auricular
2. Sub-mandibular
D. Cornea
1. Tear film layer
2. Epithelium
3. Stroma
4. Endothelium
E. Lacrimal system
1. Punctum – upper and lower
2. Lacrimal sac
II. The red eye
A. Acute angle closure glaucoma
B. Iritis or iridocyclitis
C. Herpes simplex keratitis
D. Conjunctivitis
1. Bacterial
2. Viral
3. Allergic
4. Irritative
E. Episcleritis
F. Scleritis
G. Adnexal disease
1. Blepharitis
2. Thyroid eye disease
3. Dacryocystitis
4. Hordeolum
5. Chalazion
H. Subconjunctival hemorrhage
I. Pterygium
J. Keratoconjunctivitis sicca
K. Corneal abrasions and foreign body
L. Secondary to abnormal lid function
1. Bell’s palsy
2. Thyroid ophthalmopathy
III. Symptoms associated with a red eye
A. Blurred vision
B. Photophobia
C. Colored Haloes
D. Exudation (mattering)
E. Itching
IV. Steps to differentiate the red eye and how to interpret findings
A. Measure central acuity* *reduced acuity
B. Determine location of redness
1. Subconjunctival hemorrhage
2. Conjunctival hyperemia
3. Ciliary flush* * corneal inflammation, iritis, acute glaucoma
C. Assess discharge and characterize as
1. Profuse or scant
2. Purulent, mucopurulent, or serous
D. Assess for corneal opacity* *corneal edema, inflammation, ulcer
E. Examine for corneal epithelial defect with fluorescein
F. Estimate anterior chamber depth* *acute angle closure glaucoma
G. Examine pupils* *iritis, acute angle closure glaucoma
H. Measure intraocular pressure if elevation suspected
I. Detect presence of
1. Proptosis* *orbital mass
2. Lid malfunction
3. Limitation of eye movement
4. Pre-auricular lymph-node enlargement
*Denotes condition that requires immediate ophthalmologic care
(From Basic Ophthalmology for Medical Students and Primary Care Residents, edited by Bradford CA, 7th Edition, 1999, Chapter 4, 58-76)
Competencies:
1. Measure central acuity with near card
2. Assess corneal clarity with penlight
3. Assess anterior chamber depth and narrowness of angle
4. Assess pupil size, shape, regularity, and reactivity
5. Determine if redness is associated with subconjunctival hemorrhage, ciliary flush, or conjunctival hyperemia
6. Assess conjunctival discharge
7. Determine if proptosis is present
8. Assess ocular motility
9. Understand the findings that are associated serious ocular conditions that require immediate ophthalmologic care
12) Glaucoma
I. Anatomy
A. Aqueous humor
1. Production
a. Ciliary body
2. Circulation
a. From posterior chamber through pupil into anterior chamber
3. Outflow Pathway
a. Trabecular meshwork in anterior chamber angle
B. Optic Nerve
1. “Glaucoma” as a chronic progressive optic neuropathy usually associated with increased intraocular pressure
a. Injury to axons from retinal ganglion cells at lamina crib Rosa
b. Signs of optic nerve injury
(1) Increased size of central cup
(2) Asymmetric cupping
C. Organization of axons and associated visual field defects
II. How to examine the patient
A. Central visual acuity measurement
B. Visual field testing
1. Confrontation testing in 4 quadrants in each eye
2. Central color testing – red top bottle
C. Pupillary reaction
1. Relative afferent pupillary defect as sign of unilateral optic nerve injury
D. Penlight examination
1. Anterior chamber depth estimation
a. Normal
b. Narrow
E. Intraocular pressure
1. Applanation tonometry
2. Normal value range
F. Direct ophthalmoscopy
III. How to interpret history
A. Primary open angle glaucoma
1. Risk factors
a. African and Caribbean African ancestry
b. Age greater than 75 years
c. Primary family member with glaucoma
2. Genetic influence
a. GLC1a (myocillin gene) juvenile open angle glaucoma
3. Symptoms
b. Lack of symptoms until late in disease
B. Normal tension glaucoma
1. Optic nerve injury and visual field loss similar to primary open angle glaucoma
2. Not associated with elevated intraocular pressure
C. Primary Angle Closure Glaucoma
1. Risk Factors
a. Anatomically narrow anterior chamber angle
b. Hyperopia
c. Dilating drops in eyes with narrow angles
d. Anti-cholinergic medications
2. Symptoms
a. Severe ocular pain
b. Ocular redness
c. Blurred vision and colored haloes
3. Signs
a. Dilated fixed pupil
b. Narrow anterior chamber angle
c. Pupillary block
d. Corneal edema
IV. Pharmacological treatment
A. Medications that increase aqueous humor outflow
1. Parasympathomimetics
2. Prostaglandin analogues
B. Medications that decrease aqueous production
1. Beta blockers
2. Carbonic anhydrase inhibitors
3. Alpha₂-agonists
V. Surgical treatment
A. Primary acute angle closure glaucoma
1. Peripheral iridectomy
B. Primary open angle glaucoma
1. Argon laser trabeculoplasty
2. Filtering surgery
Competencies:
1. Measure visual acuity with near card
2. Perform confrontation visual field testing in four quadrants in each eye
3. Assess pupillary reaction for relative afferent pupillary defect
4. Estimate anterior chamber depth with penlight to determine angle width
5. Diagnose primary acute angle closure glaucoma by history and penlight examination
6. Recognize signs of optic nerve injury – increased cupping and asymmetric cupping
7. Obtain history to determine risk factors for primary open angle glaucoma
References:
1. Basic Ophthalmology for Medical Students and Primary Care Residents. American Academy of Ophthalmology, Seventh Edition 1999. Edited by Cynthia A. Bradford, M.D.
2. Curriculum for the Basic and Clinical Sciences developed by the American Academy of Ophthalmology - 2001. Thomas J. Liesegang, M.D., and Thomas A. Deutsch, M.D.
3. Vision Problems in the U.S.: Prevalence of Adult Vision Impairment and Age-Related Eye Disease in America. NEI/NIH Prevent Blindness America (2002) | <urn:uuid:2cd0e24c-3eaa-42e5-8781-c9ab76e1d7c6> | CC-MAIN-2017-43 | https://aosonline.org/assets/PDF-Docs/Curriculum/medstudentcurriculum.pdf | 2017-10-21T13:48:37Z | crawl-data/CC-MAIN-2017-43/segments/1508187824819.92/warc/CC-MAIN-20171021133807-20171021153807-00048.warc.gz | 642,858,724 | 8,569 | eng_Latn | eng_Latn | 0.819946 | eng_Latn | 0.946565 | [
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RED LEAD POISONING IN MINK
John R. Gorham, * D.V.M., M.S.
Pullman, Washington
Each year a few mink ranchers suffer the disastrous consequences of red leading their equipment. Red lead in oil is often applied to metal surfaces to prevent rust and corrosion. Although it is a good preservative, it should never be used on wire, water and feed dishes, or any other equipment that mink can come in contact with. The drinking of acid water which has been carried in lead pipes is another source which could conceivably induce lead poisoning. Research work here at this station has shown that a small amount of red lead painted on a wire-bottom pen can cause the death of healthy, young or adult mink.
Symptoms
Experimental cases of acute lead poisoning were produced by placing five mink on wire immediately after it was painted with red lead in oil. On the following day, the animals appeared normal, but on the third day, they were sluggish and showed no interest in their food. These beginning symptoms were followed by muscular incoordination, stiffness (as evidenced by a stilted gait), trembling, complete loss of appetite, dehydration (removal of water from the body) and muco-purulent discharge around the eyes. Five to seven days after the test exposure, the mink showed terminal convulsions and died. Since in distemper a discharge around the eyes and convulsions are often present, the two conditions may be confused.
Chronic lead poisoning was experimentally produced by placing fifteen mink on red-lead-treated wire that was thoroughly dry. Some of the wire-
*From the Fur Animal Disease Research Laboratory, U. S. Bureau of Animal Industry in collaboration with the Division of Veterinary Science, Agricultural Experiment Station, State College of Washington.
bottom pens were painted as long as two months before the test animals were placed in them. In this group of mink, no characteristic symptoms were noted. The animals exhibited only a gradual loss of weight with death occurring in 25-40 days.
Pathology and Diagnosis
On Postmortem examination, there are no characteristic changes that can lead to an accurate diagnosis. In other animals, especially the cow, a blue line is seen on the gums in cases of lead poisoning. We have never observed this blue line in either chronic or acute cases in mink. Blood smears taken from the experimental mink showed an increase in nucleated red cells. Basophilic stippling of the red cells was observed, but this finding was not constant.
Since there are no significant symptoms or postmortem findings, one must rely on a history of the animals being on red-lead-treated wire for a diagnosis.
Treatment
As soon as a diagnosis of lead poisoning is made, it is imperative that the animals be removed from the painted pens as soon as possible. While the mink are in these pens, they are constantly taking in a small amount of lead each day by chewing on the wire or other equipment that was painted.
The survivors should be given adequate amounts of calcium in their regular ration each day. This can be in the form of dicalcium phosphate or calcium gluconate; these products can be obtained from your local veterinarian. The dosage for the calcium is approximately 25 grains for each mink per day, mixed in the daily ration. The animals should be treated for at least two months, gradually reducing the dosage during that time. Simultaneously, an ample
amount of fresh fish oil to supply vitamin D is necessary. The purpose of the calcium and vitamin D is to tie up the lead that is circulating in the system and store it in the bones where it will do little harm. After it is stored in the bones, it is slowly eliminated from the body.
(Reprinted from *The Fur Farming Journal* 2(5):16. March-April 1949) | <urn:uuid:dff1e4b1-6957-4c95-837e-db8ffa8e4b9b> | CC-MAIN-2021-10 | http://furresearch.org/wp-content/uploads/2015/01/Gorham19495.pdf | 2021-03-04T03:19:47+00:00 | crawl-data/CC-MAIN-2021-10/segments/1614178368431.60/warc/CC-MAIN-20210304021339-20210304051339-00198.warc.gz | 34,723,648 | 795 | eng_Latn | eng_Latn | 0.9986 | eng_Latn | 0.998738 | [
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The Principality has 38,367 residents
- **38,367** residents in Monaco in 2023
- +2.8% compared to the 2016 population census or 1,059 additional people
Source: Monaco Statistics – Population censuses
Residents are 47 years old on average
- **18,892** men and **19,475** women or 49.2% and 50.8%
- **47.1** years of mean age (46.3 years for men and 47.8 for women)
Age distribution:
- 0-17 y/o: 16%
- 18-34 y/o: 16%
- 35-49 y/o: 17%
- 50-64 y/o: 24%
- 65-79 y/o: 18%
- 80 y/o and over: 9%
50.8% married people among residents aged 18 and over
Source: Monaco Statistics – 2023 Population census
Nearly a quarter of residents are of Monegasque nationality
- **141** different nationalities
- **9,179** Monegasque nationals
Top 10 most represented nationalities:
- Monegasques: 24%
- French: 22%
- Italians: 20%
- British: 7%
- Russians: 3%
- Swiss: 3%
- Belgians: 3%
- Germans: 2%
- Portuguese: 1%
- Dutch: 1%
Source: Monaco Statistics – 2023 Population census
Monte-Carlo and La Rousse host more than 40% of the residents
Note: The districts are those defined by the Sovereign Ordinance no 4.481 of 13 September 2013. The « Ravin Sainte-Dévote » was integrated into the « Les Moneghetti » district.
Source: Monaco Statistics – 2023 Population census
More than 21,000 housing units in Monaco in 2023
- **21,123** housing units on the Principality’s territory
- **17,184** private housing, or 81%
- **3,939** state-owned housing, or 19%
Source: Monaco Statistics – 2023 Population census | <urn:uuid:81354370-014a-4f5d-8b81-016ff36bd81a> | CC-MAIN-2024-30 | https://www.monacostatistics.mc/content/download/525349/6021278/file/Infographie%20R2023_VEN.pdf | 2024-07-25T06:21:15+00:00 | crawl-data/CC-MAIN-2024-30/segments/1720763518579.47/warc/CC-MAIN-20240725053529-20240725083529-00328.warc.gz | 767,592,577 | 471 | eng_Latn | eng_Latn | 0.875533 | eng_Latn | 0.875533 | [
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STEP 1: DRIVER DIAGRAM TEMPLATE
Aim Statement
What are you trying to improve?
By how much (number, % etc)?
By When (Date)?
Driver Diagram
Overview
A driver diagram is an extremely powerful tool that helps you to translate a high level improvement goal into a logical set of underlying goals (‘drivers’) and measures. It captures an entire change programme in a single diagram and also provides a measurement framework for monitoring progress.
The layout of a driver diagram is easily explained via a simple example
Imagine your personal goal was to reduce the amount you spend on petrol (i.e. decrease fuel costs). The diagram below shows a typical driver diagram constructed around this goal.
1. The goal
The drivers diagram starts with a clearly defined and measurable goal. This is the focal point for your change project and generally links to your overall aim
2. Primary drivers
The overall goal is linked here to three factors that are believed to have a direct impact on it (i.e. fuel costs will go down if you find cheaper fuel, reduce the number of miles you’ve done) This first set of underpinning goals are referred to as primary drivers. These are the main elements of your change plan. These drivers may act independently or in concert to achieve the overall goal
3. Lower level drivers
The process of breaking down a goal can continue to lower levels to create secondary or tertiary drivers (and even further if required)
Here it is done for one of the primary drivers. Increased efficiency can be achieved through technical improvements (i.e. the car’s efficiency) or improvements in the way you drive it.
4. Projects or actions
The ultimate aim of a driver diagram is to define the range of projects (i.e. ‘actual change initiatives’) that you may want to undertake. The car appears at the bottom of the hierarchy of the driver diagram whenever makes more sense
Driver diagrams therefore help to break down an overall improvement goal into underpinning goals (i.e. ‘drivers’) to the point where you can easily define the changed that you need to undertake
5. Balancing goals or measures
The goal you have chosen for your driver diagram will not exist in isolation. Often you will have identified related goals which (which may have their own driver diagrams).
These goals represent a ‘balancing’ element to your change efforts. Here, decreasing your fuel costs should not occur at the expense of being late for work (as you wait for the cheap petrol station to open) This helps to shape the projects that you chose to undertake
Frequently we chose just to measure performance against these balancing goals (rather than actively do something about them), so we describe them as ‘balancing measures’
To create a driver diagram
- Start with a clearly defined measurable goal. It should describe what you intend to achieve and by when.
- Get a group of people together who understand different aspects of the improvement topic (i.e subject matter experts). Ask them to brainstorm potential drivers (i.e. the areas where improvement is needed).
- Cluster the ideas to create an agreed set of ‘drivers’. Make sure you use language like ‘improve’ or ‘decrease’ and that each driver is clearly defined and measurable
- Discuss the need for new driver or whether some of the drivers should be eliminated (if they are wrong or immaterial)
- Identify the links between the drivers to create primary, secondary and tertiary drivers.
- Get the group to identify any balancing goals or balancing measures
- Select improvement projects that you believe will impact upon your drivers | <urn:uuid:8be5d03b-c759-4c59-be63-0be423978c83> | CC-MAIN-2019-22 | http://www.ehub.elht.nhs.uk/uploads/2/0/9/6/20960734/step_1_-_driver_diagram__2_.pdf | 2019-05-19T10:35:55Z | crawl-data/CC-MAIN-2019-22/segments/1558232254751.58/warc/CC-MAIN-20190519101512-20190519123512-00507.warc.gz | 260,607,523 | 717 | eng_Latn | eng_Latn | 0.996823 | eng_Latn | 0.998477 | [
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Mobile phones are easily acquirable these days. While many parents and carers provide their young people with a mobile phone, there is nothing to stop them buying Pay As You Go mobiles over the counter from a wide range of outlets. So, some things to check might be:
- Are you sure there isn’t a second phone somewhere?
- Do you check your bills? (Are they exceeding bandwidth allowances. Are you regularly incurring excess charges – are you being billed for purchases you didn’t know about? (Some purchases made by phone appear on your credit card/bank statement and not on the phone bill. It is easy to miss them.
- Are they exceeding their airtime or text limit? (Many operators allow them to do this and merely charge you for the extra usage – often at very high rates)
Sometimes, a young person who, previously, was addicted to their phone suddenly no longer wants to use it – sometimes they even “lose” or damage it deliberately. This could be the outward sign of something you need to investigate.
Would your young person feel comfortable with letting you look through their phone from time to time – particularly friends lists, and message strings? (Highly contentious, but necessary sometimes.)
Do your young people get anxious about their phones? What do they talk to each other about? Do they walk out of the room when they have a phone call? (This may be perfectly fine, but asking who just called is reasonable.)
There are a lot of issues here, but some of the key questions you should ask are:
- Have they had any nuisance calls?
- Have they had any marketing texts, or premium rate texts?
- Have they downloaded ring tones – if so, were they from a reputable supplier?
- Have they been bullied on their phone?
- Have they used the phone camera to take any unwise images? (Highly sensitive this one, but relevant, unfortunately.)
- Where available, are parental controls in place on the phone? (Talk to your mobile phone company about this – there are some that have them, and some that don’t. What provision does your supplier make to a) keep your youngsters safe, and b) protect you against financial scams and positive marketing?)
Ask your young people what they would do if there was an incoming text/phone call/MMS that upset them, or frightened them, or made them feel uncomfortable. (The number one response to this is “I would delete it”. This is not necessarily the most appropriate response.)
How would your mobile phone provider protect you against fraudulent use of your phone? (Have you asked them?)
Have a discussion whereby you invite them to tell you what the risks around mobile phones might be – make a list, and then you will have automatically created your….
**…action plan!**
Once you know what your concerns are, you can deal with them. E-safety is all about personal empowerment. **YOU** can and should be in control. Remember that those who use technology to abuse work in the hope that you will never do any of the things suggested here. **It can be embarrassing to talk about, but that must not stop us from doing so!**
- Bullet-point the things you want to do
- List the people you might need to assist you. (Including your mobile phone provider – they are happy enough to take your money – they need to be part of keeping people safe as well.)
- Put actions together, say who will do them and by when.
- Every time your mobile phone company offers you an upgrade, remember **YOU CAN HAGGLE WITH THEM**. You do not have to accept out-of-the-box offers, you can get yourself a really good deal if you threaten to go elsewhere. They want and need your business – that puts you in the driving seat! If you don’t like what your current provider is offering, remember, you can always shop around.
A great many phone companies sell you the idea of a handset, rather than the phone plan itself. Just ask the average youngster if they would like an iphone4s! If you Google them, you will find that the price of an unlocked iphone 4S starts at £499.00 (at time of writing) and that is for the basic model – the 64gb model is £699.00. Now, compare this with the typical talk plan £45.00 per month for two years. £1080 in total for a £499.00 phone. **Remember, mobile phone suppliers buy in bulk, so the cost to them per phone is far cheaper than the official list price.**
It is the talk plan and security that matter. (Difficult to convince the teenager of this, but it is true nonetheless.)
Examine every part of the “deal” carefully – if it seems too good to be true, it usually is.
**Finally…**
Think about the disposal of your old phones. They have changed a lot in the last five years, and most phones now hold a huge amount of information. It is possible to recycle old mobile phones, and some companies will pay you to do this – once you have parted with your phone to them, they will recycle not only the phone, but treat anything on it as theirs too – including your contact lists, web searches, and other information. You need to be very certain you have not given them anything more than the phone itself.
Ask your mobile phone company about “safe deletion” of information stored on your phone. Once they tell you, please make sure to ask if this method makes the data unrecoverable. | <urn:uuid:1ef932b0-1346-4438-8a23-b1571561f081> | CC-MAIN-2018-05 | http://eastsussexfca.org/content/files/file/E%20Safety%20Documents/Boarding%20the%20e-safety%20train%20MOBILE%20PHONES.pdf | 2018-01-19T09:18:22Z | crawl-data/CC-MAIN-2018-05/segments/1516084887849.3/warc/CC-MAIN-20180119085553-20180119105553-00066.warc.gz | 107,106,847 | 1,128 | eng_Latn | eng_Latn | 0.999182 | eng_Latn | 0.999198 | [
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Level 2 History, 2017
91234 Examine how a significant historical event affected New Zealand society
2.00 p.m. Tuesday 14 November 2017
Credits: Five
| Achievement | Achievement with Merit | Achievement with Excellence |
|--------------------------------------------------|---------------------------------------------------------------------------------------|---------------------------------------------------------------------------------------------|
| Examine how a significant historical event affected New Zealand society. | Examine, in depth, how a significant historical event affected New Zealand society. | Comprehensively examine how a significant historical event affected New Zealand society. |
Check that the National Student Number (NSN) on your admission slip is the same as the number at the top of this page.
If you need more room for your answer, use the extra space provided at the back of this booklet.
Check that this booklet has pages 2–12 in the correct order and that none of these pages is blank.
YOU MUST HAND THIS BOOKLET TO THE SUPERVISOR AT THE END OF THE EXAMINATION.
INSTRUCTIONS
Write an essay, using the essay task below, on ONE significant historical event that has affected New Zealand society.
Your essay must include an introduction and a conclusion, and use detailed supporting evidence.
You should provide context for your discussion by adding a detailed paragraph(s) describing the historical event and its background.
Write your chosen historical event in the box below.
Plan your essay on page 3. Begin your essay on page 4.
ESSAY TASK
Examine how a significant historical event affected New Zealanders. You must consider one or more of the following impacts:
- social
- political
- economic
- strategic/military.
Historical event: The Vietnam War
PLANNING
Description of the historical event that affected New Zealanders
- Political context - P
- Pressure on NZ
- NZ decision to commit forces -
- NZ involvement in U.N - M
- Social movement, protests - S
- Vietnam Veterans - M
- Independent foreign policy - P
Effect(s) on New Zealanders (social, political, economic, strategic/military)
P.C
- Cold War
- Domino theory
- Background of Vietnam
- First Indo-China war: 1946-1954
P.O. NZ
- Shift from Britain
- ANZUS in early 50's
- SEATO in early 60s
- "Forward defence"
NZ D.T.C.F
- Holyoake wanted to be independent
- Needed US protection
- SEATO and ANZUS formed obl
- 1968-m.t, 1964-E, 1985-161st battery
NZ I.I.V
- Guerrilla Warfare
- Search and destroy
- 1968 peak involvement - 548
- 3200 in total
- By Dec 1972 all were gone by Vietnam
Examination/Evidence
S.M.P
- 'Baby Killer'
- Shift after Tet- 1969
- Extensive media coverage
- Young counter culture
- Sparked protest movement & M.L.R. SB1981
V.V
- Viet Cong- unseen
- Poor treatment of them
- Helen Clarkes apology 2008
- Just doing their job
- Agent Orange
Independent F.P
- Ministry of trade and foreign affairs
- More UN involvement
- No longer needed help
- Suspended from ANZUS in 1985
- Nuclear free NZ in 1987
- Returned in 2010
The Vietnam War impacted New Zealand in a political, social and military way as we as a nation began to shift into an independent country. This all occurred during a controversial period in human history.
In 1945 two new super powers emerged: The USA (America) and the USSR (Soviet Russia). With Britain and Germany being weakened from WWII, these two countries rarely agreed on anything, and this was due to their opposing ideologies and political beliefs. Capitalism held the thought that your dreams would come true if you could earn enough money, while Communism (as put forward by Karl Marx) would mean equality for all. Although both never truly delivered on their ideas, the literal divide between the two can be presented in the Berlin Wall: A happy and fruitful life in the West, while hard working but stable in the East. This gave America a fear of the spread of Communism, and from this General Eisenhower proposed the 'Domino Theory' in the 1950s. It proclaimed that one by one countries would fall to Communism in the East, starting from Vietnam and ending up in New Zealand.
Vietnam had a history of being invaded. Throughout various Chinese dynasties, Vietnam had fought the Chinese. In the 1860s, Vietnam was colonised by France and made forced to farm rubber in terrible conditions. During WWII after the surrender of France, Germany gave Vietnam to Japan who provided even worse conditions for the Vietnamese people. After the war Ho Chi Minh proclaimed independence, however the French military were sent back to reclaim its colony. From 1946 to 1954, the first Indo-China War ended with the defeat of the French in 1954. It is noted that the Communists were supplied the Viet Minh while America supplied the French.
New Zealand's position after WWII was in a state of flux as we realised Britain would no longer be able to protect us. From this we signed the ANZUS (Australia-New Zealand-United States) pact in the 50s which gave us the protection we needed in return with cooperation with the US. In response to the domino theory, New Zealand was one of the many countries that signed the SEATO agreements in the 1960s which was a pact to stop the spread of Communism in the east. In New Zealand's eyes this was a "forward defence" policy and stopping Vietnam meaning they would fight to stop Communism before it reached our country. With both ANZUS and SEATO signed, New Zealand now had a moral obligation to fight with the US against Eastern Communism.
Our Prime Minister at the time was Keith Holyoake and he had begun to make New Zealand more independent by the time of the Second Indo-China War. When America needed support, Holyoake was reluctant to get involved in the war of the time; however, in order to maintain the protection of the United States combined with the obligation formed from SEATO and ANZUS, he had little choice but to help America to maintain its political ties. He began by sending a small civilian medical team to a Southern province of Vietnam in 1962, here they treated patients and taught the Vietnamese. This was still not enough and so in 1965, Holyoake sent in a non-combat engineer team. He knew this wasn't enough and so in 1967, America used previous agreements to strong arm Holyoake into sending in the 181st battery into Vietnam. These trained New Zealand troops faced a long and hard campaign in Vietnam. This had a military impact on New Zealand as we were now sacrificing more lives on foreign shores.
However, Holyoake described them as "Wielding nothing more dangerous than scrapes!"
Although New Zealand's military involvement in Vietnam was relatively small, the troops that were deployed fought in vicious and unforgiving terrain. They were sent on search and destroy missions, this involved dropping into a hot zone and killing as much of the Viet Cong as possible. The year 1968 was when New Zealand had its peak involvement with around 450 troops in Vietnam. Across the seven years fighting in Vietnam, 3200 New Zealanders were involved with each holding their own memories and experiences. In the later parts of the war, Richard Nixon began to implement 'Vietnamization'. This involved slowly withdrawing allied troops from Vietnam while financially supplying South Vietnam. By 1972 every New Zealand soldier, medic and engineer had returned home to a very different country than when they had left. The public protests had begun.
When the 161st landed back in New Zealand and prepared for their parade, the experienced protests that would significantly impact their lives. These men that had fought were barraged by protestors yelling "Baby Killer" and "Murderer" as well as throwing red paint over these unprepared soldiers.
The reason this was unexpected was up until the Tet offensive in 1968 the general public had been pro-war. It was only with the extensive war footage shown by news networks directly into family homes that people saw war for its harsh reality. Around 90% of TV at the time was on the Viet Minh's Tet offensive which saw America caught off guard. The young counter culture often formed these protests along with farming groups such as the progressive youth movement to help with this. This had a profound social impact on NZ culture as with more than 35,000 they made a difference. From this more protests began to take shape including the Maori land rights and the 1981 Springbok tour. These protests however negatively effected the soldiers from Vietnam who were just doing their job.
The Viet Cong were an unseen enemy who could at any moment ambush a unit. The Vietnamese jungle was so dense they could be standing 5 metres in front of you and be invisible. This along with the multitude of top notch snakes, mines, bombs and landmines made fighting in Vietnam a constant battle against fear. When soldiers returned many suffered from Post Traumatic Stress Disorder and were not given the proper treatment. The Labour government at the time were more focused on their new foreign policy. Because of this in 2008 Prime Minister Helen Clarke extended a formal apology for the way the veterans were treated. Despite this the soldiers that had fought had been exposed to chemicals such as Agent Orange and because of this their lives were significantly worsened.
After withdrawing from the war the Labour government began a new independent policy which would significantly impact our country politically. A new Ministry of trade and foreign affairs was implemented and New Zealand began taking a much more active role in the United Nations. We would welcome help but no longer rely on other countries for protection, this had a significant impact on our military as we began to expand it. We took an anti-nuclear stance and because of this were suspended from ANZUS in 1985. New Zealand would officially become nuclear free in 1987. Cooperation with America returned in 2010.
In conclusion the Vietnam War set our social standing, changed our political policies and was directly involved in the increase to our military. The reason it had such a significant impact on all these was due to the nature of which New Zealand entered the conflict.
| Grade | Explanation |
|-------|-------------|
| A4 | • Explains the event and background, including New Zealand’s search for security. However, this is quite lengthy in relation to the entire discussion, and nature of essay task.
• Attempts to link discussion, or content knowledge, to the essay task. Reference to impacts, for example political. However, links to impacts can be heightened. This would aid essay structure and focus.
• Describes some relevant ideas. Including future impacts of event. Overall, the evidence is limited and requires further depth.
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Lesson Focus: forming lower and upper case letters with correct starting points and correct direction
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In Lesson 2 you learned how to show that any terminating or repeating decimal can be converted to a fraction. In other words, you know how to show that terminating or repeating decimals are rational numbers.
If a decimal is neither repeating nor terminating, it represents an *irrational number* (one that is not rational).
For example, the number
\[0.01011011101110111110...\]
created by inserting one, two, three, ... 1’s between the 0’s, never ends or repeats. Therefore it cannot be written as a fraction, because if it were, it would have to terminate or repeat.
1. Create an irrational number that is
a. greater than 1 and less than 1.1;
b. greater than 1.11 and less than 1.12.
While most numbers we deal with every day are rational, and even though there is an infinite number of rational numbers, mathematicians have proved that most real numbers are irrational.
\(\sqrt{2}\) and \(\sqrt{3}\) are familiar examples of irrational numbers. They cannot be written as a fraction having whole number numerators and denominators. In order to prove this, we will need to review prime factorization.
**PRIME FACTORIZATION**
Every whole number can be written as a product of prime factors.
Example: \(990 = 99 \cdot 10\)
\[= 9 \cdot 11 \cdot 2 \cdot 5\]
\[= 2 \cdot 3 \cdot 3 \cdot 5 \cdot 11\]
Note that 990 has a total of five prime factors. (Three is counted twice since it appears twice.)
2. Start the factorization of 990 by writing \(990 = 3 \cdot 330\). Do you get the same prime factors?
3. Start the factorization of 990 a third way. Do you get the same prime factors?
Each whole number greater than 1 has *only one* prime factorization. Find it for the following numbers:
4. 12
5. 345
6. \(\sqrt[3]{6789}\)
7. Find the prime factorization of several perfect squares. Try to find one having an odd number of prime factors.
Take the numbers 6 and 8. We have
\[6 = 2 \cdot 3\] and \[8 = 2^3.\]
Six has two prime factors, an even number. Eight has three prime factors, an odd number. When we square them, we get:
\[6^2 = (2 \cdot 3)^2 = 2^2 \cdot 3^2\]
\[8^2 = (2^3)^2 = 2^6\]
8. Explain why any perfect square *must* have an even number of prime factors.
9. Explain why any number that is equal to twice a perfect square *must* have an odd number of prime factors.
**THE SQUARE ROOT OF TWO**
This section explains why \(\sqrt{2}\) is not a rational number. The way we are going to do this is to show that if it were, it would lead to an impossible situation. This is called proof by contradiction.
If $p$ and $q$ were nonzero whole numbers and we had
$$\frac{p}{q} = \sqrt{2}$$
It would follow that $\left(\frac{p}{q}\right)^2 = (\sqrt{2})^2$
$$\frac{p^2}{q^2} = 2$$
$$p^2 = 2q^2$$
10. Explain each step in the previous calculations.
11. Explain why $p^2$ must have an even number of prime factors.
12. Explain why $2q^2$ must have an odd number of prime factors.
13. Explain why $p^2$ cannot equal $2q^2$.
We conclude that there can be no whole numbers $p$ and $q$ such that $\sqrt{2} = \frac{p}{q}$, and therefore $\sqrt{2}$ is irrational.
14. Use the same method to show that $\sqrt{3}$ is irrational.
15. Show why the method does not work to prove that $\sqrt{4}$ is irrational.
16. Does the decimal expansion of $\sqrt{2}$ terminate or repeat?
17. Does the line $y = \sqrt{2}x$ pass through any lattice points?
18. Do all lines through the origin eventually pass through a lattice point? Discuss.
19. Research $\pi$ is probably the world’s most famous irrational number. Find out about its history.
---
**DISCOVERY SUM FRACTIONS**
20. Find two lowest-term fractions having different denominators whose sum is $\frac{8}{9}$.
**DISCOVERY COMPARING COUPONS**
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The structure of an origin story - Genesis, chapter 1
Beginning: God creates heaven and earth without form, void
God said, "Let there be light"
Day 1 (Time begins & continues without further action)
- Light
- Day / Night
Day 2
- Firmament
- Waters
- "Heaven"
- Dryland
- Waters
- "Earth" / "Sea"
Day 3
- Plants
- Grass
- Fruit trees
- Capable of producing offspring
Day 4
- Subdivided into seasons = stars, moon, sun
- Night/day = moon, sun
Day 5
- Animals
- Moving, flying, swimming
- Commanded to be fruitful & multiply
Day 6
- Useful animals etc
- Man (δρακον) (gave them dominion over lower life)
Interesting structural elements:
- Time sequence - each step depends on the previous (except plants precede seasons) e.g. man uses animals, which feed on plants etc.
Hierarchies - the time sequence parallels the hierarchy of beings. As the universe becomes more complete & perfect, the beings created are closer to God, i.e. man.
Dualities -- a neat way to get something from nothing.
Power of the Word
- Naming
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My name is:
Les leaps on lily pads.
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My at Words
The tire is _______________________
Do you like my new__________________
The cat sat on the ___________________
Did you see the _____________________
Did you see my _____________________
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SCAFFOLDING TASK: ATTRIBUTES RULE!
Approximately 1 day
STANDARDS FOR MATHEMATICAL CONTENT
MGSEK.G.4 Analyze and compare two- and three-dimensional shapes, in different sizes and orientations, using informal language to describe their similarities, differences, parts (e.g., number of sides and vertices/“corners”) and other attributes (e.g., having sides of equal length).
MGSEK.MD.3 Classify objects into given categories; count the numbers of objects in each category and sort the categories by count.
STANDARDS FOR MATHEMATICAL PRACTICE
1. Make sense of problems and persevere in solving them.
3. Construct viable arguments and critique the reasoning of others.
4. Model with mathematics.
5. Use appropriate tools strategically.
6. Attend to precision.
7. Look for and make use of structure.
8. Look for and express regularity in repeated reasoning.
BACKGROUND KNOWLEDGE
As Van de Walle states, “In any sorting activity, the students should decide how to sort, not the teacher. This allows the students to do the activity using ideas they own and understand. By listening to the kinds of attributes that they use in their sorting, you will be able to tell what properties they know and use and how they think about shapes”. (Van de Walle pg. 194)
ESSENTIAL QUESTIONS
• How can we describe the position or location of an object or shape?
• How can we use words that describe location in our everyday lives?
• How are shapes alike and different?
MATERIALS
• Attribute blocks
GROUPING
Whole group, small group and/or partners
TASK DESCRIPTION, DEVELOPMENT AND DISCUSSION
Comment: ordinal numbers and patterns are not mentioned explicitly in the standards however they should be integrated into lessons whenever possible.
PART I
Gather students at a central meeting place. Discuss/review what an attribute is and allow students to provide examples. Give each student a handful of attribute blocks and have them sort the blocks and share with classmates how they sorted. Allow for ample time to explore and share.(SMP 1,6)
PART II (Attribute Train)
Gather students together to form a circle to play the attribute train game. Begin the attribute train by placing one block in the center of the circle. Next, choose a student to add to your train by putting a block next to the first block. The next block added must have one common attribute with the block previously laid. Have a class discussion about what is the same about the two shapes and what is different. The next student in the circle repeats the steps and adds a third block to the train. (Example: Student 1 lays an attribute block down and says “A thick, large red circle.” Student 2 lays an attribute block down and says “A skinny, small red square.” Student 2 explains that the circle and the square are both red but different shapes) Next time the train goes around have the student match 2 attributes with the previous block.
(SMP 1,3,4,5,6,7,8)
Comment: During the lesson continue to ask the students questions about their shape and if there are any other attributes that may link their block to the previous one.
PART III(Guess My Sort)
Place students in pairs. One partner picks three blocks with similar attributes and shows their partner. The partner has 2-3 guesses to identify how the blocks were sorted. If the partner correctly identifies the sorting attribute, the roles switch. If not, the players’ roles remain the same. The students will be shown four attribute blocks, three of which have some similar properties or characteristics (based upon, shape, size, color, thickness.) Discuss which three belong together and why. Have students justify their reasoning. The teacher can decide how the students share their choices and their reasoning. Provide several examples, and then allow students to work on their own to create their own examples. After partners have worked together and explored the various ways to sort attribute blocks, have them expand to a group of 4 or 5 and play the game Guess My Sort with a group of students. Students take turns trying to identify the sorting rule.
After students have shared within small groups, have all the groups meet back at a meeting place and share the different ways they sorted their shapes. Ask students what their favorite way to sort the shapes was and create a bar graph to display the result. The data collected for this graph will usually result with the that students are most familiar with. (SMP 1,3,4,5,6,7,8)
TEACHER REFLECTION QUESTIONS
- Can students sort shapes in multiple ways?
- Are students able to describe the attributes of their shape?
- Can students identify common attributes of shapes?
FORMATIVE ASSESSMENT QUESTIONS
- Is there another attribute you could have sorted by?
- How many attributes does the _______ have?
- How did the attributes help you sort the shapes?
- What information can we learn from the graph?
DIFFERENTIATION
Extension
- Students can be asked to sort shapes that have more than one matching attribute using the Guess My Attribute game.
Guess My Attribute
Students play this game in pairs. Student A places an attribute block on the first circle. Student B will place an attribute block on the next circle by following the number of lines: if there is 1 line, the student places an attribute block with only 1 different attribute, if there are 2 lines, the student will place an attribute block with 2 different attributes, and 3 lines mean there will be 3 different attributes. As students make their placements, they are to share why the attribute block they have chosen the correct block. This should result in much conversation about attributes.
Intervention
- Have the students identify a list of attributes and have them pick an attribute from the list to help guide their sort.
TECHNOLOGY
Shapes Concentration http://illuminations.nctm.org/ActivityDetail.aspx?ID=73
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Heavy Rains Close Roads
The heaviest rainfall in the history of Sedro-Woolley, fell here Wednesday night, according to H. L. Devin, official government weather man here for 36 years. Between 6 p.m. Wednesday night and 9 a.m. Thursday morning there was a total of 2.25 inches of rainfall, which followed 1.83 inches Wednesday up to 6 p.m. The weather turned warmer Wednesday night, so that if a warm wind comes up, there is considerable danger of a flood. This morning all roads were open, with water much lower than Sunday. There was a slide at Minkler lake, which was cleared to let traffic through; and another slide reported above Concrete. The road to McMurray was closed by high water, but the Pacific highway to Seattle, was open. Hart's lost three heifers near the bridge Sunday and one man across the river lost several cords of stove wood, he had sawed.
Heavy rainfall during the past few days brought the river almost to flood levels, closed the road between here and Concrete, and caused sloughs to overflow in many places. Many roads were closed Sunday, including the Pacific high-
(Continued on Page 6)
Heavy Rains Are Closing Highways
(Continued from page one)
way at Silvana, but cooler weather brought the water down. The river rose eleven feet Sunday, but at last reports, had gone down five or six feet, in spite of continued rain.
According to statistics of H. L. Devin, local government weather man, November is twice as wet as usual. October rainfall was 6.31 inches here as compared to the normal 4.8 inches and the November rainfall up to November 15, was 6.4 inches as compared to the normal of 6.74 inches for the entire month.
A total of nine hundredths of an inch of rain fell on the last three days, November 9, 10 and 11, and then on Saturday 1.88 inches came down, followed by .71 inch on Sunday, .39, Monday and .85 inch Tuesday. During the past two days, the warm wind of Sunday stopped and snow was falling in the hills, and the river lowered. | <urn:uuid:2a431746-136c-430b-b3be-bf8f4cad81d8> | CC-MAIN-2024-42 | https://www.skagitcounty.net/PublicWorksSalmonRestoration/Documents/Historic/Courier%20Times%20PDFs/1932-11-17%20-%20A%20-%20Heavy%20Rains%20Close%20Roads.pdf | 2024-10-15T08:45:48+00:00 | crawl-data/CC-MAIN-2024-42/segments/1727944255673.65/warc/CC-MAIN-20241015081428-20241015111428-00708.warc.gz | 842,995,550 | 463 | eng_Latn | eng_Latn | 0.999603 | eng_Latn | 0.999603 | [
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Valentine’s Day Maze
These children want to meet up on Valentine’s Day, but first they have to find a path through the maze. Can you help?
Valentine’s Day Boggler Puzzle
How many words of 3 letters or more can you find using the letters below? Words are formed from adjoining letters. Letters must join in the proper sequence to spell a word and may join horizontally, vertically, or diagonally, to the left, right, or up-and-down. No letter square, however, may be used more than once in any one word. You may use a letter more than once if wanted. Score 1 point for each 3 letter word, 2 points for 4 letter words, 3 points for 5 letter words and so on. Score an extra 2 points for each Valentine’s Day word you discover!
| V | A | L | H |
|---|---|---|---|
| T | N | E | E |
| I | N | T | A |
| S | E | S | R |
My points ____
sample Boggler Answers:
VAN, VANE, VAT, VANE, VALET, VALENTINE/S,
TIN, TINE, TINT, TAR, TEAR, TIE, TEA, TEN
STAR, STEAR, SENT, SET/S, SIENNA, SIT, SIN, SEINE,
HEAR/S, HEART/S, HEAT, HEN, HENNA, HEEL
LETS, LEAN, LEAR, LANE
NET, NEAR, NIT, NEST
ANT/S, ART/S, ALE, ATE
EAR/S, EEL, EATEN, EAT
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When Jesus heard that John had been put in prison, he returned to Galilee.\textsuperscript{13} Leaving Nazareth, he went and lived in Capernaum, which was by the lake in the area of Zebulun and Naphtali—\textsuperscript{14} to fulfill what was said through the prophet Isaiah:
\begin{quote}
“Land of Zebulun and land of Naphtali,
the way to the sea, along the Jordan,
Galilee of the Gentiles—
the people living in darkness
have seen a great light;
on those living in the land of the shadow of death
a light has dawned.”
\end{quote}
From that time on Jesus began to preach, “Repent, for the kingdom of heaven is near.”
As Jesus was walking beside the Sea of Galilee, he saw two brothers, Simon called Peter and his brother Andrew. They were casting a net into the lake, for they were fishermen. “Come, follow me,” Jesus said, “and I will make you fishers of men.” At once they left their nets and followed him.
Going on from there, he saw two other brothers, James son of Zebedee and his brother John. They were in a boat with their father Zebedee, preparing their nets. Jesus called them, and immediately they left the boat and their father and followed him.
Jesus went throughout Galilee, teaching in their synagogues, preaching the good news of the kingdom, and healing every disease and sickness among the people. (Matthew 4:12-23)
**Jesus Breaks the Darkness**
When I was in 6\textsuperscript{th} or 7\textsuperscript{th} grade, we had a discussion in school about seeing in the dark. I remember saying that I could see in the dark just fine. My teacher said, “Well, you’ve probably never been in total darkness.” I didn’t believe it at that time, but of course, he was right. Today, especially if you live in an urban environment like we do, total darkness is rare. Street lights and car lights and lighted signs provide enough light that even in our homes at night, it’s almost never totally dark. So sometimes, it’s hard for us even to imagine what it would be like to have no light at all. But when you actually encounter total darkness, you realize just how helpless you are. You can’t find anything. You can seriously injure yourself by tripping over something. God uses that image for life without Christ. Every one of us is lost in darkness until the Light of the world comes. \textbf{Jesus breaks the darkness!}
I. He breaks the darkness by his own words and actions.
II. He breaks the darkness by his church’s testimony.
I.
What we’re talking today is Jesus’ ministry. Matthew tells how Jesus began to preach and teach in Galilee, the northern part of Israel. Jesus left his hometown and made his headquarters in Capernaum, a substantial fishing village on the Sea of Galilee. But he didn’t go there for the fishing. He used that town as a home base to travel throughout that northern part of Israel to preach the gospel.
That’s where the light comes in. Matthew quotes Isaiah who spoke of “Galilee of the Gentiles.” Gentiles are non-Jews – people like most of us. But Galilee was a part of Israel. So what did Isaiah mean? Well, Jerusalem was the religious heart of the nation of Israel, and Galilee was as far from Jerusalem as you could get without leaving Israel. Ever since ancient times, it had been infected by the influence of the Gentiles who were closer. It was a major invasion route when Gentile armies came into the country. It always had a Gentile minority that resisted Israelite customs and religion. At the time of Christ, many Gentiles lived there.
So God said, “\textit{The people living in darkness have seen a great light; on those living in the land of the shadow of death a light has dawned.}” The darkness is unbelief. It’s ignorance about Christ. Those people living up there in the north, away from the temple and close to all those foreign gods and all that foreign thinking, were living among people in total darkness. But God sent them light: Jesus’ ministry. The people who lived among unbelievers and were most susceptible to picking up their ideas about God and about life, those were the very first people that Jesus preached to.
But why did Jesus preach at all? Even though I’ve only been your pastor for a few years, you’ve heard me tell you again and again that Jesus was born into this world to die, to pay for our sins and then to rise and give us eternal life. That’s absolutely true. Nothing else that Jesus did would matter without his death and resurrection. So why didn’t Jesus just go to Jerusalem and do what he came here to do? Why did he even start preaching in Galilee – and continue preaching for three years before he finally went to the cross?
Very simply, so that going to the cross would help us. What Jesus did for us does us no good if we don’t know about it. Jesus died and paid for every sin that every sinner ever has committed or ever will commit. On the cross, he suffered the hell and then the death that the whole human race has coming. When he rose, God wiped out all our sins. But if I don’t trust in that, then I’m going to insist on standing before God on the basis of my own good works. I’m going to tell God that I’m a good person. That I tried to help people. That I tried to be a good father, a good husband, a good pastor. I’m going to tell God that I didn’t sell drugs to school kids or turn away people who were hungry. I’m going to point out that I held elevator doors for little old ladies using walkers and I was pleasant even to telemarketers when they interrupted my dinner.
You know what? God’s going to tell me that none of that matters, because I was still a sinner. Because sin has totally blinded me to spiritual truth, I was born thinking that God likes “good people” and he takes them all to heaven. And it just isn’t so, because to God there are no good people. There are only sinners who deserve to pay for their sins. No matter how much good we think we’ve done, it doesn’t erase our sins. It doesn’t change the laws that we have broken. Thinking it does is the worst kind of spiritual darkness. The light only comes when God proclaims that our Savior died and rose and set us free. Through that light, he pierces the darkness that covers our hearts and he makes us believers. He makes us trust in Jesus.
Jesus himself began the process of shining that light on the world, starting in the part of Israel farthest away and most susceptible to the kind of darkness the world around us brings. Just to make sure they got the point, Matthew says, “Jesus went throughout Galilee, teaching in their synagogues, preaching the good news of the kingdom, and healing every disease and sickness among the people.” Jesus preached – he called us to repent, because the kingdom of God is near. We all will have to stand before God and be judged. You want to stand with Christ and know that your sins are paid for. But for that to be true, Jesus has to be the Savior who takes away our sins. To prove that he was that Savior Jesus healed every disease and sickness among the people. Those diseases show sin’s power over us, by all the pain and sorrow they cause. When Jesus healed them, he showed his power over sin, his power to set us free from death and hell. He was showing the light he came to proclaim. To this day, we still hear about Christ and his work. We still see our Savior preaching and teaching so that we know who it was that the Romans crucified three years after this, and who it was who burst out of the tomb: Jesus the Christ, the Son of God come for us. My friends, Jesus breaks the darkness by his own words and deeds.
II.
But even while Jesus was preaching and teaching and healing, he knew that he was not going to stay around and do this forever. The human race got three years of Jesus walking this planet and proclaiming the good news and then he ascended back to heaven. But he did not let the darkness overwhelm the light he ignited when he called his people to repent and to trust in him. Jesus made provision for the light to continue: he established the New Testament Church. Do you see that in this reading? It’s there, when Jesus called his disciples.
In this reading, we see him calling Peter, Andrew, James and John. These are four of the twelve total disciples Jesus called. Later he named them apostles. Judas fell away and even later Jesus added St. Paul. But this was God’s plan to spread the light because he used them to found the New Testament Church. The Bible says that the church is built on the foundation of the apostles and the prophets with Christ Jesus as the chief cornerstone. Jesus called them so that when he returned to heaven, he could work through them to bring light to the world.
Now, it may seem like a pretty risky plan. Most of these men were fishermen or other ordinary workers. Very few of them had much formal education, which seems like a big drawback for people who were going to write the New Testament. None of them were rich or influential. But Jesus entrusted his entire plan of bringing light to the world, to them. And it worked! For two thousand years, the light has gone out into the world. Millions of people today know their Savior.
Why has it worked? Because the light Jesus gave them wasn’t theirs, it was his. No matter how much they messed up, he was still working. That is so important today, because we are the heirs of those men that Jesus sent out. God has given the gospel to us. And he calls us to share it with the entire world. Guess what? We don’t always do a good job of that. Sometimes, we’re just too scared to talk to someone about Jesus – even our own kids. Sometimes, we choke when we have the opportunity. Sometimes, we aren’t even willing to invite people to church so that they can hear for themselves. Worse even than that, sometimes, we aren’t committed enough to our mission to support it with our time and our offerings. We want our church to grow. We want our kids to hear the gospel in a Lutheran elementary school and even in a Lutheran high school. We want our synod to send out missionaries. But we don’t want to pay for it. We think somebody else will do that, and our ministry struggles. Or we just don’t pay enough attention to realize how much our congregation is struggling to do the work God has called us to do. And so we are not faithful in giving our time and our wealth back to the Lord.
God has given us so much. Why is it so hard for us to give back to him? You know the answer – you’ve heard me say it over and over again: it’s hard because we’re sinners. At our core, we’re selfish, no matter how good we think we are. That’s part of that darkness we were born in. That darkness remains in our hearts, even after Christ shines the light on us. The darkness retreats, but it doesn’t leave us while we live in this world. The shadow of pride and sin are always there inside us. So we don’t want to hear about financial issues. We don’t want to hear that it’s our job to shine the light of Christ. We don’t want to consider whether we are doing our part, as God calls us, to support the work of the church. That sin and selfishness deserves death and hell. Not one of us is free from it. I am not. Neither are you.
But that darkness inside us is not the end of the story. Jesus died and rose for our sin and selfishness. Jesus died and rose because we don’t want to talk about him ourselves, because we’re embarrassed even to tell our own children about the Lord. Jesus died and rose because we don’t want to participate in the work our congregation is trying to do and we don’t want to examine whether we are truly bringing a generous offering. Jesus died and rose for the resentment we feel when our pastor brings it up. Jesus took all that sin away. God has forgiven you and me for our selfish hearts. We will not go to hell. We will live with him. That’s the light of Christ. And God gave that light to us.
Just as we are forgiven, God now calls us to share the light with others. That’s his only plan to spread the light throughout the world. Knowing how hard it is for us to do a good job at that work, we might think the Church would’ve been better off if Jesus had stayed to do the work himself. But he is doing the work, my friends. Every time you hear the law and it strikes your heart, that’s Jesus working, along with the Holy Spirit and God the Father. I can’t make you feel the heat of God’s wrath – he does that, because he built his power into the law. And when you hear that Jesus loves you, when you hear that he died and rose and took your sins away, when you hear that he will not punish you, but will take you home with him and that message comforts you, that’s not me either. That’s Jesus working through the gospel, the very power of God. Every day that we gather here, he is working. Every time the bell rings in our school here or at HVL, Christ is there with us. And whatever success we have is his. We do the talking, we bring the offerings, we dedicate our time but he does all the work. He changes hearts. And he does that through the gospel. Our only job is to share it. **Jesus breaks the darkness by his Church’s testimony.**
Many churches have the tradition of a candlelight service on Christmas Eve or on New Year’s Eve, like we do. If you’ve ever been to one of those services, have you ever noticed how very small children react to the candles shining in the darkness? They can’t take their eyes off them. Even babies will stare at those lights with rapt attention. That’s why light is such a good image for Christ. In the darkness of sin and hurt and loss, Jesus shines for us with love and forgiveness and hope. He breaks the darkness and brings us home to him. Focus with rapt attention on that light. Amen. | <urn:uuid:02cc8de2-2bfc-450f-9e2d-dccfb4088e60> | CC-MAIN-2018-51 | http://www.atpeacewithgod.org/home/140003484/140003484/01-23-11%20Epiphany%203%202011%20for%20website.pdf | 2018-12-17T16:30:18Z | crawl-data/CC-MAIN-2018-51/segments/1544376828697.80/warc/CC-MAIN-20181217161704-20181217183704-00094.warc.gz | 325,896,953 | 3,068 | eng_Latn | eng_Latn | 0.998503 | eng_Latn | 0.998672 | [
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**Note that the meeting location has changed!**
Program – **Rafting the Colorado River through the Grand Canyon**
Thursday, September 10th at 7:00 PM at the Holy Nativity Lutheran Church, Wenonah, NJ (directions below)
Presenters: Brett & Erik Mollenhauer
Program Coordinator: Rich Dilks (856) 468-6342
The Grand Canyon is one of the world’s great natural wonders. Varying in depth from 3,500 to 6,000 feet and with a width of five to fifteen miles, the Colorado River has carved through rocks from the basement of time. With almost 300 miles of accessible river miles, the best way to experience the Canyon is through a whitewater raft trip. Special planning and equipment are needed to navigate big whitewater and hikes. In this presentation, Brett Mollenhauer (who has guided 21-day float trips through the Canyon) will share slides and tell what it’s like to prepare and carry out a Canyon trip; Erik Mollenhauer (Brett’s Dad) will overview Canyon geology and John Wesley Powell’s first trip through the Canyon in 1869.
**Directions:** The Holy Nativity Lutheran Church is located just off Rte 553 (Woodbury Glassboro Rd.) immediately south of the traffic light at Mantua Ave. The church parking lot can be accessed by entrances on either Woodbury-Glassboro Road or Lenape Trail (first left off of Mantua Ave).
---
**Field Trip – Stafford Forge WMA, Ocean County**
Saturday September 12th, 10:00 AM to early afternoon
Trip Leaders: Karl Anderson and Gale Cannon
Meet at 10:00 AM at the Dynasty Diner in Tuckerton. Come early for breakfast and a chance to use the rest rooms. Bring lunch, beverage, binoculars, tick and insect repellent, and dress to suit the weather. Cameras are optional. This will be an exploration of a portion of a large (11,529 acres) wildlife management area on the eastern edge of the Pine Barrens. The focus will be on late summer plants, but we should see a few birds and some pretty scenery. Weather permitting, we will take a 1 1/2 mile walk around one of the impoundments that are a centerpiece of the site.
**Directions:** the Dynasty Diner is on the east side of Route 539, a short distance north of its intersection with Route 9. You can’t miss it. The distance from Woodbury to Tuckerton is about 62 miles. The trip locale is about five miles north of Tuckerton. For additional information contact the leaders at (856) 845-7075.
Family Fun Walk
Monday, September 21 at 9:30 AM at Timber Creek Park
Trip Leader: Maria Keefe (856) 627-7010 Email: firstname.lastname@example.org
Bring your baby in a backpack, your toddler in tow or your Grandmom along for a walk. We will walk at a toddler’s pace exploring as we go. Bring your own backpack and/or a stroller that is able to be pushed on unpaved paths. Everyone is welcome. We will meet on Monday, September 21 at 9:30 am at Timber Creek Park, Gloucester Township. Please note there are two parks named Timber Creek Park. See the directions below. Dress in layers according to the weather. Bring your own backpack and/or a stroller that is able to be pushed on unpaved paths.
Directions: Entrance to park is on Chews Landing Road, Gloucester Township. From the Deptford Mall, head south on Almonessson Road toward Deptford Center Road. Turn left at Deptford Center Road. Turn left at Hurffville Rd/ Rt 41 (signs for Runnemede/Haddonfield/State Hwy 41N). Continue to follow Hurffville Road. Continue on Clements Bridge Road. Slight right onto W Evesham Rd. Turn right at South Blackhorse Pike/Rt 168. Turn left at Chews Landing Road.
Kid's Corner - Create Sun Prints* by Deb Maka
You can create your own art with everyday objects and a little patience.
What you need:
- a sunny day
- colored construction paper
- objects to print (leaves, etc.)
- tape or glue
What you do:
1. Tape or lightly glue your objects to the construction paper.
2. Place the construction paper in strong, direct sunlight on a sunny day.
3. Wait several hours, and then remove your objects to see how the paper around them has begun to fade. You can also tape your paper to a window that faces the sun, but it might take a couple days for the print to form.
*adapted from GREEN HOUR a program of the National Wildlife Federation (www.greenhour.org); Discovery Journal & Activities (issue #117: sun prints)
Conservation Corner – Birdwatchers no featherweights in contributions to economy
A new report released today by the U.S. Fish and Wildlife Service shows one of every five Americans watches birds, and in doing so, birdwatchers contributed $36 billion to the U.S. economy in 2006, the most recent year for which economic data are available. The report – Birding in the United States: A Demographic and Economic Analysis – shows that total participation in birdwatching is strong at 48 million, and has remained at a steady 20 percent of the U.S. population since 1996.
Participation rates vary, but are generally greater in the northern half of the country. The five top states with the greatest birding participation rates include Montana (40 percent), Maine (39 percent), Vermont (38 percent), Minnesota (33 percent) and Iowa (33 percent).
The report identifies who birders are, where they live, how avid they are, and what kinds of birds they watch. In addition to demographic information, this report also provides an estimate of how much birders spend on their hobby and the economic impact of these expenditures.
The report is an addendum to the 2006 National Survey of Fishing, Hunting, and Wildlife-Associated Recreation. The 2006 survey is the eleventh in a series of surveys conducted about every 5 years that began in 1955. The survey, conducted by the U.S. Fish and Wildlife Service in partnership with state wildlife agencies and national conservation organizations, has become the reference for participation and expenditure information on fish and wildlife recreation in the United States. The survey helps quantify how enjoyment of the outdoors and wildlife contributes to society and promotes a healthy economy – and further strengthens the service’s commitment to conserve the nation’s wildlife for the enjoyment and benefit of the American people.
In conjunction with the release of the birding report, the service also issued another similar addendum to the 2006 survey entitled Wildlife Watching Trends: 1991–2006 A Reference Report. This report shows similar trends in wildlife-watching, a broader category that includes large - and small-mammal viewing.
**The Real James Bond** (from Birdline Delaware, December 19, 2002)
Another James Bond movie is out, "Die Another Day." And so, for another time, as we did in 1999 (when the last James Bond movie was out), we'll refer to the real James Bond, and how 007 got his name.
The real James Bond was a Philadelphian, whose professional life related to birds more than anything else.
Yes, Bond. James Bond. But, not a secret agent.
However, it was no secret to those who knew him that birds were his life. Birds with feathers, yes. In England, the term "bird" is slang for "woman." 007 notwithstanding, the only woman in the life of the real James Bond was his wife Mary.
James Bond was born in 1900, along Pine Street in Philadelphia. 89 years later, he died in Philadelphia, in Chestnut Hill. In between he had two careers, the first being a short one at the First Pennsylvania Bank. Imagine, James Bond as a bank teller. He couldn't imagine his whole life as that either.
So, he became an ornithologist at the Academy of Natural Sciences in Philadelphia for 50 years. A renowned ornithologist, he knew more about birds in the Caribbean than anyone else, visiting 50 islands studying them. He wrote the definitive book, "The Birds of the West Indies."
Another author, Ian Fleming, who created the character 007, also spent considerable time in the West Indies. He learned of James Bond, the "birdman." He crossed paths with Bond, although Bond, a rather quiet, but very handsome man, did not know it.
A year later Bond was in Philadelphia, where he saw a review of his book about birds in a London newspaper that also mentioned the fictitious Bond 007. That's how he learned Fleming had "stolen" his name.
Bond and Fleming only met once - in Jamaica, at Fleming's estate called "Goldeneye, the name of a duck. Fleming died 5 months later of a heart attack. The name James Bond, of course, will live forever (like diamonds).
When Fleming and Bond did meet, Fleming asked Bond that if he were ever to "discover" a new bird, that he name that bird after him, thus giving immortality to his name (as he had done for Bond). That "discovery" was never to be, although Bond certainly explored and searched enough throughout the West Indies.
Bond's wife, Mary, by the way, was also an author. Among her books: "To James Bond With Love," and "How 007 Got His Name." Both of these are more popular in England than America.
If you're doubting what's noted here, you might just go into any good bookstore, and look up the book, "Birds of the West Indies". You'll see the author's name, Bond, James Bond.
Reprinted with permission of Armas Hill, who authored the piece for Birdline Delaware and the Philadelphia Birdline on the radio and the internet.
**Other Nature Notes**
**Wild Birds Unlimited offers an everyday 10% discount to GCNC members!**
Wild Birds Unlimited offers an everyday 10% discount (for non bird food items) to GCNC members! *Due to the current volatile market for bird food, the 10% discount for these items has had to be discontinued.* However, members will still receive credit for their purchases towards the Frequent Seed Shopper Program. WBU offers the GCNC discount on all other items in the store. Members are requested to identify themselves as GNNC members before their sales are finalized. Questions? Please contact Sharon at 218-2973 or email@example.com.
**Environmental Crisis: Hawaii – A Case Study** is a mini-course offered at Camden County College, as a Teacher Professional Development Credit Mini-course. Starting Monday, September 21, 2009 for 5 weeks from 4–6:30 pm. at the Blackwood Campus. Marie Hageman will be teaching an expanded version of the “Globalization of Hawaii” talk given at GCNC meeting in October 2006. It is offered free and open to the general public but pre-registration is required. Sign-up at [http://www.camdencc.edu/civiccenter/index.htm](http://www.camdencc.edu/civiccenter/index.htm) Look for it in Fall 2009 Course Offerings.
**Events by other Organizations: September 2009**
- September 12 (Saturday) - **Second-Annual Pinelands-Friendly Yard & Garden Fair.** 11:00 AM - 4 PM at the Woodford Cedar Run Wildlife Refuge in Medford Township, Burlington County. Co-sponsored by the Pinelands Commission, the Pinelands Preservation Alliance and Cedar Run, the event will feature a talk by Mike McGrath, host of the nationally-syndicated radio show "You Bet Your Garden," several presentations about eco-friendly gardening, as well as live animals, plant experts and four different nurseries selling native Pinelands plants. Lorraine Kiefer of Triple Oaks Nursery in Gloucester County will once again deliver an educational presentation during the event. Admission is free. For info (flyer): [http://www.nj.gov/pinelands/about/events/draft_plant_flyer_2009_2.pdf](http://www.nj.gov/pinelands/about/events/draft_plant_flyer_2009_2.pdf). For directions, go to [http://www.cedarrun.org](http://www.cedarrun.org).
September 8 (Tuesday) – **Bird walk at Boundary Creek Natural Resource Area, Moorestown**. 9:00 AM to 11:00 AM. Sponsored by the Burlington County Parks Department. Free. For info: [http://www.co.burlington.nj.us/departments/resource_conservation/parks/](http://www.co.burlington.nj.us/departments/resource_conservation/parks/). Pre-registration encouraged.
September 13 (Sunday) - **10th Annual Parade of Ponds and Garden Tour**. Begins and ends at 702 Mid-Atlantic Parkway, West Deptford. The tour begins at 4:30 PM and is followed by a Wine and Cheese Finale at 7:00 PM. The GFWC Woman's Club of West Deptford sponsors this self-guided tour of local ponds and gardens. Tickets: $10. For info: Call Ellen at (856) 468-7012 for more information and tickets.
September 15 (Tuesday) – **Birds and Blooms at Historic Smithville Park, Eastampton**. 9:00 AM to 11:00 AM. Sponsored by the Burlington County Parks Department. Free. For info: [http://www.co.burlington.nj.us/departments/resource_conservation/parks/](http://www.co.burlington.nj.us/departments/resource_conservation/parks/). Pre-registration encouraged.
September 19 (Saturday) – **Cradle of Birding Wildlife & Conservation Festival**. 7:00 AM - 3:00 PM at the John Heinz NWR at 8601 Lindbergh Blvd in SW Philadelphia. Live Animals, Trolley Tours, Workshops, Music, Fly-Tying, Birding, Photography, Food. Sponsored by the US Fish & Wildlife Service and friends of Heinz NWR. Rancocas Nature Center. FREE. For info call (215) 365-3118 or visit [http://heinz.fws.gov](http://heinz.fws.gov).
September 19 (Saturday) – **Nature Walk at Parvin State Park**. 9:00 AM. Sponsored by the Salem County Nature Club. For info: [http://www.salemcountynatureclubnews.blogspot.com/](http://www.salemcountynatureclubnews.blogspot.com/)
**Natural Events for the month of September**
- The last brood of monarch butterflies emerges and flies south to Mexico.
- Black gum foliage turns red - first tree to get its autumn color.
- Wild grapes ripen - not all of them are sour.
- Turtle eggs hatch and hatchlings emerge and head for the nearest water.
- Robins begin to join together in large flocks
- Most hummingbirds depart by the end of the month
- Bats busy feeding – building fat reserves for hibernation and migration.
- Broad-winged hawk migration peaks in mid-month - plan a visit to a hawk lookout.
**Looking Ahead:**
**Upcoming GCNC Programs**
October 8, 2009 – **The Natural and Unnatural History of Oaks** - Karl Anderson & Erik Mollenhauer
November 12, 2009 – **Exploring the Pedricktown Marsh** - Mike Hogan and members of the South Jersey Land & Water Trust
December 10, 2009 – **The Maurice River: A River Worth Protecting** - Renee Brecht, Assoc. Dir. of Citizens United to Protect the Maurice River
January 14, 2010 – **Turtles** - Cindy Pierson, the "Turtle Lady"
2009-2010 GCNC Field Trips
Listed below are the field trips we have lined up for the next season. Changes and additions are not impossible. If you would be able and willing to lead a field trip, please contact Karl Anderson at firstname.lastname@example.org or (856) 845-7075.
October 3, 2009 (Saturday) – **Migrating Fall Warblers at the Riverwinds Trail.** Joint trip with the Rancocas Nature Center – Gary Lizzi
November, 2009 – **To be Determined.**
December 19 (Saturday) – **Audubon Christmas Count.** – Ron Kegel
January 16 (Saturday) – **Eagles and Gulls at Conowingo Dam.** – Jonathan Stillwell
February 28 (Sunday) (Rain date February 29) – **Full Moon Hike at Alcyon Park.** – Kris Mollenhauer
March – **To be Determined.**
April 17 (Saturday) – **Bike the Glassboro Woods Trail.** – Brian and Paula Hayes
May 9 (Sunday) – **Wildflowers at Ridley Creek State Park.** – Richard Dilks
**Club Notes:**
- If you’d like to receive the newsletter electronically or receive more info about the club please email Karen Kravchuck at email@example.com or call 468-6536.
- The Nature Club is always looking for ideas for future programs and field trips. Please contact the program or trip coordinator if you have ideas or would like to help.
- Information for the next newsletter should be sent to Barry Bengel at firstname.lastname@example.org or GCNC Newsletter, PO Box 563, Sewell, NJ 08080 by the 15th of the preceding month.
- The September Executive Committee meeting will be held on September 6th at the home of Karl Anderson. Please contact Karen Kravchuck for more information.
**Reminder - Membership Dues**
September brings with it membership renewals. This year we will once again be keeping the price the same as last year. Please remember that your dues are the only costs associated with being a club member, we do not charge for any of our programs or field trips. Many organizations charge their members for each walk or activity they attend. We believe that the club is still an excellent value and hope the added cost will not deter any of our members. It is much cheaper for us to send the newsletter electronically to our members and as a result those members who choose to receive the newsletter electronically will receive a discount on their membership. The dues are $15 for electronic mailings and $20 for regular mail delivery. Please fill out the membership form at the end of this newsletter and bring it along with your dues to the September Meeting, or send your renewal form and a check payable to “Gloucester County Nature Club” to: Ed Cleary, 1874 McKee Ave., Deptford, NJ 08096.
WAIVER
Gloucester County Nature Club and/or its leaders, officers, members or representatives shall not be liable for any injuries, loss or damage to person and/or property, direct or consequential, arising out of any trips and/or activities of the Gloucester County Nature Club. The assumption of risk, which is inherent in this type of outdoor activity, is implied on the part of each person who attends any Gloucester County Nature Club trip, and every person participating in any of said trips and/or activities assumes all risk and liability in connection therewith.
Everyone participating in any activity of the Gloucester County Nature Club will be required to read the release of liability, protecting the Gloucester County Nature Club and/or its leaders, officers, members and representatives from liability.
Gloucester County Nature Club and/or its leaders, officers, members and representatives are not in any way responsible for the personal safety of the attendees. When walking along a road, keep to the left, facing oncoming traffic and walk in a single file. When walking along trails, do not follow too closely or move too fast for your safety and for the safety of others (avoid collisions and/or whipped branches). FOLLOW THE LEADER: If you forge ahead, you may find yourself alone. Responsible adults must accompany children under the age of 16. If you expect to drop out of the group early, please inform the leader. Report to one or more of the hikers if you intend to discontinue on the route.
MEMBERSHIP APPLICATION 2009-2010
___ New Member ___ Renewal
___ Paper Membership($20) - regular mail
___ Electronic Membership($15) - newsletter via email; ***please provide email address below
Name: ________________________________
Street: ________________________________
City/State/ZIP: ________________________
Phone: ____________________ ***Email Address: ________________________
Please note any special knowledge you would be willing to share:
________________________________________________________________________
________________________________________________________________________
Would you be willing to serve on a committee? If so, which committee(s):
________________________________________________________________________
________________________________________________________________________
Are there other ways you could participate? If so, how?
________________________________________________________________________
________________________________________________________________________
_____________________________
Would you like to give a gift membership? If so, indicate Individual ____ or Family ____
Name: ________________________________
Street: ________________________________
City/State/ZIP: ________________________
Phone: ____________________
A note will be sent informing them of your gift membership in the GCNC, thank you.
________________________________________
I HAVE READ AND UNDERSTAND THE ABOVE WAIVER
Signature: ___________________________ Date: ___________________________ | <urn:uuid:b15aef1c-f266-4ceb-b533-fd9fc63358cc> | CC-MAIN-2018-51 | https://gcnatureclub.org/includes/news09_09.pdf | 2018-12-17T17:43:53Z | crawl-data/CC-MAIN-2018-51/segments/1544376828697.80/warc/CC-MAIN-20181217161704-20181217183704-00092.warc.gz | 615,687,591 | 4,512 | eng_Latn | eng_Latn | 0.991084 | eng_Latn | 0.997097 | [
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IRRIGATION TIPS TO CONSERVE WATER ON THE FARM
Water management is an important part of farm operations and the production of quality agricultural crops. During water shortages, it is important to conserve water and stretch water resources to ensure that the supply will be available for the duration of the growing season. The trick is to ensure the crop has enough water during its growing cycle to maximize yields while not wasting water.
Water conservation can be achieved by:
- using equipment that is more efficient
- ensuring that equipment is operating properly
- managing the application of water on the farm more effectively
Details on how to conserve water are described as follows:
1. **Repair leaks in the irrigation system**
If you have a water meter installed, the irrigation system can be checked for leaks by turning off the system and monitoring the meter to see if it is still running. Look for ‘perpetual wet spots’ along the irrigation line that do not dry up between irrigations.
2. **Select a more efficient irrigation system if possible**
Selecting systems that are not as susceptible to evaporation can increase irrigation efficiencies. Using sprinklers instead of a stationary or travelling gun can reduce water use by 5 – 15%, especially in windy areas. Using a drip system instead of a sprinkler system can save up to 20% of total water use.
3. **Improve sprinkler irrigation efficiency**
To achieve peak performance, the irrigation system must be properly designed in the first place. Replace old nozzles (checked by using drill bits) and run the system at the designed operating pressure. Ensure that sprinklers are properly spaced. This will improve efficiency and prevent over-irrigation of some areas while trying to cover dry spots. Check the pressure at both the farthest and the highest points of the lateral line. The acceptable pressure variation along a lateral line should be ±10% (no more than 20% variance).
4. **Find your maximum irrigation set time and only apply as much water as your soil can hold**
Soils can only hold a limited amount of water before the water drains below the root zone or will runoff the saturated soil surface. Light sandy soils hold less water than heavy clay soils. See the [B.C. Sprinkler Irrigation Manual](#) and the [B.C. Trickle Irrigation Manual](#) for more information on how to determine how long to run your irrigation system to minimize water losses.
5. **Know your crop’s water requirements**
It is possible to determine how much water your crop is using by monitoring the evapotranspiration (ET) and applying a crop coefficient ($K_c$). Knowing how much water the crop has used can determine the amount of water removed from the soil. The next irrigation should then only be long enough to replace that amount of moisture. See Factsheet No. 557.100-1 *Irrigation Scheduling Techniques*. Local ET information is available at [www.farmwest.com](http://www.farmwest.com).
6. **Use a soil moisture monitoring device or climate information to determine when to irrigate**
Often when the surface of the soil is dry there are still water reserves lower in the root zone that the crop can draw upon. By monitoring soil moisture within the root zone it may be possible to postpone irrigation by a few days. See Factsheet No. 577.100-1 *Irrigation Scheduling Techniques* and Factsheet No. 557.100-2 *Irrigation Scheduling with Tensiometers* for more information.
Climate information is useful in scheduling irrigation. Daily climate data in real-time and a five-day forecast are available at [www.farmwest.com](http://www.farmwest.com) for various climate stations throughout B.C. See Factsheet No. 577.100-3 *Sprinkler Irrigation Scheduling Using a Water Budget Method* and Factsheet No. 577.100-4 *Trickle Irrigation Scheduling Evaporation Data* for more information.
7. **Adjust operating parameters under windy conditions**
When operating gun systems under windy conditions, lower the trajectory level and/or narrow the spacing to achieve the best uniformity possible. Refer to the [B.C. Sprinkler Irrigation Manual](#) for a detailed explanation on how to adjust the spacing based on wind speed.
8. **Refrain from irrigating during hot windy periods of the day if possible**
During the peak of the irrigation season, it may not be possible to wait to irrigate due to the logistics of getting around the entire farm. However, during the early and late part of the irrigation season there may be more flexibility in planning irrigation times. Studies in B.C. have shown that water savings can be realized during the early and late part of the irrigation season, May and June, and also in September. | <urn:uuid:d2c7bf90-f32c-49c8-9983-804e87a32481> | CC-MAIN-2017-39 | http://irrigationtoolbox.com/ReferenceDocuments/Extension/BCExtension/500310-1.pdf | 2017-09-21T19:39:41Z | crawl-data/CC-MAIN-2017-39/segments/1505818687837.85/warc/CC-MAIN-20170921191047-20170921211047-00080.warc.gz | 171,608,691 | 987 | eng_Latn | eng_Latn | 0.995026 | eng_Latn | 0.994598 | [
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The Bawly Behaved Bus Story Map
Chapter 1: The bus drove on the beeno.
Chapter 2: The bus knocked over a mug.
Chapter 3: The bus drove past the people.
Chapter 4: The bus drove over the dog.
Chapter 5: The bus is in London. | <urn:uuid:8c31dce3-a497-48a0-9d3a-e36449178da0> | CC-MAIN-2024-22 | https://www.saxonprimary.co.uk/attachments/download.asp?file=392&type=pdf | 2024-05-20T09:40:18+00:00 | crawl-data/CC-MAIN-2024-22/segments/1715971058254.21/warc/CC-MAIN-20240520080523-20240520110523-00567.warc.gz | 865,732,740 | 65 | eng_Latn | eng_Latn | 0.993743 | eng_Latn | 0.993743 | [
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• Graphing Inequalities
• To graph an inequality on a number line:
1. Use a dot or an empty circle to represent the given number.
Draw a dot if the number is included in the graph.
Draw an empty circle if the number is not included in the graph.
2. Draw a shaded line to represent other numbers included in the graph.
3. Draw an arrowhead to show that there are more numbers included that cannot be seen on the given number line.
**Example:** Graph \( x \leq 4 \) on a number line.
The comparison \( x \leq 4 \) means “\( x \) is less than or equal to 4.”
On a number line:
1. Start at the answer “equal to 4.” Draw a dot at 4 to show that 4 is included.
2. Draw a line on all the numbers less than 4.
3. Draw an arrowhead to show that there are more numbers less than 4.
**Example:** Graph \( x > 4 \) on a number line.
The comparison \( x > 4 \) means “\( x \) is greater than (but does not include) 4.”
On a number line:
1. Start at the given number 4. Draw an empty circle at 4 to show that 4 is not included (\( x \) is not equal to 4).
2. Draw a line on all the numbers greater than 4.
3. Draw an arrow to show that there are more numbers greater than 4.
**Practice:**
1. Graph \( x > 4 \).
2. Graph \( y \leq 3 \).
3. Graph \( x \geq -2 \).
• Estimating Areas
• Area is measured in square units.
• To estimate the area of an irregular shape, use a grid and count the squares contained inside the shape.
Example: Estimate the area of the shape on the grid. Each square represents 1 square inch.
1. Count the number of whole or nearly whole squares.
2. Mark each “half square” with a dot.
3. Find the total.
\[ 17 \text{ whole squares} + 6 \text{ "half squares"} = 20 \text{ squares} \]
The area of the shape is about 20 square inches.
Practice:
Estimate the area of each shape on the grid. Each square represents 1 cm\(^2\).
1.
2.
3.
4.
• **Transformations**
These transformations allow a figure to change position without changing size or shape.
• **Flip:** A figure can flip like a coin. This is called **reflection** and makes a mirror image of the figure.
- If a figure reflects (flips) in the y-axis, the reflection appears on the opposite side of the y-axis the same distance from the y-axis. $\triangle A'B'C'$ is a reflection in the y-axis of $\triangle ABC$.
- If a figure reflects (flips) in the x-axis, the reflection appears on the opposite side of the x-axis the same distance from the x-axis. $\triangle A''B''C''$ is a reflection in the x-axis of $\triangle A'B'C'$.
• **Slide:** A figure can move or slide to a new position without a flip or turn. This is called **translation** and moves a figure right, left, up, or down. Quadrilateral $J'K'L'M'$ is a translation of quadrilateral $JKLM$ 6 units to the right and 2 units down.
• **Turn:** A figure can turn or rotate about a specified point. This is called **rotation** and turns a figure around its center of rotation. The origin is the center of rotation for $\triangle ABC$ and it’s image $\triangle A'B'C'$.
**Practice:**
Identify the transformation of $\triangle ABC$ that each figure represents.
1. Figure 1
2. Figure 2
3. Figure 3
• **Probability and Odds**
• **Compound Events**
• **Experimental Probability**
- **Probability** is the ratio of favorable outcomes to the number of possible outcomes. The probability of an event can range from 0 (impossible) to 1 (certain), or from 0% to 100%.
**Example:** The probability of a number cube landing on 2 is $\frac{1}{6}$.
- **Odds** show the ratio of favorable to unfavorable outcomes.
**Example:** The odds of a number cube landing on 2 are 1 to 5, or 1:5.
- A **compound event** is composed of two or more simple events. To find the probability of two or more simple events occurring in a specific order, we multiply the probabilities of the events.
**Example:** The probability of a number cube being tossed twice and landing on the number 1 twice is $\frac{1}{6} \cdot \frac{1}{6} = \frac{1}{36}$.
- **Experimental probability** depends on the results of many experiments or trials. The ratio of the number of favorable outcomes to the number of trials is the experimental probability of an event.
**Example:** Jan tossed a coin 60 times. It landed on heads 40 times. The probability of landing on heads using that coin is $\frac{40}{60}$, or $\frac{2}{3}$.
**Practice:**
1. If a coin is tossed and a number cube is rolled, what is the probability of getting tails and 2?
2. A number cube is rolled twice. What is the probability of getting an even number twice?
3. Mei Lee spins a spinner 50 times. The spinner lands on red 25 times. What is the experimental probability of landing on red? | <urn:uuid:7f625446-a35b-4a13-bc93-68f877b35851> | CC-MAIN-2020-24 | https://img1.wsimg.com/blobby/go/2d783b9f-f059-439b-bfb9-4c2db7725bc7/downloads/Math2_Week1.pdf?ver=1585162710705 | 2020-05-25T18:54:29+00:00 | crawl-data/CC-MAIN-2020-24/segments/1590347389309.17/warc/CC-MAIN-20200525161346-20200525191346-00475.warc.gz | 394,155,626 | 1,251 | eng_Latn | eng_Latn | 0.983387 | eng_Latn | 0.993748 | [
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Prevent West Nile Virus
Eliminate common backyard mosquito breeding sources.
Protect Yourself from Mosquito Bites
- Wear long, loose and light-colored clothing.
- Use insect repellent with no more than 35 percent DEET for adults and less than 10 percent for children.
- Clear clogged rain gutter
- Cover or drain open boat
- Clean & filter swimming pool
- Fix broken screens
- Tip anything that can hold water for more than a few days
- Recycle used tires
- Stock with mosquito larvae eating fish
- Flush and refill bird-bath (once a week)
- Fix leaky watering equipment | <urn:uuid:13298615-6f62-4383-9e1c-8b0a08ecec4e> | CC-MAIN-2020-24 | https://www.ccgov.org/home/showdocument?id=2894 | 2020-05-25T17:11:38+00:00 | crawl-data/CC-MAIN-2020-24/segments/1590347389309.17/warc/CC-MAIN-20200525161346-20200525191346-00490.warc.gz | 686,123,331 | 130 | eng_Latn | eng_Latn | 0.9909 | eng_Latn | 0.9909 | [
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August 2, 1974
Harvest Vegetables
University of Minnesota horticulturist Orrin Turnquist says "harvest your vegetables often."
If green beans, lima beans, tomatoes and cucumbers are kept closely picked, they continue to bloom and bear for a longer period.
***
Cabbage
Cabbage heads may be growing so fast that they burst open. If so, bend the heads of the sound ones over sharply so that the roots of one side are broken.
This will slow growth and check further damage.
***
Mulch
Here's a summer gardening tip: Use a mulch of clean hay, clean straw, grass clippings or ground corn cobs around your tomato plants.
It will keep the soil cool, conserve moisture and eliminate the need to weed. When you use a hoe around tomato plants, it often results in blossom-end rot of the fruit.
***
Sow Fall Vegetables
Sow your fall vegetable garden during the first week of August. Sow Chinese cabbage, spinach, kohlrabi, lettuce, radishes and turnips.
Sow winter onion seed now for green onions next spring.
***
This archival publication may not reflect current scientific knowledge or recommendations. Current information available from University of Minnesota Extension: http://www.extension.umn.edu | <urn:uuid:d2b0ef30-f8ea-4f85-bb37-7aec627954c2> | CC-MAIN-2024-46 | https://conservancy.umn.edu/server/api/core/bitstreams/e5d92305-f207-470c-a677-7d73de43600f/content | 2024-11-06T08:36:50+00:00 | crawl-data/CC-MAIN-2024-46/segments/1730477027910.12/warc/CC-MAIN-20241106065928-20241106095928-00578.warc.gz | 168,205,716 | 263 | eng_Latn | eng_Latn | 0.982383 | eng_Latn | 0.997174 | [
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The "World War II in the Pacific National Historic Landmark Theme Study" has been prepared for the Congress and the Secretary of the Interior's Advisory Board in partial fulfillment of the requirements of P.L. 95-348, August 18, 1978. The purpose of the theme study is to evaluate all resources that relate to the theme of World War II in the Pacific and to recommend certain of these resources for designation as National Historic Landmarks. The events of the war are from 39 to 43 years away, but World War II is truly of national significance; indeed, it is one of the momentous events in human history. This is recognized by Congress's authorizing the study and by the several wartime sites, listed below, that are already national historic landmarks or listed on the National Register of Historic Places.
The "World War II in the Pacific Theme Study" considered resources relating to the following general subthemes:
A. Japanese Expansion in the Pacific
B. The United States Home Front
C. Alaska and the Aleutians
D. The United States' Central Pacific Drive
The theme study considered the millions of people, civilian and military, both Japanese and Allied, who took part in the fateful years between 1941 and 1945. Emphasis was placed on the events and their consequences, rather than on individuals. Certain leaders, whose actions were crucial to the success or failure of endeavors, are recognized. Individuals recognized as heroes are generally not highlighted; in combat, the conduct of all members of the unit is vital to the outcome; also, many a true hero did not receive recognition for his deeds. Efforts were made to avoid wartime jingoism, rather to view events as objectively as possible. The geographical areas surveyed for this study are United States territory and Trust Territories of the Pacific Islands, which continue to be administered by the United States.
THE PACIFIC WAR IN OUTLINE
European powers and their colonies had been at war more than two years when Japan carried out a devastating surprise attack on Hawaii's Pearl Harbor naval base and army and navy airfields on December 7, 1941. For the next several months, Japan continued strongly on the offensive in China, Thailand, Malaya, Guam, Philippine Islands, Wake, Gilbert Islands, Burma, British Borneo, Bismark Archipelago, Netherlands East Indies, New Guinea, Solomon Islands, and Singapore. At the same time, the
United States developed supply lines in the eastern Pacific and rushed land, sea, and air reinforcements to Australia and the South Pacific. In April 1942, Gen. Douglas MacArthur became Supreme Commander, Southwest Pacific Area, with headquarters in Australia; and Adm. Chester W. Nimitz became Commander in Chief, Pacific Ocean Area, with headquarters in Hawaii. Also in April, Lt. Col. James H. Doolittle led the first air attack of the war on Tokyo, Japan, an important incident for American morale. The naval battle of Coral Sea took place in May 1942, a tactical victory for Japan but a strategic victory for the Allies--Australia's security was now assured. The battle also marked the end of the Allies' defensive posture.
1942-1943
On June 4, 1942, the Battle of Midway proved to be the turning point in the Pacific War. Aircraft from three American carriers destroyed four crack Japanese carriers, decisively defeating the enemy. At the same time, Japanese carrier planes carried out a two-day attack on Dutch Harbor in the Aleutians. A Japanese task force occupied Kiska and Attu in the western Aleutians three days later, the only North American territory to be occupied by Japan.
The Allied offensive in the Southwest Pacific got underway in August 1942 when U.S. Marines landed in the Solomons, beginning the bitter battle for Guadalcanal. On New Guinea, the Allies engaged in hard fighting against strong Japanese forces, only slowly gaining an upper hand and defeating the Japanese in the Papua Campaign in December 1942 and January 1943. Also in January 1943, an international conference of the United States and Great Britain at Casablanca reached agreement to advance toward the Philippines through the Central and Southwest Pacific.
In the North Pacific, U.S. Army troops made an amphibious landing on Attu in May 1943, recapturing the island after hard fighting. Two months later, the Japanese secretly withdrew from Kiska in a brilliant maneuver and the Aleutians returned to American control. During the summer of 1943, Allied advances in New Guinea continued and U.S. forces captured New Georgia and other islands in the Solomons. In the Central Pacific, Admiral Nimitz gathered his forces and planned the invasions of the Gilbert and Marshall islands.
Autumn 1943 brought significant gains for Allied forces: November 1, U.S. Marines invaded Bougainville in the Northern Solomons; November 20, U.S. forces landed on Makin and Tarawa atolls in the Gilberts; and, December 26, U.S. Marines landed on Cape Gloucester, Bismark Archipelago. At an international conference at Cairo in December 1943, British and United States delegates reached agreement on Pacific objectives for 1944: Seizure of the Marshall Islands and New Britain in January, Hollandia in New Guinea in June, and the Mariana Islands and the liberation of Guam in October 1944.
The year began with continuing land fighting in the Solomons and New Guinea. The Central Pacific drive began at the end of January when U.S. Marine and Army troops stormed ashore on Roi-Namur and Kwajalein islands in Kwajalein Atoll and on Majuro Atoll, all in the Marshall Islands, successfully completing the entire operation in five days. Two weeks later, U.S. forces captured Enewetak Atoll, also in the Marshalls, while carrier planes from an American task force reduced the fabled Japanese "Gibraltar" of Truk Atoll in the Central Caroline Islands. While Army Air Force and naval carrier planes continued their neutralization attacks on other Japanese islands in the Marshalls and Carolines, the Central Pacific amphibious forces prepared to assault Japan's inner defense line, the Mariana Islands. In the Southwest Pacific, General MacArthur's forces subdued western New Britain and occupied the Admiralty Islands north of New Guinea. In April, the landings at Hollandia began.
On June 15, U.S. Marines, followed by army troops, invaded Saipan in the Marianas. A few days later, carrier aircraft from U.S. Task Force 58 engaged Japanese carrier planes in the Battle of the Philippine Sea. Two Japanese carriers and more than 400 of their planes were destroyed as were Japanese hopes to reinforce the Marianas. Saipan gained, U.S. Marines landed at Guam and, a few days later, on Tinian. While fighting continued in the Marianas, President Franklin D. Roosevelt arrived in Hawaii and met with MacArthur and Nimitz to discuss future moves in the Pacific war. Following the meetings, the ailing President sailed to the Aleutians to greet the lonely soldiers of the "Forgotten War." U.S. Army and Marine Corps troops completed the liberation of Guam in early August. American Seabees and Army Engineers built an Airfield near Pago | <urn:uuid:5fa6caa8-94e3-4b50-a150-5f8c9bcb2f5e> | CC-MAIN-2017-43 | http://npshistory.com/publications/nhl/theme-studies/world-war-ii-pacific.pdf | 2017-10-21T13:47:19Z | crawl-data/CC-MAIN-2017-43/segments/1508187824819.92/warc/CC-MAIN-20171021133807-20171021153807-00045.warc.gz | 252,021,252 | 1,526 | eng_Latn | eng_Latn | 0.993624 | eng_Latn | 0.993571 | [
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Quiz 2
One end of a string is attached to a transverse wave generator; the other end is passed over a massless, frictionless pulley and attached to a weight of mass $M$.
1. If the length of the string is doubled, what happens to the fundamental harmonic frequency?
a. It is doubled.
b. It goes up by $\sqrt{2}$.
c. It stays the same.
d. It goes down by $\sqrt{2}$.
e. It is halved.
f. None of the above.
2. If the mass $M$ is doubled, what happens to the fundamental frequency?
a. It is doubled.
b. It goes up by $\sqrt{2}$.
c. It stays the same.
d. It goes down by $\sqrt{2}$.
e. It is halved.
f. None of the above.
3. Now consider two strings set up as above. The first is oscillating at its fundamental frequency of 100 Hz. The other string is twice as long as the first and is oscillating at its second harmonic frequency. What is the beat frequency you hear?
a. 0 Hz
b. 50 Hz
c. 100 Hz
d. 150 Hz
e. 200 Hz
Some Equations
\[
v = \lambda f \quad T = \frac{1}{f} \quad v = \sqrt{\gamma kT/m} \quad v = \sqrt{B_a/\rho} \quad v = \sqrt{\frac{LT}{m}}
\]
\[
f_n = n\frac{v}{2L} \quad \sin \theta = 1.22 \frac{\lambda}{D} \quad y = A \sin(2\pi ft \pm 2\pi x/\lambda) \quad f_o = f_s \frac{v_1 + v_2}{v_1 + v_2}
\] | <urn:uuid:ba311453-d5e2-4009-bcff-e525311aa056> | CC-MAIN-2018-26 | http://fafnir.phyast.pitt.edu/py111/quiz2.pdf | 2018-06-22T01:24:26Z | crawl-data/CC-MAIN-2018-26/segments/1529267864337.41/warc/CC-MAIN-20180622010629-20180622030629-00616.warc.gz | 112,542,065 | 425 | eng_Latn | eng_Latn | 0.976093 | eng_Latn | 0.976093 | [
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Home Workout 2
for adults and kids together
Adolescents equipped with decision-making and problem-solving skills are more likely to make confident, healthy decisions and avoid negative consequences. The ability to stop and consider the positive and negative consequences of decisions reduces the likelihood of acting impulsively, keeping actions consistent with short-term and long-term goals.
In class today, we learned that when we stop and consider the positive and negative consequences of our decisions before taking action, we are more likely to make good, healthy choices, and we are more confident in ourselves. Through this activity, you and your child will continue practicing decision-making skills so that your child will be ready when faced with big decisions.
Activity: Action Planning
Pretend that you and your family are watching the news. There is a story about a Hollywood actor that acted impulsively and ended up with negative publicity and a bad reputation. Think of a time when you did something impulsive that you later regretted. With your child, discuss the consequences of this impulsive act. Discuss the choices that you could have considered had you taken a minute to stop and think before taking action. Reflect on what you would do differently if faced with a similar situation.
Decision-Making Model
1. **Stop**
2. **Think**
- Picture a positive outcome.
- What are your options?
- List the choices and their consequences.
3. **Act**
- Act out the best plan.
4. **Reflect**
Now, think of a time when you took a minute to stop and think before making a decision. What options did you consider, and what were the possible consequences? How did you make your decision? Upon reflection, how would you re-evaluate your decision? Would you do something different if faced with a similar situation?
Student Name: ____________________________ Adult Signature: ____________________________
Adolescents who recognize how their emotions influence their decisions are better prepared to make thoughtful, rational choices. Emotional self-awareness creates internal capacity to understand and identify how one responds to internal and external influences. Emotional competency fosters the recognition and appreciation of the emotions of others promoting a greater capacity to build empathy, diffuse conflict, and build stronger relationships.
In class today, we learned how to identify our emotions and we discussed healthy ways to manage them so that they don’t become overwhelming. We discussed the consequences of decisions based on emotions, and we learned that when we can recognize how our emotions influence our decisions, we are better prepared to make thoughtful, healthy choices. Through these activities, you will help your child continue to build emotional self-awareness and practice managing emotions so that they can continue making healthy decisions with positive outcomes.
**Activity**
I. Review the basic emotions listed in the first column. Brainstorm and write two additional words that show degrees of increasing intensity for each emotion. Discuss how different degrees of an emotion can be expressed with different facial expressions and body language. For example, when you’re happy, you smile; when you’re ecstatic, you smile and jump up and down with excitement. Take turns trying on each emotion from basic to extreme. Make it a fun game. Have one person choose an emotion from the chart, and take turns guessing which emotion the person is wearing.
| Basic Emotion | Extreme Emotion |
|---------------|-----------------|
| Happiness | Thrilled | Ecstatic |
| Fear | | |
| Sadness | | |
| Anger | | |
II. Using the chart below, write a few possible ways someone could choose to express each emotion. Circle the healthy choices and put an “X” over the unhealthy choices. Discuss the positive and negative consequences of each choice.
| Happiness | Fear | Sadness | Anger |
|-----------|------|---------|-------|
| Smile | | | |
| Laugh | | | |
| Drink Alcohol | | | |
| Dance | | | |
Student Name: ___________________________ Adult Signature: ___________________________
Effective communication skills enable adolescents to handle conflict peacefully, share feelings and ideas with others, and enhance cooperation. Adolescents who are effective communicators are better able to make decisions consistent with their goals and develop healthy relationships.
In class today, we learned effective communication and active listening skills. We discussed the characteristics of a confident and assertive speaker, and we learned how to be an active listener by showing care and respect for the person speaking. This activity will help you and your child continue to build the skills necessary for effective communication, and better enable your child to make decisions consistent with short-term and long-term goals.
**Activity: Map Quest**
Give everyone a piece of paper and pencil. Each person is going to create a map (treasure map, mountain bike trail map, zoo map, miniature golf course map, etc) with 9 check points or 9 stopping areas. Label the areas and number them 1-9. Then go back and add “Do-Not-Enter” zones such as roadblocks, bodies of water, sand traps, etc. Place an “X” somewhere on the map to show where the course will begin. Do not show your map to anyone. Now select a partner. Decide who will be partner A and who will be partner B. Blindfold partner A. Partner B will place their map in front of Partner A while placing partner A’s pencil on the starting point, “X”. Partner B will verbally give directions to Partner A as to where they should move their pencil to reach each of the 9 designated areas. They must go through the map/course in numerical order. They must avoid the “Do-Not-Enter” zones. Partner A may not talk or ask any questions. Now switch roles. Once you’ve completed the activity, discuss and answer the questions below.
1. How easy or difficult was it to follow the instructions you were given? Explain.
2. How easy or difficult was it to give the instructions to your partner? Explain.
3. Would it have been easier if the person following the instructions could ask questions? Explain.
4. What role is more important in communication, the Speaker or the Listener? Explain.
5. How can you be sure that you understood someone correctly?
6. Describe a situation where effective communication is necessary.
Student Name: ___________________________ Adult Signature: ___________________________
Bonding with pro-social others fosters belonging and connectedness, mitigating the impact of risk factors on behavior. Peer selection skill, including the ability to make and maintain positive friendships, is a critical protective factor. Adolescents surrounded with positive influences make better, less-risky choices, and are more likely to reach their goals.
In class today, we learned nine peer-pressure refusal strategies. We discussed how peer behavior, both positive and negative, is a strong influence on decision making. In this activity, you will help your child identify the benefits of associating with peers who make positive decisions, as well as demonstrate effective peer-pressure refusal techniques in a variety of situations.
**Activity: What Would You Do?**
Review the nine peer-pressure refusal strategies. Encourage your son or daughter to share them with you and think about situations they may encounter where it would be helpful to have these strategies in place. *(The nine peer-pressure refusal strategies include: Steer Clear, Broken Record, Walk Away, Ignore, State the Facts, Say “No”, Make an Excuse, Better Idea, Reverse the Pressure.)*
Ask your teen some of the questions listed below or come up with your own scenarios. In addition to practicing the refusal strategies, discuss the benefits of supportive friends who make healthy, positive decisions.
- You are invited to a party at someone’s home and you know the parents are out of town. What would you say? What would you do?
- After school, a group of peers is using drugs. They ask if you want to join. What would you say? What would you do?
- While shopping at the mall, your friend pressures you to slip a watch in your bag instead of paying for it. What would you say? What would you do?
- You are babysitting and you know not to let anyone in the house. A few of your good friends live down the street. They come by and want to come in while you are working. What would you say? What would you do?
- Your crush asks to look at your answers during a test. What would you say? What would you do?
Tobacco and tobacco-related products are harmful to the body in all forms of use. Tobacco products contain the highly addictive chemical, nicotine. Adolescents who understand the negative short-term effects, long-term effects, and social consequences of using tobacco products are more likely to remain tobacco free.
In class today, we learned the negative short- and long-term effects of using tobacco products. In this activity, you will continue to help your child recognize the negative consequences of tobacco use and discuss the many reasons to remain drug free.
**Activity: Green Counts**
Research with your child the cost of a pack of cigarettes. Using the table below, have your child compute the total cost to smoke a pack of cigarettes per day, week, month, and year.
| Pack of Cigarettes | Unit of Time | Total Cost (per Unit of Time) |
|-----------------------------|--------------|-------------------------------|
| One pack | Day | $_________ |
| Total cost per day x 7 | Week | $_________ |
| Total cost per week x 4 | Month | $_________ |
| Total cost per month x 12 | Year | $_________ |
Once your child has determined the monetary cost of this habit, talk about some of the other “costs” associated with tobacco. Encourage your child to share some of the facts, as well as the short- and long-term effects of using tobacco products.
Encourage your child to think about goals, and how choosing to use tobacco products could affect their ability to reach their goals. Consider both the cost of purchasing tobacco products and how that money might be spent elsewhere. Also, consider the physical and social impact that tobacco use could have on their lives.
Adolescents often overestimate the percentage of their peers who use marijuana and underestimate the negative effects of the drug’s use. Perception of harm is an important factor for mitigating risk. Normative education methods effectively correct misconceptions about behavior.
In class today, we learned that marijuana negatively affects the brain and its performance. We applied our decision-making skills and discussed how marijuana could be a roadblock to reaching goals and becoming a healthy, confident person. In this activity, you and your child will identify the harmful effects of marijuana, and continue the conversation on the benefits of remaining drug free.
**Activity**
Discuss the following questions:
1. Do you think marijuana is a harmful drug? Why or why not?
2. What effects does marijuana have on the body and brain?
3. What long-term consequences do you think someone who uses drugs might experience?
Some children may perceive marijuana as a non-threatening drug. The decision to use marijuana can have physical effects on the body and have many negative consequences. It is important to stop and think about how marijuana use could keep someone from reaching their goals.
Encourage your child to share a long-term goal they have set for themselves. Then, discuss how the negative consequences of marijuana use could impact that goal.
**Negative Consequences of Marijuana Use:**
- Short-term memory loss
- Slow reaction time
- Lack of motivation
- Weakened immune system
I have decided to remain drug free and not use marijuana because:
__________________________________________________________
__________________________________________________________
__________________________________________________________
**Student Name:** ________________________________ **Adult Signature:** _________________________
The teenage brain is predisposed to impulsive behavior and risk-taking as the executive functions managed by the frontal lobe develop. Adolescents who understand and can manage risk are better able to predict the outcomes of their actions enabling them to make better, more responsible decisions. Adolescents often underestimate the dangerous effects of experimenting, even just one time, with inhalants or other drugs. Establishing a clear perception of harm about these drugs builds protection within the adolescent to mitigate the risk of abuse or experimentation.
Recently, we discussed how drugs such as inhalants and street drugs can interfere with reaching your full potential. Potential means the skills and abilities that you are capable of accomplishing. Discuss with your family your potential. You are in the 6th grade and have already accomplished many things. Use the left column of the t-chart below to list your accomplishments and skills. These can include school, sports, hobbies, and activities. Next, in the right column, brainstorm with your family and list some future goals that you look forward to accomplishing. Do you think that inhalants or other street drugs could be hazardous obstacles in reaching your potential?
| Accomplished Goals | Goals to Accomplish in the Future |
|--------------------|----------------------------------|
Congratulations! You are on the way to achieving your full potential.
Your future looks bright! Many great opportunities are on the road ahead.
Also, we learned that a risk is a chance you take. Taking risks is part of being human and a normal part of being a teenager. It’s normal to be curious and want to try new things, but we always need to stop and think before we take a risk. Risk-taking, like making decisions, can result in a positive or negative outcome depending on the kind of risk you take. We learned the difference between healthy risks and unhealthy risks, and we learned how to calculate them.
We identified five factors needed to calculate a healthy risk. In addition, we determined the four factors that lead to an unhealthy risk. Use the word bank to the right to help you complete the formulas.
Healthy Risk = __________ + __________ + __________ + __________ + __________
Unhealthy Risk = __________ + __________ + __________ + __________
Student Name: _______________________________________________________
Adult Signature: _____________________________________________________
Effective drug prevention programs teach information and skills, provide opportunities to practice the skills, reinforce the skills, and recognize students’ participation.
**Activity: Drug Free 4 Ever**
Encourage your child to share some of the facts, including the short-term and long-term effects of using drugs, which they learned throughout the course of the program. Emphasize the fact that most teens choose healthy alternatives to using drugs because of these negative effects and the consequences associated with them. This activity will guide you through a discussion with your child about how to recognize common pressure situations and use healthy alternatives to overcome them.
The chart below lists four common pressures. Two examples of healthy alternatives are listed for each pressure. For example, the first pressure says, “Feel older.” A healthy alternative to feel older could include starting to earn and save money or volunteering. Instead of turning to drug use to feel older, most teens choose one of these healthy alternatives. As a family, brainstorm and write three additional healthy alternatives for each common pressure listed in the chart. Discuss with your child how overcoming challenges make you more confident, resilient, and better equipped to stay on the road to reaching your goals and remaining drug free.
| Common Pressures | Feel older | Fit in & belong | Relax | Take risks |
|------------------|-----------|-----------------|-------|------------|
| **Healthy Alternatives** | 1. Start to earn and save money.
2. Volunteer.
3. ____________
___________
4. ____________
___________
5. ____________
___________ | 1. Join a club.
2. Start a new hobby.
3. ____________
___________
4. ____________
___________
5. ____________
___________ | 1. Go for a walk.
2. Listen to music.
3. ____________
___________
4. ____________
___________
5. ____________
___________ | 1. Get a new hairstyle.
2. Ride a rollercoaster.
3. ____________
___________
4. ____________
___________
5. ____________
___________ |
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Glossary
We have created a glossary below to help your understanding. If you have a question that is not answered below, please feel free to contact us and ask us anything.
Ancestral Clan Mother: A woman who lived between 10,000 and 200,000 years ago and is considered to be the ancient maternal ancestor from whom all people in a particular clade (clan) are descended.
Ancestral Clan Father: Ancestral Clan Father: A man who lived between 5,000 and 80,000 years ago and is considered to be the ancient paternal ancestor from whom all men in a particular clade (clan) are descended.
Ancestry: A person’s line of descent.
Anthropology: The study of humankind, including the comparative study of societies and cultures, and the science of human zoology and evolution.
Cambridge Reference Sequence: The mitochondrial DNA sequence found most commonly in those people who have maternal roots in West Eurasia. This sequence is the same as that for the root node of the clan mother, Helena.
Chromosome: A strand of DNA and associated proteins in the nucleus of animal and plant cells. The chromosomes carry the genes and functions in the transmission of hereditary information.
Clade: A group comprising all the evolutionary descendants of a common ancestor. In the scientific literature, clades are given letter and number designations, like H, U4 and L3a1. Professor Sykes introduced the concept of giving names to the originators of the clades, like Helena, Ulrike and Lamia, and using the term “clan” instead of clade to describe the group. Oxford Ancestors continues the use of this convention in both its maternal and paternal ancestry services.
Clan Mother: See Ancestral Clan Mother.
Correlate: To have a connection in which one thing affects or depends on another.
CRS: See Cambridge Reference Sequence.
DNA: Short for DeoxyriboNucleic Acid. The genetic material carried by all animals and plants that allows transmission of characteristics from one generation to the next.
DNA Letters: The DNA molecule is composed of a string of four chemicals called adenine, cytosine, guanine and thymine, normally abbreviated to A, C, G and T, respectively.
DNA Sequence: The order or arrangement of the DNA letters making up the DNA molecule.
Genealogy: A line of descent traced continuously from an ancestor or the study of lines of descent.
Genetic Ancestry: Line of descent supported by genetic evidence.
Genetics: The study of heredity and the variation of inherited characteristics or the genetic properties or features of an organism.
Genetic Marker: Any part of the DNA molecule that expresses variability within a population and that can be used for analysis of that population.
Genome: The complete genetic make-up of an organism.
Haplogroup: A group containing all the direct descendants of a single person (man or woman) who had and passed-on a specific genetic marker or mutation.
Heredity: The passing on of physical or mental characteristics genetically from one generation to another.
Humanity: The human race. Our species, Homo sapiens.
Man’s Migration: The movement of historic populations of Man out of Africa and across the continents of the world.
Metabolism: The chemical processes occurring within an organism that are necessary for the maintenance of life.
Migration Routes: The lines of travel taken by our ancestors as they migrated out of Africa and colonised the other continents.
Mitochondrial DNA: Usually abbreviated to mtDNA. A circular strand of DNA and associated proteins in the mitochondrion (singular of mitochondria) that carries the genes and functions in the transmission of hereditary information.
Mitochondrial Eve: Also known as African Eve. The human female who lived approximately 200,000 years ago and from whom everyone on this planet is descended through the maternal line.
Mitochondria: Plural of mitochondrion. A spherical or elongated organelle in nearly all animal and plant cells, containing genetic material and many enzymes important for cell metabolism, includes those responsible for the conversion of food to usable energy.
mtDNA: See Mitochondrial DNA.
Mutation: A change of the DNA sequence within a gene or chromosome of an organism resulting in the creation of a new character or trait not found in the parental type.
Maternal Clan Names: In his book "The Seven Daughters of Eve", Professor Sykes named the seven clan mothers whom the great majority people with European maternal ancestry are descended. Their names are: Helena, Jasmine, Katrine, Tara, Ursula, Velda and Xenia. The names of the other 29 known clan mothers in the world are: Fufei, Ina, Aiyana/Ai, Yumi, Nene, Naomi, Una, Uta, Ulrike, Uma, Ulla, Ulaana, Lara, Lamia, Lalamika, Latasha, Malaxshmi, Emiko, Gaia, Chochmingwu/Chie, Djigonasee/Sachi, Makeda, Lingaire, Lubaya, Limber, Lila, Lungile, Latifa and Layla.
Organelle: A structure within a cell, such as a mitochondrion, that performs a specific function.
Organism: An individual animal, plant or single-celled life form.
Paternal Clan Names: Professor Sykes has named the 15 commonly described Ancestral Clan Fathers who are the ancient paternal ancestors of the entire human race. Their names are: Amadlozi, Baatsi, Maui, Thang-la, Eshu, Gilgamesh, Himalaya, Wodan, Re, Lhotse, Mandala, Nentsi, Yi, Quetzalcoatl and Oisin.
Probability: The extent to which something is likely to happen or to be the case.
Professor Sykes: Bryan Sykes is Professor of Human Genetics at the University of Oxford. He is the author of "The Seven Daughters of Eve", "Adam's Curse" and "Blood of the Isles" and is the founder and chairman of Oxford Ancestors.
Root Node: The original sequence of any specific clan mother or father. Our MatriLine certificates identify the clan mothers' root nodes with serrated edges.
Sampling Kit: Our sampling kit consists of a small brush that we ask you to rub against the inside of your cheek to collect, painlessly, cells for DNA extraction. From this sample we will extract your mtDNA or yDNA.
Sequence: See DNA Sequence.
Sequencer: The apparatus used to determine the sequence of a DNA molecule. These machines tend to be large (more than 100kg) and cost over £150,000 ($200,000).
Sequencing: The determination of the order of the four DNA letters within the DNA molecule. Once the DNA is extracted and purified from a cell sample, it is amplified and the sequence determined using a DNA sequencer.
Signature: See Y-Clan Signature.
Sons of Adam: This is the name Oxford Ancestors has given to the 15 named ancestral clan fathers from whom the entire human race is descended.
Tribes: Traditionally used to describe a large number of people with the same culture and dialect.
Tribes of Britain: A service that we offer whereby an analysis of the Y-Clan Signature can be used to assess the likely origin of a Y-chromosome. Approximately 95% of the Y-chromosomes in the British Isles can be placed in the following categories: Celtic, Anglo-Saxon/Danish Viking and Norse Vikings.
X-chromosome: The sex chromosome associated with female characteristics in mammals, occurring paired in the female and single in the male.
Y-chromosome: The sex chromosome associated with male characteristics in mammals, not occurring in females and occurring with one X-chromosome in the male sex-chromosome pair.
Y-chromosome Adam: The human male who lived approximately 80,000 years ago and from whom every man on this planet is descended through the paternal line.
yDNA: The DNA making up the Y-chromosome.
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A. Policy
A. All people have dignity because they are created in God’s image and thus are to be treated with respect. Bullying, harassment, and intimidation are contrary to Gospel values and have no place in the Catholic school. All persons associated with the Diocese of Youngstown Catholic Schools, including but not limited to administration, the staff, and students are entitled to be in a school environment that is Christ-centered and free of bullying, harassment, and intimidation.
B. Bullying, harassment, or intimidation behavior by any student/school personnel in the Diocese of Youngstown Schools is strictly prohibited, and such conduct may result in disciplinary action.
C. Schools shall formulate a written policy which prohibits bullying, harassment, and intimidation, includes the definition and provisions for reporting and investigating complaints, as well as consequences for bullying behavior in the school code of conduct.
B. Procedures/Guidelines
A. Bullying, harassment, or intimidation are defined as any intentional written, verbal, graphic, physical, acts including electronically transmitted acts (i.e. internet, cell phone, personal digital assistant (PDA), or wireless hand-held device), either overt or covert, by a student or a group of students toward other students/school personnel repeatedly more than once with the intent to harass, intimidate, injure, threaten, ridicule, or humiliate. The elements of bullying are intentional aggressive behavior, an exhibited pattern over time, and an imbalance of power or strength. Bullying behavior:
1. Causes mental or physical harm to the target or damage to the target’s property, or places another student in reasonable fear of physical harm or damage to property.
2. Is sufficiently severe, persistent, or pervasive that it creates an intimidating, threatening, hostile, or abusive educational environment.
3. Disrupts the orderly operation of a school or classroom that alters the conditions of another student’s education.
4. Has the purpose or effect of unreasonably interfering with an individual’s right or performance or otherwise adversely affect an individual’s opportunities.
5. Is a form of “retaliation” meaning any form of intimidation, reprisal, or harassment directed against a student who reports any misconduct, provides information during an investigation of bullying, witnesses or has reliable information about bullying behavior.
6. Is considered electronic bullying (cyberbullying) meaning bullying through the use of technology or any electronic communication (internet, cell phone, personal digital assistance or wireless hand-held device), which shall include, but shall not be limited to, any transfer of signs, signals, writings, images, sounds, or data of any nature transmitted in whole or part by:
- Wire, radio, electromagnetic, photo-electronic or photo-optical system, including, but not limited to, electronic mail, internet communications, instant messages, or facsimile
communications.
- The creation of a web page or blog, email or twitter account, or other means of electronic communications in which the creator builds a fake profile of another person or knowingly impersonates another person as author of posted content or messages, if the creation or impersonation creates any of the conditions enumerated in the definition of bullying.
- The distribution by electronic means of a communication to more than one person or the posting of material on an electronic medium that may be accessed by one or more persons, if the distribution or posting creates any of the conditions enumerated in the definition of bullying.
B. Bullying, harassment, and intimidation of any type will not be tolerated and appropriate disciplinary action will be taken. The school will treat complaints of bullying, harassment, and intimidation seriously and will respond to such complaints in a prompt, confidential, and thorough manner to those occurring:
1. On school grounds owned/leased/used by a school or on property immediately adjacent to school grounds
2. At school bus stops and on a school bus or any other vehicle owned, leased, or used by the school
3. At school-sponsored events, activities, functions, or programs, both on and off campus
4. At a location, activity, function, or program not school-related, when there are possible ramifications for students or adults in the school
5. Through the use of technology or electronic device owned, leased, or used by the school
6. Through the use of technology or an electronic device not owned, leased, or used by a school if it interferes with or adversely impacts the school, as determined by school administration, by the act or acts in question:
- Create a hostile environment at school for the target.
- Infringe on the rights of the target at school.
- Materially and substantially disrupt the education process or the orderly operation of the school, by using technologies to bully, tease, embarrass, offend, threaten, harass, deceive, or intimidate other people whether directly or as a forwarded message.
C. The following examples are a non-exhaustive list of possible forms of bullying, harassment and intimidation:
1. Direct Physical: hitting, punching, poking, strangling, hair pulling, kicking, slapping, beating, biting, spitting, stealing, pinching, unwanted tickling, damaging or destroying personal property;
2. Direct Verbal or written: comments such as hurtful name-calling, teasing, taunting, gossip, and threats, insults, whether in person or through any form of electronic communication;
3. Indirect Psychological or Emotional: gossip, spreading rumors, lies. Excluding, ignoring, rejecting, terrorizing, extorting, defaming, humiliating, blackmailing, manipulation, isolating, ostracizing, and peer pressure;
4. Cyber-bullying: using electronic communications to do the act of bullying (i.e. email, texting, social network, on-line chats);
5. Sexual: (See DOY Sexual Harassment/Sexual Violence/Sexual Misconduct Policy)
6. Racial includes, but is not limited to: actions based on personal characteristics such as race, disability, ethnicity, or perceived sexual orientation;
7. Jokes, stories, pictures, cartoons, cyber rumors, drawings or objects which are offensive, tend to alarm, annoy, incite abuse, or demean an individual or group.
D. Schools shall be proactive in dealing with incidents of harassment, working closely with families, parents, and guardians. A school’s Code of Conduct is to address the issue and be published in the school’s handbook. Consequences for students who bully others may include oral or written warning/reprimand, counseling, parent/student conferences, detention, suspension, written behavioral contract and/or probation, and/or expulsion depending the results of an investigation and severity of the incident.
E. Each school is required to develop an Anti-Bullying, Harassment, and Intimidation Prevention and Intervention Plan using the DOY policy as a model. It should be included in the school’s Student/Parent/Family Handbook and posted on the school website. The following elements need to be addressed in the plan:
1. The definition of bullying.
2. Clear procedures for reporting prohibited incidents for students, faculty, counselors, school nurses, custodians, bus drivers, athletic coaches, advisors to extra-curricular activities, and all school support staff.
a) Formal Complaints (include development of a form that allows students or parents/guardians to report suspected bullying, harassment, or intimidation. Include person(s) involved, alleged behaviors, number of times and places of the alleged conduct, names of any potential student or staff witnesses)
b) Informal Complaints (document the information reported)
c.) Anonymous Complaints (Students who make informal complaints may request that their name be maintained in confidence by the school staff member(s).)
3. A requirement that school personnel report prohibited incidents of which they are aware to the school principal or other person designated by the principal. School personnel should intervene whenever bullying behavior is observed.
4. A requirement for a procedure for complaint investigation.
5. In cases where the reported aggressor or target is not a student in the school, information shall be disclosed to the principal or appropriate administrator of the public, private, or charter school in which the student is enrolled.
6. A requirement in which the custodial parent(s) or guardian(s) of any student involved in a prohibited behavior is notified.
7. A requirement for documenting reported incidents, responses to incidents including steps taken to investigate. (Note: In the case of a request for anonymity, the complaints should be reviewed with reasonable action taken so that the source of the complaint is not disclosed and the due process rights of the student exhibiting bullying behavior are not violated. Investigation of an anonymous report may be limited to a review of the complaint subject to further information or withdrawal by the complaining student the original condition of anonymity.)
8. A strategy for protecting a victim or other person from new or additional bullying, harassment, or intimidation, and retaliation following a report, including a means by which
a person may report an incident anonymously.
9. A strategy for providing counseling or outside referral to appropriate services for aggressors, targets, and family members as needed.
10. A range of non-disciplinary and disciplinary actions that may be taken against a student exhibiting bullying behavior or retaliation provided that the disciplinary actions shall balance the need for accountability with the need to teach appropriate behavior.
11. A statement and a disciplinary procedure prohibiting students from deliberately making false reports of bullying, harassment, or intimidation and for any student responsible for deliberately making a false report.
12. Provisions for introducing and informing parents and guardians about the anti-bullying prevention and intervention plan along with suggested ways parents can reinforce the curriculum at home and support the school.
F. Staff members are required to be vigilant and take immediate steps to intervene in bullying behavior. Professional development to inform and support staff members should be planned periodically.
G. Schools shall include in their regular instructional programs lessons that teach the dangers and consequences of harassment and bullying. Special assemblies or speakers may be part of the curriculum to inform and educate students and attention should be paid to positive school environment. A bullying program that includes the following best practices is to be adopted (Health Resources and Services Administration, 2006):
- Focus on the school environment.
- Assess bullying in your school.
- Garner staff and parent support for bullying prevention.
- Form a group to coordinate the school’s bullying prevention activities.
- Train school staff in bullying prevention.
- Establish and enforce school rules and policies related to bullying.
- Increase adult supervision in places where bullying occurs.
- Focus some class time on bullying prevention.
- Intervene consistently and appropriately in bullying situations.
- Continue these efforts over time.
H. Schools must provide internet safety and cyber-bullying prevention instruction for staff and students annually and file verifying documentation. (see Internet Safety and Cyber-Bullying Prevention Annual Documentation Form)
I. If an incident that occurs off campus and outside a school-sponsored event is discovered, parents will be notified.
J. Isolated, trivial incidents, while not sufficient to constitute bullying, harassment, and intimidation, are not accepted behavior in a Catholic school and will be handled according to the student behavior code.
K. Links and Supporting Documents
A. Ohio Department of Education
http://education.ohio.gov/GD/Templates/Pages/ODE/SafeAndSupportiveLearning.aspx?page=1009
B. Diocesan Student Technology and Acceptable Use Policy
C. Diocesan Internet Safety Policy
D. Diocesan Personally Owned Device Policy
E. Technology Acceptable Use Policy for Employees and Authorized Users
F. Diocesan Sexual Harassment/ Sexual Violence/ Sexual Misconduct Policy
G. Stop Bullying Now www.stopbullyingnow.gov
H. Olweus Bullying Program www.olweus.org
I. Bully Proofing Your School http://www.pffac.org
J. PeaceBuilders www.peacebuilders.com
K. Steps to Respect http://www.cfchildren.org/steps-to-respect
L. Bully Free School and Classroom http://www.bullyfree.com/
M. Peace Be With You: A Christ-Centered Bullying Solution
http://peace2usolutions.blogspot.com/2011/05/peace-be-with-you-christ-centered.html
N. Common Sense Media http://www.commonsensemedia.org/
O. http://www.netsmartz.org - Very thorough site with outstanding resources for cyberbullying and all digital citizenship. Videos and presentation materials for students, parents, educators, law enforcement
P. http://www.brainpop.com/technology/digitalcitizenship/-Plenty of resources available here, including videos, quizzes, activities, etc. for all areas of digital citizenship, including cyberbullying
Q. http://mrsa.wikispaces.com/Internet+Safety+Curriculum+Resources-Amazing listing of a multitude of sites dealing with safe internet use, cyberbullying, and digital citizenship. This is a teacher's wiki, so it will change and get updated as new resources come to her attention.
R. Teaching Tolerance www.tolerance.org
Initial Adoption: Revised 2009
Effective Date: August 1, 2013
Revision Date:
Elementary
High School
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The Devil’s Advocate
- The right to dissent, to question and challenge the norm of popular ideas, is basic to a free society and the democratic process. If our science classes are to be centers of inquiry, thinking, where we encourage students to express themselves freely, then teachers must continually provide the image and leadership these students will seek and respect. Speak out—become the devil’s advocate!
The Editor
The Chicken Biologist
Some biologists look with favor on smog, since it conceals our cities and improves the appearance of the architecture. That good old sulfur dioxide in the air reminds them of the primordial atmosphere in the earth’s dim past. Smog also hides spewing smelters, car-clogged freeways, ghettos, and pulp mills discharging effluents into the water.
One biologist has noted that we don’t even need to mow the weeds along the highways anymore. Beer cans and disposable bottles are providing a thick, glossy carpet beside the right-of-way, with only an occasional mycophyte showing through.
Of course, there are even those biologists who like water covered with multicolored industrial slime, since it reminds them of cryptogams growing on bare stone. Besides, this eliminates their having to take their classes outside to study aquatic ecosystems.
The encroachment of concrete on all sides of suburban schools is looked upon with relief and some satisfaction by the modern biology teacher, since it reinforces his belief that outdoor activities in biology are a waste of time anyway.
The recent attempts by some industries to flood, mine, or otherwise desecrate the national parks are condoned by the professors of biology. Since they get their grants from these same industries, do they not contribute to scientific research and the welfare of mankind? Read the ads in your favorite magazine if you question the motives of these “environmentally concerned” corporations.
Biology teachers are not disturbed by the technology-environmental movement. They can teach scientific inquiry as well over the noise of bulldozers busily filling in the local swamps as they can in their quiet classrooms with daylight blackboard slides.
“What is a bird habitat?” they ask, as the machine covers the cattails. “Describe how the use of pesticides in a marsh improves the health of local communities.”
After the marsh is filled, the teacher and students can again visit the site and glow over the beautiful new filling station and discuss the biologic origin of oil.
The really far-out biologist, who likes to run the risk of losing his next summer’s employment in one of our “environmentally conscious” industries, may even dare to discuss in his laboratory biologic cycles and pollution (if he has time between lab 15-I and lab 16-I). After all, it seems proper to discuss these things as long as you don’t do anything about them.
Barry Commoner (1966) suggests that scientists are now bound by a new duty, which adds to their older responsibility for scholarship and teaching: the duty to inform. “We have no right to withhold information from our fellow citizens,” he says. Biology teachers apparently feel they already inform. After all, what’s teaching but a long round of “Now hear this!”
Marston Bates (1970) likes what he calls “skin out” biology in high school teaching. Some of my biology-teaching friends feel they have time to do both a “skin in” and a “skin out” by avoiding controversial issues in the classroom and by ignoring irrelevant questions on such topics as Ralph Nader’s Chemical Feast (1970) and Paul Ehrlich’s Population Bomb (1968).
René Dubos (1970) claims that our failure to prevent environmental degradation cannot be accounted for by lack of awareness. “We would like to improve our polluted and cluttered environment,” he says, “but we like economic prosperity more.”
A lot of biology teachers teach this cult of technology-worship and suggest to their classes that cleaning up the environment is obviously too costly and too difficult. “Be reasonable,” they say. “Look at what happened to Rachel Carson when she tried to tilt at windmills.”
Philip Abelson, editor of Science, has really spotlighted one part of the issue “bugging” the public. “Environmental reforms in this country are being sabotaged by the poisonous cumulative effect of the advertising industry,” he said (Abelson, 1970). Stewart Udall (1970) paraphrases the biologically related consumer myths fostered by the idiot box: “Cigarettes are good for you, the electric life is the only life worth living, throw away containers are what you want, the more gadgets and kids you have, the merrier.” But the busy biology teacher is far, far too busy to tackle any of these falsehoods.
Well, we can all “cool it,” play “chicken,” and all die together.
If A. Starker Leopold (1969) believes, “We seem to be trading cultural and environmental values for baubles and trappings of a civilization that provides a poor habitat for its people”—
If Colin Bertram (1969) thinks 98% of all the big mammals will be gone in Africa in this century—
If LaMont Cole (1969) believes the public is ill informed owing to “detached and bemused scientists”—
If Barry Commoner (1966) is indeed correct in his prediction that we have only one generation to balance the unbalanced environmentWHAT ARE ALL THE BIOLOGY TEACHERS DOING ABOUT IT?
At recent hearings in Seattle, Wash., on the proposal by the city's municipal power company to flood national park land in Washington's North Cascades, not one college biology professor and only one high school biology teacher spoke in defense of the national park.
In Washington state, where this fall we were desperately attempting to gather signatures on a shorelands protection initiative, biology teachers were reluctant even to discuss the issue, urge their students to participate, or participate themselves. Yet who could better understand the need for such legislation than biologists? Especially those who saw Santa Barbara! It must be comforting to make like an ostrich.
There are dozens of national, state, and local battles whose outcome is going to shape our biologic and physical surroundings. Hell's Canyon, Storm King, Alaska's north-slope oil, the cross-Florida canal, pesticides, and the fire ant are only a few of the better known.
The citizens are aroused. They are concerned about the quality of our environment. They realize that no one is going to pay for all the needed studies leading to legislation aimed at cleaning up the mess. This is the key role for biology teachers.
If biologic information is needed and we are not willing to aid in its procurement, then legislation will be attempted without this knowledge. Mostly this means industry will continue to do what it wishes wherever it desires, regardless of the ecologic effects. What little man knows about living systems is indeed a major factor in making good decisions about our environment. If biology teachers can't help, who will? Union Carbide, U.S. Steel, and Standard Oil of California?
If you have a local group of the "Nader's Raiders" kind or a local environmental action group—join it. Don't wait for the group to seek its biologic information from the local college. Chances are the professors are all tied up with research grants or consulting fees from the very polluting outfits the citizens are fighting.
You can be objective. The big requirements for such a task are scientific inquiry, persistent research, and guts—the latter being the most important.
I do not wish you to believe that the task will be easy. But since some of you cut your teeth on obdurate school boards, blew your minds on teenage dances, and still teach a six-period day, you are eminently qualified.
It is certainly a golden opportunity for the biology teachers of this nation to make a contribution now that might well be the most important gift to man in this century.
References
ABELSON, P. 1970. [Quoted in] Madison Avenue myths contribute to pollution. Seattle Times, Dec. 16, p. G–6.
BATES, M. 1970. A jungle in the house. Walker & Co., New York.
BERTRAM, C. 1969. Man pressure. In The subversive science: essays toward an ecology of man, ed. by P. Shepard and D. McKinley. Houghton Mifflin Co., Boston.
COLE, J. 1969. Independent emergency of ecological thought. In The subversive science [see above].
COMMONER, B. 1966. Science and survival. Viking Press, New York.
DUBOS, R. 1970. Reason awake. Columbia University Press, New York.
EHRHIL, P. 1968. The population bomb. Ballantine Books, New York.
LEONOLD, A. S. 1969. Foreword to The subversive science [see above].
NADEB, R., et al. 1970. The chemical feast. Grossman Publishers, New York.
UDALL, S. 1970. [Quoted in] Madison Avenue myths contribute to pollution. Seattle Times, Dec. 16, p. G–6.
Margaret M. Miller
15405 SE 9th St.
Bellevue, Wash. 98007
The author has taught biology at Sammamish High School, at Bellevue, and is presently taking part in an ecologic study in North Cascades National Park.—Editor
GRASSLANDS, DESERTS STUDIED
Major ecologic investigations of the nation's deserts and grasslands will continue under $3.15 million in grants from the National Science Foundation.
Part of the ecosystems analysis of the International Biological Program (IBP), the two studies form part of an overall approach to the study of environmental quality.
"Information growing out of these studies, along with that from related investigations of deciduous and coniferous forests, tundra regions of Arctic areas, and others, will provide greater understanding of how biological systems work and how they are affected by man," said W. D. McElroy, NSF director. "It is only through accumulation of this detailed basic knowledge, and its careful consideration in the future, that we can plan intelligently the best uses of our resources and solution of many environmental problems."
The grants were made to Utah State University, Logan ($1,350,000), and to Colorado State University, Fort Collins ($1,799,500).
The grant to Colorado State provides for the third year of a broad study of the nation's grasslands. Involving approximately 80 senior scientists from 24 colleges and universities and four federal agencies, the project is under the direction of George M. Van Dyne, of the institution's Natural Resource Ecology Laboratory.
The grant to Utah State provides for the second year of a major investigation of American deserts. Nearly 100 senior scientists from 19 institutions will be involved ultimately in the project under the overall direction of David W. Goodall, of Utah State University's Ecology Center. | <urn:uuid:617ba384-7c46-4ba7-98cf-ad62bf23da04> | CC-MAIN-2021-10 | https://watermark.silverchair.com/4443472.pdf?token=AQECAHi208BE49Ooan9kkhW_Ercy7Dm3ZL_9Cf3qfKAc485ysgAAAoswggKHBgkqhkiG9w0BBwagggJ4MIICdAIBADCCAm0GCSqGSIb3DQEHATAeBglghkgBZQMEAS4wEQQMu-0LxKLrC9RA-itwAgEQgIICPq8ly3AtAxr9xE-u--tdQYdn84kPrvj7RI6nF8I9Yv3sgG7z2n1GCKAect9IDyYAjZdM5s_wBtZocyywUp-T97Ly6D7Wbq5tOGjeIWJuOYjhdu8MCAugbJK2C-1yZGyNZPHDR625oiHC28v9nIfzgwqVT-PlpOOBvzTtDQeUfuzC7iFoU_QbXRoEBfiZdzpTGTZzHjpVkC_lZQpVCAoXsr89MWemkRVjiLIBjsULJW5v8wtNLEebvTrZ3cPbpP2As4IlucMaXym53poPI7Ec-OVGUSB7yEEYrXsqUEkzQqHCx1Si2f2NGIEJx2DEZDObGHEhnQ1n6vcKL4_BVbBJZb8pNDC-GmOOh5CGTkFHJPd5PEIGiHFAj7vH1bzpGw92bJ0ZI5dC10QRr05wZq6oObZRZojqshi1Tpeers3N-MpLXeliDCq4Ax5DTkMrrKtccSjTCPuLC8YE6qPs3e4LUqdjFntW5QAiiEtN7YjAW2W93-KSYvpmi2HFN7EJj6ijRIlFoU_En_4S8SYJeuzPiSmuzUTsJnGneCokgKt1GABcBv9zngbKgqC-iG6Ap9AFQe7_wPPxY8zFtt6LnohGd2re_JlbPfCoyUiKC0ibUTi0glMHtcCXK8t0KqgyYhb53QSQ4AlUxV9WS5pI1P7ZPU5cy-UiiEmgh8HCCyGYavpM7erKvQkilNiMhNLtjuJanMZZ6yb7Dj3L_o1lteswjhJmpwD8KgcHaj0vVb4QS0sC7-guu4Z1y_BT-XO30Pc | 2021-03-04T02:51:03+00:00 | crawl-data/CC-MAIN-2021-10/segments/1614178368431.60/warc/CC-MAIN-20210304021339-20210304051339-00199.warc.gz | 622,572,382 | 2,286 | eng_Latn | eng_Latn | 0.997792 | eng_Latn | 0.998087 | [
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Chapter 7
Applying Mastery Learning Theory
I have recently investigated several different approaches to teaching based on my understanding of the research results mentioned in earlier chapters. One comparison featured two versions of an illustrated presentation on the structure and function of the human heart (Spencer, 1990). The first used simple line illustrations, similar to those in Dwyer’s experiment. The second was the same but also had animation sequences to explain particular aspects of the functioning of the heart. These animation sequences were under the student’s control and could be viewed at will.
The results confirmed my suspicions: the human information processing system is able to fill in the gaps between the various stages of such a presentation and animated graphics do not appear to be very beneficial in terms of increasing student achievement. Research from several earlier studies with film, television and transparencies have also reached the same conclusion (Spencer, 1981).
These results are not going to please many hardware and software producers who are committed to giving us systems which offer increasingly elaborate displays in colour with full motion pictures. Such displays may be very attractive, but are they going to be more effective in educational terms?
Please do not misunderstand me: I am not against technology as a means of improving student performance; I merely wish to see the technology used for what it can do best and my second line of research has shown what this may be!
Much of the research on media and methods in education has been disappointing, but one area has shown more promise than others: the provision of corrective feedback and a demand for mastery performance.
These methods are certainly producing significant educational effects and this has led Walberg (1984) to comment that:
.... the psychological components of mastery learning rank first and fourth in their effects on educational outcomes:... instructional cues, engagement, and corrective feedback have effects equal to approximately one standard deviation. Separate syntheses of mastery programs in science show an average effect of .8.
The HyperHeart programme is an attempt to provide instruction in the structure and functioning of the heart for 14-16 year olds based on the programme which has been used by Frank Dwyer (1978) for many years. There are several versions: text only; text plus simple line drawings; text plus simple line drawings, with animation sequences. The text only version has been shown by Dwyer to be inferior to the simple line illustrations, particularly when the test incorporates illustrations. The version with animation sequences was produced to assess the value of moving pictures to explain complex, dynamic situations. The previous research in this area has tended to show that only small gains are likely to accrue from the addition of motion sequences. This has considerable implications for the new inter-active technologies.
Each of these versions can be of two types: mastery and non-mastery. With the non-mastery type of programme subjects pass through the structure of the heart material at their own pace, taking an illustrated test before continuing with the functioning of the heart and ending with two verbal tests and, finally, a drawing test. The mastery programmes test the subject after the structure of the heart section and have a 95% criterion level. Each test item diagnoses the probable reason for an incorrect answer and provides correctives (Figure 7.1). For example, left-right, vein-artery and auricle-ventricle confusions are identified and corrected; several confusions may be identified and each corrected within one response eg left-right/auricle-ventricle. Test results and completion times are conveniently stored in a log file for each student.
Research has shown that lowering of the criterion level for mastery to 80% (from 95-100%) results in a halving of the observed ES. Initial trials with the high criterion level in this programme (95%) have been very encouraging. When the programme was introduced in schools the teachers felt that such a criterion would deter most students and that they would simply abandon the
Select the answer you feel best identifies the part of the heart indicated by the numbered line. Click in the box next to the answer you have selected.
Number 3 points to the:
- a. inferior vena cava openings
- b. superior vena cava openings
- c. aortas
- d. pulmonary veins
- e. pulmonary arteries
These are not the pulmonary arteries. They are the pulmonary veins. You have probably confused the veins with the artery. The cleansed and oxygenated blood returns from the lungs and enters the heart through 4 pulmonary veins and collects in the left auricle. The pulmonary artery carries the blood from the heart to the lungs.
A wave of muscular contraction starts at the top of the heart and passes downwards, simultaneously, over both sides of the heart; that is, both auricles contract at the same time and then relax as the contraction passes down to the ventricles. When the auricles are caused to contract they become small and pale, and in doing so the blood in their chambers are subjected to increased pressure which forces blood through both the tricuspid and mitral valves.
Click in this box to see the action: Watch it as many times as you like.
programme. This has not been the case. Even students of low ability have persevered and mastered the material, gaining a positive self-image in the process, much to the surprise of their teachers. The only mastery condition students who have abandoned their work were a minority of those assigned to the text-only condition. These students found too great a discrepancy between the teaching programme and the demands of the illustrated test items. Certainly, the power of illustrations to aid in understanding and their importance in maintaining perseverance has been amply demonstrated in the preliminary experimental studies. The additional time taken to achieve mastery has ranged from 25% to 100%, but in all cases students have felt that the extra effort has been worthwhile.
The addition of animation sequences (Figure 7.2), which can be repeated as required by the student, obviously increases the time taken to complete the programme but does not appear to influence the performance as measured by the tests. This confirms the prediction based on previous research in this area, and once again raises the question of the value of motion sequences for teaching.
**Figure 7.3:** Test results of HyperHeart programme
such topics. Indeed, it may be said to challenge the very concept of inter-active multi-media: why use expensive multi-media systems when simpler, less expensive systems are just as efficient?
The results of this study strongly support the view that the latest generation of computers, combining text and graphic displays at an affordable price, can provide instruction that leads to excellence, provided that educational technologists designing the educational software apply the knowledge gained through the years from research and avoid the seduction of superfluous, but superficially more attractive methods of display.
Students with learning difficulties took on average 82% longer to achieve mastery, but reached levels of performance which were well above those predicted by teaching staff. The high level of performance on the initial test, which required students to identify parts of the heart, also transferred to a test requiring students to draw diagrammatic representations of the heart (Figure 7.3).
The inter-active mode of the new information technologies, which includes machine simulations of human interactions, provides the key to the success of those approaches which are more effective. The essence of this mode is that it provides opportunities for feedback. The nature of that feedback is crucial. It can vary from the simplest indication, without explanation, that an answer is incorrect, to the full diagnostic interactions which artificial intelligence systems can offer. The primary purpose of the diagnosis in mastery learning is to ensure complete understanding of the taught material. The most effective methods of instruction seem to include these diagnostic interactions combined with mastery conditions.
On this basis, it is not surprising that earlier approaches such as programmed learning methods, which simply report success or failure with minimal interactive features and no diagnosis or mastery conditions, are not very effective. Similarly, computer-based methods which show all the hallmarks of early programmed learning methods, are likely to be no more effective.
It is interesting to note that research confirms that the computer is most successful when interactively simulating real world events or tutoring, both of which capitalise on the provision of feedback (Kulik et al, 1980).
RECOVERING READING USING COMPUTER MASTERY PROGRAMMES
When reviewing the literature on educational technologies and methodologies (Spencer, 1991) I suggested that the poor performance associated with a
variety of basic skills, such as reading, could be raised by amounts considered to be educationally significant using a number of different media employing mastery methods, such as Learning for Mastery and the Personalised System of Instruction.
Unlike many programmes designed to teach or encourage reading skills, the reading programmes developed for this project (Spencer, 1996) provide instantaneous feedback, and identify and reward correct responses, with high criterion levels set for progression from one task to the next. For example, in figure 7.4 the pupil has correctly entered the first letter of the word. This is retained on the screen, as are further correct responses. This is crucial in developing pupil self-confidence. Instead of waiting until the pupil has incorrectly spelled the full word, at which point s/he is told that s/he is wrong (as many modern programmes continue to do), each response is monitored and corrected as necessary.
**SUMMARY OF THE UNDERLYING THEORY**
The HyperReading programmes are designed to teach reading skills indirectly through programmes which develop spelling skills. A more direct route would be to utilise computer speech recognition features, but as van Daal and van der Leij (1992) suggest, adequate speech recognition facilities to evaluate reading-aloud responses are only available at prohibitively high prices. However, developments have made it possible to provide high quality speech via relatively low cost computers, making them more suited to assist in spelling type programmes rather than in reading exercises. Reading skills benefit from this approach because a critical step in reading acquisition is made when children shift from a visual strategy for reading words to an alphabetic strategy, which is first learned in spelling and later carried over to reading. This is a crucial phase because in the course of spelling development, children learn more about how sounds relate to letters (Frith, 1985).
The concept of mastery can be traced back from Bloom’s formulation in Learning for Mastery (1968/81) to Carroll’s seminal paper *A Model of School Learning* (1963). Central to this is the concept that by using appropriate strategies most children (and by this Carroll means 95%) can attain levels of performance similar to the top 20% in an average classroom. Carroll’s model, which forms the basis of Bloom’s LFM, places emphasis on the amount of time available for study and the time needed to completely master a given task. Clearly the amount of time needed is related to the ability of the pupil, but also to the ability of the teacher to provide appropriate instruction.
Mastery methods are often considered to be close to the behaviouristic approaches suggested by Skinner (1954) and the computer programme described below may look uncomfortably like a Crowder branching strategy from the 1960s (or even a Skinner linear programme). It is, however, rather more sophisticated and responsive. Skinner suggested that a country which could produce quantities of washing machines as labour-saving devices surely could produce teaching machines on the same scale. My latest washing machine purchase is generations ahead of anything available in the 1950s: it is micro-processor controlled, and I simply select one of a large variety of options and the machine carries out its complex task of adjusting water volume and temperature, spin speeds and drying temperature. The modern computer with appropriate teaching programmes offers similar advances over earlier designs. However, such computer programmes are only one medium out of many that can be employed in the classroom for the teaching of reading eg. paired reading, or any method which places the learner in direct contact, on a regular basis, with an expert reader who encourages mastery.
The value of a systematic method of teaching reading may be called into question and it is true that the majority of pupils acquire their reading skills through a variety of less highly structured approaches. However, for children who are failing to get started a highly structured approach may prove to be more effective. The mastery methodology employed may also be considered to place too much emphasis on rote learning, rather than general (problem-solving) strategies. However, the problems of illiteracy must be attributed not only to learner, or even teacher, deficiencies, but also to the written form of the language: written English is profoundly illogical, especially the most common 200 words, and the rules, such as they are, cannot always be applied in a regular manner. The Chinese have a similar problem with their written language and adopt a simple rote learning strategy as the most effective method, as do the Japanese. This approach, I believe, can be adopted as one strategy for pupils who are failing to develop their English reading skills.
**EARLY MODELS OF THE HYPERREAD COMPUTER PROGRAMME**
The Macintosh computer has built-in sound recording and playback facilities, making it suitable for language work, and runs the HyperCard application which presents information on the computer screen as a series of cards, rather like pages in a book.
The first approach was to convert the individual child’s reading book into an electronic version. Such a version could read the page to the child, highlighting each word as it was read. The basic idea behind this was that many of the
children who were failing in their reading simply did not get sufficient support outside school hours: the computer “reading” could compensate for this. Davidson and Noyes (1995) confirm this in their study, which was based on a similar premise: “Children who read at home regularly simply get more practice than those who don’t” (Topping, 1985). Their programme “read” the child’s school book, providing an additional hour of reading each week over a 4 week period. The results showed no significant difference between reading the book to a teacher and reading it with the computer providing help when necessary.
The initial HyperRead programme also included a mastery element. The pupil was required to take part in a short test after each page had been read. This consisted of presenting to the pupil a list of the words that had just been read. The pupil was required to select a word which the computer “spoke” (eg. “Now choose the word car.”) Those words which were incorrectly selected were placed in a “mastery loop”. The mastery loop was a method which gradually eliminated those words which were correctly identified but kept the incorrect words, which were recycled until all words were correctly identified. Thus, after each page was read by the computer, the pupil was active and could not move on to the next page until all the words had been mastered.
This phase was only partially successful. I have noticed that with many talking books, which run from CD-ROM on modern computers, children are easily distracted from the screen and do not follow the laboriously highlighted words, often only turning to the screen when a dramatic sound effect is heard. Our pupils also became bored with the constant demand of responding to words that they knew, before being allowed on to a new page.
A refinement was to set up a database with a record for each pupil. The record stored the performance of a reading test (with mastery loop) which included all the words to be used in the electronic version of their reading book. When they had mastered the words in the list, the programme took them to the appropriated electronic book and read it to them (no test being applied), providing a reward for their effort and reinforcing their learning. This was moderately successful, but again it was noticed that the pupils tended to be easily distracted when the electronic book was being read—in fact, the part which did fully occupy their attention was the testing phase: they really enjoyed this, especially when appropriate computer game noises were added.
In consultation with a group of primary school teachers it was decided that if a programme could be devised that effectively taught specific words, the children would then be able to read their books without assistance, making the
talking computer book feature redundant. The challenge was to devise such a teaching programme.
The teachers consulted felt that many features, which they employed when teaching reading and spelling, should be built into the computer programme:
1. The teachers entered lists of words directly into the computer, so that individual schemes of work were developed.
2. Two types of test were developed: a recognition (look-and-say type) test and a spelling test.
3. The recognition test was designed so that the number of alternative words presented varied from 2 to 6. The pupil saw a group of words in boxes on the screen and was asked by the computer to choose a particular word (Choose “boy”). When the correct word was clicked a small animated jack-in-the-box appeared. Incorrect boxes were marked, gradually eliminating the incorrect responses.
4. The spelling test offered control over the way each word was displayed. The word could be shown for several seconds before the pupil responded. This could be varied in 0.5 seconds steps from 0 to 10 seconds.
5. The number of letters of the word to be spelled could also be varied, ranging from one letter to the complete word. This feature also allowed for forward or backward chaining (ie. starting from the first or last letter) and for particular groups of letters within words to be targeted.
6. A “virtual” keyboard was created on the screen and pupils responded by pointing to a letter and clicking it as appropriate. The letters available on the virtual keyboard could take many different forms (eg. all the letters of the alphabet could be shown either in QWERTY form or ABC form; alternatively, only those letters required to complete the task could be shown).
7. Errors in spelling were identified immediately a response was made, and the pupil offered a number of additional attempts, until mastery of the word was achieved. The number of additional attempts could range from 2 to 10, but usually was set at 3. This is shown in Figure 7.4.
8. A mastery loop was applied to each group of words under test. Groups of words which failed the mastery criterion level on the first attempt were repeated until the criterion was reached for the whole group. This is shown in Figure 7.5.
9. A limit could be imposed on the number of attempts permitted in the mastery loop, both for individual words and groups of words. It had been noticed that a mastery loop without such a cut-out response could produce despair in children who were required to work endlessly at the same words.
10. A complete record of each pupil’s responses was logged on their student record card, to enable the teacher to decide upon further appropriate action.
11. A short audio-visual reward, consisting of one of several animated characters dancing to a tune, appeared after each successful session.
12. The pupil card could be set into one of two modes: the pupil mode showed minimal information (pupil name and start button) and could not be altered; the teacher mode allowed various settings to be changed.
The computer programme, which included all the above features, was used within the first phase of the Portable Reading Laboratory project supported by
the National Council for Educational Technology “Portable Computers in Schools” project (Bowell, France & Redfern, 1994).
During this time the programme was in general use in two schools, running on 8 portable computers, and a small group of children was studied intensively. A major problem emerged early in this phase: teachers had demanded a large array of controls to apply to each individual child’s interaction with the computer, but with increasing demands being made on their time they could not always make the necessary adjustments to the individual pupil record cards.
For example, a group of words may be required to be spelled with a brief glimpse of the word before each was spelled (called the “hints” condition). Following this, the words would be required to be spelled without any hint. The teacher had to continually reset the hints control for each pupil, meaning that the pupil was constantly demanding the teacher’s attention.
However, the results from this initial phase were very promising. For example, one 9 year-old child who could not read the most common word in the English language rapidly learned to read and spell the most common 10 English words, using the programme for 12 minutes a day for 1 week.
These results were so encouraging that a new approach to the setting up of the control features for each pupil, designed to save teacher time, was adopted. This consisted of separate files (called sequencer files) which have the details of a particular sequence of control settings which can then be applied to a particular pupil record file (Figure 7.6). The pupil record file loads up the relevant information from the sequencer file (instead of having the teacher reset it), goes to the relevant test file, which records the pupil performance and calculates a performance score. In most of the early research the pupils started
**Figure 7.6:** Sequence control of HyperRead programme
at the first card of each new sequence and gradually moved from simple to more complex tasks. This is the general pattern for the following data.
The introduction of the sequencing feature led to the need for control of the time a pupil spent working on the automated sequence. The time for study was set on the pupil card, and used the computer clock to determine how long the pupil had worked with the materials. After a preset time, usually 10-15 minutes, the session was ended, and another student took over.
The pupil record card logged the performance of the pupil, noting the sequence and card level at the end of a session. The pupil’s next session, usually the following day, started from this point.
RESEARCH RESULTS
The following case study shows the effectiveness and limitations of the computer mastery approach to the teaching of reading.
Pupil S was mentioned earlier in this report. He was 9.5 years old when he started using the computer programme. At school he had failed to establish any reading skills. He had experienced a very difficult home life and received no help with his work from his family. He was the youngest child of six, the parents had separated and his natural father had died the year before. He was sharing a bedroom with his elder brothers, at least one of whom takes drugs. In school he was frequently tired and was hard to keep on task, his level of interest being difficult to raise or maintain. He was at Stage 3 on the Special Needs Register and was to be considered for Stage 4 (referral for Statement) when he was next seen by the educational psychologist. On the WISC (R) test he was found to have a verbal IQ of 82, placing him in the below average range of ability.
He was first tested on his alphabet and had no problems, and no identifiable letter confusions. When tested on the most common 120 words (Reid, 1989) his score was very low (2 words). He demonstrated his ability to learn several words during an intensive investigation with the early version of the programme and would work for 10-15 minutes before becoming distracted.
In the programme that was devised for him the most common 120 English words were broken down into groups of 10 words, starting with the most common 10. Within these groups word lengths were mixed, varying from 1 to 6 letters, with an average of 3 letters for the first 50 words. The auto time facility was set at 12 minutes, giving 12-15 minutes daily work with the computer programme. Twenty cards made up a sequence for each group of 10 words, each card containing a separate set of control features. The class teacher arranged for the pupil to work on a daily basis with the programme and the pupil was given responsibility for setting the equipment up, switching the computer
on, choosing the appropriate pupil record card, and working through the day’s sequences. Full details of the pupil’s responses were automatically logged, together with times and scores for each sequence.
Figure 7.7(a) shows the results for the first 9 groups of words. It represents the cumulative time spent working with the programme. Each bar represents the total amount of time taken to learn the particular group of words and the
preceding groups. The difference between one bar and the next is the amount of time spent learning that particular group of 10 words.
The cumulative time curve shows a steady work rate, the time being a little longer towards the end of the sequence. The average rate of completion was 6.4 minutes per word for the first fifty words, and 9.5 minutes per word for the first 90 words.
This an impressive acquisition rate for a child who at the start of the teaching programme could read only 2 of the most common 120 words (“I” and “a”). A month later, having worked on the programme for an average of 16 minutes each day, he could read 50 of the words.
Pupil S spent a total of 14.08 hours, during a 12 week period, working with the computer programme and mastered the reading of 90 words. When tested on the whole 90 words his reading score was 89%; and when retested 8 weeks later, after the summer vacation, his score was 67%.
However, after the summer holiday pupil S was placed in a new class. The computer programme was available on a computer exclusively used by the class, and available particularly to pupil S. Although in the previous class the pupil had been responsible for setting up the computer and working on the programme, this did not happen in the new class. Instead of an intensive daily session with the programme, the pupil used it very occasionally (1-2 times per month). After 7 months of normal classroom activities, with sporadic use of the computer programme, his performance had only reached 69%. There is some consolation here in the knowledge that mastery programmes do produce learning that is resilient to forgetting (possibly because of the over-learning of some of the content), as demonstrated by Kulik et al’s (1990) meta-analysis.
Pupil C was 6.25 years old when he started working with the computer programme. He was the second of three children in the family and there was no apparent encouragement or stimulus for learning at home. He seemed to spend most of his time watching “endless videos” according to teaching staff. Pupil C and his younger brother have major problems with speech, although their elder sister does not have such problems. The father attended special school in his youth. Educational psychologists noted the discrepancy between pupil C’s ability, which was average with an cognitive index of 94, and his poor understanding of language, which was coupled with a severe phonological problem. This had not responded to speech therapy, and the pupil was finding it increasingly difficult to access the National Curriculum at a level appropriate to his ability. His attention span was limited, especially for activities that involve long periods of listening, which was consistent with his limited
understanding of language. A programme of daily speech therapy implemented by a teaching assistant was stopped following financial cut-backs, since which time his progress had been classed as minimal. The pupil was statemented prior to the start of the computer project and it was agreed that he should have a structured language programme on a frequent and regular basis, with the school providing for this by the use of the laptop computer for basic sight vocabulary and spelling.
The results from earlier use of the computer programme scheme led to a new strategy which involved learning groups of 5 words rather than 10. A word recognition task with 100% criterion level was followed by spelling tasks in which the pupil was required to spell the first letter of each word, followed by the second, third and fourth letters. For each of the four letters, two conditions were used: the pupil was first shown the letter (hints condition) before responding; the pupil was then asked to spell the letters without any hints. For pupils with low sight vocabulary this method brought about a gradual learning of the first 4 letters of the words. Pupil C’s sight vocabulary test score with the 120 most common words was 62%. Figure 7.7(b) shows the rate of acquisition of those 50 words with which he was not familiar. Working an average of 13 minutes per day on the programme he made rapid progress, acquiring 50 words in 5.67 hours (a rate of 7 minutes per word). When finally retested on the 120 words his score was 114 (95%).
Pupil J was identified as having learning difficulties with reading, writing and spelling when he was a pupil in Key Stage 1. His class teacher worked with the school’s SEN coordinator to provide support strategies. He scored poorly in KS SATs obtaining level 1 in reading, writing and spelling. In 1992 a teacher’s aide was appointed for 5 hours per week to assist the pupil with learning programmes established by schools staff in liaison with the learning support service. The pupil’s parent was very concerned about the lack of progress, given the close liaison between home and school. The educational psychologist had been involved in providing professional advice concerning the pupil’s uncooperative behaviour at home. An initial statement of the pupil’s special educational needs was made in 1993 and the teacher’s aide continued to support the pupil for 5 hours per week (1 hour daily).
The pupil has a history of being moody and uncooperative, making individual targets difficult to implement. He responds well to things he enjoys, and he enjoys working with computers, but otherwise can be extremely difficult to motivate. He is articulate and is capable of expressing himself orally. He has an exceptionally good vocabulary. The most recent psychological tests indicate the discrepancy between his receptive language and literacy. Using the British Picture Vocabulary Scale (short form) his performance is rated as 14.9 years, but his basic reading (word recognition) is 7.3 years and reading comprehension is 7.0 years.
The computer programme was running in the school with all children in the class using the programme, in order to identify the general benefits of such an approach to teaching reading and spelling to the full range of abilities. Pupil J responded very positively to the programme, in fact, at times more positively than to his teacher’s aide. This responsiveness to the computer programme led to him receiving a regular session of 15 minutes per day with the computer, under the supervision of the assistant.
Figure 7.7(c) shows his performance with the most common 65 words. The initial strategy was the same as for pupil C and resulted in 45 words being covered in 1.33 hours (1.8 minutes per word). This was considered by the teachers to be excellent, given his temperamental nature: he worked consistently and enthusiastically on task for each 15 minute session. However, he did indicate that he was getting bored with the procedure of slowly building up each word and an “express” version was prepared for words 41 to 65, in which he was required to spell the first 4 letters of the word, without working through letters 1 to 3, initially with a 2 second hint and then without a hint. The rate of working through the words increased dramatically, as can be seen in the graph: 25 words in 21.6 minutes (0.9 minutes per word).
Pupil J had a particular difficulty with reading and spelling non-phonetic words such as “people” and “because”. When he was given the opportunity to work out a method (sometimes complicated) for memorising these particular words, with the gentle correction from a non-human agency, his approach to his work changed dramatically. Prior to the introduction of the computer programme he was not cooperative when tested for his reading of the 120 most common words and a baseline could not be established. However, on completion of the programme his confidence and cooperation had improved: he could read all 120 words and could spell 93% of them.
Upon completion of the basic sight vocabulary words, a new programme was designed which required the pupil to write out whole sentences, based on the most common 200 words, using a similar strategy to that employed in the spelling of individual words. He has worked on a regular basis with this programme for two terms and now has little difficulty in completing sentences 6-8 words in length.
MASTERY AND ACHIEVING STUDENT POTENTIAL
Pupil S’s case demonstrates the validity of the mastery approach. For many years appropriate instruction was not provided, and the result was that he failed to master any reading skills and consequently made little progress. By providing an appropriate strategy, and sufficient time on task, rapid progress was made. When this strategy was discontinued progress ceased, although the attained level of performance was substantially maintained, supporting the data provided by Kulik et al’s meta-analysis (1979), which clearly demonstrates the strength of the learning under mastery conditions.
Pupil C also had very specific needs and these were also met by the same programmed characteristics as those of Pupil S. Pupil C’s problems were identified at an earlier stage than Pupil S, and his needs will continue to be met by a combination of the computer programme support, now featuring 400 basic words (and sentences made from the basic words), and daily support from a teacher’s aide. Under these conditions he has already mastered a basic sight vocabulary and is expected to continue to make good progress.
Pupil J’s needs were rather different and required an alternative mastery approach, which was more specifically directed at his need for support at a higher level. Having gained confidence with the mastery of reading and spelling of the basic 120 words he continues to make progress with the most common 200 words by building up complete sentences within a new computer module.
In all the above cases, as predicted by Carroll and Bloom, teachers indicate that pupil self-esteem appears to have been raised, which in turn has had an effect on pupil perseverance, which Carroll identifies as a key factor in the amount of time a pupil will actually spend on task. This sets up a self-sustaining cycle of improvement: appropriate tasks, with corrective feedback, lead to mastery performance, which raises self-esteem and makes the pupil more prepared to invest more effort in learning.
The computer programme is not currently sufficiently intelligent to select the type of structure most suitable for a pupil, but this feature will be built into the system in the near future. With such an algorithmic artificial intelligence in place the programme could contain 12-24 months of work for pupils, with full details of performance available to the teacher, even to the extent of suggesting appropriate reading books for the pupils!
REFERENCES
Bloom, B.S. (1968/81) All Our Children Learning. (Chapter 8: Learning for mastery) 153-177. McGraw-Hill: London.
Bowell, B., France, S. and Redfern, S. (1994) Portable Computers in Action. National Council for Educational Technology: Coventry.
Carroll, J. (1963) ‘A model of school learning’, Teachers College Record, 64, 723-733.
Davidson, J. and Noyes, P. (1995) ‘Computer-generated speech-feedback as support for reading instruction’, Support for Learning, 10(1), 35-39.
Dwyer, F.M. (1978) Strategies for Improving Visual Learning. Pennsylvania: Pennsylvania State University.
Kulik, C.L.C., Kulik, J.A. and Bangert-Drowns, R.L. (1990) ‘Effectiveness of mastery learning programmes - a meta-analysis’, Review of Educational Research, 60(2), 265-299.
Kulik, J.A., Kulik, C.C. and Cohen, P.A. (1979) ‘A meta-analysis of outcome studies of Keller’s personalised system of instruction’, American Psychologist, 34(4), 307-318.
Kulik, J.A., Kulik, C.C. and Cohen, P.A. (1980) ‘Effectiveness of Computer-based college teaching: a meta-analysis of findings’, Review of Educational Research, 50(4), 525-545.
Reid, D. (1989) Word for Word. LDA: London.
Skinner, B.F. (1954) ‘The science of learning and the art of teaching’, Harvard Educational Review, 24(2), 86-97.
Spencer, K.A. (1981) ‘Alternative media: a review of the instructional effectiveness’, Educational Broadcasting International, 14(2), 90-94.
Spencer, K.A. (1990) ‘HyperCard: teaching technology for successful learning’, Journal of Audiovisual Media in Medicine, 13, 25-30.
Spencer, K.A. (1991) ‘Modes, media and methods: the search for educational effectiveness’, British Journal of Educational Technology, 22(1), 12-22.
Spencer, K.A. (1996) ‘Recovering Reading Using Computer Mastery Programmes’, British Journal of Educational Technology, in press.
Topping, K. (1985) Parental involvement in reading: Theoretical and empirical background. In K. Topping and S. Wolfendale (Eds.) Parental Involvement in Children’s Reading. Croom-Helm: Beckenheim.
Treiman, R. 1984 ‘Individual differences among children in reading and spelling styles’, Journal of Experimental Child Psychology, 37, 463-477.
Van Daal, V.H.P. and van der Leij, A. (1992) ‘Computer-based reading and spelling for children with learning disabilities’, Journal of Learning Disabilities, 25(3), 186-195.
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The animal kingdom provides cues for many technological innovations. Some of the very recent, animal-motivated, technological pursuits are discussed in this article.
I was in fact tempted to give the title for this article as ‘Biotechnologies’, but on second thought I had to restrain myself because of the fact that biotechnology is now generally perceived as synonymous with genetic manipulations. What I want to discuss are those technologies inherent in biological systems, which are emulated or harnessed for human use by various methods including genetic engineering. The structures and functions in the animal kingdom have indeed been inspiring great discoveries. One simple example is the development of airplanes emulating flight of birds. Discussing all such discoveries is not the objective of this article. There are a few, emerging applications based on diverse biological systems, which have been in the news recently. Five such applications are briefly discussed in the following sections.
1. Spider Silk Technology
Spider webs have been fascinating scientists, not only because of their intricate designs but also the magical material used to spin them (Box 1). Strands of spider silk are a mere one-tenth the thickness of human hair, yet they are strong enough to catch a bee traveling at 32 kilometres per hour without breaking. The strength of a material is expressed in a unit called dernier (1 dernier = 1 gram per 9000 m). The strength of a spider thread is between 5-8 dernier. Compare this with steel, the strength of which is only approximately 3 dernier! Elasticity is an added quality of this thread. The thread of the orb web spider *Araneus diadematus* can be stretched 30 - 40% before it breaks. Steel can be...
Box 1. Spiders and Webs
There are about 37000 known species of spiders all over the world. They are one of the most feared groups of invertebrates because of their venom and hairy body. But actually only about 30 species are known to be dangerous to man. They are also fascinating because of their ability to weave webs. The webs are made of special silk produced by several glands located at the spider’s abdomen, which produce the silken thread. Every gland produces a thread for a special purpose. The glands known as Glandula Ampulleceae major and minor are used to produce the silk of the walking thread. Glandula Pyriformes is used for the production of the attaching threads. Glandula Aciniformes produces threads for the encapsulation of prey. Glandula Tubiliformes produces thread for cocoons and Glandula Coronatae is used for the production of the adhesive threads. Normally a spider has three pairs of spinners. But there are spiders with only one pair and some others with four pairs of glands. Every spinner has its own function. There are small tubes in the spinners, which are connected to the glands. Three simple forms of webs viz., the sheet web, the orb web and the spatial web are widely recognized. The best known of the three is the orb web. There are many steps involved in the creation of a web. First of all a thin adhesive thread is released from the spinner of the spider. While making the thread longer and longer it is carried by wind to a proper spot where it sticks. Then she walks carefully over the thread strengthening it with a second thread. This is repeated until the primary thread is strong enough. After this she hangs a thread in the form of a Y below the primary thread. These are the first three radial of the web. More radials are constructed taking care that the distance between the radial is small enough to cross. Then the adhesive spiral thread is placed and the web is ready to be used. There could be variations in the standard procedures described above.
stretched only 8% and nylon around 20%. Laboratory tests conducted by researchers at University of California, USA revealed that spider silk is also highly resistant to degradation and can be spun in air or under water. These amazing characteristics make the spider web material ideal for manufacturing a range of products from lighter bulletproof vests to safer suspension bridges.
Traditionally, spider web has been in use for different applications in different parts of the world. Polynesian fishermen use the thread of the golden orb web weaver *Nephila* as fishing line. In the New Hebrides, spider web was used to make nets for the transportation of arrow points, tobacco and dried poison for the arrow points. Spider web was in use as hats among some tribes of New Guinea. During the first world war, the threads of spiders like *Araneus diadematus*, *Zilla atrica*, *Argiope aurantia* were used as cross-hair in instruments. In 1709 a Frenchman, Bon de SaintHilaire, demonstrated the possibility of making fabric from spider silk. For this purpose cocoons were boiled, washed and dried and the thread was collected with fine combs. He even produced some socks and gloves with these threads. But a study on the economics of this method revealed that this would never be profitable. It was calculated that 1.3 million spider cocoons were needed to produce one kilogram of silk! In Madagascar there were some attempts to extract spider silk from the forest spider *Nephila*. The method employed was to pull out a thread from the spinner of the spider by hand. The exhausted spiders were then released back to the forest. The silk gathered in this way had a beautiful golden colour. This method too proved uneconomical and also attracted the wrath of environmentalists. A major stumbling block in the way to profitable spider silk harvesting is the difficulty in rearing spiders in huge numbers. This is because they are carnivorous animals and eat each other if kept in the same cage. But a couple of years back scientists came up with new technologies to produce spider silk without live spiders.
Spider web is made up of a protein, which polymerizes to a molecule called fibroin outside the silk gland. Proteins in all living organisms are composed of amino acids, the production of which is controlled by genes. In 2002 scientists at Nexia Biotechnologies Inc., Quebec, Canada along with US Army’s Soldier Biological Chemical Command Natick, Massachusetts have managed to isolate the genes responsible for the synthesis of this protein and insert them in the cells of goats [1]. According to them, such re-engineered goats could secrete the spider silk protein in their milk. The silk produced from the protein isolated from the milk was remarkably similar to the natural spider silk. As of now this technology is limited to within the four walls of the laboratory. The application of spider silk technology in the manufacturing industry requires more fine-tuning. The amount of silk-building protein that the scientists were able to produce was limited to a few strands. And it is not clear yet how much protein can be harvested in such a manner. Besides, the
experimental silk is only 20-40% as strong as natural spider silk. But the research team is confident of an early resolution of the problem. Nexia already has plans to market the material, dubbed BioStell, for use as fine suture material and biodegradable fishing line, latest by 2004. If things work out further in their favour, we can expect bulletproof vests and bridges made of spider silk in the not very distant future!
Researchers at University of California, USA have a different idea of emulating spider technology. What really interests them are the fibrous form of the spider silk, its extremely fine nature (as fine as .02 microns) and the impressive ability of spiders to change the properties of the silk they produce for different tasks. The fibrous form of the spider silk makes it very conformable and flexible. The ultra-fine nature of the fibre adds still more dimensions to this quality. If a very small diameter material is in linear form, there will be lot of surfaces and thus more reaction sites for a chemical to attach to, and to react with. So there will be more interaction from the material for the same amount of mass. Added to these qualities is the ability of certain nanoparticles\(^1\) to change the composites of the fibres for different functions. For example by adding graphite nanoparticles, the scientists were able to create a material with desirable electromagnetic capabilities, including high conductivity, an important property for aircraft. The researchers used a technology called ‘electrospinning’ to make fibres of spider silk dimensions. Electrospinning is a process capable of producing fibres less than 100 nanometers in diameter which is 1000 times smaller than a human hair. An electric charge is used to spin a liquid polymer from a needle-shaped device onto a ground plate. The ability to add functionality to a composite benefits a host of industries, the aerospace industry in particular. Space applications, satellites and stealth aircraft all require materials with capabilities of high precision, temperature control, stiffness control, stability and radar absorption. It is hoped that a material with such enhanced qualities would become a reality in the near future, thanks to the tiny spinners.
Nanoparticles are particles having diameter less than 100 nanometer and the technology which deals with such particles is called nanotechnology.
2. Insect Technology in Astronomy
In January 2002 a team of Australian based scientists demonstrated devices based on the mechanics of insect flight, that might help explore Mars [2]. The US space agency NASA was immensely impressed by the devices and has plans to utilize the technology on a 2007 mission to the red planet to explore the rock structure of the Valles Marineris, the largest canyon of the solar system. The scientists demonstrated navigational and flight control devices based on research on several types of insects. The resulting sensors are so small that they can be placed on ‘microflyers’ weighing just 73.5 grams. What prompted the scientists to explore the insect world was their amazing capability of fast and precise aerial maneuvers that require stability and collision avoidance.
One of the first devices the scientists have developed is an electronic model of a simple eye or ocelli of insects (Figure 1a).
Figure 1.
(a) Dorsal side of an insect head showing ocelli.
(b) Mosquito proboscis 1000 times enlarged
(c) Ventral view of a gecko’s foot
Microneedle will be the forerunner of small wireless devices for collecting blood that could be permanently attached to the body for monitoring blood-sugar levels in diabetics.
The function of ocelli is to measure the distribution of ultraviolet and green light to maintain level flight, which could be an answer to the problem of stable flight in the ultra-thin atmosphere of Mars. According to the scientists the artificial ocelli weigh only a few hundred milligrams, and the collision avoidance sensor around 5 grams. These small sensors would allow small aircrafts, as light as 75 grams, to be carried to the surface of Mars. The scientists also programmed computers to avoid collisions, taking cues from bees, which use the apparent speed of objects to determine distance. Bees may also provide a solution for navigating on Mars, where there is no GPS (Global Positioning System) network or magnetic field to distinguish one pole from another. Bees use a combination of polarization patterns in the sky, landmarks and distance traveled to navigate. The microflyer with its ‘insect sensors’ is likely to undergo a final test in 2004.
3. Painless Syringes Based on Mosquito Proboscis
Here is heartening news for the needle-phobic people all over the world. According to a news item published in *New Scientist*, micro-engineers at Kansai University in Osaka, Japan have developed a prototype of a painless needle [3]. The clue for such a discovery came from an unlikely source: the mosquito proboscis. The mosquito bites by pricking the skin painlessly and the anticoagulant saliva is injected to prevent clotting of blood. The ensuing itching sensation is due to the chemicals in the saliva, not because of the skin injury. The scientists hope that the ‘microneedle’ developed by them will be the forerunner of small wireless devices for collecting blood that could be permanently attached to the body for monitoring blood-sugar levels in diabetics.
The mosquito bite is painless because the tip of its proboscis is highly serrated and leaves only small points in contact with the skin, reducing the stimulation of nerves. In contrast syringe needles are smooth, and leave a lot of metal in contact with skin tissue. The team created a tiny needle one millimetre long and
0.1 millimetres in diameter with silicon dioxide. The walls of the needle were just 1.6 micrometres thick. This needle was tested on silicone rubber, which mimics the reaction of skin. But there is a big hurdle to overcome before the needle can be tested on humans. The needle they designed is highly brittle and can break while performing a hypodermic injection. This may lead to the formation of a blood clot. If such a clot entered the bloodstream and traveled to the brain or heart it could be fatal. The solution for this problem could be the use of a tougher material produced by ‘spider technology’ discussed earlier.
4. DNA in Information Technology
Computer chip manufacturers around the world appear to be engaged in a neck-to-neck competition to bring out smaller and faster microprocessors. At present silicon is the element of choice for making chips. The silicon made chips will ultimately reach a saturation point of size and speed. This reality necessitates an alternate material to produce faster computing speeds. A potential candidate is the genetic material DNA (Deoxyribonucleic Acid). While still in their infancy, DNA computers will be capable of storing billions of times more data than a personal computer. In 1994, Leonard Adleman, a computer scientist at the University of Southern California introduced the idea of using DNA to solve complex mathematical problems. This idea struck him after reading the book ‘Molecular Biology of the Gene’ written by James Watson, who co-discovered the structure of DNA in 1953. In fact, DNA is very similar to a computer hard drive in how it stores permanent information about genes. Adleman’s article in a 1994 issue of the journal *Science* outlined how to use DNA to solve a well-known mathematical problem, called the directed Hamilton Path Problem, also known as the ‘traveling salesman’ problem [4]. The goal of the problem is to find the shortest route between a number of cities, going through each city only once. Adleman chose to find the shortest route between seven cities. The success of the Adleman DNA computer proved that DNA could be used to calculate complex mathematical problems. However, this early DNA computer
The gecko’s amazing climbing ability depends on weak molecular attractive forces called Van der Waals forces and the adhesive depends on geometry, not surface chemistry.
was far from the challenging silicon-based computers in terms of speed. Three years after Adleman’s experiment, researchers at the University of Rochester developed logic gates made of DNA. Logic gates, a vital part of the computer, which convert binary code moving through the computer into a series of signals that the computer uses to perform operations. Currently, logic gates interpret input signals from silicon transistors, and convert those signals into an output signal that allows the computer to perform complex functions. The Rochester team’s DNA logic gates are the first step toward creating a computer that has a structure similar to that of an electronic computer. Instead of using electrical signals to perform logical operations, these DNA logic gates rely on DNA code. They detect fragments of genetic material as input, splice together these fragments and form a single output. The researchers believe that these logic gates might be combined with DNA microchips to create a breakthrough in DNA computing. It may take many years to develop a workable DNA computer. If such a computer is ever made it is believed to surpass the computing capabilities and compactness of the present day silicon based systems.
5. Gecko’s Feet for Robots
In 2002, an inter-disciplinary research team working at Lewis & Clark College at Portland, the University of California at Berkeley, the University of California at Santa Barbara, and Stanford University has claimed that they have unraveled the mystery behind the ability of Geckos to climb on smooth surfaces [5]. Their studies confirmed speculation that the gecko’s amazing climbing ability depends on weak molecular attractive forces called Van der Waals forces\(^2\) and the adhesive depends on geometry, not surface chemistry. In other words, the size and shape of the tips of gecko’s foot hairs determine the stickiness, not the chemical nature as thought earlier. The researchers fabricated prototypes of synthetic foot-hair tips from two different materials for proving their contention. Despite the difference in the materials, the adhesive properties were the same for both the prototypes.
\(^2\)Van der Waals forces, named after a Dutch physicist of the late 1800s, are weak electrodynamic forces that operate over very small distances but bond to nearly any material.
Geckos have millions of microscopic hairs called setae on the bottom of their feet. These tiny setae are only 100 millionth of a meter long, which is approximately double the diameter of human hair. Each seta ends with 1,000 tinier pads at the tip. These tips, called spatulae, are only 200 billionths of a meter wide, below the wavelength of visible light! When billions of such spatulae on the undersurface of gecko feet come into close contact with the surface, molecules in both the spatulae and the surface are attracted to each other. According to one estimate this attraction is so strong that a gecko can hang upside down carrying a weight of 125 kilograms on its back! The researchers are hopeful of manufacturing the first biologically inspired dry adhesive microstructures based on their findings. The advantage of such dry adhesives is their ability to be used on all types of surfaces and also under varied environmental conditions like water and vacuum. Micro-robots with gecko feet can be one of the applications of this technology.
The biological systems will continue to serve as models for many such applications in the coming days. Perhaps the emulation of human brain would be the most thrilling climax for these kinds of technological pursuits.
**Suggested Reading**
[1] A Lazaris, S Arcidiacono, Y Huang, J F Zhou, F Duguay, N Chretien, E A Welsh, J W Soares and C N Karatzas, *Spider Silk Fibers Spun from Soluble Recombinant Silk Produced in Mammalian Cells*, *Science*, Vol. 295, pp. 472-476, 2002.
[2] Anonymous, Bug-eyed success – DSTO supported research heading for mars, *Australian Defence Science*, Vol.10, No.2, p.2, 2002
[3] David Cohen, This won’t hurt a bit, *New Scientist*, Vol. 174, No.2337, p. 21, 2002.
[4] Q Liu, L Wang, AG Frutos, AE Condon, R MCorn and L M Smith, DNA computing on surfaces, *Nature*, Vol.403, p. 175, 2000.
[5] K Autumn, M Sitti, Y A Liang, AM Peattie, W R Hansen, S Sponberg, T W Kenny, R Fearing, J N Israelachvili and R J Full, Evidence for van der Waals adhesion in gecko setae, *Proc. Nat. Acad. Sci.*, USA, Vol.99, pp.12252-12256, 2002.
**Address for Correspondence**
P K Sumodan
Lecturer
PG Department of Zoology
Government College
Madappally, Vadakara
Kerala 673102, India.
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For Parents and Carers:
Welcome to the Scomis Online Safety Newsletter for parents and carers of 0-5 year olds.
We know that parents and carers are concerned about their children’s safety ‘Online’, i.e. what to do about it and where to find help and information. Published each term, this special section for parents and carers will proactively provide advice - for example, signposting resources, the risks of using technology at an early age and much more!
Did your child receive an Internet connected toy at Christmas?
Don’t forget that Internet connected toys also present risks and challenges!
- Do you know what information the toy collects?
- Do you know where the information collected is stored?
- Will the toy take pictures and/or store recordings of the child?
- Does the toy require location services to work?
- Can location services be switched off?
- Does the toy require a password?
- Who can interact with the toy?
- Are parental controls available?
- How are parental controls accessed?
Find out more:
https://www.saferinternet.org.uk/blog/tech-gifts-christmas
https://iconewsblog.org.uk/
Review the checklist from ‘Which’
To help keep your family safe the consumer organisation Which has compiled a smart toy checklist of the things you need to be aware of before buying a connected toy and once you’ve brought one home. Access via the link below:
https://www.which.co.uk/documents/pdf/connect-ed-toy-safety-469632.pdf
Download the NSPCC’s guide – find out how to keep your children safe (great advice for parents too!)
https://www.nspcc.org.uk/globalassets/documents/advice-and-info/share-aware.pdf
Have you heard of YouTube for Kids?
YouTube Kids gives your family an easy way to watch favourite programmes and explore. It’s free, simple to use and full of family-friendly videos:
https://kids.youtube.com/
Play and use the internet together
The internet has lots of exciting things to see and do – why not resolve to spend some time as a family exploring the online world together? You could play some of your child’s favourite games or research a topic you both find interesting. This is a great opportunity to make sure that everyone is aware of the safety features offered on different games or to talk about what information we can trust online.
(UK Safer Internet Centre – Jan 2018)
Take a look at the following website for advice:
Designed specifically for parents internetmatters.org website offers a wealth of up-to-date unbiased information and advice:
http://www.internetmatters.org/parental-controls/interactive-guide/
Review Childnet’s Online Safety advice for parents and teach your child/children about Smartie the Penguin
- Use the Childnet resource ‘Smartie the Penguin’ and teach your child/children the rhyme:
http://www.childnet.com/resources/smartie-the-penguin
For more information contact Scomis:
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Public-private partnership in Bay Area seeks to make chemicals from hard-to-recycle plastics
MENLO PARK, Calif. (KGO) -- Despite the state's single-use plastic bag ban, recycling of plastics remains a challenge. Soiled plastic bags, for example, usually end up going to landfills. That could change.
It's estimated that Americans take home about 1,500 plastic bags each year. And in our area, here's many of them end up at the GreenWaste Recovery center in San Jose. Film plastics, as they're known, can be difficult to recycle.
"Dirty film plastics, as soon as it's covered in food waste or what we call putresible waste, there isn't a market for those materials, so that segment of the film plastic has always gone to landfill," said Emily Finn, director of business development and communications at GreenWaste Recovery.
However, a laboratory in Menlo Park aims to change that. BioCellection is a startup that has developed a process that turns polyethylene into chemicals. The chemicals are then sold to companies that use them to make a wide range of products, from padded jackets and auto parts to perfume. Despite efforts to ban plastic bags, there is more plastic entering the waste stream.
"A lot of packagers are moving away from glass and cardboard and moving to plastics, which is much cheaper," said Miranda Wang, co-founder & CEO of BioCellection. "So we're actually seeing an increase in polyethylene."
The City of San Jose and GreenWaste will partner with BioCellection so these plastics don't end up in a landfill with an investment of $240,000 for a one-year pilot project.
The two scientists who co-founded BioCellection are both 24. They started working together as high school students in Canada. Jeanny Yao is the chief technology officer while Miranda Wang is the CEO.
The process they developed not only helps to solve what to do with certain plastics, but also create a new source of chemicals that otherwise require petroleum to make.
BioCellection plans to locate labs on-site that will allow the chemical process to be done at recycling centers in a mobile facility no larger than two parking spaces.
With the partnership with the City of San Jose and GreenWaste, the team at BioCellection believes they'll be in full-scale production by next spring.
Get the latest stories and videos about recycling here. | <urn:uuid:0003dd23-4eef-4e84-8e7b-1b077d0562e4> | CC-MAIN-2019-18 | http://www.greenwaste.com/sites/default/files/ABC7-GWR-Biocellection-partnership.pdf | 2019-04-24T02:11:28Z | crawl-data/CC-MAIN-2019-18/segments/1555578624217.55/warc/CC-MAIN-20190424014705-20190424040705-00410.warc.gz | 234,751,153 | 487 | eng_Latn | eng_Latn | 0.999295 | eng_Latn | 0.999295 | [
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Turkey Lapbook
Cut out these five pictures from Istanbul. Include the captions and try to make them all the same size. Put your favorite picture on top and staple them along the top.
Simit for sale!
“Evil eye” jewelry is said to protect you from evil.
The second oldest metro in the world is in Istanbul.
Mosques can be seen all along Istanbul’s skyline.
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IMPORTANT STEPS IN GROWING SOY BEANS
By E. A. Miller, Extension Agronomist
1. The soy bean is well adapted to the soil and climatic conditions of a large part of the cotton region. It will grow on practically any soil that produces cowpeas successfully.
2. Soy beans are well adapted to plant in alternate rows with corn or grain sorghum. Also to follow after oats or other small grain in East Texas.
3. The seed bed should be prepared at least as well as that for cotton, corn or grain sorghum. It pays to have the land well prepared.
4. Some good varieties are the Laredo, Mammoth Yellow, Biloxi and Otootan. The Laredo is the most popular variety. It has the advantage of being resistant to root knot, caused by nematodes and hence it is better adapted to sandy soils.
5. If soy beans follow a crop that was well fertilized, no additional fertilizer is necessary. In other cases, however, it is usually profitable to apply from 100 to 200 lbs. per acre, of superphosphate, especially on poor soil.
6. Do not plant soy beans until the soil has become warm. If inter-planted with corn or grain sorghum, plant the beans when these crops are from 2 to 3 feet high, as earlier planting often reduces the grain yield.
7. If soy beans have not been grown on the land, it is advisable to inoculate the seed with bacterial culture, or to give the field a light application of soil from a soy bean field, and harrowing or disking this soil into the land.
8. When planted for hay in 3 ft. rows, at least one bu. of seed per acre of the larger varieties, or \( \frac{1}{2} \) bu, of the Laredo variety is required. In alternate rows with corn or grain sorghum, half of these amounts is sufficient.
9. The crop is planted very similar to that of cotton, with an ordinary planter. The cultivation is also similar to that of other row crops, by giving enough shallow cultivation to keep down weeds.
10. Soy beans should be harvested for hay as soon as the pods begin to form, as otherwise a coarse woody hay would be produced.
11. Soy beans are more easily cured than cowpeas. The hay should be partially cured in the swath before raking it into wind-rows. It may be allowed to cure in the wind-rows or shocked on hollow racks made of poles.
12. In harvesting the crop for seed, the beans should be allowed to fully develop as indicated by all of the leaves having become brown and the pods well filled. Bean threshers are on the market. Grain threshers with some adjustments, may also be used. | <urn:uuid:c5dcd327-abe4-446b-9ba7-207f84248af1> | CC-MAIN-2019-18 | https://oaktrust.library.tamu.edu/bitstream/handle/1969.1/161041/12/Leaf0012.pdf?sequence=1&isAllowed=y | 2019-04-24T02:36:21Z | crawl-data/CC-MAIN-2019-18/segments/1555578624217.55/warc/CC-MAIN-20190424014705-20190424040705-00409.warc.gz | 501,053,465 | 586 | eng_Latn | eng_Latn | 0.999069 | eng_Latn | 0.999069 | [
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Add a Jibber To Your Wardrobe
Marty Keeney
*Iowa State College*
Follow this and additional works at: [http://lib.dr.iastate.edu/homemaker](http://lib.dr.iastate.edu/homemaker)
Part of the Home Economics Commons
Recommended Citation
Keeney, Marty (1959) "Add a Jibber To Your Wardrobe," *The Iowa Homemaker*: Vol. 39 : No. 3 , Article 7.
Available at: [http://lib.dr.iastate.edu/homemaker/vol39/iss3/7](http://lib.dr.iastate.edu/homemaker/vol39/iss3/7)
START NOW to knit a jibber to combat cold winter winds. A jibber is an easy-to-knit cap which protects head and ears, and yet is lightweight and uncumbersome. It is about five inches wide at the top of the head, narrows to two inches under the chin, and is fastened securely by yarn ties to keep out cold air.
The original Swedish pattern has been widely copied in this country, but none of the adaptations are as warm or as comfortable as the Swedish version.
Here's the basic pattern: First buy two ounces of sports yarn and number four needles. Now you are ready to begin a satisfying two-evening project.
Cast on 14 stitches. Knit back and forth for 10 rows, now:
(Row 1) Knit 6, increase 1, place a marker on the needle, increase 1, knit 6.
(Row 2) Knit 6, purl 4, knit 6.
(Row 3) Increase 1 stitch on each side of marker on right side of work.
(Row 4) Knit 6, purl to last 6, knit 6.
Repeat rows 3 and 4 until there are 48 stitches on the needle. Work even for 4-1/2 inches.
Decrease as follows:
Knit 22, slip 1, knit 1, pass slip stitch over, place a marker, knit 2 together, knit to end of row.
Knit 6, purl to last 6, knit 6.
Knit 6, purl to last 6, knit 6.
Repeat these two rows until work is down to 14 stitches.
Knit 10 rows.
Bind off stitches.
Yarn ties:
Crochet two 12 inch chains, using a double strand of yarn for each. Attach a yarn tassel to one end. Fasten the ties to each end of the jibber.
To make the tassel, wind a length of yarn ten times around a two inch strip of cardboard. Tie the loops securely with a piece of yarn and slip them from the card. About one-half inch from the tied end wind another piece of yarn tightly five times around the tassel. Tie securely, clip, and trim the loops at the untied end.
To complete the jibber, press carefully with a steam iron or under a moistened cloth. Pressing prevents curled edges and smoothes the work.
There are many variations to this basic pattern. A more dressy version may be knit from three one-half ounce balls of French angora yarn. For an unusual and luxurious effect, use navy blue, black, or brown yarn. If angora is used, increase only to 44 stitches and work even for four inches. Pastel angora or yarn jibbers trimmed with sequins or pearls make attractive hoods for winter party-going.
The same pattern can be adapted for little girls by using finer yarn and smaller needles. These may be trimmed with wool embroidery or felt flowers. Other variations are limited only by imagination and materials.
Start now to knit a jibber — a smart and practical idea for winter wear and Christmas giving.
Marty Keeney, author of this story, models the warm wool Swedish jibber which she knitted in two evenings. The jibber is an adaptation of the Swedish cap.
Add a Jibber To Your Wardrobe
By Marty Keeney, H.Ec. 3 | <urn:uuid:46e8681a-2e07-4d16-b47d-168a70ddf0b9> | CC-MAIN-2019-18 | https://lib.dr.iastate.edu/cgi/viewcontent.cgi?article=4506&context=homemaker | 2019-04-24T02:48:52Z | crawl-data/CC-MAIN-2019-18/segments/1555578624217.55/warc/CC-MAIN-20190424014705-20190424040705-00411.warc.gz | 477,034,142 | 870 | eng_Latn | eng_Latn | 0.812574 | eng_Latn | 0.993413 | [
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After completing this chapter, you will be able to:
**Section 33.1 Types of Risk**
- Discuss risk and risk management.
- Describe different types of risk.
**Section 33.2 Handling Risk**
- Describe four ways that individuals and businesses can handle risk.
- List types of insurance protection.
---
**Ask**
**STANDARD &POOR’S**
**The Basics of Risk Management: Credit Risk Assessment**
**Q:** How does a bank assess its risk when making a large loan to a company?
**A:** Credit risk is the possibility that a company may not make timely payments on its outstanding debt. In the worst cases, the company never pays back what it owes. Banks must assess a company’s credit risk before they decide whether to grant a loan to the company. Using various credit risk assessment templates, banks determine the credit scores, the probabilities of default, and rating estimates of the company. Based on this information, they may grant the loan or decide not to if the risk is too great.
**Mathematics** Danielle has $1,800 in credit card debt and still owes $6,200 on her car. Her annual income is $32,000. She has requested a credit line from the bank. Before granting her the credit, the bank must calculate her debt-to-income ratio. If the bank’s cutoff for granting credit is 0.35, will she be eligible?
**CONCEPT Calculating Ratios** A ratio is a comparison of two numbers using division. Ratios are usually written in simplest form, so the ratio “8 out of 10” is written 4 to 5, 4:5, or $\frac{4}{5}$. Sometimes a ratio is represented as one number as either a percent or a decimal.
Managing Risk Businesses face many different types of risk. Why do you think it is important for people to know what risks a business might face?
Types of Risk
Before You Read
Think about the various types of risk that you face in your daily life.
Read to Learn
• Discuss risk and risk management.
• Describe different types of risk.
The Main Idea
Everybody faces risk that can lead to loss, injury, or even death. Individuals and businesses can use strategies to manage risk as ways to reduce or avoid loss.
Key Concepts
• Risk Management
• Types of Risk
Vocabulary
Key Terms
risk
risk management
insurable risk
insurance
uninsurable risk
controllable risk
uncontrollable risk
pure risk
economic risk
human risk
natural risk
Academic Vocabulary
You will find these words in your reading and on your tests. Make sure you know their meanings.
criteria
minimize
decade
occurrences
Graphic Organizer
In a figure like the one below, give examples of each of the four types of risk.
| Types of Risk | Examples |
|---------------|----------|
| Insurable | |
| Uninsurable | |
| Controllable | |
| Uncontrollable| |
Go to the Introduction to Business Online Learning Center through glencoe.com for a printable graphic organizer.
Academic Standards
English Language Arts
NCTE 1 Read texts to acquire new information
Mathematics
Algebra Use mathematical models to represent and understand quantitative relationships
Risk Management
All people and businesses make decisions that create risk. A **risk** is the possibility of loss or injury. You face risk daily. Some types of risk may be easier for you to tolerate than others. For example, if you ride in a car, bus, train, or plane, you take the risk of having an accident. You can also fall down the stairs at home or at school. **Business risk** is risk that businesses specifically face, such as the potential for financial loss. You cannot eliminate all risk, but you can reduce and manage it. **Risk management** is the systemic process of managing risk to achieve your objectives.
**Reading Check** Define What is risk?
Types of Risk
There are several different types of risk. Risk may be insurable or uninsurable, as well as controllable or uncontrollable. Risk can be further identified as pure, economic, human, or natural risk.
An **insurable risk** is a risk that meets an insurance company’s criteria for insurance coverage. **Insurance** is paid protection against loss due to injury or property damage. Drivers who have vehicle insurance present insurable risk. **Uninsurable risk** is a risk that is unacceptable to insurance carriers because the likelihood of loss is too high. A store owner might have difficulty finding insurance for a shop that is located in a flood zone.
**Figure 33.1** — Planning to Manage Risk —
**Are You Prepared?** Being prepared to face risk is an important way for businesses to manage the possible consequences. Which step do you think is most important?
Controllable risk occurs when conditions can be controlled to minimize the chance of harm. Environmental damage is a controllable risk that, in many cases, can be prevented. An uncontrollable risk cannot be controlled. For example, risk involved in doing business in the global marketplace cannot be controlled.
Pure Risk
A pure risk is the threat of a loss with no opportunity for gain. If you drive a car, for example, you run the risk of being in an accident and suffering loss and/or injury. Your insurance company will not issue you funds for avoiding an accident. Therefore, if you avoid an accident, you do not have an opportunity for gain. Of course, you would still try to drive carefully and avoid accidents. Businesses run the risk of loss from employee theft, burglary, bad checks, and accidents involving customers and employees. Businesses do not receive insurance funds for avoiding financial losses due to these occurrences. The purpose of insurance is to hedge against the risk of potential financial loss.
Economic Risk
Economic risk occurs when there is likelihood of economic loss. Even if you are very careful, you will not be able to avoid all risk. You can, however, protect yourself against economic loss. For businesses, economic risk results from changes in overall business conditions. If businesses fail to change their products when competitors offer more features, they may lose sales and face economic harm.
Economic risk can be related to property and to your own personal well-being. It can be placed in three categories: personal risk, property risk, and liability risk. Personal risk is risk associated with illness, disability, loss of income, unemployment, aging, and premature death. Property risk is the risk of damage to or loss of property due to theft, wind, fire, flood, or some other hazard. Liability risk is the potential for losses to others that occur as a result of injury or damage that you may have caused.
Reading Check Identify What are the categories of economic risk?
Human Risk
Human risk is the risk of harm caused by human mistakes, dishonesty, or another risk that is attributed to people. Risk may be caused by people who are careless or dishonest. A friend might
borrow something from you and damage or lose it. You might lose money to someone who snatches your wallet or purse. For businesses, human risk ranges from the financial impact of theft or embezzlement to job-related injury or illness.
**Customer Dishonesty** Human risk can be caused by customer theft, fraudulent payment, or nonpayment. Losses due to shoplifting are passed on to consumers through higher prices. Price increases are needed to pay for inventory shortages, security personnel, and the installation of theft prevention systems. Other examples of customer dishonesty include nonpayment of accounts or the use of stolen checks or credit cards.
**Employee Risk** Employees represent another human risk to businesses. Employees may cause loss. Companies depend on employees to do their job well. For example, commercial airlines prepare crews for emergencies caused not only by mechanical problems but also by human factors. If a flight attendant fails to keep an aisle clear, a passenger could trip and fall, break an arm, and sue the airline. Accidents like these can be financially devastating to a small business. The possibility of employee theft poses another risk to businesses.
**Computer-Related Crime** Over the past decade, computer-related crime has emerged as a significant new human risk to business. Malicious programs called computer worms or viruses can be inadvertently downloaded by employees and can wreak havoc on internal computer networks and communication systems. Hackers may break into computer systems to gain access or information for mischievous or criminal purposes.
**Natural Disasters**
Damage from a tornado can be devastating. What type of risk does a tornado represent?
Computer crime is committed by many different kinds of people—from current or past employees to professional cyber thieves. Businesses can reduce computer crime by keeping computer networks secure and using passwords, encoded firewall programs, and virus detectors. Employees can be trained on privacy policies and proper handling of confidential information.
**Crime Prevention** People try to avoid risks associated with crime by taking precautions at home and in public. To protect against theft, many businesses install closed-circuit TV systems and point-of-service terminals that generate reports. They also thoroughly review job applicants. To protect against losses due to bad checks and credit cards, they use check-reader and credit-authorized machines. Companies hire security guards and install high-quality locks, proper lighting, and alarm systems.
**Natural Risk**
A **natural risk** is the possibility of a catastrophe caused by a flood, tornado, hurricane, fire, lightning, drought, or earthquake. These natural **occurrences** can cause damage or loss of property. Some risk is caused by people and is also called natural risk. Power outages, oil spills, arson, terrorism, and even war are classified as natural risk.
---
**Section 33.1**
**After You Read**
**Review Key Concepts**
1. Why do businesses and individuals practice risk management?
2. What are the four main types of risk discussed in the chapter?
3. Describe some types of human risk.
**Academic Skills**
4. **Mathematics** Your auto insurance policy has a bodily injury ratio of 1:4. This ratio describes the relationship between the maximum coverage for individual bodily injury and all bodily injury. If the most the policy pays for individual bodily injury is $150,000, what is the most it will pay for all bodily injury?
**CONCEPT** **Ratios** A ratio is a comparison of two quantities. A ratio of 1:2 means one part of the first quantity to two parts of the other. If the first quantity is 10, find the second quantity by multiplying by 2 to get 20.
For math help, go to the Math Appendix.
Go to the *Introduction to Business* Online Learning Center through glencoe.com to check your answers.
Handling Risk
Before You Read
Think about what you do to handle the risk you face in your day-to-day life.
Read to Learn
• Describe four ways that individuals and businesses can handle risk.
• List types of insurance protection.
The Main Idea
Risk of loss can be avoided, reduced, retained, or transferred. Insurance is a way to transfer the risk of loss to an insurance company, which agrees to cover you economically if certain types of risk result in a loss.
Key Concepts
• Handling Risk
• Insurance Protection
Vocabulary
Key Terms
premium hazard
peril insurance policy
Academic Vocabulary
You will find these words in your reading and on your tests. Make sure you know their meanings.
retain undergo
mode conversely
Graphic Organizer
In a figure like the one below, list and describe four ways individuals and businesses can handle risk.
Ways Businesses Handle Risk
Go to the Introduction to Business Online Learning Center through glencoe.com for a printable graphic organizer.
Academic Standards
English Language Arts
NCTE 1 Read texts to acquire new information
NCTE 3 Apply strategies to interpret texts
NCTE 12 Use language to accomplish individual purposes
Science
Content Standard G Students should develop understanding of historical perspectives in science
Handling Risk
Since you cannot completely avoid all risk, you must learn to handle it. There are four ways to handle risk. You can avoid, reduce, retain, or transfer risk. Most people and businesses use a combination of all these methods.
Risk Avoidance
Avoiding risk involves thinking about the consequences of decisions. For example, you could avoid the risk of a train accident by never riding a train. However, this would eliminate a mode of transportation that is considered very safe. In many cases you can avoid risk, but sometimes it is not practical to do so. For a business, risk avoidance means refusing to engage in a particularly hazardous activity. For instance, market research can lead a business to conclude that investment in a product or service is not worth the risk. All business decisions should be made with consideration of the potential for benefit and for risk.
BusinessWeek Reader and Case Study
Winning the Game of Risk
Some pros say investors aren’t paying enough attention to risk. Here are some smart steps to help protect your investments.
This may sound amazingly self-evident, but it’s worth repeating: Investing is inherently risky. And too much risk may be hazardous to your financial health. Anyone who has ever watched a stock like Google® or General Motors execute a power-dive knows how much sudden downturns can hurt a portfolio.
But unless you wish to stash your assets in the Bank of Posturepedic, you will have to take on some risk as you put your money to work. The trick is to take on the right amount for your age and your financial circumstances.
It’s not always easy, especially when financial market upswings can make investors complacent. Market veterans have increasingly warned against excessive risk. Most recently, bond-fund guru Bill Gross cited a possible downside in indexes he deems overvalued. “The crash of risk assets and their return to normalcy may be hard to time, but...these periods never end well,” the PIMCO chief investment officer wrote in his latest monthly outlook.
How much risk is too much? “It’s difficult to define,” says Phil Edwards, managing director of Standard & Poor’s Investor Services.
CASE STUDY Go to the Introduction to Business Online Learning Center through glencoe.com for the BusinessWeek Reader Case Study.
Active Learning
Think about the risk you face every day—and the steps you take to minimize risk. Develop a poster about planning for a risk you think is controllable. Include five or more steps you take to control the risk.
Air Bags
Air bags are used for cushioning people or equipment. In automobiles, an air bag is known as a supplementary restraint system (SRS). Air bags distribute the force of a crash and reduce the chance that an occupant’s upper body will strike the interior of the vehicle. There were air bags in airplanes as early as the 1940s. In the 1960s, U.S. inventor Allen Breed designed a “ball-in-tube” sensor for crash detection that would trigger the air bag. The first use of air bags in a production car was in 1973, but the majority of the market did not accept the technology. In 1984, the U.S. government required automakers to have air bags as standard equipment by 1989. The National Highway Traffic Safety Administration (NHTSA) mandated air bags in 1998.
WebQuest
Go to the Introduction to Business Online Learning Center through glencoe.com for links to Web sites where you can research how the technology of air bags has evolved over the years. Look for the pros and cons of air bags, and how technology is trying to eliminate the negative aspects of them. Write a paragraph about where air bag technology is headed.
Risk Reduction
Some risk cannot be avoided entirely. Instead you may need to practice risk reduction. For instance, your home should have smoke alarms and fire extinguishers. They can reduce the risk that a fire will cause damage. When you use equipment or tools, follow safety rules, wear protective glasses, and work in a properly designed work area to reduce the risk that you will be hurt.
Businesses practice risk reduction, too. For example, retail stores place electronic tags on expensive merchandise to discourage theft. This may not eliminate shoplifting, but it can reduce it. Business owners reduce risk by designing work areas to lower the chances of accidents or fire. They educate their employees about the safe use of equipment and keep safety equipment ready for use. Businesses also provide information about the correct use of products and warn customers about possible hazards.
Screening and Training Employees
For most businesses, the best way to reduce risk from employee carelessness and incompetence is through effective employee screening, orientation, and training. Businesses screen applicants’ backgrounds and check references. Some companies now require prospective employees to undergo drug testing before being hired. Drug abuse can increase human risk by making employees careless and more likely to ignore or forget safety rules.
Workplace Safety
The financial impact of workplace accidents is staggering. To manage this risk, businesses design work areas to avoid accidents. They also provide safety training. They try to address hazards before accidents occur. They comply with state and federal health and safety regulations and place first-aid kits throughout the workplace. What are some things that companies can do to protect employees who work with hazardous materials?
Risk Retention
It may be impossible to avoid certain types of risk. Bearing financial responsibility for the consequences of loss is called *risk retention*. For instance, suppose that your watch is valuable, but you enjoy wearing it anyway. If you take your chances on losing or damaging it, you will have to pay to replace it if necessary. You have chosen to retain the risk of the economic loss that you will lose or damage the watch.
A business may retain the risk that customer tastes will change and merchandise will not sell. They can underestimate the risk and stock too much merchandise. If consumer demand for that merchandise changes, they may have a greater loss than planned.
**Reading Check** Define What is risk retention?
Risk Transfer
Insurance provides a way to transfer a risk of loss to an insurance company. Insurance divides a possible loss among large numbers of people or companies. Economic risk is shared most effectively when many people or businesses are involved. Each individual or company then pays a fee for protection.
Insurance Protection
Insurance protection requires careful planning and decision making. Choosing the right insurance plan is an important step. Insurance companies provide almost any kind of insurance you might want. How do you make your insurance choices? You must look at your individual situation and then choose the protection that fits your needs.
With insurance protection, no one person or business has to bear a loss alone. A **premium** is the price an insured person or business pays for insurance protection for a specified period of time. Insurance works on the “principle of large numbers,” which means many share a loss so that no one person or business carries all the risk.
*Risk*, *peril*, and *hazard* are important terms in insurance. In everyday life, these terms have almost the same meanings. In the insurance business, however, each word has a distinct and special meaning. While risk is the chance of loss or injury, *peril* is anything that may possibly cause a loss. It is the reason someone takes out insurance. People buy insurance against a wide range of perils, including fire, windstorms, explosions, robbery, and accidents. *Hazard* is anything that increases the likelihood of loss through peril. For example, defective electrical wiring in a house is a hazard that increases the chance that a fire will start.
Individuals and businesses can insure property and people against potential loss by purchasing insurance policies. An **insurance policy** is a contract between a person and an insurance company to cover a specific risk. In return for the premium, or price for insurance coverage, the insurance company agrees to protect the policyholder against financial loss in case of an accident or loss that is covered in the policy.
**Types of Insurance**
There are several types of insurance for consumers. *Life insurance* offers protection for family members after someone dies. *Property insurance* covers damages or losses to your property. *Conversely*, *liability insurance* covers damages that you may have caused accidentally to someone else or to someone’s property. *Health insurance* provides money to pay medical bills in case of accident or sickness.
Many businesses offer life and health insurance coverage to their employees. They also carry liability and property insurance to protect their property. Companies carry *workers’ compensation insurance* to protect workers who are injured on the job. Workers’ compensation insurance is required by the government and paid for by employees. It provides medical and income benefits to employees injured on the job. Job-related illnesses, such as carpal tunnel syndrome, are also covered.
---
**Section 33.2**
**After You Read**
**Review Key Concepts**
1. What are four ways to handle risk?
2. What is the difference between risk retention and risk transfer?
3. Identify some types of insurance.
**Academic Skills**
4. **English Language Arts** Look at the terms below. Cross out the one that does not belong with the others. Circle the term that could be used as the heading in a list with the others.
liability
property damage
bodily injury
safety
5. **English Language Arts** Write a letter to your state’s commissioner of insurance asking for information on the minimum automobile insurance requirements for your state. Write a paragraph about the response you receive.
Go to the *Introduction to Business Online Learning Center through glencoe.com* to check your answers.
Section 33.1 Summary
Types of Risk Every person and business risks loss. Risk may be controllable or uncontrollable and insurable or uninsurable. Economic risk includes personal risk, property risk, and liability risk. Human risk caused by human mistakes or dishonesty is a particular problem for businesses. Natural risk caused by the weather can result in financial loss and damage.
Section 33.2 Summary
Handling Risk Risk can be avoided, reduced, retained, or transferred. Individuals and businesses try to avoid and reduce risk whenever they can, but some risk is inevitable. Both businesses and people can transfer risk. Insurance provides a way to transfer risk to an insurance company. Insurance enables a large number of people to share a possible loss.
Vocabulary Review
1. On a sheet of paper, use each of these key terms and academic vocabulary terms in a sentence.
Key Terms
- risk
- risk management
- insurable risk
- insurance
- uninsurable risk
- controllable risk
- uncontrollable risk
- pure risk
- economic risk
- human risk
- natural risk
- premium
- peril
- hazard
- insurance policy
Academic Vocabulary
- criteria
- minimize
- decade
- occurrences
- retain
- mode
- undergo
- conversely
Review Key Concepts
2. Discuss risk and risk management.
3. Describe different types of risk.
4. Describe four ways that individuals and businesses can handle risk.
5. List types of insurance protection.
Critical Thinking
6. Some people would rather take their chances than to try to avoid risk. Do you think this is a good or bad approach to risk?
7. What types of anti-shoplifting measures have you observed in stores?
8. Tornadoes, hurricanes, and floods have caused devastating losses in recent years. What do you think can be done to reduce losses from disasters?
9. Explain the difference between “economic risk” and “economic loss.”
10. Some people do not take precautions to avoid risk because they think that their insurance company will reimburse them for any losses that they incur. What do you think?
11. How can businesses take precautions against customer dishonesty without offending their honest customers?
12. What advice would you give business owners to make their computer systems safer?
13. What problems can insurance companies face because of natural disasters?
Write About It
14. Research uninsurable risk. What types of risk are uninsurable? Why? Is there a way to avoid an uninsurable risk? In at least one page, discuss your answer.
15. In at least two paragraphs, discuss some of the safety measures that your school has in place to reduce the risk of loss or injury.
16. Many employees take company property for their personal use. Write a brief e-mail to your teacher about the impact this can have on a business.
17. One way to reduce risk is to increase safety. List guidelines for people to reduce their risk of property loss, injury, or death on the road.
18. Choose a business in your community. Research the risk that this type of business might encounter. Write at least two paragraphs on your findings.
19. An insurance agent helps people to identify the purposes of their insurance plan and develops a program for them. Research the job of insurance agent. Write a report on the qualities that a good insurance agent should have.
Technology Applications
Spreadsheet Software
20. Injuries and illnesses in the workplace can result in lost wages, increased medical expenses, and higher workers’ compensation payments. Research the number of injuries and illnesses and their sources among U.S. workers. Prepare a spreadsheet and chart summarizing the information you obtain. Use the Internet or reference books in your library to find information.
Business Ethics
Should She Return the Check?
21. Imagine that someone broke into your friend Teresa’s home and stole her jewelry box. Teresa files a police report as well as an insurance claim for the stolen items. In both reports, she lists several pieces of jewelry as stolen, including a diamond necklace insured for $1,000. In a few days, the insurance company issues her a check for $1,000. The following week, she finds the necklace hidden in a closet. What should she do?
Applying Academics to Business
English Language Arts
22. Work with a group of three or four students to research the different types of vehicle insurance coverage. Create an outline for a short presentation, and give it to the class.
Mathematics
23. You recently purchased a used car for $5,000 with help from a bank that loaned you the money with a 6% simple interest loan. If your insurance costs you $230 quarterly, how much will the insurance and interest cost you in the first year?
Problem Solving Before solving a word problem, decide which operations you will use and how they relate to each other.
English Language Arts
24. Make a list of items you would want to have covered by insurance. Write a paragraph discussing why these items are important to you.
Mathematics
25. You are billed for insurance quarterly, or every three months. Your first bill gives you the option of paying the total or a lesser amount every month. If the total quarterly amount is $215 and the optional monthly amount is $79, what is the difference in the amount you would pay if you chose the monthly option?
Comparing Rates In a problem such as this, you will need to choose whether to compare the cost on a monthly, quarterly, or yearly basis.
Active Learning
Attitudes About Risk
26. People have different ways of handling risk. Work in teams. Survey at least 10 people in your neighborhood or school about their attitudes toward risk. Which risk do they run each day at home, at school, or at work? What are some ways they avoid or reduce each risk? Compile your findings, and share the results with the class.
Business in the Real World
Sick-Leave Policies
27. Time off from work because of employee illnesses is a huge cost to businesses. Many companies have wellness policies in place to promote good health. Interview a local business owner about his or her sick-leave policy. Ask about the number of sick days each employee is granted. Does the business also offer exercise and fitness programs? Write a report of your findings, and share it with the class.
Real Life Skills
Dealing with Uncontrollable Risk
28. Suppose you have a retail store that sells imported furniture. Your main supplier is in a country that is undergoing major economic and political changes. These changes are being closely watched by your federal government, which may adjust its trade policies with the country. In one page or more, discuss the types of risk you might encounter and how to address them.
Role Play
Reducing Risk from Hazards in the School
30. Situation You have been asked to present a plan for reducing risk at your school. With three of your classmates, prepare a list of risks and ways to reduce or eliminate them.
Activity As a group, create a presentation for your school administrators on risk: Include your suggestions for reducing or eliminating risks.
Evaluation You will be evaluated on how well you meet the following performance indicators:
- Describe the process your group followed to identify risk in school.
- List the causes of various risks.
- Suggest ways to reduce or eliminate each risk.
- Prepare a written report using presentation software.
Cool Business Careers
Find Your Dream Job
29. Go to the Introduction to Business Online Learning Center through glencoe.com for a link to the Occupational Outlook Handbook Web site. Click on the “OOH Search/A-Z Index” link and enter the job title “insurance underwriter.” Then write a one-page report about this type of occupation. Conclude your report with a list of things you could do now to prepare yourself to pursue the occupation.
Standardized Test Practice
Directions Choose the letter of the best answer. Write the letter for the answer on a separate piece of paper.
1. Which best completes the sentence?
________________________ insurance covers damage done to another person’s vehicle or property.
A Collision
B Property damage liability
C Bodily injury liability
D Miscellaneous coverage
TEST-TAKING TIP When studying for a test, write important ideas, definitions, and formulas on flash cards. Make a tape of your notes. Use these tools to review and prepare for test day.
Reading
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THE GENTILE SYSTEM OF THE SILETZ TRIBES.
During a visit to the Siletz reservation in Oregon, from August to October, 1884, it was found that the Indians dwelling there had come from different parts of the Pacific coast region, beginning on the north with the Nestucca River, in Tillamook County, Oregon, and extending as far south as the Klamath River, California. It was also ascertained that these Indians belonged to different linguistic stocks, named as follows: Athapascan, Yakonan, Kusan, Takilman, Shastian, and Shahaptanian.
A map of western Oregon and California, covering the region indicated, has been prepared by me for the Bureau of Ethnology, and on it have been placed the names of two hundred and sixty-nine ancient villages, which may be classed as follows:
| Village Group | Number |
|----------------------------------------|--------|
| Californian Athapascan villages | 13 |
| Oregon Athapascan villages | 106 |
| Tachelma villages | 17 |
| Yaquina villages | 56 |
| Alsea villages | 20 |
| Siuslaw villages | 34 |
| Lower Umpqua (or Ku-itc) villages | 21 |
| Kusan villages | 2 |
In 1884 the Nestucca and Salmon River Indians were still on the Siletz reservation; and I also heard of the Tillamook, Nestachee, Nehalem, Nchanan (called Ma'-tçuc-me' tûnnë by the Naltûnne tûnnë), Kûn-ni'-wun-ne'-me, a tribe east of the Tillamook, Cow-Creek (Ci'-stâ-qwût ni'-li t'çat' tûnnë), and Na'-à-sû'-me' tûnnë, a tribe dwelling near a small stream between Salmon and Siletz rivers; but I failed to meet any of them.
I was told that the Siletz tribe, that had dwelt on the river giving the name to the reservation, was extinct. On this account the names "Siletz Indians" and "Siletz villages," as used by Dr. Washington Matthews in his article on the Navajo gentes (Jour. Amer. Folk-lore, iii. 105) are not exactly correct, since none of the villages referred to were on the Siletz River, the most northerly ones being along the Yaquina River, the stream just south of the Siletz.
The desire to avoid a title of more than one line has led to the selection of the title, "The Gentile System of the Siletz Tribes," meaning thereby the system of those tribes now dwelling on the Siletz reservation.
A diagram is given in order to show the relative positions of the principal streams in the priscan habitats of the tribes and gentes under consideration.
In recording the languages of the tribes found on the Siletz reservation, I have used the alphabet of the Bureau of Ethnology, with a few additional characters. \( \bar{U} \) is a sound between o in no, and u (=oo in tool).
A child belongs to the village of its father. This seems to be the rule among all of the tribes, though a few exceptions have been found, which might on closer investigation prove to be violations of the ancient rule. A man had to marry outside of his village, as all the women in that village were his consanguinities. Each village, as the Tututunne, Mikonotunne, etc., has its special burial-ground on the Siletz reservation. Several of the cemeteries have been
visited by the writer. The only exception was in the case of the Chetco tribe, which has but one burial-place. These people were formerly in nine villages, whose names have been recorded. Perhaps they have been consolidated, causing them to be regarded as belonging now to one village; though a few years ago, a man of one Chetco village could marry a Chetco woman of another village.
The kinship system is, with a few variations, substantially that of the Siouan family.
**YAQUINA VILLAGES.**
The territory formerly occupied by the Yaquina tribe extends from Elk City to the mouth of the river, a distance of about thirty miles. My sole authority for the names of the gentes was known as "Yaquina John." The tribe calls itself "Yú-kwín'á."
*Villages on the north side of the Yaquina River.*—1. Çlka'-qaik, probably nearly opposite the site of Elk City. 2. Yi-k'qaic' (see Yuk-qais of Alsea), probably the same as the Lickawis or Luckawis of Lewis and Clarke. 3. I-wai'. 4. Tcki'-tci-auk. 5. Ya'-hal. 6. K'ún-nu'-pi-yu'. 7. Kwül-ai'-cau-lk (-lk is often a genitive ending). 8. Kqai'-cük. 9. Ho-lüq'-tlk. 10. Mi'-p'cún-tlk, where Toledo now stands. 11. Hūk-kqw'i-tlk. 12. Çläl'-kqai-ün'-tlk. 13. Ü-qwai'-tlk. 14. Kyu'-wät-kál. 15. Cac. 16. Tçll-ki'-tlk, above the site of Oneatta. 17. K'qi'-üq, near the site of Oneatta. 18. Kyau'-ku-hu. 19. T'k'qa'-ki-yu, on a small stream east of the town of Newport. 20. Mit-ts'ül'-stlk, where Newport now stands—the gens of the parents of Yaquina John (*sic*).
*Villages on the south side of the Yaquina River.*—21. Kqül-hanc'-auk was where Elk City now stands, a little above Çlka-qaik. 22. Kwül-tci'-tci-teččk' was below Elk City. 23. Çlkwi-yau'-tlk. 24. Mul'-cín-tlk. 25. Ki-lau'-u'-tůk'. 26. Tu'-hau-u'-wi'-tçé. 27. A'-tcük. 28. Kqai'-yúk'-kqai. 29. Pt'-ki'-ll'-tçé. 30. Kwül'-ti-cún'-tçé. 31. Cu'-dauk. 32. T'kül-ma'-ca-auk'. 33. K'üm'-sú-k'wum. 34. Kwül'-laq'-tau'-tlk. 35. Chu'-kwí-u'-tçcu'. 36. Pkqül-lu'-wa-ai'-tçé. 37. Pu'-un-t'çi-wa'ün. 38. Ku'-du'-wi'-tçé. 39. Kqi'-ja-lai'-tçé. 40. Hi'-qyin-su'-wit. 41. T'ulck. 42. Pku'-ni-uqt-auk'. 43. Kwül-aic'-auk. 44. Haç'-tù-qlc'. 45. Hi'-wai-i'-tçé. 46. Pai'-in-kqw'u-tçq', "Wild cat village." 47. Çli-nai'-otlk. 48. Kwa-ai'-tcé. 49. Ka'-k'u. 50. Hāk-kyaï'-wal. 51. Çlél'-qûs. 52. Çl'-go'-pi, "at Sam Keys' farm." 53. Tçll-liçl'-ti-yu. 54. Kwül-laic'. 55. Na-aic', on the south side of the river, at the mouth. 56. K'qölq, south of Naaic, at "Davis's house."
**ALSEA VILLAGES.**
The tribe calls itself "Äl-si'," the meaning of which is unknown. The pronunciation "Al-se'-ya" is incorrect. The Alsea and Yaquina tribes speak the same dialect, distinguished by a few provincialisms.
William Smith furnished the names of the villages of his people.
*Villages north of the Alsea River.*—1. Kû-tau'-wã (probably the Necketo of Lewis and Clarke) was at "Seal Rock," on the Pacific coast. The Naltûnne yunnë called the people of this village "Tu-stn-nút' yunnë." 2. Kyä-maï'-su, "The wind comes from the ocean," at the mouth of the river. 3. Ta'-tcû-wlt", meaning not gained. "Men went thither in companies and stayed there to fish." 4. Kau'-
qwan (the q is evanescent), on a stream now called Beaver Creek; probably the Kowai of Lewis and Clarke. 5. Yuk-qais' (the q is evanescent), "Where tide-water comes," probably the Luckarsso of Lewis and Clarke. See Yik'qaic in the Yaquina list. 6. Käq-tca'-waic'. 7. Ci'u-wa'-uk, said to be a "place near the river, filled with undergrowth." 8. Kqlo'-qwai yu'-tslu, "Deep Lake." 9. Me'kümtk, "Long tree moss (black or green)."
Villages south of the Alsea River.—10. Ya'qai-yük', "Where the sandbar ends," called Yahafc and Yahats by the white people. It was 30 miles below Lçiink, and was the village of William Smith's mother. 11. Lçi'-ink, "Spread out, as the skin of a canoe," north of Yaqaityük and south of Kauhük (village of William Smith's father). 12. Kau'-hük, said to mean "High place," probably the Kahunkle of Lewis and Clarke. 13. Kwü'-li'-sitt, a deep and narrow creek. 14. Kwämk'. 15. Sqa'-qwai yu'-tslu, "Deep mouth of a stream." There were caves in the rocks, in which the people stayed during bad weather. 16. Kqltm-kwaic', "Man goes along with the current." 17. Çlkü' ca'-ük, "Where the people forded the river, carrying things on their backs." In the spring they used to go towards the mouth of the river. 18. Yäl'-buct', "Where the water rolls." 19. da'-nit, "Ripple made by a rock in the river." 20. Çlkü'-hwe-yük'. "(Man) goes to the river." The village of William Jackson. (Çlkü probably means river; and ük or yük is a locative ending where?)
SIUSLAW VILLAGES.
According to Mrs. William Smith, the proper name of this people is Cai'-yu-cl'a (Shai'-yu-shl'a). Her father was a Ku-itec or Lower Umpqua, and her mother a Siuslaw. Mrs. Smith gave the names of thirty-four Siuslaw villages as follows:
1. St'çu'-qwïtc, near the ocean. 2. Tcïm'-mük-saitc'. 3. Wai'-jûs, a white mountain. 4. Ckütc, a mountain. 5. Pa-au'-wis. 6. Pi'-lüm-ä's. 7. Tt'-é'-kwatc'. 8. K'üm-kwû'. 9. Ts'ä'-jau-wïs. 10. K'wûs'-k'wê-mûs'. 11. Kwül-hau'-ün-nitc'. 12. Çlkü'-aus (Query: çlkü, river?). 13. Kwül-nsai'-yä. 14. Piçl'-kwû'-tsi-aus'. 15. We'-tsi-aus'. 16. Kûs'-kûs-sû'. 17. Ku-di'-miçl-tä'. 18. Tsä'-hais'. 19. Mûts-nïk'-ä. 20. Pi'-ä. 21. K'qai'-yû'-mi-jû. 22. Yu'-k'qwû-sti'-ä. 23. Kwün'-nû-mûs'. 24. Tsi'-é'-qä we-yaçl', a dry land, where there are small stones. 25. K'qai'-kû-te'üm', far up the river, near the site of Eugene City, Oregon. 26. K'qûte'-jaïs'. 27. Hau'-wi'-yat'. 28. K'u'-mi-yus'. 29. Qa-lák'w. 30. Kqa-kqauc'. 31. Hïl-lä'-kwû-tt-yûs'. 32. Cla'-teaus. 33. Kws'i'-pi'-nu', a village south of the site of Eugene City, below a large mountain. 34. Mi'-cla'-us-min'-tç'ai (tç'ai, land), situation not given. The village of the mother of Mrs. William Smith
LOWER UMPQUA VILLAGES.
The Upper Umpqua people belonged to the Athapascan stock; but the Lower Umpqua, who called themselves Ku-itec', were of the Yakonan family. Mrs. William Smith, the authority for these Ku-itec names, is the daughter of a Siuslaw mother and a Kuitec father; and her husband is an Alsea.
We find several early writers using the term Kalawatsct (compare Killawats) as a partial synonym of Umpqua. Milhau gave Kalawatsct as "the Indian name for the Umpqua River from its mouth
to the rapids, a distance of about thirty miles." I was unable to identify the term. The Umpqua River is called Ci-sta' qwüt by the Chasta Costa; and the Upper Coquille people (Micikqwüt-me Ɂunnč) call the Lower Umpqua people, Ci-sta'qwüt-mę' Ɂunnč', i.e., People dwelling on the stream called Cista (Shi-sta).
The Ku-ɨtc or Lower Umpqua villages had the following names:
1. Ts'a'-lil-ä', same as Shalala, Silela, Isalleet, and Tsalel of different writers.
2. Mi'-sün.
3. Ta-qai'-yä.
4. Tc'ū-qu'i-i-yäč'.
5. Tc'ū-kūkq'.
6. Tc'u-q'i'-łä.
7. Tsūn'-na-kçj'-ä-mit'-çä.
8. Ntsi-ya'-mis.
9. Kqu-wai'-hus, or Çli'i-ai-äm'-iłç kqu-wai'-hu, "Where they used to dry salmon (Çli'i-ai', salmon; Ɂlc, genitive ending).
10. Sk'a'-qaus.
11. Tc'ū'-pitc-nu' ckūtc (ckūtc, mountain).
12. Kai'-yū-wun-ts'u'-nit t'çai' (kai'-yu-wūnts, rock; uni, -y, -en; t'çai, land), Rocky Land.
13. Ts'i'-a-qaus', "a high sandy place."
14. Pai'-u-i-yu'-nit t'çai', Beachy Land.
15. Ts'e-t'çim'.
16. Wu'-i-t'ū çla'-ä.
17. Tci'-tlä-tä'-mys.
18. Ku'-i-lite'.
19. Tk'i-mi'-ye', at Winchester Bay.
20. Mr-ku-litc', at the mount of Winchester Bay, by the ocean, where there is now a light-house.
21. K'çä'-č'.
KUSAN VILLAGES.
The Kūs or Coos are the Cook-koo-oose, Kaus, and Cowes of early writers. A French traveller speaks of Coos Bay as the "Bay of the Cow." According to Milhau (in his MS. Coos Bay Vocab., Smithsonian Institution Coll., No. 128; and in his Letter to Gibbs, Bur. Ethnology), the two local names on Coos Bay were Anasitch and Melukitz. The An'-a-sitch occupied the second Coos Bay village, which appears to have been on the south side, that on the other side being the Melukitz.
These Coos Bay people were not reached by me; but I met a man at Siletz Agency, who gave me a brief vocabulary of his language, the Mū'l'ūk or Lower Coquille, which proved on examination to be identical with the language of the Coos Bay people. The Mū'l'ūk village (compare Melukitz, given above) was at the mouth of Coquille River (south of Coos Bay), on the north side, near the ocean, at the place where the town of Randolph now stands. On the south side of the same river, about where is now the town of Bandon, was the village of the Na'-su-mi of the Naltunne tunne list (compare A-na-sitch given above) or Na'-cu-mi' Ɂunnč' of the Tutu tunne list. These Nasumi were said to speak a language unintelligible to their Athapascan neighbors, and we can safely assume that they were Kusan rather than Athapascan. There used to be a people, the Na'-ă-sû me' Ɂunnč (so called by the Naltunne tunne) on a small stream north of Siletz River; but we have no means of proving that they were related to the Nasumi. Between the two were the villages of the Yakonan stock.
UPPER COQUILLE VILLAGES.
The Upper Coquille people call themselves Mi-ci'-kqwüt-me' junně, i.e., People who dwell on the stream Mi-ci (kqwüt, stream; me, on). They are Athapascans. Their priscan habitat was on the Coquille River, above the Müllük and Naçumi junně. The authorities for the names of their villages were Coquille Thompson, the chief, and an old man called Solomon.
1. Tqlûn-qas' junně, above the Müllük and below where Coquille City now stands. 2. Tci'-nat-li' junně, People at the Forks, on the site of Coquille City. 3. Qwec' junně. 4. Çltc'a-rxi'-li'-i' junně, People away from the Forks, the Chocre-le-a-tan of Parrish's list (1854) and Chak-re-le-a-ton of Kautz (1855). 5. Naq'i'-tun junně, People at the two (naqi?) roads (tun, place?). 6. Se-quc'-tun junně, People at the big rocks (se, rock?). 7. Tcûn-tca'-tâ-a' junně, People by the large fallen tree. 8. Lul'-wût-me or Lul'-wût-me' junně, People on the open prairie. 9. K'cu qwes' junně, Good grass people. 10. Tûs-qûs' junně. 11. Na'-qo-tca' junně (qotca refers to a clear day). 12. Na'-ta-rxi'-li'-i' junně, People at the big dam (in the river). 13. Ni-lês' junně, People at the small dam (in the river). 14. K'cu na'-ta-a teûn' junně, People by a small mountain on which is grass (but no trees). 15. Çlkwan'-ti-ya' junně. 16. Ki-mês' junně (Coquille Thompson), or Ku-mas' junně (Solomon), People dwelling opposite a cave of deep water. 17. Na'-tsûcl-ta' junně, People dwelling where they played shinny. 18. Mèc'-tč, Village at the mouth of a small creek. 19. Sacl'-rçq-tûn, Village on the dark side of a cañon, where the sun never shines. 20. È-nî' junně, People at the base of a plateau. 21. Dul-dul' ça-wai'-ã-mê, Village where there are many of the insects called duldul. These insects fly during summer and autumn nights, making a humming noise. 22. Il'-sçl ça-wai'-ã-mê, Village where there are many "ilsçl" (whatever they may be). 23. Tûs'-ta-tûn qu'-u-cî (side Solomon. Thompson could not explain it, but said that tûcl'-ta-tûn meant an old basket). 24. K'qi-nuç' junně, People among the small undergrowth. 25. Ti-mçl' junně. 26. Rxû'-yi-nês' junně. 27. Ka'-to-mç'-me jûn'ñë, People by the deep water. 28. Tçûl-tci' qwût me' junně, People at the stream Tçûl-tci. 29. Ts'a'-ta-rxç-qe' junně, People among the ash trees. 30. Sûn'-sûn-nês' junně, People at the small beach. 31. Çltc'ûs-me' junně, People at or on the sand; subsequently removed to Flores Creek (on the coast, between Coquille River and Sixes Creek). 32. Sûcl-ta'-qo-tç'a' junně, People back towards the head of the stream.
ATHAPASCANS NORTH OF ROGUE RIVER.
While generic names have been found for three groups of Athapascan gentes in Oregon, i.e., the Miciqwüt-me junně or Upper Coquille, the Chasta Costa, and the Chetco, I was unable to learn of any generic name for those gentes dwelling on the Pacific coast north and south of Rogue River, or for those inhabiting the Rogue River country. While, in answer to one of my questions, I was told that "Tû'-qwe-ta' junně" meant "All the people," it seemed plain that it was merely a collective term, destitute of any sociologic meaning. The same informant stated that villages included under this term had from time to time warred on other villages of the
same group, there being scarcely any feeling of national pride or unity.
1. Beginning on the Pacific coast, the first village south of the Naçumi was that of the Ni-le' jûnnë', described as "Jake's people," referring to some man on the Siletz reservation. 2. Na-tûts'l' jûnnë' (the people?) or Na-tûl'-tûn (the place), meaning not gained. 3. Kwa-ya'-mi, or Kwa'-ya-me' jûnnë', People on the gulf (Tutu), same as Sûk-kwe'-tcê' (Naltunne tunne), meaning not gained, whence the local name Sequalchin or Seguarchin. This people is now called "Sixes," and they used to dwell on Sixes Creek. 4. Ku'-su-me' jûnnë' (Nalt.), or yôs-o-tec' (Tutu), meaning unknown. 5. "Port Orford Indians," Qwûc-tcu'-mçl-tûn jûn'në' (of Nalt.), but the Tutu call them Kâl-ts'e'-rxe-a jûnnë', People on a point of land extending far into the ocean. 6. K'çu-qwût' jûnnë', People at the good grass (k'çu). 7. Kwûs-ac'l' qûn' jûnnë' (Nalt.); Kwûs-atçl'-qûn jûn'në', of the Tutu, People that eat mussels. 8. "Euichres," "Eu-quah-orre," and "Yu-kwachi" of early writers. i.e., Yu'-ki-tec' jûnnë' (Tutu), and Yu'-kwi-teç, or Yu'-kwitee' jûnnë' (Nalt.), People at the mouth (of the river?). 9. Just north of the mouth of Rogue River, on the Pacific coast, was a village that had three names, according to Alex. Ross: Xwî'-sût-qwût, referring to a rat (xwî*) that fell down; K'çu-têt-me tse'-ç-tût'-tûn, meaning not gained (k'çu, grass); and Nu'-tcu-ma'-tûn jûn'në', People in a land full of timber. 10. At the mouth of Rogue River, on the north side, was the village of the Tcê'-mé, or Tcê-me' jûnnë', People on the ocean coast, popularly called "Joshuas," or "Yah-shutes." 11. Above the Tcêmê, and on the north side of Rogue River, was another Nu'-tcu-ma'-tûn jûn'në'. 12. Tcêt-lês'-i-ye' jûnnë' (Tutu), Tc'ût'-lês-ye' jûnnë' (Nalt.), People of the bursted rock, or T'a-rxi-li-i' jûnnë' (Nalt.), People distant from the Forks (?). 13. Jû'-tu, or Jû'-ty, jûnnë', "People close to the water" (Nalt.); some say that the name referred to a mountain on the north side of Rogue River. There have been many corruptions of this name, such as Tou-tou-ten, To-to-tin, To-to-tut-na, and Lo-to-tin. 14. Na'-kat-qai' jûnnë' (Tutu), or Na'-kút-qe' jûnnë' (Nalt.), People of the village above (this one). Some said that was a relative term that could be used by the people of any village in speaking of the village next above them; but it is said to denote a special village in this case. 15. Çe-tûn' jûnnë' (Tutu), Se-tûn' jûnnë' (Nalt.), People at the foot of the large rock: Abraham Lincoln's village. 16. Mi-kwû-nu' jûnnë' (their own name), Mi'-ko-no' jûnnë' (Tutu), or Mi'-kwun-nu' jûnnë' (Nalt.), People among the white clover roots. 17. T'a-rxi-li i-teç' jûnnë', People at the mouth of the small stream called T'a-rxi-li (Nalt.); Ta-rxe'-li i-teç' jûnnë', People at the mouth of a small stream, or tarxeli (Tutu). 18. Kwûs-se' jûn(në), People where broom-wood abounds (Nalt.); Xûc-e' jûnnë' (Tutu). 19. E'-ta-a-t'çüt' jûnnë' (Nalt.); E'-ta-a'-tga jûn'në' (Tutu), People at the cave. 20. T'a-a-t'çö' jûnnë' (Nalt.); Ta'-rxût-t'çö' jûnnë, People on the prairie sloping gently to the river. Above this last village Alex. had heard that there were the following: 21. Qûn-e'-teu-la'. 22. Têst-hi-tûn, Where something reclined (?).
Alex. placed Ta-tei'-qwût jûn'në' next, but that was a Chasta Costa village. Instead of Talciquût jûnnë, Misa and Encati gave Çeçl'-qût jûn'në (another Chasta Costa village, according to "Fiddler John"), People at the smooth rock.
Encati gave Kæ-lût li' jûnnë (probably the Chasta Costa village of that name), as the next village on the north side of the river, and then he gave the following in regular order as they are named: Ta-tei'-qwût jûn'në (Chasta Costa village), called Ta-tei'-k'qwût jûn'në by Misa; Ta'-sun-ma' jûn'në (same as the Chasta Costa Tal-sûn'-me); Tce-tût' jûnnë' (Chasta Costa village); Se-ççl' jûnnë', People using salmon weirs (perhaps identical with the Tayelma Se-ççl-tûn, and if so, not an Athapascan people); Ti-sat' jûnnë'; and Tûs-la' jûnnë' (probably a Chasta Costa people).
Chasta Costa villages. — The Chasta Costa, or, as they call themselves, Ci'-stă kqwū'-stă, belong to the Athapascan stock. The meaning of the name is unknown; but Rogue River is called Ci'-stă-qwût ni'-li by the Naltûnnë jûnnë; and the Cow Creek Indians are called by the same people Ci'-stă-qwût ni'-li t'çat' jûnnë, People far from Rogue River. I obtained the names of the villages from four Chasta Costa men, most of them being furnished by two old men, Cûçl-tas'-së and Ta'-te-la'-tûn, and a few by "Government George" and "Chasta Costa John."
According to E'-ne-a'-ti, a Tutu, the Chasta Costa territory began at the junction of a stream called Ē-ně'-ti, with Rogue River: What stream is called Ēněti is uncertain. The Illinois River is too far west, and Applegate Creek can hardly be intended, unless, as I suspect, Ta-tci-qwût jûnnë should be on the north side of Rogue River with the other Chasta Costa people; for Hûdedût, a Takčlma village, was located at the mouth of Applegate Creek, on the south side of Rogue River. With but one or two exceptions, all the villages south of Rogue River, from Illinois River to "Deep Rock," were Takčlma villages, as will be explained later.
1. Ta-tci'-qwût (q evanescent), Plateau People, the village of Cûçl-tas'-së and Ta-te-la-tûn. Compare Taticiqwût-më, north of Klamath River, Cal. 2. Te'-na'-rxût jûnnë. 3. Kç'e'-lüt-li' jûnnë, People at the Forks (of Ēněti and Rogue rivers). 4. Kç'e-le-ta'-ta. 5. Tse-ta'-a-më. 6. Sû-ke'-tçu-ne' jûnnë. 7. Tce-tût' jûnnë, People where the road crosses a stream. 8. Tu'-kwi-li-si' jûnnë. 9. Se'-ta-a'-yë. 10. Te'n-se'-tûn-ne'-ta (compare No. 24). 11. Qta'-lüt-li' jûnnë. 12. Se-tcu'-tûn (probably a rock name). 13. Te'uc'-ta-rxa-sût'-tûn. 14. Tcút'-tuc-cûn'-tcë. 15. Tâ-xas'-i-tce'-qwût (qwût, stream; q evanescent). 16. Se'-tsû-rxe-a'-yë. 17. Më'-kit'-te'n'-tûn. 18. Tal-sûn'-më ("a kind of acorn," Cûçl-tas'-së and Ta-te-la-tûn), or Ta'-sun'-ma' jûnnë (Government George and Eneati). 19. Si'-na'-rxût-li'-tûn, a "cataract" name. 20. Sil'-qke-me'-tce-ta'-tûn. 21. Sû-rxûs' të-st'hî'-tûn, Where the Black bear Lay down (sûrxûs, black bear; st'hî, to recline; tûn, where). 22. T'a-tsûn'-yë. 23. Sku'-rxût. 24. Te'n-se'-tûn-ne'-tûn (compare No. 10). 25. Ni'-ctu-we'-xil'-sûc-tûn. 26. Mûs-më. 27. Nat-qwûn'-tcë. 28. Tse-tût'-qla-le-ni'-tûn. 29. Kyloç'-le-qwût'-tcë. 30. Se-nës'-tûn. 31. Qôl'-ta-tce'-tcë. 32. Tu'-qûl-lt-la'-tûn. 33. Te'ûs-të'-rxût-mûn-ne'-tûn, the gens farthest up the river according to Chasta Costa John and another man. Government George gave the names of other villages, which cannot be located: Se-qa'-ts'j jûnnë (refers to a rock, sc), and K'loç'-tcë' jûnnë. It is reasonable to suppose that the order given by Chasta Costa men is preferable to that furnished by Eneati, a Tutu, and that the latter's list needs revising. It is probable also that the villages called Ççcl-qût jûnnë, Se-ççl jûnnë, Ti-sat jûnnë, and Tus-la jûnnë by Eneati are called by other names in the list of Cûçl-tas'-së and Ta-te-la-tûn; but we have no means of proving it.
VILLAGES ON THE SOUTH SIDE OF ROGUE RIVER.
The "Upper Rogue River Indians" call themselves Ta-kçl'-ma, the meaning of which has not been learned. As they were first known to us as Takčlma, the stock name is Takilman. The villages
of this people extended along the south side of Rogue River from "Deep Rock" (side Hugh) to the valley of Illinois Creek, in what we now call Jackson, Josephine, and Curry counties. "Deep Rock" has not been found so far on any map; but Rock Point, above Evans Creek, corresponds to its location. Rock Point is east of Woodville, in Jackson County. The chief authority for the Takilman names was "Mr. Hugh." Evan's Bill (the chief) and John Punzie gave some information.
1. The village highest up Rogue River was Tço-wa'-tcè, to which belonged Evans Bill and his father. This village was near "Deep Rock." 2. Ta-lo'-junné was Hugh's village. Evans Creek emptied into Rogue River on the north side, between Talo junné and Skanoweçl junné. It should be observed that many of these Takelma names have Athapascan sounds, and several use the term tunne, people. But the language of the Takelma does not seem to be related to the dialects of the Athapascons that were their neighbors in the early part of this century. 3 Ska-no'-wèl junné. 4. K'yo-ja'-me, the village of Hugh's mother. 5. Yuc-la'-h, Coyote people, one of the exceptional cases in which the gens had an animal name. 6. K'ac-ta'-tà. Below K'actata was Galice Creek, called "Galleace Creek" by Palmer (in Ind. Rept., 1856, p. 218). The dwellers along this stream were of the Athapascan stock, and the survivors call themselves Tal'-tuc-tún tū'-de, People dwelling on the Taltuc. The Naltúnne junné call them Ta'-l'-tde junné. I met a few of them at the Siletz Agency, where they are called Galice Creek Indians. Below Galice Creek is Leaf Creek, and below Leaf Creek was another Takelma village, 7. Ckac'-tún. 8. Ha'-ckuc-tún. 9. Se'-wa-agl teú'-tún. 10. Na'-qilà. 11. Ya'-a-si'-tún, ten miles below Nagila. 12 Sès-tuku'-stùn (distinct from Chasta Costa or Ci-stà kqwû-sta, but it may be the same as Chasta Scoton of Indian Reports). 13. Tal'-ma mi'-tec. 14. Se-d'l'-tún (village said to be nearest the Chasta Costa). This may be the Se-d'l junné of Encati. Hû'-de-dút, the village of Evans Bill's mother, was at the forks of Rogue River and Applegate Creek; but Applegate Creek was claimed by an Athapascan people, the Da'-ku-be tū'-de (their own name), known to the Naltúnne junné as Ts'ù-qûs' li-qwût-me' junné. In the Illinois valley (and probably along the eastern side of Illinois Creek) were the Sál-wà'-qù, to whom belonged John Punzie and his father. John Punzie's mother belonged to another village, Tûl sùl'-sùn, which cannot be located.
The environment of the Takelma, taken in connection with their language and the names of their villages, deserves careful study, as it seems to point to a remarkable condition of affairs. It is probable that the Takelma were once the occupants of a territory larger than that just described, and that later on there was an invasion by the Athapascons, who established villages on all sides of them, and imposed Athapascan names on the Takelma villages, though they never succeeded in forcing the Takelma to abandon their own language.
ATHAPASCAN VILLAGES SOUTH OF ROGUE RIVER.
Near the mouth of Rogue River is a stream called Na-t'çy'-qwût, on which were four villages. This stream may have been one of the three now known
as Jim Hunt Creek, Indian Creek, and Hunter's Creek. 1. Near the mouth of Nat'cuqwut dwelt the É-ni-junné', People at the base of a plateau. 2. On the Nat'cuqwut, above the Éni junné', were the Na-t'qu' junné', People on the level prairie, who gave a name to the stream. 3. Above them were the Tcêt-lès'-tcan junné', People among the big rocks. 4. High up the stream were the Ts'e-tin' junné', to whom belonged the mother of Alex. Ross the Naltünne junné chief. 5. On the south side of Rogue River, between Nat'cuqwut and Skûméme, was the village Sén-teg'-tún. 6. Skû-mé-me was on the south side of Rogue River, at its mouth, opposite the village of the Tcê-me junné. 7. Ts'e-tút' junné, People where the road is on the beach, were on the Pacific coast, south of Skûméme. 8. 'A'-á-ne'-tún, an extinct people, dwelt below Ts'e-tút' junné. 9. Qwai'-ctun-ne' junné, People among the gravel (Tutu), or Qwin'-ctún-ne'-tún (Nalt.), dwelt on Pistol River. Kautz called them Wish-ta-nah-tin, and Parrish styled them the Wish-te-na-tin. They were sometimes called "Pistol Rivers." 10. Qa'i-na-na-i-té' junné, a people that were exterminated, there being but two boys spared, one of whom was an old man at Siletz Agency in 1884. 11. Qe'e-rxi'-a, or Mün-kqc'-tún, was located about twenty-five miles south of Pistol River (vide Alex. Ross). 12. Nal'-tún-ne' junné, Mushroom People, dwelt on the stream Nal-tune'-qwût, about twenty miles south of Qe'e-rxi'-a. This was the village of Alex. Ross, the chief.
Chetco villages.—The Tcê'-ti, or Tcê'-ti junné', had nine villages as follows: 1. Tcêt-tan' ne'-nè (Baldwin Fairchild's village), on the north side of Tcêt-qwût, or Chetco Creek, at the mouth. 2. Nu'-q'wit-teu'-tún, on the south side of Chetco Creek, near the mouth of the stream called Maqwût. 3. Qu'-ni-li-i'-kqwût, on the same side of Chetco Creek, above the preceding village. 4. W'ta'-teu-qas-h-tún, on the same side of Checo Creek, and higher up the stream. 5. Se'-çat'-tún, Where there are many stones (?), above No. 4, on the same side of the stream. 6. Sts-qas-h-tún, above No. 5, on the same side of the stream. 7. Na'-qut'c-y-me ("At the grass higher up the stream" ?), above No. 6, and the village nearest the head of the stream. 8. Tcêt-tan-nè, just south of the mouth of Chetco Creek. 9. Ctc'-rxi'-h-r-tún, Village far from the Forks (of Chetco Creek and Maqwût), on the upper part of Maqwût.
ATHAPASCAN VILLAGES IN NORTHWEST CALIFORNIA.
The Smith River Indians call themselves Qa'a-mo' te'ne, and were in two villages. The first, on one of the forks, was called O'o'sa junné by the Tutu, and Qwa'w-saa'-tún by the Naltünne junné. The second, at the mouth of Smith River, was called Qoon'-qwût junné by the Tutu, and Qù-wùn'-kqwût by the Naltünne junné.
South of Smith River were the A'-ta-a-kút' ti (Tutu), or A'-ta-a-kút' (Nalt.), known to the white people as Yon-tock-etts. Next to them came the Te'es-çlt'c'-tún, who were probably the "Terwars" of some authors. South of these dwelt the E-tcu'-lit (Tutu), E-te'u'-lit, or Te'es-qan'-me (Nalt.), probably identical with the "Tolowas" of the white people. Above Crescent City was the village of Ta-rxi'-ca'-tún. On the site of Crescent City was the village of Charles Lane's people, the Ja-tin'-jún. South of this was Mös-tçl'-tún, beyond which was Tatla' junné (Tutu), or Ta-tça'-tún (Nalt.),
probably the "Ta-ta-ten" of Powers and others. Çlts'ús'-me, On the sand (with which compare the Çlts'ús-me' qunnë of the Upper Coquille) was north of Tû-rxëst'l'-tsa-tûn, and south of the latter was Ta-tci'qwût-me, Village on a Plateau, north of the mouth of Klamath River, which the Athapascans call Ta-tci-qwüt (Plateau River?). Qwün-rxún'-me, the most southerly village recorded, was just south of the mouth of Klamath River.
It is unfortunate that so many of the village names are given without their translations, but it was impossible to obtain more information during the limited period of my visit. Should I find time in future to prepare Indian-English vocabularies of the languages recorded at Siletz Agency in 1884, it will be apt to lead to a satisfactory analysis of many local names which are now inexplicable.
A close study of this article ought to strengthen the suspicion that the Athapascans of Oregon were the dominant people, having reduced the Kusan nation as well as the Taxélma; and that prior to the incoming of the Athapascans, the Kusan territory had extended inland far up the Coquille River and the tributaries of Coos Bay.
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Title: Continuation of Mother and Archetypes Study
Proposed project:
In my previous Arts Award, I created a piece and studied the mother archetype as described by Jung. I described that Jung designed a theory of collective unconscious that is the knowledge of universal human concepts. These concepts, which are very often figures of some sort, are called archetypes. Of the seven key archetypes that Jung describes, I was, and still am, most drawn to the mother archetype. In my piece I examined the therapeutic qualities of a mother figure by making it interactive. The piece is larger than life and is just a torso of a soft, fleshy mother.
I am interested in further exploring the mother archetype, but also the other archetypal figures. My goal is to make as many of the seven figures in a sculptural or performance art form. I want the audience to experience the collective unconscious by interacting with three-dimensional works, or by interacting with a space or myself in a performance piece. This project is intended to have a definite sculpture to end with, but it also serves as research or a study of the archetypes on a personal level.
Also this summer I am doing an internship at either the Philadelphia Museum of Art or the Alzheimer’s Association in Virginia. Both programs are based in the arts, but the Philadelphia Museum of Art is a museum studies program while the Alzheimer’s Association is an art therapy program. With either program I end up doing, I will be examining the role of art in psychology and audience involvement, whether it be purely visual or physically therapeutic. I plan to do research from my own experience in the field but also from reading psychology and art books, potentially with a written paper at the end of the summer examining what I learned.
Project time line:
Summer: Internship at either Philadelphia Museum of Art or Alzheimer’s Association, written paper at the end of the summer about experiences.
Fall: work with Professor Bennett on creating an overall picture of creating sculptures for each of the archetypes. Plan how they would work together in a gallery space and whether an archetypal figure would be better served as a three dimensional object or as a performance piece (or both). The decision will be heavily based on the interaction. Begin working on building the physical sculpture.
Spring: Build the sculptures and build space for a performance piece. Incorporate psychological measure, whether it is through self-report or filming and analyzing audience participation.
Budget:
- Modeling supplies ($400) (much already at Ruffin)
- Clay
- Plaster
- Mold material
Tools
- Clay modeling tools
- Armature materials
Hiring a model ($200)
Bronze casting supplies
- Ingot ($100)
Books ($100)
Flexible mold and casting supplies ($300)
- Rubber, separating agent, coloring agents
Safety equipment ($100)
- Respirator, gloves, goggles, steel-toed shoes, ear protection
Train Pass for PMA
- $135 per month (for three months)
OR gas money for Alzheimer’s Association
- $117.6 for whole internship
Video camera for filming gallery space ($100)
Total: $1435
Involvement in the arts:
I feel that my relationship to the Arts on grounds is frequent and strong. A majority of my academic and extracurricular activities are centered in the arts, and I find the entire arts grounds to be a second home. Academically, I have taken many classes in the art studio, including Introduction to Drawing I with Professor Saunders, Introduction to Drawing II with Professor Schoyer, Introduction to Painting I with Professor Marlatt, Introduction to Sculpture I with Professor Bennett, and I am currently in Introduction to Sculpture II. I have also taken many art history courses, with Art Since 1945 (with Professor Singerman) impacting me the most in my studio art endeavors. I am a member of Arts Students Society, and greatly enjoy their projects such as the Orphan Portraits, which I participated in last year. I am currently a trained and qualified museum docent at the Fralin Museum of Art, and have enjoyed learning about curation and art from an academic view since Fall 2012.
As an independent artist, Fall 2012 I submitted a proposal for the Open Doors exhibit, and was selected. This 4th year arts administration thesis project was focused around how art has ‘opened doors’ and was an amazing opportunity. I was given a door in November and had until February to do whatever I wanted with it. Over the course of those next few months I focused on how art has grown in me and I created a piece called Birth. It was a 3D relief on the door made of all different kinds of art materials and focused on hands, with the tornado-like collection of material wrapping around the door.
Last semester, I participated in many events through the Sculpture department. During my Introduction to Sculpture I class we assisted David Bosun with his totem pole sculpture. I learned many wood carving techniques, ranging from de-barking a tree, to slimming down the trunk and carving with large chisels, to very finite detail. Right when that project finished my class planned, and created the props for the Oriforme flash mob sculpture performance during Final Fridays at the Fralin Museum. Finally, I assisted Patrick Dougherty with his Stickworks project, with my duties ranging from picking the saplings, to removing the leaves, to setting up the scaffolding, to starting one of the ‘huts’
by bending limbs and tying together key parts. This semester I have had the pleasure of working with Nathan Wiser on his performance art pieces.
As an Arts Scholar from the start of the program, I’ve really enjoyed watching and helping the program grow. I was very involved my first year in our discussion and outside events, and even in the spring became the unofficial secretary note taker. Although in the fall of my second year I was not able to attend the seminar, I still went to dinners in order to meet the new members. Since Fall 2012, I have participated in the seminar without hesitation, and am now elected as the Studio Art Representative. I notify the studio artists of opportunities that might interest them, have been a large organizer and idea maker of the studio art portion of the Lab Series, and have been a resource especially for the first years with questions. I look forward to continuing being a part of the leadership of Arts Scholars because I find great satisfaction in helping the program grow stronger.
Portfolio:
1. *Modern Rosary*, 11 inches x 3 inches, bronze.
- Chosen because of the techniques used and the modeling.
2. *Mother Goddess*, 14 inches x 8 inches, plaster with diamond mesh core.
- Chosen based on techniques used and three dimensional, figural shape.
3. *Ancient Fertility Figure*, 14 inches x 2 inches, wood, graphite, aluminum.
- Chosen based on abstract reinterpretations of the figure
4. *Judgmental Self Portrait*, 13 inches x 10 inches, plaster.
- Chosen based on technique and portrait modeling.
5. *Birth*, 30 inches x 86 inches. Multi media (paper, wire, paint, tissue paper), created for the Open Door Exhibit, 2013.
- Chosen due to the use of relief and sculptural materials in an unusual way. | <urn:uuid:95fe5aeb-6727-465a-90ba-06f118747191> | CC-MAIN-2017-39 | http://artsandsciences.virginia.edu/artsscholars/media/artsawardsproposals/2014/pedrickjulia_proposal.pdf | 2017-09-20T03:52:57Z | crawl-data/CC-MAIN-2017-39/segments/1505818686169.5/warc/CC-MAIN-20170920033426-20170920053426-00036.warc.gz | 25,233,742 | 1,508 | eng_Latn | eng_Latn | 0.998616 | eng_Latn | 0.998775 | [
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Alien Juice Bar Challenge 3 Answers
Green Alien dance.. Dancing challenge.
‘Alien Juice Bar’ – Cabbage Juice and pH Values – Middle …
Welcome to GEMS Alien Juice Bar - Lawrence Hall of Science
DO NOT PLAY FLOOR IS LAVA AT 3AM! (Ghost)
Name: Date: Period: Alien Juice Bar Virtual Lab
GEMS Alien Juice Bar Game. Learn about acids and bases …
GEMS Alien Juice Bar Game - students.ga.desire2learn.com
Virtual Lab: Alien Juice Bar 1 pt ec printing For use with …
GEMS Alien Juice Bar Activity - Middle School Science Blog
GEMS ALIEN JUICE BAR ACTIVITY Name: - mb081.k12.sd.us
Acids & Bases - Science Spot
Alien Juice Bar Virtual Lab – lhsblogs.typepad.com
Alien Juice Bar Activity Name____nia b_____ ***Go to this website: *** Challenge 1 – Set Up Your Juice Bar 1. Click on “Challenge 1” then click on “start”. 2. Drag the pitcher of cabbage juice to each of the three “drinks” – watch the color change. 3.
Challenge 3 - Alien Juice Bar Challenge: 1. Click on Challenge 3, read the directions, then “start”. 2. Drag the pitcher of cabbage juice until all the glasses on the tray change color and the pH is indicated. 3. The server will tell you what types of drinks need to be on the tray. 4.
This activity is based on the "Acids and Aliens" activity from the book Of Cabbages and Chemistry, published by Great Explorations in Math and Science (GEMS). Of Cabbages and Chemistry is an engaging series of science activities for grades 4-8 that enables students to explore the properties of acids and bases using red cabbage juice. LHS Interactive Activity Showcase / See GEMS website
‘Alien Juice Bar’ – Cabbage Juice and pH Values – Middle …
Challenge 1: Alien Juice Bar 1. Click on Challenge 1 then “start” 2. Answer the question in the box 3. Click on the pitcher of cabbage juice and drag towards one of the three drinks. 4. The cabbage juice will pour into a beaker and may or may not change color. 5. Continue until all three drinks have been poured. 6.
Welcome to GEMS Alien Juice Bar – Lawrence Hall of Science
Challenge 3 – Alien Juice Bar Challenge: 1. Click on Start. 2. Drag the pitcher of cabbage juice until all the glasses on the tray change color and the pH is indicated. 3. The server will tell you what types of drinks need to be on the tray. 4. Your job is to add different amounts of liquid (click and drag the bottles) to each
DO NOT PLAY FLOOR IS LAVA AT 3AM! (Ghost)
Mar 12, 2012 - GEMS Alien Juice Bar Game. Learn about acids and bases, neutrals and ph while creating your own alien juice!
Name: Date: Period: Alien Juice Bar Virtual Lab
Alien Juice Bar Virtual Lab Challenge One – Understanding Acids and Bases Directions: Click on Challenge One and then “Start.” Click on the pitcher of cabbage juice and drag towards one of the three drinks. The cabbage juice will automatically pour into a beaker and then may or may not change color.
science8creswell.weebly.com
Challenge 1: Alien Juice Bar 1. Click on Challenge 1 then “start” 2. Answer the question in the box 3. Click on the pitcher of cabbage juice and drag towards one of the three drinks. 4. The cabbage juice will pour into a beaker and may or may not change color. 5. Continue until all three drinks have been poured. 6.
Alien Juice Bar – Acid, Base, and Neutralization – Becker …
3 thoughts on “ ‘Alien Juice Bar’ – Cabbage Juice and pH Values ”
Earthfan59 March 1, 2016 / 2:29 am Regarding part 3 of this lab, I was under the impression adding water to an acid or base does not change the pH, because you are adding equal numbers of H and OH ions and thereby not changing their proportion, which is what pH is a measure of.
GEMS Alien Juice Bar Game. Learn about acids and bases …
What’s up YouTube! Welcome to Guava Juice! I make videos sometimes. Here are some cool Kawaii faces. 😄( ´ `⌣` ) (⊙_⊙ ) (ﾉ ･ω･ )ﾉ*:・ﾟ
GEMS Alien Juice Bar Game – students.ga.desire2learn.com
Challenge 1 Alien Juice Bar 1. Click on Challenge 1. Click Start. 2. Click on the pitcher of cabbage juice and drag towards one of the three drinks. 3. The cabbage juice will pour into a beaker and may or may not change color. 4. Continue until all three drinks have been poured. 5. Place the drinks onto the correct shelf above the aliens head. 6.
jenniferhallscience.weebly.com
GEMS Alien Juice Bar Challenge. By Joe on February 14, 2008 in Science 2. Today is Valentine’s Day, “double lunch” for Renaissance students, and the day before a 4-day weekend. Needless to say its a bit tough to keep 13 and 14 year-olds focused this morning.
Virtual Lab: Alien Juice Bar 1 pt ec printing For use with ...
Go to the GEMS Alien Juice Bar Game website. Image source . Challenge 1 Alien Juice Bar. 1. Click on Challenge 1. Click Start. 2. Click on the pitcher of cabbage juice and drag towards one of the three drinks. 3. The cabbage juice will pour into a beaker and may or may not change color. 4. Continue until all three drinks have been poured. 5.
GEMS Alien Juice Bar Activity – Middle School Science Blog
Today you will continue learning about acids, bases, and neutral solutions by doing the "Alien Juice Bar" activity. Link to this website. Complete challenge 1, 2, and 3. Take your time and understand the use of an "indicator" to determine the pH of a substance. Answer the following questions:
Alien_Juice_Bar_Activity – Alien Juice Bar Activity b Name ...
Green Alien dance.. Dancing challenge. Taani Ghuraiya. Loading ... DAME TU COSITA MEETS ROHIT Meme 🤣🤣🤣 Version Funny Dance Challenge Alien Frog - Duration: 3:31. Crazy U1 1,156,495 views. 3:31.
students.ga.desire2learn.com
Challenge 3 - Click the button for Challenge 3 to test your knowledge of acids and bases. (1) Click and drag the cup of cabbage juice to each drink on the tray to check the pH. (2) To change the pH of a liquid, click a bottle of liquid from the shelf and drag it to a glass. Watch the pH increase or decrease.
Name: Date: Class Period:
WATCH MY NEWEST VIDEO: https://youtu.be/zzfkA1_X2tA This game is dangerous at 3AM. Be careful! SUBSCRIBE: https://goo.gl/B1gCsc GUAVA TOYS: https://goo...
GEMS Alien Juice Bar Challenge – JoeWoodOnline
juice to indicate the pH level by changing the "juice" color. Alien Juice Bar Activity: This juice bar serves things like toothpaste juice, mouthwash juice, liquid soap juice and cough medicine juice to identify acids, bases and neutrals and show how they combine. Find out which "juices" are most acidic, and learn more about pH levels.
GEMS ALIEN JUICE BAR ACTIVITY Name: – mb081.k12.sd.us
: Write 3-5 complete sentences on what you learned by doing this activity. You need to include Acids, Bases, their colors and how they mix.
Acids & Bases – Science Spot
Challenge 2 – The Flying Cabbage Juice Bar: 1. Click on “Challenge 2”, read the directions on the screen, and click “Start”. 2. Give the alien the drink they request. Listen to your customers carefully, if you give them the wrong drink, they can get sick or even die, and you will lose your license. Good Luck! 3. | <urn:uuid:1308b15c-6df2-4b22-8b51-dbd3dfdc3292> | CC-MAIN-2020-50 | http://sinbad.travel/alien_juice_bar_challenge_3_answers.pdf | 2020-12-02T02:43:16+00:00 | crawl-data/CC-MAIN-2020-50/segments/1606141686635.62/warc/CC-MAIN-20201202021743-20201202051743-00249.warc.gz | 93,360,855 | 1,778 | eng_Latn | eng_Latn | 0.987219 | eng_Latn | 0.991954 | [
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Questions and answers
1 Match the question words and answers.
| When? | Louis Lassen. |
|-------|---------------|
| Where? | In Connecticut. |
| Who? | In 1895. |
| Why? | In 1948. |
| How many? | Because the recipe came from Hamburg. |
| | 25,000. |
| | 35 million. |
2 Complete the questions using the passive. Ask and answer them with a partner.
When was the first hamburger made?
In 1895.
3 Complete the conversations
Is cotton grown in England?
No, it isn’t. It’s grown in China and the USA.
1 A Are Coca-Cola and hamburgers sold only in America?
B No, they aren’t. They _______.
2 A Was Cola-Cola invented by Louis Lassen?
B No, it _______.
3 A Were the first hamburgers made in 1948?
B No, they _______.
4 A Was the first McDonald’s restaurant opened in New York?
B No, it _______.
5 A Have 2,500 restaurants now been opened worldwide?
B No, not 2,500. _______.
Check it
4 Underline the correct word or words in each sentence.
1 Where was / were these shoes made?
2 I was given this watch by / from my aunt.
3 Someone has stolen / has been stolen my bag!
4 The newsagent sells / is sold stamps.
5 British policemen don’t carry / aren’t carried guns.
6 All the beer was drank / drunk by nine o’clock.
7 Have all the sandwiches eaten / been eaten?
Vocabulary
Verbs and nouns that go together
1 In each box below, one noun does not go with the verb. Which one?
| GROW | CARRY |
|------|-------|
| bananas | £3,000 |
| rice | cargo |
| five centimetres | a watch |
| a beard | a briefcase |
| hello | a gun |
| a story | passengers |
| the truth | advice |
| a lie | a party |
| a joke | information |
| weight | a lift |
| the bus | a complaint |
| money | the peace |
| the way | the change |
| the match | KEEP |
| a secret | an idea |
| a promise |
2 Choose two nouns from each box, and write two sentences using the verb.
Rice is grown in China.
The ship carried a cargo of tobacco and cotton.
3 Which six nouns do not go with the verbs? Which verbs do they go with? Complete the sentences with the correct verbs.
1 _______ hello to your parents from me when you see them.
2 I was late for work because I _______ the bus.
3 This is my grandfather’s watch. He _______ it every day until he died.
4 I _______ just _______ a good idea. Let’s eat out tonight.
5 My uncle _______ £500 on the stock exchange.
6 We _______ a complaint to the manager because our meal was so bad. | <urn:uuid:d02964a2-f71d-467b-92f3-6ced24ec9d4b> | CC-MAIN-2020-50 | http://tecnica5merlo.edu.ar/continuidad/archivos/tecta_05_02_ingles_gonzalez_8.pdf | 2020-12-02T03:49:15+00:00 | crawl-data/CC-MAIN-2020-50/segments/1606141686635.62/warc/CC-MAIN-20201202021743-20201202051743-00250.warc.gz | 97,474,067 | 633 | eng_Latn | eng_Latn | 0.999207 | eng_Latn | 0.999207 | [
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Imagine a hot summer day. You’re at a picnic and go to the ice chest where the sodas are staying nice and cool. Which cans are floating in the ice water, and which have sunk to the bottom?
For this experiment you will need:
- several unopened cans of regular soda of different varieties
- several unopened cans of diet soda of different varieties
- a large aquarium or sink
Fill the aquarium or sink almost to the top with water. Place a can of regular soda into the water. Make sure that no air bubbles are trapped under the can when you place it in the water. Does it sink or float? Repeat the experiment with a can of diet soda. Does it sink or float?
Why does one can sink, and the other can float?
The cans of soda have exactly the same volume, or size. But their density differs due to what is dissolved in the soda. Regular soda contains sugar as a sweetener. If you look at the nutrition facts on a can of regular soda, you will notice that it contains sugar…a lot of sugar. In some cases a 12 ounce can of regular soda will contain over 40 grams of sugar. Diet sodas, on the other hand, use artificial sweeteners such as aspartame. These artificial sweeteners may be hundreds of times sweeter than sugar, which means that less than a few grams of artificial sweetener is used in a can of diet soda. The difference in the amount of dissolved sweeteners leads to a difference in density. Cans of regular soda tend to be more dense than water, so they sink. Cans of diet soda are usually less dense than water, so they float.
Are there any varieties of regular soda that will float? Are there any varieties of diet soda that sink? Can you think other factors that might influence which sodas float or sink?
For another look at how dissolved sugar affects the density of a solution, see the layered liquids experiment. | <urn:uuid:5e82d0aa-4ffa-4ea3-ab01-b5bf76d26aed> | CC-MAIN-2020-50 | https://www.scoutsbsa1119.com/wp-content/uploads/2020/11/Resources-Density-Sinking-and-Floating-Soda-Cans.pdf | 2020-12-02T03:03:51+00:00 | crawl-data/CC-MAIN-2020-50/segments/1606141686635.62/warc/CC-MAIN-20201202021743-20201202051743-00248.warc.gz | 826,903,720 | 398 | eng_Latn | eng_Latn | 0.998486 | eng_Latn | 0.998486 | [
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World War II was a worldwide war that lasted from 1939 through 1945. The United States’ involvement in the war lasted from 1941 through 1945. The war was fought overseas, which means American soldiers were sent to Europe and Asia to fight the war. But that doesn’t mean Americans at home in the U.S. had an easy time. There were many hardships on the “home front.”
One challenge that Americans at home confronted was rationing. During the war, there was not as much food in stores and at farm stands as there had been before the war. This was because food was no longer being imported from other countries. Food grown on American farms was sent to soldiers instead of grocery stores. It was also very hard to get enough rubber and tires during the war, so cars and trucks couldn’t drive as much to get food to stores.
To make sure everyone had access to the same amount of food, the government distributed ration stamps to every household.
Here’s what a book of ration stamps looked like:
WAR RATION BOOK FOUR
Issued to ____________________________________________
(Print first, middle, and last name)
Complete address ______________________________________
Princeton, N.J.
READ BEFORE SIGNING
In accepting this book, I recognize that it remains the property of the United States Government. I will use it only in the manner and for the purposes authorized by the Office of Price Administration.
Void if Altered _________________________________
(Charles H. Popera)
(Signature)
It is a criminal offense to violate rationing regulations.
OPA Form R-145
NEVER BUY RATIONED GOODS
WITHOUT RATION STAMPS
NEVER PAY MORE THAN THE LEGAL PRICE
United States Office of Price Administration
IMPORTANT: When you have used your ration, salvage the TIN CANS and WASTE FATS. They are needed to make munitions for our fighting men. Cooperate with your local Salvage Committee.
These are pages from a real ration book that belonged to Charles H. Rogers, who lived in Princeton during World War II.
The numbers on the stamps indicate how many points they are worth. The letters on the stamps let people know when they were allowed to use them. At any given time, only a few letters would be valid. For example, in January 1944, Americans could use V and W stamps. The next month, in February 1944, V and W stamps had expired, and Americans could then use only X, Y, and Z stamps.
Each food item had a point value. You would trade the correct number of stamps in at the store in exchange for the food item. Ration stamps did not replace money – you also still had to pay for your food items.
Point charts showed how many points certain products cost.
This point chart was published in a newspaper in Washington, D.C. on March 28, 1943.
Activity: Shopping with Ration Stamps
Here’s a simplified point chart for our activity:
| ITEM | POINTS PER POUND |
|-----------------------------|------------------|
| FRUITS | |
| Apples | 8 |
| Applesauce | 11 |
| Apricots | 13 |
| Berries – all varieties | 11 |
| Cherries | 11 |
| Fruits for salad and fruit cocktail | 11 |
| Grapefruit | 8 |
| Peaches | 13 |
| Pineapple | 15 |
| FROZEN FRUIT AND JUICE | |
| Frozen strawberries | 13 |
| All other frozen fruits | 13 |
| All frozen fruit juices | 4 |
| VEGETABLES | |
| Beans, fresh lima | 15 |
| Beans, green and wax | 11 |
| Beets | 8 |
| Sauerkraut | 4 |
| Spinach | 11 |
| Tomatoes | 13 |
| FROZEN VEGETABLES | |
| Frozen peas | 13 |
| Frozen asparagus | 13 |
| OTHER PROCESSED FOODS | |
| Tomato Soup (Canned and Bottled) | 8 |
| All other canned and bottled soups | 8 |
| Baby foods | 2 |
| Dried beans, peas, and lentils | 4 |
| Corn on the cob (canned, bottled, or frozen) | 2 points per ear |
| DAIRY PRODUCTS | |
| Butter | 8 |
| Evaporated or condensed milk| 1 |
| Shortening | 5 |
| Cottage cheese | 3 |
| MEAT | |
| Sirloin steak | 12 |
| Hamburger ground beef | 6 |
| Bacon | 7 |
Here’s a shopping list for groceries.
Shopping List:
1 pound of applesauce
4 ears of corn
1 pound of canned tomato soup
1 pound of ground hamburger beef
2 pounds of sauerkraut
1 pound of frozen peas
1. How many total ration points is this shopping list? (Hint: use the point chart on page 5 to write down how many points each item is and then add them together.)
____________________
2. Let’s pretend that the local newspaper has recently announced that the N, P, and Q stamps are now valid. How many total points does Mr. Rogers have in N, P, and Q stamps? (Look at Mr. Rogers’ ration stamp book on page 3).
____________________
This is about how many stamps an American resident would be permitted to use in one week during World War II.
3. Does Mr. Rogers have enough stamps to buy everything on the shopping list? If not, what would you remove? (circle one)
Yes No
I would remove ________________________________.
4. Compare pineapples and apples in their point values. Why do you think certain food items cost more ration points than other food items?
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
Answers
1. The shopping list adds up to 54 points.
2. Mr. Rogers has 48 points in N, P, and Q stamps.
3. Mr. Rogers does not have enough points to buy his full list.
4. Pineapples are an exotic fruit that only grew in certain places. It was hard to transport pineapples to stores, and there were not that many of them. On the other hand, apples were much easier to come by. When an item was more easily available, it cost fewer ration points. Economists call this effect supply and demand. | <urn:uuid:7812df17-016f-4b30-bef0-02744fb0cf67> | CC-MAIN-2022-05 | https://princetonhistory.org/wp-content/uploads/2020/04/HSP_WWIIRationing_RemoteLearningActivity_1.pdf | 2022-01-21T05:02:27+00:00 | crawl-data/CC-MAIN-2022-05/segments/1642320302723.60/warc/CC-MAIN-20220121040956-20220121070956-00675.warc.gz | 474,095,417 | 1,417 | eng_Latn | eng_Latn | 0.994104 | eng_Latn | 0.999692 | [
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Inoculating legumes with rhizobia can achieve substantial increases in legume nodulation, grain and biomass yield, nitrogen fixation and post-crop soil nitrate levels.
**KEY POINTS**
- The benefits of inoculating legumes with rhizobia (soil bacteria that fix nitrogen) have been recognised in Australian agriculture for more than 100 years.
- Inoculation can result in increases in legume nodulation, grain and biomass yield, nitrogen fixation and post-crop soil nitrate levels.
- These gains are highest when the legume is grown in nil-rhizobia or low-rhizobia soil.
- Benefits can be marginal in soils already containing high numbers of compatible rhizobia.
- Legumes have specific requirements for rhizobia: there are 39 different inoculant groups produced commercially in Australia.
- Formulations for inoculants include peat, clay and peat granules, freeze-dried cultures and liquid cultures.
- Inoculant quality is underpinned by commercial in-house testing and the National Code of Practice and Quality Trademark (Green Tick Logo).
Legumes have been a source of food since mankind first tilled the soil many thousands of years ago. From very early times, legumes have been recognised as ‘soil improvers’. The farmers of ancient Mesopotamia grew peas and beans in their agricultural systems because they realised that cereals were healthier and higher yielding when grown after a legume break crop.
Those legumes would have been nodulated with compatible, effective rhizobia; the group of soil bacteria that infect the roots of legumes to form root nodules.
Rhizobia live in a modified form in nodules, and fix nitrogen gas ($N_2$) from the atmosphere through a biological process.
Essentially all of the nitrogen (N) that is fixed by the rhizobia is exported out of the nodules and used in legume growth. In return, the plant provides the rhizobia with habitat, nutrients and energy. This mutually beneficial arrangement is called symbiosis.
Eventually, when the legume dies, the nodule breaks down and its rhizobial content is released back into the soil.
**Compatible rhizobia**
N fixation by the legume-rhizobia symbiosis does not happen in all soils. Compatible, effective rhizobia must be present before nodulation and N fixation can occur.
When a legume is grown for the first time in a particular soil, it is unlikely that the correct rhizobia will be present. Therefore the rhizobia must be supplied in highly concentrated form as inoculants.
**Early days**
Australian farmers have embraced legumes and legume inoculation from the outset. Australian agricultural soils are naturally low in plant-available N but the use of fertiliser N has not always been an affordable option.
Cultivated legumes, mainly pasture and forage species, have had to be able to effectively fix N in the soil.
In 1896, the famous agricultural chemist F.B. (Frederick) Guthrie wrote about legume N fixation in the *Agricultural Gazette of New South Wales* saying that “it will prove to be one of the most valuable contributions ever made by science to practical agriculture.”
More than 100 years later, Australian farmers sow inoculated legume seed on about 2.5 million hectares annually.
All of the estimated 2.7 million tonnes of N fixed annually by legumes, growing on some 25 million hectares of land (including newly sown crop and pasture legumes and perennial and regenerating pasture legumes), can mostly be attributed to either current or past inoculation.
From the turn of the 20th century until around 1950, work on rhizobia, including manufacture of inoculants, was the domain of the state departments of agriculture. After 1950, however, the area sown to legumes – particularly subterranean clover and annual medics – increased dramatically and the demand for inoculants increased.
Manufacture of inoculants was passed over to the private sector, and nodulation failures followed, which led to the creation of an independent quality control service, U-DALS, at the University of Sydney.
Manufacture of inoculants remains with the private sector, now supported by an independent quality control laboratory, Australian Inoculants Research Group (AIRG).
**Inoculant groups**
The relationships between rhizobia and particular legumes are very specific so individual inoculants are produced for the different legumes used in Australian agriculture.
An inoculant or inoculation group covers a cluster of legumes nodulated by the same species of rhizobia (Table 1).
| Rhizobia | Commercial inoculant group | Legumes nodulated |
|--------------------------|----------------------------|----------------------------------------|
| *Sinorhizobium* species | AL | Lucerne, strand and disc medic |
| | AM | All other annual medics |
| *Rhizobium leguminosarum* bv. *trifolii* | B | Perennial clovers |
| | C | Most annual clovers |
| *Bradyrhizobium* species | G¹ | Lupin, serradella |
| | S¹ | Serradella, lupin |
| *Mesorhizobium ciceri* | N | Chickpea |
| *Rhizobium leguminosarum* bv. *viciae* | E² | Field pea and vetch |
| | F² | Faba bean and lentil |
| *Bradyrhizobium japonicum* | H | Soybean |
| *Bradyrhizobium* species | I | Cowpea, mungbean |
1 Both inoculant groups G and S can be used for lupin and serradella
2 Although group E is recommended for pea/vetch and group F for faba bean/lentil, if required group E can also be used for faba bean and group F used for pea/vetch
The rhizobia in each of the inoculation groups can be quite different. For example, lupins are nodulated by the slower-growing, acid-tolerant *Bradyrhizobium* species, while medics are inoculated by the fast-growing, acid-sensitive *Sinorhizobium* species.
The inoculant groupings provide a framework for:
- considering if inoculation is needed, based on the type of legume previously grown in a paddock; and
- choosing the correct inoculant for the particular legume to be sown.
Inoculants are produced and marketed commercially according to these inoculant groups. Choosing the correct inoculant group for a particular legume host (indicated by the letters AL for lucerne, N for chickpea, for example) is critical for effective nodulation and N fixation to occur.
**Benefits of inoculation**
After more than 100 years of legume cultivation, many Australian soils have developed substantial populations of rhizobia that are able to nodulate commonly grown agricultural legumes.
However, suitable rhizobia may still be absent from the soil if the legume has not been grown previously or where the soil is not conducive to long-term rhizobial survival. Here the benefits of inoculation can be dramatic.
Soil acidity, for example, can reduce the chances of rhizobia persisting. Rhizobia for medic, lucerne and pea (including faba bean, lentil and vetch) are particularly sensitive to acid soils.
In soils that have built up adequate populations of rhizobia, the communities can be diverse and may become less effective at fixing N over time when compared to commercial inoculant strains.
N fixation in nodules formed by soil rhizobia is sometimes less than 50 per cent of the level that is achieved in nodules formed by commercial inoculants.
The presence of less effective, established rhizobia populations in soil is not an impediment to the use of more effective inoculant strains.
When applied in sufficiently high numbers inoculant strains can successfully compete with established soil rhizobia and replace them.
An example of the effect of adding inoculant rhizobia can be seen in Figure 1, which shows the results of trials of faba bean sown into soils that contained either nil-to-low populations of rhizobia or high populations.
In the nil-to-low rhizobia soils, inoculation increased nodulation by more than 400 per cent and grain yield by 140 per cent.
There were no nodulation or grain yield benefits of inoculation in the high-rhizobia soils.
**N fixation**
There are other, less obvious benefits of inoculation than improved nodulation and grain yield and higher crop biomass.
Inoculation can also increase the amount of N fixed by the legume and the post-harvest (post-fallow) levels of soil nitrate.
In an experiment in southern NSW, inoculation increased grain yield of faba bean by 54 per cent and the amount of crop N fixed by a massive 700 per cent. See Table 2.
### TABLE 2 Increased grain yields, crop N fixed and post-crop soil nitrate levels from inoculation of faba bean and lupin in southern NSW
| Legume | Grain yield (t/ha) | Crop N fixed (kg N/ha)* | Post crop soil nitrate (kg N/ha to 1.7m depth) |
|--------|-------------------|-------------------------|-----------------------------------------------|
| Rhizobia | Nil | Plus Inoc. | Nil | Plus Inoc. | Nil | Plus Inoc. |
| Faba bean | 1.75 | 2.70 | 32 | 280 | 203 | 252 |
| Lupin | 3.50 | 3.70 | 52 | 240 | 190 | 209 |
* includes an estimate of below-ground N
**SOURCE:** DR MARK PEOPLES, CSIRO, FORMERLY OF GRDC CROP SEQUENCING INITIATIVE, AND DR MATTHEW DENTON AND DR LORI PHILLIPS, FROM THE GRDC NATIONAL RHIZOBIUM PROGRAM
### TABLE 3 Likelihood of response to inoculation group E and F legumes
| Likelihood | Description |
|------------|-------------|
| High | – Soils with pH (Ca) below 6.0 and high summer temperatures (>35°C for 40 days); or
| | – Legume host (pea, faba bean, lentil, vetch) not previously grown. |
| Moderate | – No legume host (pea, faba bean, lentil, vetch) in last four years; or
| | – Last host crop not inoculated or lacked good nodulation. |
| Low | – Loam or clay soils with neutral or alkaline pH and a recent history of host crop with good nodulation. |
Guidelines for inoculation of the group E (pea, vetch) and F (faba bean, lentil) legumes, taken from the field pea, vetch, faba bean and lentil inoculation fact sheet in *Inoculating Legumes – a Practical Guide*, see Useful Resources.
Inoculant quality
Inoculants manufactured and sold in Australia contain strains of rhizobia that have undergone thorough testing under laboratory, glasshouse and field conditions to ensure their local suitability.
Selection criteria include:
- strains that are highly effective in nodulation and N fixation across related legume species and cultivars of a particular species;
- strains that survive well on seed and in the soil after being introduced;
- strains that are genetically stable; and
- strains that are suitable for the manufacturing process.
In July 2010, the National Code of Practice and Quality Trademark for Legume Microbial Inoculant Products used in Australian Crops and Pastures, see Useful Resources, was introduced as part of a program to continually improve the quality and efficacy of biological inoculants marketed to Australian farmers.
Inoculant formulations (products)
There are several different commercial inoculant formulations available to farmers to allow flexibility of application.
- Peat inoculants – the oldest and most common form of inoculant used in Australia. These are prepared by mixing a broth culture of rhizobia into sterilised (gamma-irradiated) finely milled peat.
- Granular pellets or chips are made from either peat or clay and are impregnated with rhizobia.
- Freeze-dried powder, where a rhizobial broth culture is concentrated as a powder in a glass vial after all the water has been removed. The powder is reconstituted later on-farm.
- Liquid inoculants – suspensions of rhizobia in a protective liquid formulation.
Peat, freeze-dried and liquid inoculants can be applied either to seed or directly to soil in the seeding furrow. Granular inoculants are applied in-furrow.
If peat, freeze-dried or liquid inoculants are applied directly to soil, they are first suspended in clean potable water so they can be evenly distributed in the furrow.
The Green Tick Logo indicates the packet or container of inoculant meets quality standards set and monitored by the Australian Inoculants Research Group (AIRG).
At the time of publication, companies that are signatories to the National Code of Practice for legume inoculants and that are producing and selling inoculants carrying the Green Tick Logo are:
- BASF Agricultural Specialties Pty Ltd;
- New Edge Microbials Pty Ltd;
- Novozymes Biologicals Australia Pty Ltd; and
- Green Microbes Australia Pty Ltd
USEFUL RESOURCES
**Inoculating Legumes – a Practical Guide**
Revised June 2014
Ground Cover Direct
1800 110 044
www.grdc.com.au/bookshop
National Code of Practice
www.dpi.nsw.gov.au/__data/assets/pdf_file/0008/361296/Web-Version-of-the-NATIONAL-CODE-OF-PRACTICE-and-TRADE-MARK-LOGO-2Nov2010_final.pdf
**Backpocket Guide for Inoculating Legumes**
Revised January 2014, Ground Cover Direct
1800 110 044
MORE INFORMATION
Matthew Denton, University of Adelaide
08 8313 1098
email@example.com
Ron Yates, Department of Agriculture and Food Western Australia
08 9368 3665
firstname.lastname@example.org
Nikki Seymour, Queensland Department of Agriculture and Fisheries
07 4639 8837
email@example.com
Kerry McKenzie, Queensland Department of Agriculture and Fisheries
0477 723 713
firstname.lastname@example.org
David Herridge, University of New England
02 4942 6950
email@example.com
Maarten Ryder, University of Adelaide
0409 696 360, firstname.lastname@example.org
Neil Ballard, Global Pasture Consultants
0428 832 053, email@example.com
Ross Ballard, SARDI, South Australia
08 8303 9388, firstname.lastname@example.org
GRDC PROJECT CODES
UA00138, DAS00128, GPC00001, DAW00023, DAW0022, DAG00181, DAN00189, UNE00023, US00065, UMU00040.
Acknowledgements: David Herridge. | <urn:uuid:38c31df1-b50b-4d75-b754-9715b344138a> | CC-MAIN-2024-46 | https://set.adelaide.edu.au/agriculture-food-wine/sites/default/files/docs/rhizobial-inoculants-fact-sheet.pdf | 2024-11-06T08:56:28+00:00 | crawl-data/CC-MAIN-2024-46/segments/1730477027910.12/warc/CC-MAIN-20241106065928-20241106095928-00584.warc.gz | 493,646,557 | 3,276 | eng_Latn | eng_Latn | 0.977356 | eng_Latn | 0.986281 | [
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Have You Ever...
Answer These Questions
1. Have you ever eaten alligator? How about other strange foods?
2. Have you ever been bitten by an animal?
3. Have you ever gone skydiving? How about bungee jumping?
4. Have you ever climbed Mount Fuji? How about another mountain?
5. Have you ever been in a traffic accident? What happened?
Write Your Own Questions
Q:
Q:
Q:
* Don’t forget to post your answers online!
Practice using SUPERLATIVES. Write four sentences with surprising, delicate and dangerous.
My husband gave me a diamond ring. It was the most surprising present.
1. ____________________________________________________________
2. ____________________________________________________________
3. ____________________________________________________________
4. ____________________________________________________________ | <urn:uuid:91ad3208-9df2-467f-9563-f194c50655f8> | CC-MAIN-2018-43 | http://dondonenglish.com/homework/Basics%202/Lesson%206%20(12-13).pdf | 2018-10-20T00:13:20Z | crawl-data/CC-MAIN-2018-43/segments/1539583512499.22/warc/CC-MAIN-20181019232929-20181020014429-00104.warc.gz | 101,504,309 | 158 | eng_Latn | eng_Latn | 0.897131 | eng_Latn | 0.988949 | [
"eng_Latn",
"eng_Latn"
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423,
847
] | [
2.1875
] | 1 | 2 |
In this section you will be examining aspects of the UK political system:
- how it operates
- how it has evolved over time
- in particular, how it has changed as a result of reforms introduced since the election of the New Labour government in 1997.
There will be a particular focus on one of the most important developments: the process of devolution, which includes the dispersal of power from the central government in London to new bodies in different parts of the UK.
You will also be considering the arguments for making further changes in the future.
In the modern world the political system of a state is organised according to rules and practices laid down in a constitution. The purpose of a constitution is to set out the powers and responsibilities of the different institutions of government, and to describe the relationships between these institutions and between the government and the citizens. The USA, Germany and France are examples of countries where a single document performs this role. The UK constitution, on the other hand, consists of a collection of written and unwritten elements. It has many sources rather than just one.
### 1.1 The development, nature and sources of the UK constitution
**The development of the constitution**
The UK constitution is different from those of most of its neighbours because, for a long period, the country has not undergone a fundamental, transforming change, such as a revolution or a military defeat followed by occupation by a foreign power. Instead the political system of the UK has evolved gradually and, at least since the civil wars of the 17th century, without dramatic breaks in continuity. This contrasts, for example, with the United States, whose constitution dates from 1787 after the American people had established their independence from Britain and their leaders had decided how they wanted to govern themselves.
Elements of the UK constitution can be traced back more than a thousand years. In the Middle Ages power was concentrated in the hands of the monarch. However, in order to govern the country, the Crown required the co-operation of a class of landowning nobility, who gradually gained more rights over time. From the 13th century the nobles and other interest groups gained representation in an assembly – Parliament – that met to advise the monarch, pass laws and give consent to taxation. Parliament consisted of an upper house, made up of the hereditary aristocracy and senior members of the Church (the House of Lords), and an elected House of Commons, which initially consisted of representatives of the landed gentry and prosperous merchants. The Commons increasingly took on a representative function, and expected to be heard when it presented grievances to the monarch.
The balance of power between Crown and Parliament was adjusted in favour of the latter as a result of the civil wars of the mid-17th century. By the 19th century, Britain was governed by a constitutional monarch who acted on the advice of ministers. The ministers were accountable to Parliament as the country's supreme law-making body. Voting rights were progressively extended to the middle- and working-classes, creating a more democratic society by the early 20th century, and ending the monopoly of power traditionally enjoyed by the aristocratic elite. Within Parliament this was reflected in the emergence of the elected House of Commons as the more powerful of the two chambers.
In parallel with these developments, it was recognised from the 17th century that the judiciary should be independent of political influence and control. Judges became increasingly important through their role in upholding the rule of law: the idea that no body, including the government, should be above the law.
Even if it lacks a single founding document, the UK constitution does have important written components. Table 1.1 shows the most important historical 'landmark' documents that have influenced the growth of the UK's political system, some of which date back several centuries. The overall effect of these developments has been to:
- reduce the powers of the monarchy, and to extend those of Parliament
- increase the rights and freedoms of the ordinary citizen
- draw together the component parts of the United Kingdom
- increase the power of the elected House of Commons at the expense of the unelected House of Lords
- define the UK's relationship with the institutions that later evolved into the European Union.
| Document | Date | Overview | Development of constitution |
|----------|--------|--------------------------------------------------------------------------|---------------------------------------------------------------------------------------------|
| Magna Carta also known as the Great Charter | 1215 | Agreement between King John and the barons, who had rebelled against the abuse of royal power. Largely a concession to specific demands of the nobility. Many clauses have been repealed or superseded by later legislation. Remains a powerful symbol of English liberties. | Magna Carta stated the principle that no one should be deprived of liberty or property without due process of law. |
| The Bill of Rights | 1689 | Passed by Parliament in reaction to the arbitrary rule of King James II, who was driven from the throne in the 'Glorious Revolution'. His successors - William III and his wife, Mary II - affirmed the rights of Parliament when they accepted the throne. | The Bill of Rights included provisions for:
• regular parliaments
• free elections
• freedom of speech within Parliament. |
| The Act of Settlement | 1701 | Motivated by a desire to exclude from the throne James II and his heirs. At the time their adherence to the Catholic religion was widely associated with tyrannical rule. | The act established the right of Parliament to determine the line of succession to the throne. |
| The Acts of Union | 1707 | United England and Scotland, which had had a shared monarch since 1603 but had retained two separate parliaments. Both countries were now placed under one Parliament based in Westminster. | This was the basis of the United Kingdom until Tony Blair's New Labour government passed legislation to set up a Scottish Parliament once again in 1997. |
| Document | Date | Overview | Development of constitution |
|---------------------------|--------|----------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------|-----------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------|
| The Parliament Acts | 1911, 1949 | Reduced the power of the House of Lords to interfere with the agenda of the House of Commons. The 1911 act was provoked by the action of the Lords in rejecting the radical tax-raising ‘People’s Budget’, introduced by the Liberal Chancellor of the Exchequer, David Lloyd George. | 1911 act affirmed that the Lords could not delay money bills. For non-financial bills, the power of veto was replaced with a two-year delaying power.
1949 act reduced this delaying period to one year. |
| The European Communities Act | 1972 | Passed by Edward Heath’s Conservative government, took Britain into the European Economic Community, the forerunner of the European Union (EU). | Established the principle that EU law would take precedence over UK law where a conflict occurred. This act is expected to be repealed after a majority of people in the UK voted to leave the EU in a referendum in 2016. |
Table 1.1: Key historical documents
**Link**
For more on devolution, see Sections 1.2 and 1.3.
---
William III and Mary II accepting the throne in 1689 on the basis of the Bill of Rights. This established the principle that the Crown’s authority rests on the consent of Parliament.
**The nature of the UK constitution**
The UK constitution is distinctive in several important respects.
- It is uncodified – there is no single legal code or document in which its key principles are gathered together. Instead, it is derived from a number of sources, some written down, while others are unwritten.
- It is unentrenched – it can be altered relatively easily, by a simple majority vote in Parliament. It therefore has a higher degree of flexibility than a codified constitution. There is no special legal procedure for amending the UK constitution. In the UK all laws have equal status. By contrast, a codified constitution has a higher status than ordinary laws and some or all of its provisions are said to be entrenched. For example, an amendment to the United States constitution requires the support of two-thirds of Congress and of three-quarters of the states to become law.
- It is unitary – sovereignty (or ultimate authority) has traditionally been located at the centre, with the component parts of the country – England, Scotland, Wales and Northern Ireland – all essentially run from London and treated in a similar way. This has been modified since the introduction of devolution in the late 1990s.
Some would now use the term ‘union state’ to describe the UK since, although the centre remains strong, the individual sub-national units are governed in different ways. The distribution of power between the central and regional governments of the UK can still be altered by act of Parliament. This is an important difference with a federal constitution like that of Germany or the USA.
**The twin pillars of the UK constitution: parliamentary sovereignty and the rule of law**
Writing in 1885, the Victorian constitutional theorist A.V. Dicey identified two key principles of the UK constitution. The first of these was **parliamentary sovereignty**: the idea that ultimate political authority rests with Parliament, which exercises that authority on behalf of the people who elect it. In the absence of a codified constitution it is Parliament that defines what the constitution is.
There are three main ways in which Parliament can be said to be sovereign.
- **Parliamentary sovereignty**
- No Parliament can bind its successor. Parliament has the right to amend or repeal any acts passed by previous Parliaments. For example in 2003 Parliament repealed Section 28 of the 1988 Local Government Act, which had made it illegal for local authorities and schools intentionally to promote homosexuality.
- Legislation passed by Parliament cannot be struck down by a higher body, such as a constitutional court. The UK’s Supreme Court can interpret but not overturn an Act of Parliament.
- Parliament can make a law on any subject. For example, the major social changes of the mid-1960s – legalising abortion and homosexuality, making divorce easier to access and abolishing the death penalty – depended on the passing of Acts of Parliament.
*Figure 1.1: Three main ways Parliament can be said to be sovereign*
The other major principle identified by Dicey was **the rule of law**, the idea that the actions of the state are limited by law. Dicey argued that this was the main way in which the rights and liberties of citizens are protected. Respect for the rule of law is important because it acts as a check on parliamentary sovereignty, which in theory might take away people’s liberties. Under the rule of law:
- everyone is entitled to a fair trial and no one should be imprisoned without due legal process
- all citizens must obey the law and are equal under it
- public officials are not above the law and they can be held to account by the courts
- the judiciary must be independent of political interference.
**Key terms**
- **Parliamentary sovereignty**
- the principle that Parliament can make, amend or unmake any law, and cannot bind its successors or be bound by its predecessors.
- **Statute law**
- laws passed by Parliament.
- **Common law**
- laws made by judges where the law does not cover the issue or is unclear.
- **Conventions**
- traditions not contained in law but influential in the operation of a political system.
- **Authoritative works**
- works written by experts describing how a political system is run, which are not legally binding but are taken as significant guides.
- **Treaties**
- formal agreements with other countries, usually ratified by Parliament.
- **The rule of law**
- the principle that all people and bodies, including government, must follow the law and can be held to account if they do not.
The five main sources of the UK constitution
In the absence of a single document, the origins of the UK’s constitutional practice can be found in five main areas, as Table 1.1 shows.
| Source | What is it? | Examples |
|-------------------------------|-------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------|----------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------|
| Statute law | The body of law passed by Parliament. Not all laws are constitutional, only those that affect the nature of the political system and citizens’ rights. It is the most important source as it is underpinned by the concept of parliamentary sovereignty. | The 1998 Scotland Act, Government of Wales Act and Northern Ireland Act created devolved legislative bodies, which were given some powers previously held by Westminster. |
| Common law | Legal principles laid down by judges in their rulings in court cases, which provide precedents for later judgments. Important in cases where it is not clear how statute law should be applied in practice. | The presumption that a person accused of a crime is innocent until proven guilty. The medieval concept of *habeas corpus* (a Latin phrase meaning literally ‘you may have the body’) is a common-law protection against unlawful imprisonment, which was converted into a statute in 1679. |
| Conventions | Customs and practices that do not have legal force, but which have been broadly accepted over time. Can be challenged and changed by Act of Parliament. | The principle, established since the 2003 Iraq War and subsequent parliamentary votes, that except in an emergency, the government will not order military action without prior parliamentary approval |
| Authoritative works | Textbooks that explain the working of the political system. A useful guide, but lacking legal standing. | Erskine May’s *Parliamentary Practice*, first published in 1844 and regularly updated, explains the rules of parliamentary life. |
| Treaties (including European Union law) | Agreements with other EU member states, which UK governments have signed since joining what is now the EU in 1973. Following the 2016 referendum, preparations are being made for the UK to leave the EU. | Arguably the most important treaty was Maastricht (1992), which transformed the European Community into the European Union. |
Table 1.1: Origins of the UK constitution
Pause & reflect
Review the information contained in this section and make a list of the ways in which the power and importance of the UK Parliament developed up to the late 20th century. | <urn:uuid:49156298-001b-45f0-aa7c-3195e39d8cab> | CC-MAIN-2020-24 | https://www.combertonsixthform.org/download.php/Politics%20-%20Additional%20Resources | 2020-05-25T16:48:11+00:00 | crawl-data/CC-MAIN-2020-24/segments/1590347389309.17/warc/CC-MAIN-20200525161346-20200525191346-00497.warc.gz | 685,267,897 | 2,963 | eng_Latn | eng_Latn | 0.998721 | eng_Latn | 0.998988 | [
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Comprehension and interpretation (sciences) 1970
ACER
Follow this and additional works at: https://research.acer.edu.au/csse
Part of the Educational Assessment, Evaluation, and Research Commons
Recommended Citation
ACER. (1970). Comprehension and interpretation (sciences) 1970. Australian Council for Educational Research. https://research.acer.edu.au/csse/11
This Assessment is brought to you by the ACER Archives at ACEReSearch. It has been accepted for inclusion in Commonwealth Senior Scholarship Examination by an authorized administrator of ACEReSearch. For more information, please contact email@example.com.
instructions to candidates
This is a test of your ability to read and understand material of a scientific nature. It is possible to do well on this test even if you have studied only a little science at school. The test consists of 11 units (60 questions in all) to be answered in two hours.
You will obtain the best possible score if you observe the following points: (1) Work carefully through the questions in the order in which they are given. (2) Don’t waste too much time on any one question; if necessary, go on to the next question and come back to the difficult ones later. (3) If you think you know an answer, mark it—even if you are not certain you are correct. Marks will not be deducted for wrong answers. (4) Make sure that you mark the letter you have chosen in the correct line on your answer sheet.
answering
Each question has four alternative answers, represented by the letters A B C D. You must choose one answer from these alternatives. Having done so, make sure you mark your answer correctly.
If you want to change an answer, erase your first mark completely. Try to avoid having to make erasures by not answering hastily. Take care that your pencil mark does not cross into another row or column, and that there are no marks or smudges on your answer sheet.
Now look through this booklet, but don’t start writing until the supervisor tells you to do so.
The three parts of a fluorescence microscope are (1) the source of radiation, (2) the filters and (3) the lenses. The radiation source is a lamp situated in front of a concave mirror. The concave mirror increases the intensity of the radiation reaching the specimen. The lamp is a useful source of green and blue light and of ultra-violet radiation. The light (which is a form of radiation) and the ultra-violet radiation pass through a collecting lens and through two filters—a heat filter and an isolating filter. The heat filter absorbs all the heat from the lamp, thus preventing damage to the microscope lenses; the isolating filter absorbs the visible light but not the ultra-violet radiation. This radiation is reflected by the plane mirror, and passes into the condenser which focusses it on the specimen. The ultra-violet radiation interacts with atoms in the specimen and as a result light is emitted. This light is called fluorescent light. The fluorescent light and any excess ultra-violet radiation pass through the objective lens to a barrier filter which absorbs all the ultra-violet radiation. The fluorescent light passes through to the eyepiece and the microscopist sees an image of a luminous object against a black background.
1. The isolating filter absorbs
A. ultra-violet radiation.
B. blue and green light.
C. heat from the lamp.
D. fluorescent light.
2. The concave mirror increases the brightness of the image by
A. absorbing radiation from the back of the lamp.
B. reflecting radiation from the back of the lamp in such a way that all radiation reaching the collecting lens is in parallel rays.
C. reflecting radiation from the back of the lamp away from the collecting lens.
D. reflecting radiation from the back of the lamp towards the collecting lens.
3. The radiation passing between the heat filter and the isolating lens is best described as
A. ultra-violet radiation.
B. fluorescent light.
C. green and blue light and ultra-violet radiation.
D. green and blue light.
4 The radiation at Y in the figure is best described as
A fluorescent light.
B ultra-violet radiation.
C a mixture of fluorescent light and ultra-violet radiation.
D pale blue visible light.
5 The human eye cannot use ultra-violet radiation for seeing, yet the barrier filter is included in order to prevent this radiation from reaching the eye. Which of the following is the most probable reason for the inclusion of the filter?
A The ultra-violet radiation would damage the microscopist’s eye.
B If the ultra-violet radiation reached the microscopist’s eye, the background would no longer appear black.
C The mixture of the ultra-violet radiation and the fluorescent light would make the image appear black.
D The ultra-violet radiation would damage the lens of the condenser.
6 The whole of a large specimen which is on a slide is within the microscopist’s field of view. All the ultra-violet radiation emerging from the condenser interacts with the atoms of a part of the specimen. As a result the microscopist would see
A nothing, since the entire field would be black.
B a luminous object against a black background.
C only the ultra-violet radiation emitted by the specimen.
D only a background of green and blue light.
UNIT 2
In an experiment several people were asked to choose, from a range of objects, one midway in weight between two standard objects markedly different in weight from each other. Most people chose an object nearer in weight to the lighter of the two standard objects.
The experiment illustrates the fact that subjective estimates of the magnitude of a physical property (e.g. how heavy an object is, or how loud a noise is) are not identical with the actual physical magnitude of the property.
The total physical range of magnitudes of a property is called the *physical stimulus continuum*. When subjective estimates of the magnitude of a physical property are made, these occupy a *psychological stimulus continuum* which is not identical with the corresponding physical stimulus continuum.
The figure below shows the relationship between measurements in the physical stimulus continuum and estimates in the psychological stimulus continuum.
**Explanation of the figure**
1. The vertical line represents a physical stimulus continuum.
2. Point $Z$ represents *zero stimulus* when none of the physical property is being considered (e.g. zero weight).
3. A distance measured along the line from the point $Z$ to any other point on the line represents the magnitude of a physical stimulus.
4. Point $A$ represents the *absolute threshold* ($R_o$) which is the least magnitude of a stimulus that a subject can perceive (e.g. the lowest musical note that he can hear).
5. Point $T$ represents the *terminal threshold* which is the greatest magnitude of a stimulus that a subject can perceive (e.g. the highest musical note that he can hear).
6. Point $S$ represents a given *standard stimulus* ($R_s$) which may be anywhere between $A$ and $T$.
7. Point $U$ represents the *upper differential threshold* ($R_u$) for the given standard stimulus. It is a stimulus greater in magnitude than $R_s$ that the subject can just distinguish from $R_s$ (e.g. a weight slightly heavier than a standard weight). Point $L$ represents the *lower differential threshold* ($R_l$) which is just lower in magnitude than $R_s$.
8. The difference between the absolute threshold and the zero stimulus is the *absolute limen* ($t_a$).
9. The difference between a differential threshold (either upper or lower) and the standard stimulus is a *difference limen*.
10. The points $A$, $U$, $L$ and $T$ are different for different people since they are subjective judgments of a given property.
7 The magnitude of the absolute threshold is numerically equal to the magnitude of
A the upper differential threshold.
B a standard stimulus.
C the lower difference limen.
D the absolute limen.
8 The range of magnitudes of a physical stimulus that a subject can perceive is represented in the figure by the length of the line between the points
A $Z$ and $T$.
B $A$ and $T$.
C $L$ and $T$.
D $L$ and $U$.
9 The upper difference limen is equal in magnitude to
A $R_u - R_s$
B $R_s - R_o$
C $R_u$
D $R_s$
10 A person able to distinguish as different a colour which is nearly the same as a standard colour has a
A small absolute threshold for the standard colour.
B large absolute limen for the standard colour.
C small difference limen for the standard colour.
D small terminal threshold for the standard colour.
11 The stimulus magnitude of the pitch of the highest note a person can hear is his
A absolute limen for pitch.
B absolute threshold for pitch.
C upper differential threshold for pitch.
D terminal threshold for pitch.
12 An experimenter flashed a very feeble white light onto a screen in a completely dark room. Susan reported that she saw the light, while Helen reported that she saw nothing. The experimenter then increased slightly the intensity of the light flashed onto the screen and Helen reported that she saw the light. The experimenter could conclude that Helen, compared to Susan, has a
A larger lower difference limen for white light.
B larger absolute limen for white light.
C smaller absolute limen for white light.
D smaller terminal threshold for white light.
The separation of mixtures of liquids into their component parts is one of the major processes of the chemical and petroleum industries. The most widely used method is distillation, in which two liquids which boil at different temperatures may be separated. A typical distillation unit is illustrated below.
Liquid $X$ and liquid $Y$ can both be vaporized. $X$ has a lower boiling-point temperature than $Y$.
The vapour in the column is supplied by the reboiler. Liquid is withdrawn from the bottom of the column and heated by steam in the reboiler so that some of the liquid is vaporized. The vapour formed is passed back into the column and the liquid is drawn off from the reboiler as liquid product $Y$.
All the vapour collected at the top of the column is condensed to a liquid in the condenser. Some of this liquid is drawn off as liquid product $X$ and the rest is returned to the column.
The temperature is highest at the bottom of the column and some vaporization occurs there. As the vapour rises through the column its temperature drops and at the top it contains more of the component with the lower boiling point than the vapour at the bottom does. The liquid descending the column becomes hotter and therefore richer in the component with the higher boiling point.
13 The material in $L$ is most accurately described as
A a liquid mixture of $X$ and $Y$.
B a vapour containing $X$ and $Y$ in almost equal amounts.
C a vapour containing mainly $X$.
D a liquid containing mainly $X$.
14 The material in $N$ is most accurately described as
A a vapour containing mainly $X$.
B a liquid mixture of $X$ and $Y$.
C a liquid mixture richer in $X$ than the mixture at $K$.
D a vapour richer in $X$ than the mixture at $K$.
Questions 15 to 17 refer to the following additional information:
The graph shows the percentages of substance $S$ in the vapour and in the liquid when the two are in direct contact in a distillation column. The information applies to any mixture of $S$ and $T$ in any proportions.
15 In a mixture of $S$ and $T$ at one point in the column, 60 per cent of the liquid is $S$. The percentage of $S$ in the vapour at this point is approximately
A 20 per cent.
B 40 per cent.
C 60 per cent.
D 80 per cent.
16 A liquid mixture of $S$ and $T$ at a point in the column contains 50 per cent $S$. The percentage of $T$ in the vapour at this point
A is less than 50 per cent.
B is exactly 50 per cent.
C is more than 50 per cent.
D cannot be determined without knowing the temperature.
17 At one point in a distillation column containing a mixture of $S$ and $T$, the percentage of $S$ in the vapour is 30 per cent and of $T$ in the liquid is 85 per cent. From this information we can conclude
A that there was more $S$ than $T$ in the mixture fed into the column.
B that there was more $T$ than $S$ in the mixture fed into the column.
C that there was about the same percentage of $S$ and $T$ in the mixture fed into the column.
D very little if anything concerning the relative proportions of $S$ and $T$ in the mixture fed into the column.
UNIT 4
Most radars work by transmitting short pulses of radio energy rather like a torch which is switched on and off. The transmitter is switched on for anything between a fraction of a microsecond and ten or more microseconds. Energy reflected from a target is received back at the aerial of the radar set while the transmitter is switched off between pulses.
Radar waves travel at a speed of $3 \times 10^8$ metre per second or 300 metre per microsecond.
18 A transmitted pulse travels from a radar set to a target 900 metre away and then back to the aerial of the radar set. What is the time taken?
A 1·5 microsecond
B 3 microsecond
C 6 microsecond
D 30 microsecond
19 Two targets are at distances of 1000 metre and 1600 metre east of a radar set.
A single pulse is transmitted by the radar set and is reflected from both targets. What is the delay between the times when the two reflected pulses first reach the aerial?
A 2 microsecond
B 4 microsecond
C 6·6 microsecond
D 10·6 microsecond
20 A pulse of 10 microsecond duration was transmitted from a radar set. The graph below shows two reflected pulses which have returned to the aerial of the radar set. The time is taken from the beginning of transmission of the single pulse.
Both targets lie directly east of the radar set. What is the best estimate of the distance between the two targets?
A 750 metre
B 2250 metre
C 3000 metre
D 4500 metre
Questions 21 to 23 refer to the following additional information:
If normal targets are to be detected at long range and if small or poorly reflecting targets are to be detected at short range, the energy transmitted in each pulse must be as large as possible. This can be achieved by increasing the duration of the pulse. However, when a long pulse is used, the echoes from targets that are close together will overlap and it is then impossible to distinguish between them.
In the technique known as ‘pulse-compression’ the problem is solved by transmitting a long pulse and then, in effect, squeezing the received pulse so that the display receives only very short pulses.
This is achieved by sweeping the frequency of the transmitter over a small frequency range during the transmission of a pulse. A transmitter previously working on 600 megacycles per second (Mc/s) is
modified so that its frequency increases continuously during the transmission of a ten-microsecond pulse from an initial frequency of 590 Mc/s to a final frequency of 610 Mc/s. The receiver is fitted with a special delay line through which the received pulses pass.
The time taken for a pulse to pass through this delay line depends upon frequency so that the earlier, lower-frequency part of the pulse takes longer to pass through than the later part of the pulse. In this way a transmitted pulse of long duration is received at the display as a considerably shortened pulse.
21 Which one of the following is the best graph of frequency of the transmitted pulse against time for a ten-microsecond pulse transmitted by a ‘pulse-compression’ radar set?
![Graphs A, B, C, and D]
22 Which of the following best represents the stages in the detection of a target using the ‘pulse-compression’ radar technique?
A TRANSMITTER → TARGET → RECEIVING AERIAL → DELAY LINE → DISPLAY
B TRANSMITTER → TARGET → RECEIVING AERIAL → DISPLAY
C TRANSMITTER → TARGET → DELAY LINE → RECEIVING AERIAL → DISPLAY
D TRANSMITTER → DELAY LINE → TARGET → RECEIVING AERIAL → DISPLAY
23 Which one of the following most correctly explains the process of ‘squeezing the pulse’?
A The lower frequency part of the transmitted pulse takes longer to travel to the target and back, so the pulse received at the aerial is of shorter duration than the transmitted pulse.
B The pulse received at the aerial is of the same duration as the transmitted pulse but the lower frequency part is delayed so that the pulse received at the display is shorter.
C The higher frequency part of the transmitted pulse takes longer to travel to the target and back, so the pulse received at the aerial is of shorter duration than the transmitted pulse.
D The higher frequency part of the transmitted pulse is delayed so that the transmitted pulse is shorter than the one received at the aerial since the higher frequency part travels more slowly.
UNIT 5
The most important factors which determine the sound of a spoken vowel are the amount of lip or mouth opening and the position of the tongue. The opening of the mouth can be open as in Fig. II or partly closed as in Fig. I. The tongue is used to divide the space between the lips and the vocal chords at the back of the throat into two sections. Fig. I below shows how the tongue hump can do this for two distinct vowels.
The following table indicates the tongue hump positions and degree of constriction of the mouth for 12 vowels used in common speech. A word in which the vowel is used is given, with the vowel underlined.
| Degree of constriction | Tongue hump position |
|------------------------|----------------------|
| | Front | Central | Back |
| Closed | heed | hid | heard | who’d | hood |
| Mid | haid | head | hud | hoed | hawed |
| Open | had | | | hod | |
Sound travels through air in the form of waves. Differences in the pitch of sounds can be distinguished by differences in the frequency (measured in cycles per second) of the waves, and these can be measured. The characteristic vowel frequency, i.e. the frequency with the greatest intensity, for some of the vowels in the table is listed below.
| Vowel | hod | had | hud | hawed | head | heard | hood | hid | who’d | heed |
|-------|-----|-----|-----|-------|------|-------|------|-----|-------|------|
| Frequency (cycles/sec) | 730 | 660 | 640 | 570 | 530 | 490 | 440 | 390 | 300 | 270 |
24 As the tongue hump moves from the front towards the back position, the frequency of the resulting vowel
A increases only.
B decreases only.
C remains the same.
D increases and decreases in an irregular way.
25 A change in the degree of constriction, from open towards closed, is accompanied by
A a decrease in the vowel frequency.
B an increase in the vowel frequency.
C an increase in the vowel frequency followed by a decrease.
D a decrease in the vowel frequency followed by an increase.
26 In the word ‘motor’, the first vowel is most probably spoken with the tongue hump in the
A back position and an open degree of constriction.
B back position and a mid degree of constriction.
C front position and an open degree of constriction.
D front position and a closed degree of constriction.
27 A vowel, represented by the symbol $\Omega$, is pronounced with tongue hump in the front position and a closed degree of constriction. Which of the following underlined vowels is least likely to be the vowel represented by $\Omega$?
A pretty
B mean
C moon
D lip
28 A spoken vowel is found to have a measured frequency of 400 cycles per second. It is the vowel in one of the following words. Which one is it most likely to be?
A tub
B pit
C keep
D mood
29 In terms of the information given which one of the following best summarizes the effect of changing the degree of constriction on the pronunciation of vowels?
A A more open position tends to shorten the time for the vowel to be spoken.
B As the degree of constriction becomes more closed, the vowel changes from ‘a’ through ‘o’ to ‘u’.
C The degree of constriction has no appreciable effect on the characteristics of the spoken vowel.
D No regular pattern of change in the spoken vowel is evident as the degree of constriction changes.
30 Which one of the following diagrams most probably represents the tongue hump position and degree of constriction when the vowel ‘oo’ as in mood is spoken?
UNIT 6
Chemical activity in living cells maintains a separation of charges between the outside and the inside of the cell. There is normally an excess of positive charge on the outside of the cell surface or membrane, and an excess of negative charge inside the cell. The distribution of excess charges in the resting (unstimulated) cell is shown in Fig. I.
Fig. I
Inside the cell there are many particles (ions) with a negative charge, and there are also some positive ions of the element potassium and very few positive ions of the element sodium. The excess positive charge on the outside of the membrane results from the numerical excess of sodium ions, although there are also a few negative ions and a few positive potassium ions. When a small region of a nerve cell membrane is stimulated (e.g. by applying pressure momentarily on it), sodium ions move rapidly into the cell and potassium ions move slowly out. The difference in rates of movement results in a temporary reversal of the relative charges across the cell membrane in the stimulated region (see Fig. II). The ions return to their normal positions when the region is no longer stimulated.
Fig. II
31 Compared with the inside of a cell in an unstimulated region, the inside of a cell in a stimulated region has
A an increase in sodium ions, and a decrease in potassium ions.
B an increase in sodium ions, and an increase in potassium ions.
C a decrease in sodium ions, and a decrease in potassium ions.
D a decrease in sodium ions, and an increase in potassium ions.
Questions 32 and 33 refer to the following additional information:
When there is a separation of charge, (i) the nature and (ii) the extent of this can be measured on an instrument which indicates
(i) whether the inside of the cell is negative or positive in relation to the outside, and
(ii) the relative excess of negative or positive charge (see Figs III and IV).
32 A negative reading on the instrument becomes a positive reading when
A sodium ions move out of the cell.
B there is a movement of ions along the surface of the cell membrane.
C there is an identical distribution of charges inside and outside the cell.
D a cell membrane is stimulated at a particular point.
33 A change in instrument reading from positive to negative is observed. This is associated with
A potassium ions and sodium ions moving along the surface of the membrane.
B sodium ions moving into the cell.
C potassium and sodium ions moving in the same direction.
D none of the above changes.
Questions 34 and 35 refer to the following additional information:
The changes which result from the stimulation of a cell membrane at a point cause a disturbance in the immediate neighbourhood of the stimulated region. In nerve cells this disturbance is the 'nerve impulse' which travels from the point of stimulation at speeds up to 100 metre per second. A recording from the instrument under conditions when the cell membrane is stimulated is shown in the graph on the right.
34 Electrode $X$ is placed inside and electrode $Y$ is placed outside a cell at a particular point. Some time later the cell membrane is stimulated. The reading on the instrument becomes temporarily
A positive and larger in magnitude.
B positive and smaller in magnitude.
C negative and larger in magnitude.
D negative and smaller in magnitude.
35 Region $XY$ of a cell membrane was stimulated. The resulting impulse travelled from left to right. Which of the following diagrams best represents the distribution of excess charges when the resulting impulse has just passed out of region $XY$?
A
| + | + | - | - | + | + |
|----|----|----|----|----|----|
| - | - | + | + | - | - |
| - | - | + | + | - | - |
| + | + | - | - | + | + |
B
| + | - | - | + | + | + |
|----|----|----|----|----|----|
| - | + | + | - | - | - |
| - | + | + | - | - | - |
| + | - | - | + | + | + |
C
| + | + | + | - | - | + |
|----|----|----|----|----|----|
| - | - | - | + | + | - |
| - | - | - | + | + | - |
| + | + | + | - | - | + |
D
| + | - | - | + | + | - |
|----|----|----|----|----|----|
| - | + | + | - | - | + |
| - | + | + | - | - | + |
| + | - | - | + | + | - |
GO STRAIGHT ON TO UNIT 7
UNIT 7
Read quickly through the following material (on pages 15 and 16) to gain a general impression; then look at the questions before turning back to the material.
The Smithsonian Institution in the USA maintains a 'center' for recording and reporting on short-lived natural phenomena. Below is some information about the Center.
SMITHSONIAN INSTITUTION
CENTER FOR SHORT-LIVED PHENOMENA
INFORMATION ABOUT THE CENTER
The Purpose of the Center
The purpose of the Center is to act as an early alert system and clearing house for the collection and dissemination of information on short-lived phenomena. The Center uses an international communications system capable of reaching virtually any point on earth within minutes. This communications ability enables the Center to contact event areas quickly to obtain information on events while they are occurring or shortly after they occur.
Correspondents of the Center
The Center has established a global network of more than 400 correspondents in 122 countries. Correspondents are scientists, scientific institutions, and field stations that cooperate with the Center by reporting short-lived events that occur in their areas and in return receive reports of interest to them from the Center.
Event Notification and Information Cards
The Center notifies subscribers of the occurrence of short-lived events through the issuance of Event Notification and Event Information cards. These cards are issued within hours of the receipt of the event information and the Center staff are immediately dispatched to subscribers. Event Notification cards contain initial information on the occurrence of current or recent events. Event Information cards contain additional information and data and the current status of continuing events and/or preliminary results of field expeditions.
Two reports of a meteorite shower in Victoria were received by the Center and sent to interested persons. The reports are reproduced exactly as they were received.
| EVENT | 125-69 | VICTORIA METEORITE SHOWER |
|-------|--------|---------------------------|
| | | The following cable report was received by CFSLP on 9 October 1969: |
| | | "METEORITE OBSERVED BREAKING UP OVERHEAD NEAR MURCHISON, VICTORIA. LATITUDE: 36° 37' SOUTH, LONGITUDE: 145° 08' EAST. TIME: 10:45 AM 28TH SEPT. PUFFS OF SMOKE AND EXPLOSIONS OCCURRING FROM SOUTH EAST TO NORTH WEST. COMPLETE STONES AND FRAGMENTS FELL OVER 5 MILES ALONG A NILE WHICH NOW EXTENDS FROM 5 MILES SOUTH EAST OF MURCHISON. THE PIECES ARE BY WEIGHT 1000 GRAMS. THE STONES ARE CARBONACEOUS CHONDRITE. I'VE GOT 2 SMALL STONES. PROFESSOR J.F. LOVERING, AUSTRALIAN NATIONAL UNIVERSITY, IS IN CHARGE OF INVESTIGATION. HIS TEAM COLLECTED AND NOMINATED A NUMBER OF SPECIMENS INCLUDING THE LARGEST SO FAR KNOWN AN INCOMPLETE MASS OF 1.5 LB." |
| EVENT INFORMATION REPORT |
|--------------------------|
| TYPE OF EVENT | ASTROPHYSICAL |
| DATE OF OCCURRENCE | 28 SEPTEMBER |
| LOCATION OF EVENT | MURCHISON, VICTORIA, AUSTRALIA |
| REPORTING SOURCE | THE AUSTRALIAN MUSEUM, SYDNEY |
| SOURCE CONTACT | MR. R.O. CHALMERS |
| THE AUSTRALIAN MUSEUM | BOX A. 285 |
| SYDNEY NORTH POST OFFICE| N.S.W. 2000, AUSTRALIA |
| SMITHSONIAN INSTITUTION | CENTER FOR SHORT-LIVED PHENOMENA |
| | 60 Garden Street |
| | CAMBRIDGE MASSACHUSETTS 02148 |
| | UNITED STATES OF AMERICA |
| CABLE: | SATELLITES NEW YORK |
| TELEPHONE | (617)- 864-791 |
| EVENT | 125-69 | VICTORIA METEORITE FALL |
|-------|--------|-------------------------|
| | | 1) The following report from Dr. Lovering was telephoned to CFSLP: |
| | | "The meteorite definitely is a chondritic meteorite of type 2 or 3 carbonaceous chondrite. It's fairly compact in most places but it's a frible in certain areas and appears to be somewhat heterogeneous. The complete time for the fall was approximately during the time period of 10:45 A.M. to 11:00 A.M.. The area of the fall is five miles by one mile. The stone fragments in the air. The fractured surfaces have a slightly sweet aroma on them. A strong smell was reported associated with the meteorites when they were recovered. I didn't believe this but checked later and found that the stones had the odor of methylated spirits (denatured alcohol). I have collected and have in my possession, some of it on long 2.5 kg. of material. I know of another 4.5 kg. approximately in the hands of private individuals. It's a total of about ten pounds that has been recovered so far." |
| EVENT INFORMATION REPORT |
|--------------------------|
| TYPE OF EVENT | ASTROPHYSICAL |
| DATE OF OCCURRENCE | 28 SEPTEMBER '69 |
| LOCATION OF EVENT | VICTORIA, AUSTRALIA |
| REPORTING SOURCE | AUSTRALIAN NATIONAL UNIVERSITY |
| SOURCE CONTACT | DR. J.F. LOVERING |
| DEPT. OF GEOPHYSICS & GEOCHEMISTRY | AUSTRALIAN NATIONAL UNIVERSITY |
| G.P.O. BOX 1, CANBERRA, A.C.T., 2600 AUSTRALIA |
| SMITHSONIAN INSTITUTION | CENTER FOR SHORT-LIVED PHENOMENA |
| | 60 Garden Street |
| | CAMBRIDGE MASSACHUSETTS 02148 |
| | UNITED STATES OF AMERICA |
| CABLE: | SATELLITES NEW YORK |
| TELEPHONE | (617)- 864-791 |
36 The first part of Dr Lovering's report was intended to
A classify the meteorite according to a scientifically accepted system.
B name the meteorite so that scientists could distinguish it from other meteorites of the same kind.
C give a theory of formation of the meteorite.
D suggest that the meteorite was formed from coal.
37 Of the following, the major point of disagreement in the two reports was concerned with the
A composition of the meteorite.
B reported time of sighting.
C amount of material collected.
D area and position of fall.
38 If Dr Lovering had delayed his arrival for another week, which of the following may not have been accepted by him as a fact?
A The material was carbonaceous chondrite.
B Fractured surfaces had incipient fusion crusts.
C The material had an odour of denatured alcohol.
D The material was heterogeneous.
39 Which of the following descriptions is consistent with that of the meteorite material described in the reports?
A a hard stone with particles of the same size having patches of colour
B a hard stone with patches of crumbly material containing particles of the same size
C a black, coal-like stone with a uniform glassy appearance
D a stone with patches of crumbly material containing particles of different size
40 Which of the following events is most likely to claim the attention of the Smithsonian Institution?
A a report that an earthquake struck a village in the centre of the Philippines
B a report that the buildings of Venice are steadily sinking into the sea
C a report that a small tribe of natives in South America use a poison which causes death within a few minutes of its coming in contact with broken skin
D a report that a chemist has produced a sample of a new element, the sample existing for less than a millionth of a second
A study of the effect of insecticides on certain soil animals called arthropods was made over a period of one year. In the figure below there are three sets of columns summarizing some of the results of this study. The animals studied are indicated below the columns. The first of the three columns in each set shows the average weight in untreated soil of the animals listed (expressed as a percentage of the whole); the second column shows the weights in soils treated with standard doses of the insecticide DDT; the third column is for soils treated with another insecticide called aldrin.
41 In soils treated with aldrin, the total weight of arthropods in the soil decreased in one year by approximately
A 10 per cent.
B 30 per cent.
C 70 per cent.
D 90 per cent.
42 Study the effects of the two chemicals on the total weight of soil arthropods. Which one of the following is not true?
A All the kinds of arthropods shown survive dosage with DDT, but centipedes cannot tolerate aldrin.
B The total weight of beetle larvae in the DDT-treated soil is more than that in untreated soil.
C The proportion of springtails in the DDT-treated soil is greater than the proportion in the untreated soil.
D The weight of fly larvae is reduced from approximately 40 per cent of the original population to 15 per cent of the aldrin-treated population.
43 Compare the weight of springtails expressed as a proportion of the total arthropod weight in both DDT-treated and untreated soils. In DDT-treated soils the proportion
A is greater by about 50 per cent.
B is less by about 50 per cent.
C remains the same.
D is greater by about 100 per cent.
44 Compare the weight of mites as a proportion of predator weight in DDT-treated soil, aldrin-treated soil and in untreated soil. Which one of the following is true?
A DDT is more effective in killing mites than is aldrin.
B The proportion in DDT-treated soil is greater than the proportion in aldrin-treated soil.
C The proportion in DDT-treated soil is the same as the proportion in aldrin-treated soil.
D The proportion in aldrin-treated soil is less than the proportion in untreated soil.
45 Which pest is least affected by treatment with aldrin?
A symphylids
B beetle larvae
C fly larvae
D centipedes
GO STRAIGHT ON TO UNIT 9
Manufactured household gas is a mixture of several component gases. As the proportion of these components changes, the gas mixture burns in different ways. Three of the gases present in household gas are hydrogen, carbon monoxide and methane. Three characteristics determine the way these gases burn and their contribution when present to the way in which a mixture burns.
1 The calorific value, $CV$, of a gas is a measure of the amount of heat released when a given volume of gas burns. The quantity of air used when a gas burns depends on the $CV$ of the gas—the greater the $CV$ the greater the quantity of air used.
2 The relative density, $RD$, of a gas can be defined as a measure of its weight relative to the weight of an equal volume of air. Household gas is delivered at a certain pressure and under that condition the $RD$ determines how much gas will pass through the opening of a given burner in a given time; at a given pressure the greater the $RD$ the smaller the volume of gas released.
3 The burning rate, $S$, of a gas is a measure of the speed at which the flame is propagated in the gas. Household gas normally burns with a steady flame at the opening of the burner but if the $S$ value of the gas is increased sufficiently the condition known as ‘burning back’ occurs and the flame burns inside the burner.
The ratio $\frac{CV}{RD}$ is called the $B$ number of a gas, and is a useful way of expressing the heat produced by a given burner in a given time when the gas is at a given pressure. Under identical conditions two gases will produce the same amount of heat only if they have the same $B$ number.
The table below gives the $CV$, $RD$ and $S$ values of hydrogen, carbon monoxide, methane and household gas.
| Gas | $CV$ (thermal units per cubic foot) | $RD$ (based on $RD$ of air = 1) | $S$ (based on $S$ of hydrogen = 100) |
|--------------|-------------------------------------|-------------------------------|-------------------------------------|
| Hydrogen | .. | 320 | 0.07 | 100 |
| Carbon monoxide | .. | 318 | 0.97 | 18 |
| Methane | .. | 1000 | 0.55 | 14 |
| Household gas | .. | 500 | 0.50 | 41 |
46 The $B$ number of carbon monoxide is
A approximately the same as that of hydrogen.
B much larger than that of hydrogen.
C much smaller than that of hydrogen.
D approximately the same as that of methane.
47 Which one of the following lists shows the gases in order of increasing $B$ numbers (starting with the lowest)?
A carbon monoxide, household gas, methane, hydrogen
B hydrogen, household gas, carbon monoxide, methane
C carbon monoxide, methane, household gas, hydrogen
D hydrogen, carbon monoxide, household gas, methane
48 A particular household gas was found to burn back. From the information given, which of the following changes would most certainly prevent the gas burning back?
A a decrease in the calorific value of the gas mixture
B replacement of some of the carbon monoxide with an equal proportion of methane
C a decrease in the relative density of the gas mixture
D an addition of a small amount of hydrogen to the gas mixture
49 Natural gas is similar in relative density to normal household gas but it has a calorific value of 1000. When converting appliances used for household gas to use natural gas it is necessary to
A increase the pressure at which the gas is delivered.
B increase the $S$ value of the gas.
C decrease the relative density of the gas.
D increase the quantity of air available for a given quantity of gas.
50 Assume that the pressure at which gas is supplied is increased, without any other change. Which one of the following would be a result of the increased pressure?
A The volume of gas burned in a given time would decrease.
B The heat produced by a given mass of gas would increase.
C The heat produced in a given time would increase.
D The burning rate of the gas would increase.
UNIT 10
Assume that the nucleus of an atom consists of protons and neutrons only. Every atom can then be identified by the number of protons and the number of neutrons in its nucleus. Protons and neutrons can in turn be identified by their charge and mass number as shown below.
| Charge | Mass number |
|--------|-------------|
| Proton | +1 | 1 |
| Neutron| 0 | 1 |
A nucleus can be identified by its charge and mass number. The mass number of a nucleus is the sum of the mass numbers of the protons and neutrons which make up the nucleus; its charge is the sum of the charges on the protons.
The diagram below shows how nuclei may be formed from other nuclei. Two types of nuclear reactions are illustrated. The first type occurs when a nucleus captures a neutron; the second type occurs when a nucleus gives off a beta particle. This particle is not a normal constituent of a nucleus. It has a charge of $-1$ and a mass number of 0. Removal of a beta particle from a nucleus increases the charge of the nucleus by 1.
In the diagram each arrowhead represents a possible nucleus. Each nucleus is given a name according to its charge and is represented by a one- or two-letter symbol. The mass number is shown by the number superscript, e.g. $^{239}Pu$ has a mass number 239.
51 Nucleus 1 on the diagram can be identified as
A $^{240}Cm.$
B $^{240}Cf.$
C $^{97}Cm.$
D none of the above nuclei.
52 Locate the following three transformations on the diagram:
I $Cf$ to $Es$
II $Fm$ to $Md$
III $No$ to $Lr$
One beta particle per nucleus is lost by
A I only.
B II only.
C I and III only.
D I, II and III.
53 A nucleus of $Pu$ (mass number 239) can be transformed to a nucleus of $Cm$ (mass number 249). This involves
A a succession of losses of beta particles only.
B capture of ten neutrons only.
C capture of ten neutrons in addition to the loss of two beta particles.
D capture of ten beta particles in addition to the loss of two neutrons.
54 Imagine a nucleus of charge 96 and containing 159 neutrons. To form a nucleus of mass number 260 would require the capture of
A 5 neutrons. C 101 neutrons.
B 63 neutrons. D 164 neutrons.
UNIT 11
In nearly every cell of living organisms there is a substance called DNA. The structure of the DNA molecules determines some of the characteristics of succeeding generations of the organisms. A DNA molecule is able to make exact copies of itself. When new cells are formed by an organism, each new cell contains duplicates of the DNA molecules from the parent cell.
A DNA molecule consists of two long, coiled chains of nucleotides. One chain is joined to the other by cross-linkages called hydrogen bonds as shown in Fig. I.
Each nucleotide consists of three units—a phosphate, a sugar and a base. Fig. II shows how 2 nucleotides are joined together in part of a nucleotide chain.
In a DNA molecule there are two kinds of bases—purines and pyrimidines. A purine in one chain is joined by a hydrogen bond to a pyrimidine in the other chain and, similarly, a pyrimidine in one chain is joined by a hydrogen bond to a purine in the other chain. In DNA there are two purines (denoted by the letters $A$ and $G$) and two pyrimidines (denoted by the letters $T$ and $C$). $A$ on one chain is always linked to $T$ on the other chain, and $G$ on one chain is always linked to $C$ on the other chain.
In any cell of an organism there may be many DNA molecules which differ from each other by having different numbers of bases and by having different arrangements of the bases along the chains. DNA molecules in different organisms also differ from each other in the number and arrangement of bases.
In the process by which a DNA molecule makes a copy of itself, the hydrogen bonds break and the two chains unwind. As a result each chain is free to attach to itself nucleotides newly formed at other sites in the cell. Each chain serves as a ‘mould’ on which a new chain of nucleotides can be built up. This results in two DNA molecules in place of the original one, the two molecules being identical with the original one.
55 A hydrogen bond joins together
A two molecules of DNA.
B a sugar and a phosphate.
C a pyrimidine and a purine.
D two nucleotides in one chain.
56 Which one of the lists below contains the names of three substances present in a DNA molecule and linked in the same order as in a DNA molecule?
A \( T - \text{sugar} - A \)
B \( T - A - \text{phosphate} \)
C \( \text{phosphate} - C - G \)
D \( \text{phosphate} - \text{sugar} - T \)
57 One of the nucleotide chains in a DNA molecule must
A be identical with the other chain.
B contain as many purines as the other chain contains pyrimidines.
C contain the same number of purines as the other chain.
D contain either purines or pyrimidines but not both.
Questions 58 to 60 refer to the following additional information:
The bases on part of one chain of a DNA molecule occur in the following order:
\[
\begin{array}{cccccc}
1 & 2 & 3 & 4 & 5 & 6 \\
A & C & T & A & G & C \\
\end{array}
\]
58 On the corresponding parallel chain of the same DNA molecule the base linked to base 3 is
A \( A \).
B \( T \).
C \( C \).
D phosphate.
59 The seventh base on the chain shown above is
A \( A \).
B \( G \).
C \( T \).
D impossible to determine from the information given.
60 The part of one chain of a DNA molecule above reproduces and is now part of a whole DNA molecule. Which one of the following lists indicates the correct number of bases in this part of the whole DNA molecule?
A 2 bases of \( A \), 2 of \( C \), 1 of \( T \) and 1 of \( G \)
B 4 bases of \( A \), 4 of \( C \), 2 of \( T \) and 2 of \( G \)
C 3 bases of \( A \), 3 of \( C \), 3 of \( T \) and 3 of \( G \)
D 1 base of \( A \), 1 of \( C \), 2 of \( T \) and 2 of \( G \)
Prepared and published by Australian Council for Educational Research, Frederick Street, Hawthorn, Victoria 3122; June 1970.
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Inverse Functions
Math Objectives
- Students will discover and discuss the graphical and algebraic relationships a function has with its inverse and the line $y = x$.
- Students will apply inverse functions to real world situations including temperature and money conversions.
- Students will try to make a connection with how to understand these topics in IB Mathematics courses and on their final assessments.
Vocabulary
- Inverse
- Reflection
- Domain
- Range
About the Lesson
- This lesson is aligning with the curriculum of IB Mathematics Applications and Interpretations SL/HL and IB Mathematics Approaches and Analysis SL/HL.
- This falls under the IB Mathematics Content Topic 4 Functions:
- **2.2e** Inverse function as a reflection in the line $y = x$ and the notation $f^{-1}(x)$.
- **2.5c** (AA only) Finding the inverse function $f^{-1}(x)$.
- **2.14b** (AA HL only) Finding the inverse function $f^{-1}(x)$, including domain restrictions.
- As a result, students will:
- Apply this information to real world situations.
Teacher Preparation and Notes
- This activity is done with the use of the TI-84 family as an aid to the problems.
Activity Materials
- Compatible TI Technologies:
- TI-84 Plus*, TI-84 Plus Silver Edition*, TI-84 Plus C Silver Edition, TI-84 Plus CE
*with the latest operating system (2.55MP) featuring MathPrint™ functionality.
Tech Tips:
- This activity includes screen captures taken from the TI-84 Plus CE. It is also appropriate for use with the rest of the TI-84 Plus family. Slight variations to these directions may be required if using other calculator models.
- Watch for additional Tech Tips throughout the activity for the specific technology you are using.
- Access free tutorials at http://education.ti.com/calculators/pd/US/Online-Learning/Tutorials
Lesson Files:
Student Activity
Inverse_Functions_Student-84.pdf
Inverse_Functions_Student-84.doc
The prior knowledge needed for this activity is the relationship between a function and its inverse. The first few problems will revisit these relationships before asking you to apply this knowledge to real world scenarios.
First, we will review the graphical relationship. Graph the function $f(x) = -1 + \sqrt{x-1}$ and the line $y = x$ into Y1 and Y2 respectively.
**Teacher Tip:** Although the topic of inverse functions and their algebraic and graphical relationships is learned early on in Algebra 1, Algebra 2, and Precalculus, many students forget about these relationships and how to apply them to different problems. Make sure you are circling the classroom as they discuss each of these problems to ensure they are making the connections.
**Problem 1**
Take a moment to discuss with a partner the significance of the line $y = x$ with respect to the function and its inverse. Share your thoughts with the class.
**Possible discussion points:** A function’s inverse is a reflection in the line $y = x$. To reflect over the line $y = x$, you would transform a coordinate $(x, y)$ onto $(y, x)$.
**Problem 2**
Now let us discuss an algebraic relationship a function has with its inverse, finding a function’s inverse. We use a two-step process. With the given function, you will first switch the $x$ and $y$, and second, you will solve for $y$:
*Given Function:*
\[ y = -1 + \sqrt{x-1} \]
*Switch $x$ and $y$:*
\[ x = -1 + \sqrt{y-1} \]
*Solve for $y$:*
\[ x + 1 = \sqrt{y-1} \]
\[ (x + 1)^2 = y - 1 \]
\[ y = f^{-1}(x) = (x + 1)^2 + 1 \]
**Further practice:**
Find the inverse of each function.
(a) \( f(x) = 3x - 7 \)
Solution: \( f^{-1}(x) = \frac{x+7}{3} = \frac{1}{3}x + \frac{7}{3} \)
(b) \( f(x) = \sqrt[3]{x+5} - 2 \)
Solution: \( f^{-1}(x) = (x+2)^3 - 5 \)
(c) \( f(x) = 2 + \frac{5}{x-4} \)
Solution: \( f^{-1}(x) = \frac{5}{x-2} + 4 = \frac{4x-3}{x-2} \)
Problem 3
Graph the example demonstrated from Problem 2 into Y3. Discuss with a partner what you notice after graphing the new function. Share your thoughts with the class.
Possible discussion points: The inverse function graphed was a complete parabola whereas the original function was a square root function and only half a parabola. This could lead to a discussion of restricted domains and how the domain and range are affected by the reflection in the line \( y = x \).
Problem 4
Extension Question:
What is the relationship between the domain and the range of a function and its inverse?
Use the graphical and algebraic relationships on the previous pages to discuss this with a partner.
Share your results with the class.
Possible discussion points: A reflection in the line \( y = x \) requires one to switch \( x \) and \( y \), which is the first step in finding a function’s inverse. This also leads to a function’s domain equating to its inverse’s range and a function’s range equating to its inverse’s domain.
Teacher Extension: If time permits, this is a great place to have students compare values in the table. They can easily see how the \( x \) and \( y \) values are just switched with the side by side comparison.
Teacher Tip: Please know that in this activity there is a lot of time dedicated to students talking with one another and sharing their thoughts with the class. The goal here is to not only review inverse functions, but also to generate discussion.
**Extension**
**Problem 5**
**Real World Inverse Function Applications Example 1:**
*Temperature Conversions*
\((^\circ F \rightarrow ^\circ C\) and \(^\circ C \rightarrow ^\circ F\))
The formula to convert temperatures from degrees Celsius to Fahrenheit is \(^\circ F = \frac{9}{5} \cdot ^\circ C + 32\).
(a) Write the inverse function, which converts temperatures from Fahrenheit to Celsius.
**Solution:** \(^\circ C = \frac{5}{9} (^\circ F - 32)\)
(b) Find the Celsius temperature that is equal to 89 degrees Fahrenheit.
**Solution:** 31.7 \(^\circ C\)
(c) Explain how you could have found the answer to part (b) without finding the inverse function.
**Possible discussion points:** Using the idea that a function’s domain is equal to the inverse’s range and using the table feature on the Nspire to find the corresponding temperature to approximately 89 \(^\circ F\).
**Problem 6**
**Real World Inverse Function Applications Example 2:**
*Money Conversions*
A Canadian traveler who is heading to the United States exchanges some Canadian dollars for U.S. dollars. At the time of his travel, $1 Can = $0.79 U.S.
At the same time an American business woman who is in Canada is exchanging some U.S. dollars for Canadian dollars at the same exchange rate.
(a) Write an equation that gives the amount of money in U.S. dollars, $d$, as a function of the Canadian dollar amount, $c$, being exchanged.
**Solution:** $d = 0.79c$
(b) Find the amount of money in U.S dollars that the Canadian traveler would get if he exchanged $500.
**Solution:** $d = 0.79c = 0.79(500) = \$395$ U.S.
(c) Find the amount of money in Canadian dollars that the American Business woman would get if she exchanged $1000$ U.S.
**Solution:** $c = \frac{d}{0.79} = \frac{1000}{0.79} = \$1,265.82$ CAN
(d) Explain why it might be helpful to write the inverse of the function you wrote in part (b) to answer part (c). Then, write an equation that defines the inverse function.
**Possible solution:** Since you are reversing the exchange process, it will be helpful to undo the operation of the initial money exchange. You will change from multiplying by 0.79 to convert to US dollars to dividing by 0.79 to convert to Can dollars. The equation would be $c = \frac{d}{0.79}$.
**Further IB Style Question:**
The price of a liter of soda at Carl's Convenient Store is $1.20$. Carl's is having a sale on soda. If you purchase a minimum of 8 liters, a $4 discount is applied to your total. This can be modeled by the function, $S$, which gives the total cost when buying a minimum of 8 liters of soda.
$$S(x) = 1.20x - 4, \quad x \geq 8$$
(a) Find the total cost of buying 10 liters of soda at Carl's. [2 marks]
**Solution:** $S(10) = 1.20(10) - 4 = \$8$
(b) Find $S^{-1}(26)$. [2 marks]
**Solution:** Knowing that the range of function is equal to the domain of the inverse, then
$$26 = 1.20x - 4$$
$$x = 25 \text{ liters}$$
**Note: This activity has been developed independently by Texas Instruments and aligned with the IB Mathematics curriculum, but is not endorsed by IB™. IB is a registered trademark owned by the International Baccalaureate Organization.** | <urn:uuid:0dc264e6-019f-49eb-947c-ad8072f800cd> | CC-MAIN-2024-46 | https://education.ti.com/-/media/E7D2C42C440D42F6A39BDA1CB24F622A | 2024-11-06T07:51:46+00:00 | crawl-data/CC-MAIN-2024-46/segments/1730477027910.12/warc/CC-MAIN-20241106065928-20241106095928-00581.warc.gz | 206,577,099 | 2,140 | eng_Latn | eng_Latn | 0.988262 | eng_Latn | 0.988412 | [
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The Ambiguous Case of the Sine Law with TI-Nspire
Teacher Guide
Algebra II or Trigonometry
Created by: Ray Fox, John Overton High School, Nashville, TN.
Lisa Baranoski, Antioch High School, Nashville, TN.
Activity Overview
Students will determine the number of solutions by using the Ambiguous Law of Sines, given SAS.
TN State Standard
CLE 3103.4.4 Know and use the Law of Sines to find missing sides and angles of a triangle, including the ambiguous case. (Level 3 on Webb's Depth of Knowledge)
1. Given: \[ \sin(A) = \frac{\text{opposite}}{\text{hypotenuse}} \]
Explain how \( \sin(A) = \frac{\text{opposite}}{\text{hypotenuse}} \) is equivalent to: hypotenuse * sine(A) = opposite?
Ans. May vary. Isolate opposite. Multiply by both sides by the hypotenuse. Therefore, hypotenuse cancels out on the right side leaving the equivalent equation above.
2. **Formula for Ambiguous Law of Sines**
If \( b \) is the hypotenuse and \( a \) is the opposite side then
\[ \text{hypotenuse} * \sin(A) = \text{opposite} \]
becomes
\[ \text{__________} * \sin(A) = \text{_______} \]
when we have a RIGHT triangle. But what if it is not?
➢ Open the TI-Nspire document *Ambiguous_Law_of_Sines*.
○ Use \(\text{ctrl} \rightarrow\) to page down.
➢ Press \(\text{ctrl} \rightarrow\) (right side of NavPad) to move to page 1.2 and begin the lesson
3. Complete the table below.
| (To grab, \(\text{ctrl} \rightarrow\)) Move point p1 around to get the following cases: | • How many triangle(s) can you form, if any?
• Describe what type of triangle(s) is/are formed, if any. | Number of solutions |
|---|---|---|
| \(a < b*\sin(A)\) | No triangles can be formed because the length of \(a\) is not long enough to form a triangle. | 0 solutions |
| \(a = b*\sin(A)\) | One triangle is formed. A right triangle is formed by side \(a\). | 1 solution |
| \(a > b*\sin(A)\) and \(a < b\) | Two triangles are formed. Side \(a\) forms one obtuse and one acute with base side. | 2 solutions |
| \(a > b*\sin(A)\) and \(a > b\) | Only one triangle can be formed. An obtuse triangle is formed by side \(a\). | 1 solution |
4. From the chart above, write a conjecture between the number of triangles created, if any, and the number of solutions.
The number of solutions is dependent on the length of the side opposite the given angle and by how many triangles can be created.
5. Place point p1 where the number of solutions equal 1. What do you notice about the length of \(a\) and \(b \sin(A)\)?
Side \(a\) is equal to \(b \sin(A)\).
6. Place point p1 where \(a = 5.5\) cm. Is it possible for p1 to equal 5.5 cm and the number of solutions equal 2? Explain.
Yes it is possible to have two solutions because two triangles can be created when the length of side \(a\) equals 5.5 cm.
7. Grab Point p2. Move point p2 so angle A is an obtuse angle. How many triangles can you make now? Explain.
No more than one triangle because side \(a\) will always be longer than side \(b\). Hence form the table, when \(a > b \sin(A)\) and \(a > b\), only one triangle can be formed with an obtuse angle.
8. Formative Assessment – Exit Slip (provide each student with a note card):
In each of the following, find the number of solutions. Explain.
a) Angle \(A = 45^\circ\), \(a = \sqrt{2}\), \(b = 2\).
Therefore, \(b \sin A = 2 \cdot \frac{\sqrt{2}}{2} = \sqrt{2}\), which is equal to \(a\). There is therefore one solution: angle \(B\) is a right angle.
b) Angle \(A = 45^\circ\), \(a = 1.8\), \(b = 2\).
Again, \(a < b\). \(b \sin A = 2 \cdot \frac{\sqrt{2}}{2} = \sqrt{2}\), which is less than \(a\). Therefore there are two solutions.
c) Angle \(A = 45^\circ\), \(a = 2\), \(b = 1.5\).
Here, \(a > b\). Therefore there is one solution.
d) Angle \(A = 45^\circ\), \(a = 1.4\), \(b = 2\).
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The battery of a mobile phone blew up and caused a small fire at the owner’s Fan Ling home, injuring his hands. The victim had bought the battery at a Kwai Chung shop and was assured by the salesman that it was a genuine product, even though the price was clearly way too cheap.
There have been many cases of cheap lithium batteries produced by unknown makers exploding and the lesson for all is “便宜莫貪” (bian4 yi2 mo4 tan1).
“便宜” (bian4 yi2) is “inexpensive,” “a small advantage,” “a petty gain.” “莫” is “don’t,” and “貪” is “to covet,” “to be greedy,” “to have a desire for.” Literally, “便宜莫貪” (bian4 yi2 mo4 tan1) is “do not covet something cheap,” “do not be tempted by petty gains,” which is what this colloquial expression means.
“便宜莫貪” (bian4 yi2 mo4 tan1) is said to be the lesson a con man gave to his son, obviously because offering people an advantage is exactly the trick he used to con people.
“To be keen on gaining petty advantages” is “貪小便宜” (tan1 xiao3 bian4 yi2) - our collective weakness. We should all remember that if something is too good to be true, it usually is.
The government also used “便宜莫貪” (bian4 yi2 mo4 tan1) as the title for its public education video to help people avoid being scammed.
Examples of “便宜” (bian4 yi2) the video cited included offers to buy “high-tech batteries at HK$100 each that can be resold for 10 times more” and “pay only HK$10,000 to become a movie star!”
Terms containing the character “便” (bian4) include:
便利 (bian4 li4) – convenient; handy; easy
便利店 (bian4 li4 dian4) – convenience store
不方便 (bu4 fang1 bian4) – inconvenient
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The origins of Meredith date back to the terms of a 1748 grant. The early proprietors divided the land into one hundred equal shares, but any attempt at settlement was halted until after the end of the "Seven Year War" in 1763.
The original grant was extended in 1754 to include Meredith Neck. By 1766, nine houses had been built and fifty acres had been cleared. Ebenezer Smith, an agent for the original grantees, was one of the town's first settlers along Parade Road. He organized the settlement into an incorporated town in 1768. Governor Wentworth named the town after his friend, Sir William Meredith, a prominent member of the English Parliament.
Meredith is one of many New England communities that abandoned 18th century agricultural settlements on hilltops in favor of 19th century valley centers oriented around industry serviced by waterpower and the railroad. In 1773 the town built a road, branching off Province (now Parade) Road, running to the Moultonborough town line, part of which still serves as Main Street in the village. Meredith also profited from a seacoast road that linked Dover to Alton Bay, where transport continued on boats across the lake into inland New Hampshire. With a sawmill constructed in 1795, and shortly thereafter with the addition of a grist mill, along the brook that linked Lake Waukewan to Lake Winnipesaukee, industry grew and by 1800 a small community had taken shape.
John Bond Swayse had an enormous influence on the development of Meredith Village. In 1809 when only twenty-seven years old, he made a substantial land purchase that included a major portion of Meredith Village. In the years that followed, Swayse reconstructed the Waukewan outlet into a canal under Main Street and over a forty-foot waterfall. Several mills were then built along the canal. Dudley Leavitt, best known for his popular Farmer's Almanac, which first appeared in 1797, was another of the more illustrious persons in Meredith at this time. He taught the finer points of literature, mathematics, and the sciences to youngsters at his academy, which opened in 1819; and was located between Meredith Village and Center Harbor.
The village rapidly expanded with the arrival of the railroad in 1849.
Rival centers emerged and the area known as Meredith Bridge seceded from Meredith Village and was incorporated as the new town of Laconia in 1855. Despite this major loss, the village continued to thrive. In 1859, a group of local businessmen formed the Meredith Mechanic Association to promote and develop the village's manufacturing potential. Churches, a hotel, new town hall, bank, library, local newspaper and various stores attracted people from the surrounding region. Visitors from further away arrived by rail and steamboat. Beyond the confines of the village, Meredith was a prosperous agricultural town. Its hillside farms and lake views were prized, and some of the state's most successful stock breeders raised their herds here.
By the 1880s, Meredith had become a prosperous mill town. Hodgson's hosiery mill was the largest concern, with about 150 workers by 1885. The many manufacturers in the village show the success of the Meredith Mechanic Association. These businesses included the Meredith Shook and Lumber Company that employed 60 and existed from 1860 to 1912, the J. A. Lang & Company founded in 1858, that manufactured pianoforte cases, bridges, doors, windows and other building supplies; the Wadleigh Plow Co. maker of the Granger Swivel plow, the Jaziel Robinson's organ factory located in back of the Congregational Church, and the Clark's Lumber Mill.
Meredith's identity as a popular resort destination dates back to the late 19th century. Visitors first arrived by train and later by automobile. The town's position at the junction of routes south, east and into the White Mountains, encouraged development as a regional trade center, a function it continues to serve today, with its handsome wooden storefronts. After the state relocated US Route 3 to follow the lakeshore, former industrial land was converted to parkland and became available to the public for strolling and picnics.
Meredith Village has evolved from a largely agricultural settlement into an industrial mill town and then to a visitor destination it is today. Working farms, once the mainstay of a rural economy and landscape, are now the exception. A remnant of the railroad survives as a tourist attraction. Natural resources such as fields, forests and lakes, once viewed in terms of commercial productivity, are valued for their scenic qualities, wildlife habitat, and recreation potential. Meredith, throughout all these changes, has remained a warm and welcoming community and continues to reflect what is special about New Hampshire.
1. Historical Society Museum
The Ladd Block is headquarters for the Meredith Historical Society and Museum. Seneca Ladd bought the first building on this lot in 1840 and used it for a carriage manufactory until it burned in 1850. He built the current structure in the following year housing his piano and melodone business on the second floor. In 1869, Mr. Ladd gave up that enterprise and founded the Meredith Village Savings Bank. The Ladd Block then became the town’s first banking office. It also served as the Meredith Village Post Office and Public Library. In 1925, the bank moved across Highland Street to a new brick building that now serves as the Town Hall.
2. Congregational Church & Highland Street
Known over the years as the “North Church” or the “White House” for its prominent white spire, this church has become a symbol of Meredith’s New England culture. The church was constructed in 1833 near the Old Oak on the shore of Lake Winnipesaukee and remained there until 1842, when it was moved to its present site on Highland Street. Next to the church, the Beede House, completed in 1867, is an outstanding example of Italianate architecture. The elegantly designed cupola-topped carriage shed of Sam Hodgson, now remodeled as an attractive residence is across the street.
3. Sanborn House | Drug Store
For well over a century, the ‘Sanborn Block’ has been a focal point of social and business activity in Meredith Village. The building saw a gradual conversion from residential to commercial function, but the five bays, 2 1/2-story twin-chimney form and a rear two-story ell show the original structure. In the late 1800s, Dr. Sanborn had his practice in this building. His son, George Freeman Sanborn founded a printing company in 1871 and started The Meredith News in 1880. Two years later, he launched the Meredith Public Library, providing space in this block and serving as the town’s first librarian. In 1884, he opened a drug store on the corner of Water and Main Street. A mortar and pestle in stained glass still decorate both sides of the entrance to the old “Sanborn Drugs”.
4. Baptist Church
The meetinghouse of the Second Baptist Church Society of Meredith was built in 1834 “upon a rock.” Arched side windows and semi-elliptical fan in the front gable and lower rafter are Federalist in style. The onion dome is a later addition. For many years, the Baptist Church bell marked deaths of residents by tolling the age of the person who had died.
5. The Civil War Memorial & Meredith Public Library
Major E. E. Beede’s Civil War Memorial, to the right of the library entrance, is dedicated to the 12th New Hampshire Regiment, who fought in many of the fiercest battles of that conflict. Local losses were particularly heavy. Major Beede survived two injuries and time as a prisoner. At the Ford Theater when Lincoln was shot, he helped carry the President to the house across the street where he died. After making a fortune mining diamonds in Africa, he gave this statue “to keep alive the memory of our fallen brave.”
The Meredith Public Library had no permanent home until Benjamin M. Smith gave $10,000 for a building. After living in the village during the mid 1800s, Mr. Smith became a successful hosiery salesman in Massachusetts. He donated the library in remembrance of his parents. The building’s name and date appear in raised granite. The keystone above the entrance features a carved book. Terracotta egg and dart detailing decorates the pilasters and eaves. The original structure was placed on the National Register of Historic Places in 1985. The addition to the building, completed in 1988, employs the same materials as the original building.
6. The Humiston School
About 1875, Ebenezer and Cassandra (Swahey) Stevens gave this land for a new village school. The town replaced the original wood structure with the present brick building in 1914. This newer building resembles the library in design, but the trim is concrete, reflecting a growing use of less expensive, man-made materials. After Lang Street Elementary School opened in 1925, the building became the Meredith High School. It is named for John Humiston, a prominent high school teacher. Today, it houses the administrative offices of Inter-Lakes School District.
7. John Bond Swasey House
Born in 1782, mill owner and storekeeper, John Bond Swasey was a highly respected businessman and leader behind the early growth of Meredith Village. The first postmaster of Meredith, he is best known for the canal he built to harness waterpower for his mills. The house was incomplete when John Bond Swasey died in 1828. The building is similar to other early 19th century houses along Main Street with 2 ½-stories, twin chimneys and five windows above the central entrance at the front. The two-story side porch is an unusual feature reminiscent of southern homes. The house still remains in the family.
8. Hawkins | Deneault House
The Hawkins/Deneault House, built in 1898, accommodated the medical practice of Dr. Frederick Hawkins, principal physician in Meredith for several decades. After Dr. Hawkins died, Dr. Frederick and Dorothea Deneault purchased the property. Dr. Deneault maintained his dentistry practice in the house until the 1970s. The building is a mixture of various historical styles. Notice its angular square tower topped with a steep, flared pyramidal roof. A granite hitching post still stands near the street.
9. Town Halls & "The Great Catastrophe"
The center of local government from 1877 to 1958, the “Old Town Hall” (9) at the corner of Main and High Streets, was actually the second town hall in Meredith Village and the third in the town’s history. The first town hall was on Parade Road, but the town voted in 1846 to move the town offices of Meredith to the center of town (9A) in Meredith Village. On March 13, 1855, during the first town meeting in the still unfinished hall, the floor collapsed under the pressure of the weight of six to eight hundred voters, about 150 fell to the basement killing four and injuring many others. Mr. Sturtevant acquired the infamous hall, eventually tearing it down and constructing the existing building (9A). In addition, he agreed to construct new offices for the town at the corner of Main and High Streets (9). The town offices and hall were on the second floor and he retained use of the ground floor. Except for the ground storefronts, the “Old Town Hall” retains its original look.
10. Swasey Stone | Dover Street
Dover Street connected Main Street to the steamboat landing, now the town docks. The Swasey Stone can be seen at the corner of Main and Dover Streets. According to Swasey family tradition, this stone was used to measure all village property boundaries, but deed records indicate it only designates the southwest corner of the “Swasey Mill Lot.” The stone also marks the corner of the old “Corporation Square” where community band concerts were held. Swasey’s canal from Lake Waukewan to Lake Winnipesaukee runs beneath Main Street and under this area to the waterfall. Meredith’s Bob Montana, creator of the famous Archie Comics, once had his studio on the corner or Main and Dover Streets across from the Swasey Stone.
II. Lang | Mansfield | Grad’s Store
Joseph W. Lang built this dry goods store in the 1850s. Col. Ebenezer Stevens and Capt. J.W. Lang Jr. used the building in 1862 as a Civil War recruiting headquarters for the 12th New Hampshire Regiment. In 1925, Samuel Grad, an immigrant who started out as a local peddler with a pushcart, bought the store from E. C. Mansfield. Grad’s was a popular clothing store until the 1990s. Weeks’ Country Store and the A&P grocery store were also former tenants. The store has been renovated, but some features of the original building remain.
12. The Horne Block & Lower Main Street
The core of the early village’s shopping district was located on the hill of Lower Main Street. Among the various concerns located in these buildings have been dry goods, grocery and apothecary stores, a hotel, a millinery shop, a tailor, a movie theater and even a billiard parlor.
The Horne Block, previously known as the Nursing Block was built after 1892, is one of several in the village with a well-preserved wooden storefront. This building first housed the medical offices to Dr. Mary Nunting, known as “Dr. Mary” and is remembered for the hundreds of babies she delivered. Later, Guy and Dr. Edith Horne (Meredith’s first chiropractor) purchased the building. Dr. Horne continued her practice into the 1990s.
13. Waukewan Canal & Village Mills
In the early 1800s, John Bond Swasey greatly increased available waterpower by channeling the Waukewan outlet to Lake Winnipesaukee into a canal running under Main Street and leading to a 40-foot waterfall, now a focal point in Meredith. He then built a series of mills that transformed the village into a typical New England town. The still building, still standing beside the waterfall, was part of Meredith’s industrial history from 1820 to 1980. The site has been home to a gristmill, cotton processing plant, hosiery factory and the Meredith Linen Mills. The shopping complex, developed in 1984, preserves this historic mill building and waterfall as a monument to Meredith’s mill town roots.
14. Waterfront Parks
Meredith’s pride and joy are its public waterfronts. The town docks on Lake Winnipesaukee date back to the early 1880s when Egon Hesky, owner of the Meredith Linen Mills, gave Hesky Park to the town. Previously, this was the steamboat landing. Edward H. Clough donated Clough Park, on the northern shore, in the 1920s. He revived the Old Oak, originally an Indian landmark, which later became the town emblem. Clough Park was expanded and Scenic Park created in the late 1920s with fill along the northern shore. The boardwalk connecting the waterfront parks extending to the gazebo was constructed in 2004.
1. Historical Society Museum
2. Highland Street
3. Water Street
4. Beach Street
5. The Civil War Memorial & Meredith Public Library
6. canal footbridge
7. John Bond Swasey House
8. Waukewan Canal
9. Community Park
10. Main Street
11. High Street
12. St. James Street
13. Plymouth Street
14. Main Street
15. Route 25A
16. Hawkins | Deneault House
17. T.L. Lang | Manigfiede | Grad's Store
18. Mill Falls
19. Daniel Webster Highway
20. Hesky Park
21. Scenic Park to Cloagh Park
22. Lake Winnipesaukee "Meredith Bay"
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When you go owling you don’t need words, or worm or anything, but hope. This is the book of Owl Moon. This book is written by Jane Yolen. I like that phrase because the boy was happy because he got to go owling and he’s been wanted to go owling for a long time and he finally got to go.
When other kids are happy that makes me happy. I like it because it makes me feel good because you don’t haft to have words to go owling but you haft to have hope to see an owl.
Annotation
The writer of this piece
- introduces the topic (with some words from the book) and the title.
- *When you go owling you don’t need words, or worm (warm) or any thing, but hope. This is (from) the book of Owl Moon.*
- states an opinion about the book and supplies reasons to support the opinion.
- *I like that phrase Because The boy was happy becaus (because) he got to go owling and hes (he’s) been wonted (wanting) to go owling for a long time and he finally got to go. When other kids are happy that makes me happy.*
- uses linking words to connect opinion and reasons.
- *I like it Because it makes me feel good Because you don’t haft (have) to have words to go owling but you haft to have hope to see an owl.*
- provides a concluding statement.
- *I like it Because it makes me feel good Because you don’t haft (have) to have words to go owling but you haft to have hope to see an owl.*
- demonstrates growing command of the conventions of standard written English.
- This piece illustrates the writer’s understanding that capital letters are used in a title, that the pronoun I should be capitalized, and that sentences should begin with a capital letter. The title of the book is underlined, and most words are spelled correctly. The use of the comma and the apostrophe is not consistent, but all sentences end with periods. | <urn:uuid:8825184d-4e42-4409-bacf-02468f6f469b> | CC-MAIN-2017-39 | http://alex.state.al.us/ccrs/sites/alex.state.al.us.ccrs/files/2%20Appendix%20B%20sample.pdf | 2017-09-20T14:49:35Z | crawl-data/CC-MAIN-2017-39/segments/1505818687324.6/warc/CC-MAIN-20170920142244-20170920162244-00629.warc.gz | 13,930,877 | 429 | eng_Latn | eng_Latn | 0.997759 | eng_Latn | 0.998195 | [
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Paediatric non-pool drowning in Queensland
Paul Baylis, Paediatric Fellow, Mater Children’s Hospital, Richard Hockey, Data Analyst, QISU, Rob Pitt, Director, QISU, Elizabeth Miles, Manager, QISU.
Summary
- There were 92 child non-pool drownings in Queensland during the nine years 1992-2000
- 73% of the deaths involved babies or toddlers (0 to 4 years)
- 38% of the drownings occurred in static inland waterways including dams and ponds
- Baths and containers such as buckets were involved in 27% of the drownings
- Recent flooding was a commonly cited factor in drowning cases in rivers and creeks and other rural water hazards such as irrigation channels
- Provision of a fenced play area for young children on farms and properties, awareness raising and targeted education to improve supervision are the key areas for preventing non-pool drowning
Introduction
In Queensland drowning accounts for one-quarter of paediatric injury deaths and is the most common cause of traumatic death in children aged under five years\(^1\). For every drowning death there are up to fourteen presentations to Emergency Departments\(^2\) and four admissions to hospital\(^3\). For the children who are admitted following an immersion incident there is up to 20% chance of brain damage due to lack of oxygen\(^4\).
Approximately half of the under five child drownings in Queensland occur in domestic swimming pools. Surrounding domestic swimming pools with an Australian Standards approved fence with a self-latching gate has been shown to significantly reduce the risk of toddler drowning\(^5\). The issues surrounding childhood pool drownings were examined in detail in a recent QISU Injury Bulletin\(^6\). However non-pool drowning involves a variety of hazards presenting some different challenges for prevention.
This bulletin examines non-pool drownings for children aged less than 15 years in Queensland.
Non–pool drowning
Data was obtained from Registrar-General’s death data, police and coroner’s reports. A total of 102 children, aged 0 to 14, drowned in non-swimming pool incidents in Queensland between 1992 and 2000. For the purposes of this report deaths which resulted from motor vehicle crashes or medical conditions have been excluded. The circumstances of 92 deaths (Figure 2) were examined and categorised according to settings (Figure 1). Overall 73% of the children were aged less than five years.
Static inland waterways
Dams and ponds accounted for 35 deaths (38%). The male female ratio was 24:11, the median age was one year and the average age was three years. The commonest cited factor associated with the incidents was that the child had “wandered off”.
Dynamic inland waterways
Rivers and creeks were associated with 20 drowning fatalities. The male: female ratio was 14:6, the median age was four years and the average age was five years. The commonest cited factor was flooding.
Rural water hazards
Nine children drowned in rural water hazards including irrigation channels and cattle dips. The male: female ratio was 6:3, the median age was one year and the average age was three years. The commonest cited factors were child wandering and recent flooding.
Bathtub drowning
20 children drowned in the bath. The male: female relationship was 11:9, the median age was 10 months and the average age was 19 months. The most commonly cited circumstance was an interruption to supervision when the telephone or doorbell rang. Leaving the baby in the care of young siblings was also a common scenario.
Containers
Containers such as buckets and rubbish bins were associated with five fatalities. All of the drownings involved children aged less than one year with a male female ratio of 2:3. Two fatalities involved rubbish bins, one a nappy bucket and two other large buckets. All appeared to be related to the child’s easy access to the containers involved and lapses in supervision.
The surf
Three children, all male, died in the sea. These children were older with an average age of seven years.
Non–pool near–drownings
During the period 1998-2000 there were 102 cases of near-drowning of children presenting to participating QISU emergency departments. Of these cases 20 (20%) occurred in situations other than a swimming pool.
The most common place where non-pool near drownings occurred was the bath (50%) fol-
Figure 1 Paediatric non-swimming pool drowning, Queensland, 1992-2000., by setting.
Discussion
Appropriate adult supervision of children in and around water is the key to both understanding why these deaths occurred and to preventing further tragedies. Clearly the level of supervision required to keep children safe will vary according to the age and developmental stage of the child and also the nature of the water hazard.
At one end of the supervision scale is the bathing of babies. A baby can drown in less than 5cm of water and the time scale of deterioration into cardio-respiratory collapse can be terrifying. With this in mind the supervision level required for safe bathing is a competent adult actually touching the child. Our study revealed that responding to minor disturbances such as answering the telephone or the door were often cited as reason for lapses in supervision. Also noted were many instances where the supervision had been delegated to other children, often siblings bathing with the baby.
It would appear from the age data that carers have a graded risk appreciation associated with different outdoor water hazards. The youngest children drowned in static waterways (eg dams and pools), rural water hazards (irrigation channels, cattle dips) and containers (eg rubbish bins, nappy buckets) indicating these hazards had the lowest risk appreciation and supervision level.
Older children were more likely to drown in dynamic water hazards (rivers and creeks) indicating carers were giving better supervision to the younger children around running water, displaying a higher appreciation of the dangers associated with these hazards. The highest risk appreciation appeared to be associated with the sea, this was the smallest group of deaths with the highest mean age. No toddlers drowned in the surf.
The challenge for injury prevention initiatives is to raise in the minds of carers the risk appreciation of apparently innocent water features of the neighbourhood or farm setting up to the level “gold standard” of risk appreciation – the sea.
Heavy rain with flooding was a frequently noted feature of the drowning cases associated with running water and the rural water hazards. The risk appreciation, and hence child supervision level, of these settings needs to be heightened at these times.
It is appreciated that it is not feasible to expect carers to be able to maintain active supervision of their young charges at all times, nor is it possible to fence off all the water hazards in our environment – particularly in a rural setting. With this in mind passive supervision measures specifically the promotion of the concept of a fenced “safe haven” for toddlers to play in should be encouraged.
Recommendations / Prevention
♦ Appropriate supervision of children in and around water is the key to reducing our unacceptably high level of non-swimming pool child drowning. Further government funding and sponsorship of targeted community education focussing on the need for appropriate supervision of children in and around water is required.
• Education programs need to address the low risk appreciation of the various water hazards in our community. Children are twelve times more likely to drown in a local dam or pond compared to the surf and thirty times more likely to drown in a swimming pool.
• Targeted health advice regarding bathing babies – ensuring they are not left unattended at all and that their care is not delegated to another minor.
• Use of baby bath seats should be discouraged. Bath seats have been associated with 78 bath tub drownings from 1983-2001 in the US\(^7\).
• Increased community education of resuscitation techniques.
♦ Provision of a suitably fenced area in which toddlers can safely play on farms and properties should continue to be promoted.
♦ The dangers associated with flooding need to be highlighted and cooperation sought from media to raise awareness of drowning dangers when providing weather alerts on flooding.
♦ An Australian Standards compliant pool fence and gate remain the key means of prevention for domestic swimming pool drownings.
Domestic swimming pool drownings
2000 update
Over the last five years an average of 16 children aged less than five years have drowned in this State each year. Almost half of these occurred in domestic swimming pools.
During 2000 17 children aged under 5 drowned in Queensland of which 6 (35%) drowned in a domestic swimming pool.
Almost without exception the children involved in these 6 deaths gained access to the pool via a non-compliant pool gate or fence, or through a pool gate which had been propped open.
References
1. Queensland Council on Paediatric Morbidity and Mortality 1998. *Maternal, Perinatal and Paediatric Mortality and Morbidity in Queensland, 1994-1996*. Brisbane QCOPMM
2. Spyker, D A. *Submersion injury: epidemiology, prevention and management*. Pediatri Clin North Am. 1985;32:113-125
3. Wintemute, GJ. *Childhood drowning and near drowning in the United States*. American Journal of Diseases of Childhood 1990;114(6)
4. *The National Drowning Report 2000*. The Royal Life Saving Society of Australia 2001
5. Pitt, W R and Balanda, K P. *Childhood drowning and near drowning in Brisbane: the contribution of domestic pools*. Med J Aust 1991 May 20: 154 (10):661-5
6. Pitt, W R., Hockey, R. QISU *Toddler drowning in Queensland* Injury Bulletin No 62 Nov 2000
7. Consumer Product Safety Commission *Baby bath seats and rings; advanced notice of proposed rule making; request for comments and information*. Ref No 16CFR part 1500 US Federal Register Vol 66 No 148 p39692:39699 | <urn:uuid:782fd55e-fd03-4b4d-8d06-af217f8e4b20> | CC-MAIN-2020-45 | https://metronorth.health.qld.gov.au/qisu/wp-content/uploads/sites/22/2020/09/bulletin-68.pdf | 2020-10-28T17:36:57+00:00 | crawl-data/CC-MAIN-2020-45/segments/1603107900200.97/warc/CC-MAIN-20201028162226-20201028192226-00117.warc.gz | 419,942,688 | 2,085 | eng_Latn | eng_Latn | 0.997682 | eng_Latn | 0.998239 | [
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Introducing Angles
For 1–2, tell how many players could use the spinner in a fair game, if each letter or color gives one player a point. Explain how each number of players could use the spinner.
1.
2.
For 3–4, complete the spinner so that it could be used in a fair game by the number of players named.
3. 5 players, but not 2 players
4. 3 players, but not 2 players | <urn:uuid:4e2a26f2-e51c-4ffd-a4ce-7943d54e9641> | CC-MAIN-2020-45 | https://www.delta-education.com/SSIDEL/media/think-math/grade4/extension-book/G4EXC04L01.pdf | 2020-10-28T16:50:28+00:00 | crawl-data/CC-MAIN-2020-45/segments/1603107900200.97/warc/CC-MAIN-20201028162226-20201028192226-00116.warc.gz | 679,862,992 | 102 | eng_Latn | eng_Latn | 0.997896 | eng_Latn | 0.997896 | [
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WHEREAS, our community is composed of people who are all different, yet all live, work, and reside together in our town; and
WHEREAS many children and adolescents are affected by bullying annually, causing pain and health repercussions that can last for years; and
WHEREAS, targets of bullying are more likely to acquire physical, emotional, and learning problems and students who are repeatedly bullied often fear such activities as, going to school, or attending community activities; and
WHEREAS, the presence of bullying or cyberbullying in our community creates an environment that may hold our children back from being all they can be; and
WHEREAS, research has shown that promoting and modeling behaviors of kindness, acceptance of difference, and inclusion creates healthier communities for all people with fewer incidences of bullying; and
WHEREAS, coming together, united in our desire to create a healthier community for all.
NOW THEREFORE, I, Hillary L. Schieve, Mayor of the City of Reno, Nevada, do hereby proclaim
Wednesday, October 21, 2020, as
UNITY DAY
IN THE CITY OF RENO
In and for the City of Reno, and encourage everyone to engage in Unity Day, bringing all citizens together to celebrate kindness, acceptance of difference, and inclusion to protect our town from bullying and create a healthier community.
IN WITNESS WHEREOF, I have set my hand and caused the Seal of the city of Reno, Nevada, to be affixed this twenty first day of October, 2020.
Hillary L. Schieve, Mayor
City of Reno
ATTEST: Ashley D. Turley, City Clerk
City of Reno | <urn:uuid:61adb86d-c374-4260-b485-0b707f27be07> | CC-MAIN-2020-45 | https://nvpep.org/wp-content/uploads/2020/10/RenoProclamation.pdf | 2020-10-28T17:57:56+00:00 | crawl-data/CC-MAIN-2020-45/segments/1603107900200.97/warc/CC-MAIN-20201028162226-20201028192226-00121.warc.gz | 448,686,663 | 337 | eng_Latn | eng_Latn | 0.997224 | eng_Latn | 0.997224 | [
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“Engage Me or Enrage Me”
What Today’s Learners Demand
By Marc Prensky
“Today’s kids are not ADD, they’re EOE.”
—Kip Leland, Los Angeles Virtual Academy
Anyone who has taught recently will recognize these three kinds of students:
1. **The students who are truly self-motivated.** These are the ones all teachers dream about having (and the ones we know how to teach best). They do all the work we assign to them, and more. Their motto is: “I can’t wait to get to class!” Unfortunately, there are fewer and fewer of these.
2. **The students who go through the motions.** These are the ones who, although in their hearts they feel that what is being taught has little or no relevance to their lives, are farsighted enough to realize that their future may depend on the grades and credentials they get. So they study the right facts the night before the test to achieve a passing grade and become at least somewhat successful students. Their motto: “We have learned to ‘play school.’”
3. **The students who “tune us out.”** These students are convinced that school is typically devoid of interest and totally irrelevant to their life. In fact, they find school much less interesting than the myriad devices they carry in their pockets and backpacks. These kids are used to having anyone who asks for their attention—film makers, their music makers, their TV stars, their game designers—work really hard to earn it. When what is being offered isn’t engaging, these students truly resent their time being wasted. In more and more of our schools, this group is quickly becoming the majority. The motto of this group? “Engage me or enrage me.”
While our schools and education system today deal with the first two groups reasonably well, the third group is a real challenge. In fact, for educators today, it is the challenge “Engage me or enrage me” that students demand. And believe me, they’re engaged.
But why? That’s a question that needs a good answer.
When I was a novice teacher in the late 1960s in New York City’s East Harlem, things were different. Yes, we had our college-bound students, our “doing timers” and our dropouts. In fact, far too many dropouts. Certainly a lot of kids then were not engaged. Many of them were on drugs. Some were engaged in trying to affect society—it was a time of great turmoil and change—but many weren’t.
The big difference from today is this: the kids back then didn’t expect to be engaged by everything they did. There were no video games, no CDs, no MP3s—none of today’s special effects. Those kids’ lives were a lot less rich—and not just in money. They had less media, less depth in communication, much less rich in creative opportunities for students outside of school. Many if not most of them never even knew what real engagement feels like.
Marc Prensky is the author of Digital Game-Based Learning and the founder and CEO of Gamez2train, a game-based learning company whose clients include IBM, Bank of America, Nokia, and the Department of Defense. He is also the founder of The Digital Multiplier, an organization dedicated to eliminating the digital divide in learning worldwide.
But today, all kids do. All the students we teach have something in their lives that’s really engaging—something that they do and that they are good at, something that has an engaging, creative component to it. Some may download songs; some may rap, lipsync, or sing karaoke; some may play video games; some may mix songs; some may make movies; and some may do the extreme sports that are possible with twenty-first-century equipment and materials. But they all do something engaging.
A kid interviewed for Yahoo’s 2003 “Born to Be Wired” conference said: “I could have nothing to do, and I’ll find something on the Internet.” Another commented: “Every day after school, I go home and download music—it’s all I do.” Yet another added:
“On the Internet, you can play games, you can check your mail, you can talk to your friends, you can buy things, and you can look up things you really like.” Many of today’s third-graders have multiple e-mail addresses. Today’s kids with computers in their homes sit there with scores of windows open, IMing all their friends. Today’s kids without computers typically have a video game console or a GameBoy. Life for today’s kids may be a lot of things—including stressful—but it’s certainly not unengaging.
Except in school.
And there it is so boring that the kids, used to this other life, just can’t stand it. “But school can be engaging,” many educators will retort. “I don’t see what is so much more engaging about this other life, other than the pretty graphics?” To answer this, I recently looked at the three most popular (i.e., best-selling) computer and video games in the marketplace. They were, as of June 2004: City of Heroes, a massively multiplayer online role-playing game; Harry Potter and the Prisoner of Azkaban, an action game for the PlayStation 2; and Rise of Nations, a real-time strategy game for the PC. On their boxes and Web sites, these games promise the kids who buy and play them some very interesting experiences: “There’s a place we can all be heroes!” “The Dementors are coming, and this time Harry needs his friends!” “The entire span of human history is in your hands.”
Not exactly what we promise our kids in school.
And the descriptions of the games? “Create your own heroes!” “Thrilling battles!” “Encounter…” “Engage…” “Fly…” “Explore…” “Take on your friends.” “Exciting!” “Challenging!” “Master…” “Amass…” “Build…” “Perform…” “Research…” “Lead…” “Don’t work alone.”
Not exactly descriptions of today’s classrooms and courses!
What’s more, the games deliver on these promises. If they didn’t, not only wouldn’t they be best-sellers—they wouldn’t get bought at all.
In school, though, kids don’t have the “don’t buy” option. Rather than being empowered to choose what they want (“Two hundred channels! Products made just for you!”) and to see what interests them (“Log on! The entire world is at your fingertips!”) and to create their own personalized identity (“Download your own ring tone! Fill your iPod with precisely the music you want!”)—as they are in the rest of their lives—in school, they must eat what they are served.
All the students we teach have something in their lives that’s really engaging—something that they do and that they are good at, something that has an engaging, creative component to it.
And what they are being served is, for the most part, stale, bland, and almost entirely stuff from the past. Yesterday’s education for tomorrow’s kids. Where is the programming, the genomics, the bioethics, the nanotech—the stuff of their time? It’s not there. Not even once a week on Fridays.
That’s one more reason the kids are so enraged—they know their stuff is missing!
But maybe, just maybe, through their rage, the kids are sending us another message as well—and, in so doing, offering us the hope of connecting with them.
Maybe—and I think that this is the case—today’s kids are challenging us, their educators, to engage them at their level, even with the old stuff, the stuff we all claim is so important, that is, the “curriculum.”
Maybe if, when learning the “old” stuff, our students could be continuously challenged at the edge of their capabilities, and could make important decisions every half-second, and could have multiple streams of data coming in, and could be given goals that they want to reach but wonder if they actually can, and could beat a really tough game and pass the course—maybe then they wouldn’t have to, as one kid puts it, “power down” every time they go to class.
In my view, it’s not “relevance” that’s lacking for this generation, it’s engagement. What’s the relevance of Pokémon, or Yu-Gi-Oh!, or American Idol? The kids will master systems ten times more complex than algebra, understand systems ten times more complex than the simple economies we require of them, and read far above their grade level—when the goals are worth it to them. On a recent BBC show *Child of Our Time*, a four-year-old who was a master of the complex video game *Halo 2* was being offered so-called “learning games” that were light-years below his level, to his total frustration and rage.
The fact is that even if you are the most engaging old-style teacher in the world, you are not going to capture most of our students’ attention the old way. “Their short attention spans,” as one professor put it, “are [only] for the old ways of learning.” They certainly don’t have short attention spans for their games, movies, music, or Internet surfing. More and more, they just don’t tolerate the old ways—and they are enraged we are not doing better by them.
So we have to find how to present our curricula in ways that engage our students—not just to create new “lesson plans,” not even just to put the curriculum online. The BBC, for example, has been given £350 million by the British government to create a “digital curriculum.” They have concluded that almost all of it should be game-based, because if it doesn’t engage the students, that will be £350 million down the tube, and they may not get a second chance. But they are struggling in this unfamiliar world.
So how can and should they—and we—do this? As with games, we need to fund, experiment, and iterate. Can we afford it? Yes, because ironically, creating engagement is not about those fancy, expensive graphics but rather about ideas. Sure, today’s video games have the best graphics ever, but kids’ long-term engagement in a game depends much less on what they see than on what they do and learn. In gamer terms, “gameplay” trumps “eyecandy” any day of the week.
And if we educators don’t start coming up with some damned good curricular gameplay for our students—and soon—they’ll all come to school wearing (at least virtually in their minds) the T-shirt I recently saw a kid wearing in New York City: “It’s Not ADD—I’m Just Not Listening!”
So hi there, I’m the tuned-out kid in the back row with the headphones. Are you going to engage me today or enrage me? The choice is yours. | <urn:uuid:352171cb-26a5-4494-9627-a14dd6cfd0a0> | CC-MAIN-2020-45 | https://facstaff.necc.mass.edu/wp-content/uploads/2009/07/vpaa-07-engageorenrage.pdf | 2020-10-28T17:11:54+00:00 | crawl-data/CC-MAIN-2020-45/segments/1603107900200.97/warc/CC-MAIN-20201028162226-20201028192226-00118.warc.gz | 329,681,934 | 2,247 | eng_Latn | eng_Latn | 0.998768 | eng_Latn | 0.998786 | [
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A girl and a dog are standing next to each other. The girl is looking at the dog with a confused expression. The dog has two thought bubbles above its head. One thought bubble shows a basket filled with vegetables, including garlic, an egg, a carrot, and an eggplant. The other thought bubble shows a watering can pouring water into a potted plant. | <urn:uuid:7d041eb2-5ab2-46e0-bbf4-67a73c8bff21> | CC-MAIN-2020-45 | http://www.tv.mima-chan.jp/wp-content/uploads/2020/04/015.pdf | 2020-10-28T16:45:22+00:00 | crawl-data/CC-MAIN-2020-45/segments/1603107900200.97/warc/CC-MAIN-20201028162226-20201028192226-00127.warc.gz | 183,887,626 | 74 | eng_Latn | eng_Latn | 0.999718 | eng_Latn | 0.999718 | [
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Groups must conduct further research into the two quantum computer designs (quantum-gate and quantum-annealing) that are currently being used by scientists at D-Wave and the Australian research centre for quantum computing. Students must compare and contrast the two designs, in terms of their functionality, types of problems that they can solve, key quantum principles involved and physical design features.
Students must present their findings in the form of an A4 ‘Compare and Contrast’ Poster. See Compare and Contrast Templates below:
Title: e.g. Quantum Computer Designs
| Category | D-Wave II Design | Quantum Gate Design | Common to both designs |
|----------|------------------|---------------------|-----------------------|
| | | | |
| | | | |
| | | | |
Title: e.g. Quantum Computer Designs
D-Wave II Design
Quantum Gate Design
How are they alike?
How are they different? | <urn:uuid:e8a2a5eb-0119-45bc-8ff5-4e26952a2590> | CC-MAIN-2017-39 | http://quantum.vssec.vic.edu.au/download/COMPARE-AND-CONTRAST-QUANTUM-COMPUTER-DESIGNS.pdf | 2017-09-26T10:48:21Z | crawl-data/CC-MAIN-2017-39/segments/1505818695439.96/warc/CC-MAIN-20170926103944-20170926123944-00374.warc.gz | 275,446,127 | 205 | eng_Latn | eng_Latn | 0.995142 | eng_Latn | 0.995142 | [
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Relax. This test is supposed to be a learning experience. It will be graded generously. It is a multiple-choice test. This is an extra-credit test. You cannot lower your final grade by doing this take-home test. Please print your name and the last four digits of your social-security number on the computer-gradable form.
Question 1
What is \((1 \times 10^3) / (10 \times 10^2)\)?
(a) 0.01, (b) 0.0001, (c) 1, (d) 100, (e) 1000.
Question 2
What is \(1/(3R) + 1/(2R)\)?
(a) \(R/5\), (b) \(5/(6R)\), (c) \(2/(5R)\), (d) \(3/(2R)\), (e) \(2/(3R)\).
Question 3
If \(1/x = 1/5 + 1/10\), what is \(x\)?
(a) \(10/3\), (b) \(3/10\), (c) \(1/15\), (d) 15, (e) 2.
Question 4
If \(z = h + vt + (1/2)gt^2\), with \(h = 10\) m, \(v = 20\) m/s, and \(g = -10\) m/s\(^2\), what is \(z\) when \(t = 3\) s? Here m is short for meters, and s is short for seconds. (And I used 10 instead of 9.8 to simplify the arithmetic.)
(a) \(-30\) m, (b) 10 m, (c) \(-15\) m, (d) 15 m, (e) 25 m.
Question 5
If \(y = a + bx + 3c^2\) with \(y = 10\), \(a = 2\), \(x = 4\), and \(c = -1\), what is \(b\)?
(a) 4 , (b) \(-4/5\) , (c) 1/6 , (d) \(-3i\) , (e) 5/4 .
Question 6
If \(y = u + 3bt\), what is \(t\)?
(a) $by + u$, (b) $\frac{3y}{(u - b)}$, (c) $\frac{(y + u)}{(3t)}$, (d) $\frac{(y - u)}{(3b)}$, (e) $y + u + 3t$.
Question 7
Imagine a flagpole that is 3 m high and that casts a shadow that is 4 m long on the ground. What is the distance from the top of the flagpole to the end of the shadow (the end that is away from the bottom of the flagpole). Assume that the flagpole is straight and vertical, and that the ground is flat and perpendicular to the flagpole.
(a) 4 m, (b) 3 m, (c) $\sqrt{4 + 5}$ m, (d) 7.4 m, (e) 5 m.
Question 8
The energy of an electron at rest is $E = mc^2 = 0.511$ million electron Volts (MeV). When the electron is moving at speed $v$, its energy is
$$E = \frac{mc^2}{\sqrt{1 - \frac{v^2}{c^2}}}.$$
If the speed of light is $c = 3 \times 10^8$ m/s, what is the energy of an electron moving at $v = 0.9c$?
(a) 0.511 MeV, (b) 2 MeV, (c) 1.17 MeV, (d) 743 MeV, (e) 2 GeV (1 GeV = 1 billion eV).
Question 9
Same as question 8, but assume that $v = 0.99c$:
(a) 0.511 MeV, (b) 2.64 MeV, (c) 9.43 MeV, (d) 3.62 MeV, (e) 4.04 GeV.
Question 10
Same as question 8 but assume that $v = 0.999c$:
(a) 0.511 MeV, (b) 3.45 MeV, (c) 7.80 MeV, (d) 200.3 MeV, (e) 11.43 MeV. | <urn:uuid:5d2334e9-23d9-4b79-83ee-82d796fd6031> | CC-MAIN-2017-39 | http://quantum.phys.unm.edu/102-05/diagTest.pdf | 2017-09-26T11:10:25Z | crawl-data/CC-MAIN-2017-39/segments/1505818695439.96/warc/CC-MAIN-20170926103944-20170926123944-00374.warc.gz | 275,396,539 | 1,014 | eng_Latn | eng_Latn | 0.543807 | eng_Latn | 0.561244 | [
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Interview task: Secondary Design and Technology
Aim
Some information about your subject knowledge can be deduced from your degree title, the modules you studied and from other information on your GTTR form and from the pre-course audit. This task aims to provide the university with additional information about your subject knowledge and your ability to apply it in practice.
The task
Choose any product or artefact that you think has relevance to the study of Design and Technology in schools. You can interpret this in a flexible way, i.e. its age, the materials used (including food ingredients), country of origin and the age range for which it could be relevant in school.
For the product or artefact you have chosen, do the following:
- Find and annotate one photo and illustrate its key features.
- Identify and describe the key aesthetic or technological concepts that you think it illustrates.
- Explain how an understanding of Design and Technology can help to understand the product or artefact
- Write a brief justification for its inclusion as part of a pupil’s education in Design and Technology
Present the written part on no more than one side of A4 (including the illustration).
The task should be brought to the interview as hard copy. During the interview, you will be asked to talk briefly about it (this should be no more than 3 minutes long). After the interview, it will be kept as part of the information needed on which to base the decision about your application. | <urn:uuid:e11ceefa-b6d0-4e5f-9a33-51bd8448faca> | CC-MAIN-2021-21 | https://www.bathspa.ac.uk/media/bathspaacuk/how-to-apply/interview-task-design-technology.pdf | 2021-05-06T10:27:22+00:00 | crawl-data/CC-MAIN-2021-21/segments/1620243988753.91/warc/CC-MAIN-20210506083716-20210506113716-00631.warc.gz | 701,774,285 | 292 | eng_Latn | eng_Latn | 0.997875 | eng_Latn | 0.997875 | [
"eng_Latn"
] | false | rolmOCR | [
1498
] | [
2.515625
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Crossword Puzzle: “A Night at the Opera with Rossini”
ANSWERS
Down:
1. Premiere month
2. It takes two
3. Sings the high notes
7. Rossini’s original Figaro, also an ice cleaner
8. Side blown wind
10. Don’t run with this barber’s tool
11. It’s black and white
15. A musical welcome to the performance
18. More! More!
20. Sections of a play
Across:
4. It’s got rhythm
5. Notes played together
6. Operatic monologue
9. Can be a low voice or a fish
12. Funny, not tragic
13. I’m reed-y to play!
14. Opera text
16. Smallest of the strings
17. The ____________________ of Figaro
19. Seville found here
21. Who wrote the 1786 version
22. For tangled hair
23. How high and low a singer can go
24. Pretty singing in Italy (2 words) | <urn:uuid:2c0493c8-b964-46e4-a8fe-8576497ed574> | CC-MAIN-2021-21 | https://2pd0ov31x90o4e2j5fg3nwcr-wpengine.netdna-ssl.com/wp-content/uploads/2020/09/Barber-of-Seville-Activities-ages-9-13-Crossword-Puzzle-Answers-_-PDF.pdf | 2021-05-06T10:31:40+00:00 | crawl-data/CC-MAIN-2021-21/segments/1620243988753.91/warc/CC-MAIN-20210506083716-20210506113716-00630.warc.gz | 92,846,338 | 216 | eng_Latn | eng_Latn | 0.995114 | eng_Latn | 0.995114 | [
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SECTION 1
Define it!
Write the definition for the following terms:
Omnivore
Carnivore
Herbivore
Scavenger
Decomposer
SECTION 2
Food Chain
Fill in the food chain below. Extend this to a food web by adding three more species from the ecosystem.
Remember: to use arrows to show the direction of the flow of energy in this diagram.
What three roles do microorganisms play in food chains and food webs?
SECTION 3
Adaptations
There are different types of adaptations. A **physical adaptation** is some type of structural modification made to a part of the body. A **behavioural adaptation** is something an animal does – how it acts – usually in response to some type of external stimulus.
Use the internet to research and watch YouTube animal videos. Select two animals and in the table provided below provide examples of what their physical and behavioural adaptations are.
| SPECIES 1 | SPECIES 2 |
|-----------|-----------|
| Physical Adaptations | Physical Adaptations |
| Behavioural Adaptations | Behavioural Adaptations |
SECTION 4
Observations
Research and pick an animal and observe its adaptations to catch food and avoid being eaten by other animals.
| ADAPTATIONS TO FIND FOOD | ADAPTATIONS TO AVOID BEING EATEN |
|--------------------------|---------------------------------|
SECTION 5
Relationships
Write a definition for each the following symbiotic relationships and an example of each.
| COMMENSALISM | MUTUALISM | PARASITISM |
|--------------|-----------|------------|
| Definition: | Definition: | Definition: |
| Example: | Example: | Example: |
SECTION 6
Human Impacts
List 3 different human impacts that could cause a food web to become unbalanced. Provide some possible solutions to help prevent this from happening.
IMPACTS
SOLUTIONS | <urn:uuid:e63d80d0-1755-4e30-b7bc-6a58404943cf> | CC-MAIN-2021-21 | https://www.merlinannualpass.com.au/media/xhvpq1tf/sea-life-home-worksheet-food-webs-stage-5.pdf | 2021-05-06T09:38:16+00:00 | crawl-data/CC-MAIN-2021-21/segments/1620243988753.91/warc/CC-MAIN-20210506083716-20210506113716-00631.warc.gz | 934,603,866 | 393 | eng_Latn | eng_Latn | 0.994462 | eng_Latn | 0.996497 | [
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PART—A
Instructions: (1) Answer all questions.
(2) Each question carries three marks.
(3) Answers should be brief and straight to the point and shall not exceed five simple sentences.
1. Perform the binary addition \((10110)_2 + (0101\cdot 1)_2\).
2. Simplify \((A + \overline{B})(\overline{A} + B)(\overline{A} + \overline{B})\).
3. Draw 2’s compliment parallel adder/subtractor circuit.
4. Draw half-adder using Ex-OR and AND gates.
5. State the need for preset and clear inputs.
6. Draw \(T\) flip-flop with truth table.
7. Draw the decade counter using JK flip-flops.
8. Draw the diagram of ring counter.
9. Draw the diagram of RAM cell.
10. Define the term resolution of a D/A converter.
PART—B
Instructions: (1) Answer any five questions.
(2) Each question carries ten marks.
(3) Answers should be comprehensive and the criterion for valuation is the content but not the length of the answer.
11. State any five postulates in Boolean algebra. 10
12. (a) Explain the working of NAND and NOR gates using truth tables. 4
(b) Develop AND, OR operations using NAND gates. 6
13. Draw and explain the two-bit digital comparator. 10
14. (a) Draw and explain the $4 \times 1$ multiplexer circuit with truth table. 7
(b) Draw $2 \times 4$ decoder circuit. 3
15. (a) Draw and explain RS latch using NAND gates. 5
(b) Differentiate between synchronous and asynchronous SLC. 5
16. Draw and explain 4-bit ripple counter with truth table and timing diagram. 10
17. (a) Draw and explain the working of series in parallel-out shift register. 7
(b) Draw the 3-bit shift-right register. 3
18. Explain D/A conversion using R-2R ladder network. 10 | <urn:uuid:dc2156be-f337-498b-b745-46e449722198> | CC-MAIN-2023-14 | https://polyelearning.gnomio.com/pluginfile.php/16449/mod_folder/content/0/C09/305/8.OCT2017.pdf?forcedownload=1 | 2023-04-02T11:48:22+00:00 | crawl-data/CC-MAIN-2023-14/segments/1679296950528.96/warc/CC-MAIN-20230402105054-20230402135054-00558.warc.gz | 488,615,738 | 450 | eng_Latn | eng_Latn | 0.971593 | eng_Latn | 0.976222 | [
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Scenario: The week leading up to the winter break has been exciting with the students being able to participate in festive events. On Friday, while watching a movie a student begins to choke violently on candy that was provided before the movie began.
| BEFORE | DESCRIBE MAJOR DETAILS ABOUT THE INCIDENT |
|--------|------------------------------------------|
| What are the initial actions? | |
| Who is involved? | |
| Who is affected? | |
| Who is responsible for responding to the situation? | |
| DURING | DESCRIBE MAJOR DETAILS ABOUT THE INCIDENT |
|--------|------------------------------------------|
| What additional problems does this cause? | |
| Is the situation escalating or de-escalating? | |
| What information do you need? | |
| Who else needs to know? How will you deliver this information? | |
| AFTER-ACTION | DISCUSS IMPORTANT DETAILS ABOUT THE INCIDENT |
|--------------|---------------------------------------------|
| What was the plan? | |
| What were the strengths? Weaknesses? | |
| What was learned? | |
| How do you improve? | |
RESOURCES
Visit SchoolSafety.maryland.gov, go to "Resources", then "Training"
CONTACT INFO
Brittani Ayers, School Prevention and Intervention Specialist email@example.com
410-281-2335 | schoolsafety.maryland.gov | firstname.lastname@example.org | <urn:uuid:a58032aa-c729-47a4-8230-631d7bcdf0de> | CC-MAIN-2023-14 | https://schoolsafety.maryland.gov/Documents/Tabletop%20Exercises/MCSS%20TTX%2009%20-%20Winter%20Treat%20.pdf | 2023-04-02T11:20:50+00:00 | crawl-data/CC-MAIN-2023-14/segments/1679296950528.96/warc/CC-MAIN-20230402105054-20230402135054-00555.warc.gz | 548,842,307 | 301 | eng_Latn | eng_Latn | 0.795277 | eng_Latn | 0.995999 | [
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Cooking Smoke Increases the Risk of Acute Respiratory Infection in Children
Acute respiratory infections—primarily pneumonia—are a major cause of illness among children throughout the world. In developing countries, an estimated 4.1 million children under age five die from acute respiratory infections (ARI) every year (WHO 1995). In India, as in many other countries, ARI is the leading cause of childhood death (Murray and Lopez 1996).
There is some evidence that smoke from wood, animal dung, or other forms of biomass increases the risk of ARI, but there has been very little research on this subject. India’s 1992–93 National Family Health Survey (NFHS) provides information on the incidence of ARI in young children and on major sources of household cooking fuel. Such information offers a valuable opportunity to assess the role of cooking smoke in the incidence of this deadly childhood disease.
The NFHS found that 1 in every 15 children under age three had suffered from ARI—defined as a cough accompanied by short, rapid breathing—during the two weeks before the survey (IIPS 1995). At the same time, about three-quarters of households in the survey reported using wood or animal dung as their main source of energy for cooking. The analysis reported in this issue of the *NFHS Bulletin* shows that children under age three living in households that use wood or animal dung as their primary cooking fuel have an almost one-third higher risk of ARI than do children living in households that use cleaner fuels, even after controlling for a number of other variables.
**ARI and cooking fuel**
The analysis is based on data for the 33,875 children covered by the NFHS who were under age three at the time of the survey. Two questions were used to identify ARI cases—whether the child had been ill with a cough at any time in the past two weeks and whether the child, when ill with a cough, breathed with short, rapid breaths.
The NFHS collected data on a nine-fold classification of primary cooking fuel, including wood, dung cakes, coal/coke/lignite, charcoal, kerosene, electricity, liquefied petroleum gas, biogas, and a residual category of other fuels. The survey did not include a separate category for crop residues, which are an important source of cooking fuel in India. Evidently crop residues were mostly reported as wood because the...
residual category of “other fuels” is small, accounting for only 2% of households.
In India, women often cook under poorly ventilated conditions using pits or open U-shaped stoves, called *chulhas*. These stoves burn biomass inefficiently and release high volumes of noxious air pollutants indoors. Biomass smoke contains various irritants, cilia toxic fractions, and mucous coagulating agents, including respirable particulates, carbon monoxide, nitrogen oxides, formaldehyde, and polyaromatic hydrocarbons. Extended exposure to high levels of these air pollutants can impair the clearing ability of the lungs and render them more susceptible to infection. The negative health effects of these pollutants are particularly severe for young children who tend to stay indoors and are often carried on their mothers’ backs or laps while their mothers are cooking.
Coal, coke, and lignite produce similar levels of pollutants as biomass fuels, but they are usually burned on portable stoves that are often started in open areas and only brought indoors once the fuels are burning cleanly. Most of the smoke is released outdoors within the first few minutes after the fire is ignited. Wood, animal dung, and crop residues, on the other hand, are usually burned on indoor stoves that cannot be lifted or transported. Moreover, fires from biomass fuels require more or less continual feeding, resulting in extended exposure to noxious indoor pollutants.
For this analysis, the various cooking fuels were grouped into two categories—biomass fuels (wood or dung) and cleaner fuels (coal/coke/lignite, charcoal, kerosene, electricity, liquefied petroleum gas, or biogas). The small category of “other fuels” was excluded.
**Other variables**
If there is a relationship between a household’s choice of cooking fuel and another variable that increases the risk of ARI, then any apparent effect of cooking smoke might actually be due to the other variable. To assess the effect of exposure to cooking smoke on the risk of ARI more accurately, statistical controls are introduced that adjust for the effects of such variables by holding them constant.
Household and individual characteristics covered by the NFHS that might affect the risk of ARI include:
- Availability of a separate kitchen
- Number of rooms in the house (treated as a continuous variable)
- House type: *kachcha* (made from mud, thatch, or other low-quality materials) or *pucca* (made entirely from high-quality materials)/semi-*pucca* (made from both low- and high-quality materials)
- Residence (urban or rural)
- Sex of child
- Mother’s education (illiterate, literate but less than high school, or high school and above)
- Caste/tribe (scheduled caste/scheduled tribe or other)
- Religion (Hindu, Muslim, or other)
- Region: north and northeast (Jammu region of Jammu and Kashmir, Himachal Pradesh, Assam, Arunachal Pradesh, Manipur, Meghalaya, Mizoram, Nagaland, and Tripura), central and eastern (Delhi, Uttar Pradesh, Madhya Pradesh, Bihar, West Bengal, and Orissa), west (Maharashtra, Goa, Gujarat, Rajasthan, Haryana, and Punjab), or south (Andhra Pradesh, Karnataka, Kerala, and Tamil Nadu)
The first three variables relate to housing quality. They are included because the likelihood of using biomass fuels decreases as housing quality improves. Urban/rural residence is included because urban residents are less likely than rural residents to use biomass fuels. Sex of child is included because exposure to cooking smoke may be different for boys than for girls. Mother’s education is included because more-educated mothers tend to live in higher-income households that are less likely to use biomass fuels. Religion and caste/tribe are included because they are cultural variables that are correlated with a wide range of behaviors, including possibly the type of cooking fuel used. Region is included because households in some regions may be more likely than households in other regions to use biomass fuels. Housing quality and mother’s education also help control for economic status, which, in turn, helps to control for nutritional level and access to medical services.
**Effects of cooking fuel**
Figure 1 shows the effects of cooking fuel on the incidence of ARI, measured as the number of ARI cases per 1,000 children under age three during the two-week period before the survey. The unadjusted and adjusted ARI rates shown in the figure are predicted values derived by logistic regression and multiple classification analysis. In the calculation of adjusted ARI rates, the control variables are held constant by setting them at their mean values for the children under consideration.
The unadjusted ARI rate is substantially higher for children living in households that use biomass fuels than for children living in households that use cleaner cooking fuels. Adjusting for the control variables reduces this difference, but not by much. The adjusted ARI rate is still almost one-third higher for children living in households that use biomass fuels.
**Effects of other variables**
The adjusted effects of the other variables considered in this analysis are summarized in Table 1, along with the adjusted effects of cooking smoke. For any given predictor variable, the set of control variables consists of all the remaining predictor variables listed in the table.
Table 1 shows that children living in *kachcha* houses have a substantially higher ARI rate than children living in *pucca* or semi-*pucca* houses. A surprising finding is that girls have a substantially lower ARI rate than boys. Children whose mothers are literate but did not complete high school have a substantially higher ARI rate than children whose mothers completed high school or children whose mothers are illiterate. This last finding is unexpected. A possible explanation is that illiterate mothers may be less likely than more-educated mothers to report incidents of ARI.
The ARI rate is much higher in the north and northeast than in other regions, perhaps because of the colder climate. None of the other predictor variables—except fuel type itself—has a statistically significant effect when other potentially confounding variables are controlled.
The effects of cooking smoke on ARI rates were also examined separately by age of the child (results not shown). With the other variables controlled, there was no significant difference between the effects of cooking smoke on ARI in infants (less than age one) and in toddlers (age one and two).
**Why do girls have a lower ARI rate than boys?**
The finding that girls have a substantially lower ARI rate than boys is surprising given the strong preference for sons that prevails in large parts of India. A possible explanation is that mothers may be less likely to report incidence of ARI in girls than in boys. This would be consistent with previously published findings from the NFHS that boys with ARI are more likely than girls to be taken to a health facility for medical treatment (IIPS 1995). Both these results suggest that ARI is taken more seriously when it is a boy who is ill.
If mothers who use wood or dung for cooking fuel are less likely to report ARI than mothers who use cleaner fuels, then the effect of cooking smoke on the incidence of ARI is likely to be underestimated. If, at the same time, ARI is more likely to be reported for boys than for girls, then this underestimation will be less for boys. As a result, the effect of cooking smoke on the incidence of ARI will appear to be larger for boys than for girls. To test this hypothesis, the data were analyzed separately for boys and girls, with sex of child deleted from the set of control variables. Results are shown in Figure 2. Not only is the incidence of ARI higher for boys than for girls, but the effect of biomass fuels on the ARI rate is considerably larger for boys than for girls, as hypothesized.
Differential underreporting of ARI by sex may not be the only factor responsible for a higher ARI rate and a larger effect of cooking smoke for boys than for girls. Another reason may be that mothers in India are more likely to carry young boys than girls with them or keep them in the kitchen area while they are cooking. As a
---
**Table 1. Effects of biomass fuels and other selected variables on acute respiratory infection (ARI) rates among children under age three during the two weeks before the National Family Health Survey, 1992–93**
| Variable | Adjusted ARI rate per 1,000 children |
|---------------------------------|--------------------------------------|
| Cooking fuel type | |
| Biomass fuels | 69* |
| Cleaner fuelsa | 53 |
| Separate kitchen | |
| Available | 66 |
| Not availablea | 66 |
| Number of rooms in house | |
| Two rooms | 67 |
| Four rooms | 64 |
| House type | |
| *Kachcha*a | 72 |
| *Pucca* or semi-*pucca* | 59* |
| Residence | |
| Urban | 63 |
| Rurala | 67 |
| Sex of child | |
| Boya | 72 |
| Girl | 59* |
| Education level of mother | |
| Illiteratea | 61 |
| Literate but less than high school | 79* |
| High school and above | 64 |
| Caste/tribe | |
| Scheduled caste/scheduled tribe | 63 |
| Othera | 66 |
| Religion | |
| Hindu | 66 |
| Muslima | 68 |
| Other | 55 |
| Region | |
| North and northeast | 106* |
| Central and eastern | 67 |
| West | 57 |
| Southa | 65 |
| Number of unweighted cases | 32,892 |
*aReference category*
*Underlying coefficient is statistically significant at the 5% level or better. Significance levels take into account clustering in the sample design.*
Note: Calculations are based on the weighted sample.
result, boys would have greater exposure to cooking smoke than girls, which could result in both a higher level of ARI and a larger effect of cooking smoke.
**Results and policy implications**
For several reasons, the true effects of cooking smoke on ARI rates are probably greater than estimated here. First, women who use biomass fuels may be more likely than other women to underreport ARI in their children. Second, although the NFHS only collected information on the primary cooking fuel, households in India typically use a combination of fuels. To the extent that households use a mixture of biomass fuels and cleaner fuels, the estimated effects of biomass fuels are likely to be reduced.
Third, young children who died from ARI during the two weeks before the survey are not included in responses to the survey questions on ARI and are thus not covered in this analysis. If childhood mortality from ARI is higher in households that use biomass fuels than in households that use cleaner fuels, then leaving out all cases of ARI that resulted in death will contribute to an underestimation of the effects of biomass fuels on ARI rates. Finally, the estimated effects of biomass fuels would have been larger if the comparison had been restricted to households using biomass fuels and households using a very clean fuel, such as electricity.
The results reported here suggest that a great deal of childhood sickness and death from ARI could be prevented by reducing indoor air pollution from biomass fuels used for cooking. An obvious policy implication is that the Indian government should educate the public about the adverse effects of cooking smoke on child health and should do what it can to encourage a shift from biomass fuels to cleaner cooking fuels.
Such a shift will probably occur slowly, however, because cleaner fuels are more expensive than biomass fuels, and many Indian households cannot afford to purchase them. Cleaner fuels are also simply not available in many areas. Given these constraints, the government should strengthen its efforts to make improved biomass-burning stoves more widely available—stoves that use fuel more efficiently and produce less smoke than traditional models. These efforts should give high priority to local needs and emphasize community participation.
**References**
IIPS (International Institute for Population Sciences). 1995. *National Family Health Survey (MCH and family planning): India, 1992–93*. Bombay: International Institute for Population Sciences.
Murray, C. J. L., and A. D. Lopez, eds. 1996. *The global burden of disease*. Cambridge, Massachusetts: Harvard University Press.
WHO (World Health Organization). 1995. *The world health report 1995: Bridging the gaps*. Geneva: World Health Organization.
---
**Correspondence addresses:**
**International Institute for Population Sciences (IIPS)**
Govandi Station Road, Deonar
Mumbai - 400 088, India
Fax: 91-22-556-3257
E-mail: email@example.com
**East-West Center**
Program on Population/Publications
1601 East-West Road
Honolulu, HI 96848-1601, U.S.A.
Fax: 1-808-944-7490
E-mail: firstname.lastname@example.org | <urn:uuid:6d4d2102-3747-4321-9bf3-3ba8046c6fc4> | CC-MAIN-2022-27 | https://www.eastwestcenter.org/sites/default/files/filemanager/Research_Program/NFHS_Bulletin/bull-8.pdf | 2022-07-05T03:05:25+00:00 | crawl-data/CC-MAIN-2022-27/segments/1656104512702.80/warc/CC-MAIN-20220705022909-20220705052909-00453.warc.gz | 786,503,418 | 3,300 | eng_Latn | eng_Latn | 0.997798 | eng_Latn | 0.998237 | [
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To allow children to live in a community that supports them and that they are responsible for; in which they have the freedom to be themselves, and have the power to change community life, through the democratic process. All individuals create their own set of values based on the community within which they live. Summerhill is a community which takes responsibility for itself. Problems are discussed and resolved through openness, democracy and social action. All members of the community, adults and children, irrespective of age, are equal in terms of this process. *Summerhill policy statement*
As a result of Neill’s philosophy, I’ve got two fabulous, thoughtful, brilliant kids. I retain a strong sense of justice that I developed at Summerhill, a belief in the intrinsic worth of every person, a belief that every member of a community has a right to be heard. I’m a very good citizen. Tony Blair would be proud of me.
*Ally ex-pupil*
Everything you say in the meeting counts and there are no grudges afterwards. *Eran pupil*
The meeting is important because you know what’s going on and you are able to change things that you disagree with. *George pupil*
I go to the meetings so I know what is going on in the school and to sort out problems between people. *Charley pupil*
Obviously I don’t agree with everything in the meeting but I can say if I don’t like it. *Elli pupil*
I think the meeting at Summerhill is one of the core aspects of maintaining healthy social dynamics. The meetings provide a space in the busy community life where people can connect with the community as a whole to deal with all the practicalities, like a check up. As well as serving a practical purpose, it empowers kids to deal with their own issues and their own lives, and it’s obvious what a unique learning experience that is. It could be argued that democratic participation is just an excuse to let kids rule the world, but I think it’s about establishing and maintaining mutual respect between human beings. If there is a situation of mutual respect then there’s nothing to be scared of.
*Beth pupil*
Pupil democracy isn’t exactly new—look at Summerhill School, the Suffolk independent school that trail-blazed it decades ago. *Kids Rule Guardian Education*. 24.10.2000
The Convention on the Rights of the Child makes particular reference to children’s rights to participate in decisions affecting them and Summerhill, through its very approach to education, embodies this right in a way that surpasses expectations. *Paulo David, Secretary UN Committee of Rights of the Child*
At Summerhill the pupils would fight to the death for their right to govern themselves. In my opinion, one weekly General School Meeting is of more value than a week’s curriculum of school subjects. *A.S.Neill*
*Summerhill Meeting 1930* | <urn:uuid:c168c9c4-24be-4eb7-831d-edb73abc86f5> | CC-MAIN-2018-05 | http://lalucertola.org/iniziative/summerhillaprile2017/summerhill4.pdf | 2018-01-16T19:20:28Z | crawl-data/CC-MAIN-2018-05/segments/1516084886639.11/warc/CC-MAIN-20180116184540-20180116204540-00705.warc.gz | 193,876,486 | 586 | eng_Latn | eng_Latn | 0.998644 | eng_Latn | 0.998644 | [
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About FISHING LAKE FIRST NATION
“Fishing Lake First Nation is an independent first nation of the Saulteaux branch of the Ojibwe nation. Originally from central Canada, the First Nation was pushed westward to avoid encroachment by European settlers. They first settled in Manitoba and were part of the Yellow Quill Saulteaux First Nation. In the late 1880’s, the First Nation separated into three reserves located near Nut Lake, Fishing Lake, and Kinistino, Saskatchewan. By 1907, Fishing Lake First Nation was officially recognized as a separate First Nation and had settled near Fishing Lake, Saskatchewan.” (en.wikipedia.org/wiki/Fishing_Lake)
HIGHLIGHTS AND OPPORTUNITIES
- Chief Yellow Quill signed Treaty 1 in 1871 at Fort Garry, Manitoba. He also signed an amendment to Treaty 4 in 1876. Chief Yellow Quill is the only leader to sign two numbered treaties. Chief Yellow Quill led Fishing Lake First Nation (FLFN) until the early 1880’s.
- The first Chief of Fishing Lake First Nation was Chief Sabitawasis.
- Trustees of Fishing Lake First Nation manage the ‘1907 Surrender Trust’ for the benefit of the community. Trust funds are used to improve the quality of life for members and their families.
- Current joint business ventures include: Lynco Eagle, which provides electrical, mechanical and civil construction services and Two Lakes Horizon North, a full service camp management company to the northern resource and construction sector.
- A new K-12 school is being constructed just south of Highway 5 which employs members of the community during construction and operation.
ECONOMICS
IN SASKATOON REGION
| Land Holdings (Total) | 145 acres |
|-----------------------|-----------|
| Rural Holding (RM of Corman Park) | 145 acres |
| Status: Development options are being considered. |
| Employment (On Reserve) |
| Full Time, Part-Time, Seasonal Employee | n/a |
Business Developments – Current
n/a
Business Developments - Proposed
To be announced
OUTSIDE SASKATOON REGION
| Land Holdings (Total) | 10,204 acres |
|-----------------------|-------------|
| Fishing Lake (89) | 9,026 acres |
| Sabitawasis Beach (89 C-1) | 148 acres |
| RM of Sasman, Kylemore Parcels (89D1) | 156.2 acres |
| RM of Foam Lake (89A) | 103 acres |
| Treaty 4 Reserve Grounds 77 | 245 acres |
Business Developments
Lynco Eagle
Two Lakes Horizon North (partnership with Beardy’s and Okemasis Cree Nation, and Horizon Logistics)
Source: Indigenous and Northern Affairs Canada (https://fnp-ppn.aadnc-aandc.gc.ca/fnp/Main/Search/FNMain.aspx?BAND_NUMBER=390&lang=eng)
Fishing Lake First Nation Land Holdings
City of Saskatoon and Region
Approximately 145 acres
HOME RESERVE INFORMATION
Location
The home reserve is located south east of Wadena, Saskatchewan in Treaty 4 territory.
Services
Facilities available on reserve include an Administration Complex, new K-12 school, memorial hall, outfitters lodge, the Chamkun Health Centre, and water treatment plant. Hunting and fishing programs were put in place so Elders can have access to traditional food sources even if they cannot hunt themselves. A youth group has been developed to provide positive activities for young people to develop leadership skills and create positive role models for others.
Fishing Lake is participating in the Community Development Pilot Project funded by the federal government to assist the community in developing a comprehensive community plan.
Education
Chief Sabitawasis School (set to open January, 2020) offers integrated classrooms for trade training and practical applied arts and a full gymnasium. The school is part of the Treaty 4 Educational Alliance whose goal is to improve learning opportunities for students. The school is named to honour one of the community’s first leaders.
GOVERNANCE
Chief: Derek Sunshine
Councillors: Tracey Brania
Frederick Brania
Sheryl Kayseas
Larry Kayseas
Colin Labanowich
Darryl Slippery
Steve Sunshine
Willard Young
Election Term: February 27, 2017 to February 26, 2021
CONTACT INFORMATION
Fishing Lake First Nation
PO Box 508 Wadena, SK S0A 4J0
306-338-3838 Fax 306-338-3635
www.flfn.ca
Updated January 2020 | <urn:uuid:226147e0-80e3-416b-8568-26ac454492bc> | CC-MAIN-2021-21 | https://www.saskatoon.ca/sites/default/files/documents/community-services/planning-development/future-growth/urban-reserves-treaty-land-entitlement/fnp_fishinglake.pdf | 2021-05-06T09:36:31+00:00 | crawl-data/CC-MAIN-2021-21/segments/1620243988753.91/warc/CC-MAIN-20210506083716-20210506113716-00635.warc.gz | 1,060,953,538 | 974 | eng_Latn | eng_Latn | 0.980693 | eng_Latn | 0.98073 | [
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The Multi-Dimensions of Dance Pamela Trokanski April 13, 2017
Learning to walk sets you free. Learning to dance gives you the greatest freedom of all: to express with your whole self the person you are. ~ Melissa Hayden
You don't stop dancing because you grow old, you grow old because you stop dancing. ~ Anon.
It's never too late to start, and it's always too soon to stop. ~ Walter Bortz
Dance works in multiple areas on multiple levels... I like to say that dancing changes everything; body, brain, and being.
Body:
- Pro-actively fights off bone loss and muscle atrophy
- Pumps blood to the brain, providing necessary glucose and oxygen.
- Builds flexibility that not only effects muscle tissue but the pulmonary system as well
- Builds strength and endurance
- Improves coordination and balance
- Increases and maintains range of movement
- Builds neural-plasticity in the brain
Brain:
- Creates new neural pathways
- Enhances memory and creative problem solving skills
- Fights the onset of dementia
- Builds creative thinking skills
Being:
- Can build community when dancing with others
- Provides the ability to take some control of some aspects of one's life
- Provides a process of integration for multiple aspects of one's self
- Provides opportunities to explore the power of coupling a lifetime of experience with movement and music, and celebrating those explorations with others
Extra information from the internet, if you would like to explore further:
One of the recent studies that have proven the benefits of dancing on the brain is the one conducted by researchers from the Albert Einstein College of Medicine. The study, which was published in the New England Journal of Medicine, shows that dance is the best exercise to improve a person's cognitive skills – whatever age he might be. (http://socialdance.stanford.edu/syllabi/smarter.htm)
From a study by the University of Illinois: After six months doing their respective new regimes, the volunteers' brains were tested again and, lo and behold, the dancers were a step ahead of the others. While all of the participants' brains did show signs of declining white matter, most probably because of their advancing ages, one group showed an improvement in the health of some of their white matter - the dancers. In fact, they had stronger white matter in the area of their brains linked to processing speed and memory. (http://www.prima.co.uk/diet-and-health/news/a38385/dancing-protect-brain-ageing/)
According to psychiatrist Dr. Joseph Coyle of the Harvard Medical School, the hippocampus and the cerebral cortex – both of which play a role in dancing – are rewired and consequently improved with frequent use. The dynamism required in decision-making – for example, what step you need to do next – paves the way for new neural paths that make information transmission faster and better. Such activities also help improve mental capacity since the cognitive processes are exercised in more ways than one. (http://examinedexistence.com/dancing-helps-the-brain-function-better/) | <urn:uuid:bb7cde4f-0e46-44d3-89e9-49130950e9f4> | CC-MAIN-2017-39 | http://sdps.ucdavis.edu/_documents/brown_bags/dance.pdf | 2017-09-20T04:02:14Z | crawl-data/CC-MAIN-2017-39/segments/1505818686169.5/warc/CC-MAIN-20170920033426-20170920053426-00039.warc.gz | 309,127,138 | 637 | eng_Latn | eng_Latn | 0.997812 | eng_Latn | 0.997812 | [
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Animal Classifications
**MAMMALS**
- give birth to live young
- have hair or fur
- mammal mothers nurse their young with milk
- warm-blooded
**REPTILES**
- have scales, not fur
- they have dry skin
- usually lay eggs, sometimes live young
- cold-blooded
**AMPHIBIANS**
- live on land & in water
- cold-blooded
- lay eggs
- moist skin
- webbed feet
**FISH**
- breathe underwater using gills
- have scales and fins
- cold-blooded
- lay eggs
Baby Animal Names and Information
http://www.zooborns.com/zooborns/baby-animal-names.html | <urn:uuid:50cc49c5-4ff3-452d-9cc7-10010419f5d9> | CC-MAIN-2018-05 | http://roosevelt.usd489.com/wp-content/uploads/2015/01/Animal-Classifications.pdf | 2018-01-16T19:22:24Z | crawl-data/CC-MAIN-2018-05/segments/1516084886639.11/warc/CC-MAIN-20180116184540-20180116204540-00703.warc.gz | 290,813,744 | 153 | eng_Latn | eng_Latn | 0.931494 | eng_Latn | 0.995467 | [
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May Center School for autism and developmental disabilities
RANDOLPH, MASSACHUSETTS
MAY CENTER SCHOOL IS:
Belonging
Learning
Pride
Opportunity
The May Center School for Autism and Developmental Disabilities in Randolph is located in northeastern Massachusetts, 20 minutes from Boston and 30 minutes from Providence, Rhode Island. Situated on 10 acres overlooking the beautiful Blue Hills Reservation, our welcoming, state-of-the-art campus offers an ideal environment for children and adolescents with autism spectrum disorder (ASD) and other special needs to learn and grow. It is a school where students establish a strong foundation on which to build a meaningful life.
We provide full-day, year-round educational and vocational services for children and adolescents from preschool to age 22, using proven methods of treatment and teaching based on the latest clinical and applied research. School services can be combined with a community-based residential program at one of several homes in nearby neighborhoods. The May Center School is a Massachusetts Chapter 766-approved school.
The journey through childhood and adolescence is a unique and intensely personal one. For all children, it is filled with joys, challenges, accomplishments, growth, and countless opportunities for learning.
For children with ASD and other developmental disabilities, and their families, the journey includes unexpected turns and unfamiliar territory. It is a journey that requires the structure, patience, love, guidance, and knowledge necessary to meet the challenges that will inevitably arise.
For 60 years, May Institute has been guided by its mission of helping families navigate the obstacles—and celebrate the successes—of their children’s extraordinary journeys through the complex world of autism and related disabilities.
We recognize that it is a lifelong journey, and we work closely with families to prepare for the transition to adulthood, ensuring a continuation of critical services whenever necessary.
At the May Center School, we focus on building communication, social, behavioral, vocational, and academic skills. Working together with you and your family, and calling on the considerable resources available to us, our caring professionals can enable your child to reach his or her highest potential.
“We look at the individual. Every student is unique. They have individual strengths and challenges, and those are the areas we target.”
– Jennifer Iverson, M.Ed., Director of Education
May Center School Snapshot:
Age range served: 2.9 – 22 years
Clinical method: Applied behavior analysis (ABA)
Educational method: Small group and 1:1 instruction
Staff-student ratio: 1:2 (1:1 available if needed)
Length of program: Full-day, 12-month
Six Decades of Expertise in Autism
May Institute has its roots in one family’s desire to create a better life for their twin boys with autism. Providing the highest quality, research-based services for children and adolescents with autism has been a major focus of May Institute since Dr. Jacques and Marie-Anne May founded the first May school in the 1950s.
Today, we are among the largest, most respected, and innovative nonprofit behavioral healthcare organizations in the country, providing services to thousands of individuals and their families each year.
The May Center School welcomes children and adolescents whose needs require a highly specialized program delivered by skilled, caring professionals. The primary diagnosis of our students is autism, and we provide educational instruction and behavioral intervention to children at all levels of the autism spectrum with varying abilities and needs.
We share our 100,000-square-foot campus with May Institute’s corporate offices and the National Autism Center, creating a true national center of excellence for autism services. Together, our staff—more than 100 doctoral- and master’s-level professionals and behavior analysts—represent one of the country’s largest concentrations of on-site clinicians with expertise in autism, other developmental disabilities, and applied behavior analysis (ABA). The direct beneficiaries are the children and families we serve.
Exceptional Staff
Children at the May Center School are surrounded by caring, highly trained professionals seeking to improve the quality of life of the students in their care. The school’s staff are uniquely qualified to provide the level of specialized care that enables each child to make significant and ongoing improvements in behavior, communication, and social skills. These improvements result from the tireless work of the staff combined with our uncompromising commitment to the highest standards. May Center School staff include:
- Doctoral-level clinical directors
- Consulting physician and psychiatrist and on-site registered nurses
- Master’s-level certified special education teachers
- Master’s-level behavior specialists, Board Certified Behavior Analysts (BCBAs), and Board Certified Associate Behavior Analysts (BCaBAs)
- Family Services staff specializing in family supports, training, and autism
- Adapted physical education, art, and music teachers
- Vocational coordinators and job coaches
- Allied health therapists (occupational, physical, and speech)
- Pre- and post-doctoral interns
Applied Behavior Analysis: Effective and Individualized
What most attracts parents to a program of applied behavior analysis (ABA) is the focus on positive reinforcement, its strong emphasis on teaching new skills, the utilization of data to inform practice, its foundation in research, and the implementation of an individualized plan for each and every child.
ABA is a methodology, or framework, that applies scientific interventions to address behavioral needs. ABA facilitates the development of language, social interactions, and independent living by applying basic behavioral practices—positive reinforcement, teaching in small steps, prompting, and repeated practice. ABA can also help reduce both everyday social problems and serious behavior disorders.
Hundreds of scientific studies have shown that ABA is the most effective method to teach children and adolescents with autism and other developmental disabilities. ABA has been endorsed by the National Institutes of Health and the Association for Science in Autism Treatment. It is one of the Established Interventions identified by the National Autism Center’s National Standards Report (2009, 2015), and has been identified by the Surgeon General of the United States as the most effective way to treat autism.
The Learning Experience—From Preschool to Adulthood
From the first day a child enters one of our classrooms, we begin to carefully create a personal learning experience, assessing needs and developing specific goals and objectives. We regularly measure progress, re-evaluating and adjusting each individual program, as necessary, in order to constantly challenge, motivate, and encourage.
Our teachers work with students in small groups or one-on-one, employing an evidence-based ABA approach. Each student has a program book that includes detailed plans for implementing his or her Individualized Education Program (IEP). Teachers record data daily, noting the child’s challenges and progress with developmental, behavioral, and educational goals.
Improving communication skills is an integral component of most students’ IEPs. We address their unique needs in a variety of ways including sound imitation, sign language, and a picture exchange communication system (PECS). While some of our students are not verbal, many have functional verbal language, or learn to communicate with pictures or electronic communication devices.
Technology plays a critical role in enhancing our students’ educational experiences. Students use iPads for both learning and leisure throughout their school day and at their residences. In addition, our Media Center offers a portable, interactive whiteboard that augments the school’s educational programming, and computers that are used to teach typing and computer skills.
Academics and Learning Cores
The educational experience is centered around five core programs. Different levels and programs allow for age- and skill-appropriate instruction and encourage successful transitions from one level to the next as students grow and learn. All cores combine the best practices from the fields of ABA and special education.
Early Learning Core
We are committed to meeting the educational needs of our youngest students—elementary through early middle school children—who require a structured learning environment and small classrooms. The majority of these students live with their families, and some live in school residences.
In our cooperative classrooms, we integrate two distinct classrooms and intervention approaches. One class has a highly structured space designed to minimize distractions and provide 1:1 or 1:2 instruction and focuses on initial skill acquisition. The second classroom utilizes small group instruction and teaching stations that focus on generalization of skills, socialization, and “readiness to learn” in a more traditional classroom setting using a Verbal Behavior model of instruction and Naturalistic Teaching strategies.
**Secondary Core**
In this core, we serve day and residential students, ages 12–22. We work with students in small groups or 1:1, emphasizing all areas of a student’s development, including communication, social, self-care, play, and vocational skills. We work on transition skills with some of our older students, and focus on teaching independent living skills. Our school and residential teams work closely together to develop appropriate goals and ensure that skills are being carried across settings.
**Intensive Behavior Core**
This core meets the needs of day and residential students ages 8–22 with significantly challenging behaviors. We focus on assessing and treating students who engage in behavior that interferes with educational instruction. This core typically has a 1:1 staff to student ratio, spacious classrooms, and intensive clinical and educational oversight. Teachers use the evidence-based principles of ABA to decrease challenging behaviors and help students replace them with appropriate behaviors.
**An Inside Look: Campus Highlights**
- Twenty-five extremely large, bright and airy classrooms
- A wide array of outdoor activity spaces, with an extraordinary playground for children of all abilities
- A gross motor skills and sensory acquisition room
- Art and music classrooms with a variety of art supplies and musical instruments
- A Media Center/library with hundreds of books, tapes, and other resource materials
- A full adaptive gymnasium and an indoor playroom
- A spacious cafeteria serving hot meals and snacks
- Assessment/evaluation rooms with two-way observational capacity
- Vocational training classrooms and on-campus work opportunities
- A comprehensive medical suite and allied health consultation services (OT, PT, speech)
- A distance learning lab, a training center, and numerous conference rooms
- Family Services suite
We are often able to fade 1:1 instruction, contingent on our students’ behavioral progress. We foster independent and functional communication skills, provide structure, and help students develop daily living skills that will prepare them for less restrictive settings and more enriching experiences.
**Vocational Core**
Students (ages 14–22) who are ready for a more intensive vocational training experience attend the Todd Fournier Center for Employment Training and Community Inclusion. This “school within a school” addresses the two most critical aspects of adult independence—the ability to engage in meaningful employment and the ability to function as successfully as possible in day-to-day life in the community.
In three specialized training suites, students work on vocational skills in a larger group setting (in groups of 2–3 students with a teacher). At the retail
---
"At the May Center School, they have helped Kyle to blossom into the very active, funny, loving young person he is today."
—Maggie, Kyle’s sister
Recreation and Leisure
Like their typically developing peers, our students enjoy participating in a variety of extracurricular activities including art exhibitions, musical performances, and sports, including Special Olympics. There are many opportunities for recreation—taking walks to local sites and parks, attending barbeques, doing arts and crafts, going bowling, and much more. Leisure skills are also an important part of our students’ daily activities. They can open doors that allow for independence, flexibility, and socialization to grow.
Within the classrooms at the Fournier Center, our teachers put an emphasis on teaching functional academic and communication skills. These are the skills that become important when creating an independent adult life. We also use a good deal of group instruction, which provides students with the opportunity to experience academics while working in a less restrictive environment.
The students also access the community on a regular basis, both on job sites with our vocational specialists and with their teachers to work on community access and independent living skills.
Residential Life
For families who need more intensive support for their children, the May Center School can combine day school services with residential living in one of our community-based homes.
We recognize that the decision to move a child to a residential program can be a difficult one for families. Our staff work diligently to address the needs and concerns of families before, during, and after a move. They create a home-away-from-home that is safe and nurturing, where caring for and about each child is the first priority.
Each day is designed to reflect a typical day for any child. It begins with breakfast and getting ready for school, and involves the hustle and bustle of a houseful of children in the morning.
Children come home from school to snacks and playtime, chores and shared meals. They enjoy typical weekend outings to local stores, libraries, restaurants, and movies, where they strengthen and generalize independent living skills, and simply have fun.
Through every aspect of a child’s residential experience, we emphasize home-family interaction and communication, relying on a strong partnership to nurture and support each child.
Building Family Partnerships
Our Family Services team works closely with parents on a variety of issues, individualizing services to meet each family’s needs. These staff members are personal advocates for students and parents both inside and outside the school. They are helpful in resolving day-to-day issues, committed to protecting students’ rights and privacy, and available to provide emotional and practical support when parents must make important decisions, such as moving their child to a residential program or transitioning to adult services.
The Family Services team offers a comprehensive set of services, including: coordination of family/school communication; home consultations as needed to ensure consistency between home and school; workshops on practical issues such as self-care skills, behavior management, and improved communication; and connections to community support and resources. Our Parent Advisory Board serves as a liaison between families and the school’s administration.
The Journey Into Adulthood
As students move from the classroom into the community, we focus on making their transitions as smooth as possible. Individual and group career counseling, supported school and community employment, and life skills training all contribute to our students’ increasing independence and future success.
We work closely with families and social service agencies to help students successfully navigate through their Individual Transition Plan (ITP) and move into adult programs. We provide information, guidance, and support to parents as they evaluate options for their children.
Most families who require ongoing support choose to continue their relationship with May Institute beyond graduation. These young adults transition directly into our state-of-the-art day programs, and/or our nearly 100 group homes across Massachusetts, ensuring a seamless continuum of care.
The journey continues for these young people, as do the challenges. But our students learn firsthand that challenges can be met. Progress is possible. With the skills they have learned and the self-confidence they have earned, and with their families’ love and support, their futures are full of hope.
To learn more about the May Center School, or to arrange a tour, please contact us at 781.437.1300.
41 Pacella Park Drive, Randolph, Massachusetts 02368 | randolphschool.mayinstitute.org | email@example.com
About May Institute
May Institute is a nonprofit organization that provides educational, rehabilitative, and behavioral healthcare services to individuals with autism spectrum disorder (ASD) and other developmental disabilities, brain injury, and behavioral health-care needs. The Institute also provides training and consultation services to professionals, organizations, and public school systems.
Since its founding 60 years ago, May Institute has evolved into an award-winning national network that serves thousands of individuals and their families annually at more than 140 service locations across the country. The Institute is an active center of research and training, maintaining affiliations with more than 50 universities, hospitals, and human service agencies worldwide.
In addition to our Randolph campus, the Institute operates three other May Center Schools for Autism and Developmental Disabilities. They are located in West Springfield and Woburn, Mass., and Santa Cruz, Calif. Another May Center School in Brockton, Mass., serves children and adolescents with brain injury and other neurobehavioral disorders. | <urn:uuid:ecc8979c-b322-4a67-9c83-994902dde795> | CC-MAIN-2023-50 | https://mayinstitute.cdn.neptuneweb.com/pdfs/NEW%20pdfs/MCSRandolph%20broch_rev6-16FINAL.pdf | 2023-12-11T05:37:20+00:00 | crawl-data/CC-MAIN-2023-50/segments/1700679103558.93/warc/CC-MAIN-20231211045204-20231211075204-00405.warc.gz | 408,802,807 | 3,285 | eng_Latn | eng_Latn | 0.970177 | eng_Latn | 0.997256 | [
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The Benefits of Kindness
"I have a wish – to see small activities of kindness springing up and spreading around the world. It can start by offering little kindnesses to each other in our own individual homes, our own small communities. Then perhaps we can all start being a little kinder to each other." – Dzogchen Ponlop Rinpoche
The #GoKind initiative started with a simple question. "How can we be kinder to each other?"
Most everyone agrees that loving kindness is a treasure. But how did it become so rare? The news media serves up seemingly endless emotional arguments and stress-inducing discussions. If one longs for a break from the drama, is it merely a sign of escapism or apathy? If someone focuses on practicing daily acts of kindness, are they avoiding reality, or are they helping to save the planet?
Is it possible to give kindness a boost? #GoKind is based on the belief that it is.
As an added incentive, kindness gives a boost in return. Research over the past 15 years has shown that being kind and practicing altruism strengthens the immune system, reduces aches and pains, improves one’s cardiovascular profile, and boosts energy and strength in elderly people. In a 2006 study, kind and loving couples had the lowest levels of atherosclerosis (clogging of the arteries). And Allan Luks, who famously researched and coined the term “helper’s high,” found that people who do weekly volunteering are 10 times more likely to experience health benefits than those engaged in volunteering only annually.
A five-year study in the American Journal of Public Health found that people 65 and older who didn’t help out friends, neighbors or relatives had a 30 percent higher chance of dying after a job loss or other stressful life event, than those with a habit of being generous. Volunteering has been shown to promote a healthy lifestyle, reduce cholesterol, and to combat stress among teens. And volunteering for a good cause can result in a greater sense of purpose, which may lower one’s risk of a heart attack or stroke, according to an analysis of ten studies including around 136,000 subjects.
Simply smiling at others has a proven positive effect. In a study at the University of British Columbia, people who smiled, made eye contact or chatted with their barista reported having a more positive mood afterward.
Throughout 2017 #GoKind will be sharing questions and contemplations about what it means to be kind, as well as stories of kindness from people around the world.
“Certain people have started this thing I really like. When you’re reading a book you think is beneficial or helpful, maybe it’s a book promoting love, peace and kindness. When you read this book on the train or the subway or on a bus, you can leave the book there for someone else to pick up. Something like that is an expression of kindness.” – Dzogchen Ponlop Rinpoche
The #GoKind initiative invites individuals and groups, schools and businesses with an interest in making kindness an everyday practice. Those interested in spreading altruism will find creative encouragement – #GoKind videos, quotes, images and inspiring stories – at Dzogchen Ponlop Rinpoche Facebook: https://www.facebook.com/DzogchenPonlop
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Shiloh Cumberland Presbyterian Church was organized in 1827, just 9 years after Illinois was admitted to the Union as a State. The first settlers had come to this part of the country in 1816 and the first school in the county was begun in 1827. In 1827 most of the country was uncleared and Indians were plentiful. It was only 4 years later, in 1831, that the Governor of Illinois called the first troops for the Black Hawk War. Those troops were assembled in the then small river town of Beardstown, only 10 miles from the young church.
The church records from 1827 to 1872 were lost but they are more or less complete since that time. In 1872 a manuscript written by the Rev. J.M. Berry, the founder of the Church, was found and transcribed into the present church record book. Therefore, the information regarding the early church is taken from that manuscript and from various volumes of the "History of Cass County" which were published at an early date.
The congregation which was then known as Mt. Pleasant was organized in the home of Nathan Compton, Jersey Prairie, Morgan County, Illinois, (that part of the county was later changed to Cass County) by the Rev. J.M. Berry in the fall of 1827. Abner Tining and Nathan Compton, elders from other Cumberland Presbyterian Churches, and the Rev. Wm. McCord from Christian County Kentucky, were also present. After the usual form of procedure the congregation elected N. Compton and A. Tining elders. During the same fall and winter Samuel Thompson, an elder from the Bethel Congregation, Christian County, Ky., joined the church and was elected an elder. Nathan Compton was appointed clerk of the session.
Since the church was then fully organized and had a constitutional number of members it was reported to the Sangamon Presbytery under whose care it was taken in 1827 or 1828. It was represented at the semi-annual meetings of that presbytery up to 1834 or 1835. It was supplied with preaching until 1833 chiefly by Rev. Berry and Rev. McCord. Rev. McCord died August 19, 1833 at the age of 53 years. He was laid to rest in the little country cemetery about 3 miles north of the present church building on the farm now owned by the Jacob Kruse heirs.
The same year, 1833, Benjamin Cauby, a circuit rider, moved into the bounds of the congregation and preached to this and other new churches until 1836. The next year, history records, he saw the great need for ministerial labor in the surrounding counties and rode and preached the entire year.
In the meantime, elder N. Compton moved out of the bounds of the Presbytery and elder Samuel Thompson died August 26, 1835. This left only one elder, to wit: A. Tining. It seemed that this pioneer church which had begun so courageously and which seemingly had met in the homes of its members was slowly passing out of existence. But from the very beginning it seemed the Lord had a work for that church and a place for it to fill and so He again touched the heart of Rev. Cauby who had recently purchased land in the community. Rev. Cauby erected a log meeting house on his land and when it was completed in 1837 he called the congregation together and reorganized the church on December 3, 1837.
Twenty nine people signed the following statement: "Whereas, we the undersigned believe it to be our privilege and duty to attach ourselves to some branch of the Church of God; and so far as we have read and examined the Government and Discipline of the Cumberland Presbyterian Church, also believing that it agrees with our views most in accordance with the Apostolic Mode, do and have hereby ordered our names to be enrolled as members of the Mt. Pleasant Congregation of the Cumberland Presbyterian Church". The names of the 29 members are recorded in the manuscript in the present church record.
Rev. Benj. Cauby died June 2, 1841 at the early age of 43 years. His body was laid to rest in the same little cemetery mentioned above in which Rev. McCord was buried. Large, flat stones still mark their graves. Rev. 11:6,7 is etched on Rev. Cauby's stone.
Little did he know, or - did he dream that the little congregation he helped and encouraged for 4 short years would become strong enough to weather severe storms?
It is interesting to note that a log school house was built close to that first log church thus indicating that our forefathers realized the importance of education along with religion.
Not much is known of that little church from that time until 1872 when its name was changed to Shiloh. It is known, however, that it continued to grow and prosper and in 1857 a frame church made of all mill sawed, white pine lumber about 30' X 40' was erected about 200 yards north of the log church. The new church had plank benches and was valued at not less than $500.00. This church remained the place of worship until 1888 when the present church was erected a little more than a mile north of the second church in order to be nearer the center of the congregation.
A story has been handed down by word of mouth that when the last church was built in 1888 there was still a debt on it when the people wanted to dedicate it. It seemed they had tried every possible way to raise the money but it was not forthcoming. Finally, elder Henry Campbell, who had deeded the ground, free, to the church, said he would pay off the debt, which was reported to be around $250.00, if the congregation would give him the old frame building which they now had ceased to use. This was agreed to and the new church was dedicated free of debt in 1889. Lumber from that second church still stands as a double corn crib on the farm which still belongs to the Campbell heirs.
There was a Sunday School in that first log church but several years later it was moved to a school house about 3 miles north of the church where it remained until 1888 when it was brought back to the new church. Sunday School membership at that time was reported to be about 25.
History states that a new organ in the church added greatly to the music.
The records show that a Missionary Society was in existence in 1883 and that offerings for Foreign Missions and Old and Disabled Ministers were sent more or less regularly.
There was a Pastor's Aid Society as far back as 1877 and the Christian Endeavor Society was organized in 1890. A children's band was organized in 1915.
World War II took 35 of the church's young men but through the goodness of the Lord all but one were spared to return to their homes. They were scattered in every part of the world but we believe that those boys, most of them trained in the Church, Sunday School and Christian Endeavor were true witnesses for Christ.
It appears from the records that the church, from the very earliest years, had one half time preaching until January 11, 1942 when it went to full time preaching including Sunday Evening services. Growth since that time has been marked.
A full basement and a furnace was put under the church in 1938. In 1944 the church purchased a 10 acre tract of land adjacent to the church. The manse on the farm has 4 rooms and a bath. Men of the church donate their time and equipment to tend the land and proceeds from the farm are put into the church budget.
The interior of the church was completely remodeled and redecorated in 1943 and in 1950 a new hardwood floor and new pews were installed. In 1954, an educational annex was added to the rear of the church, the basement extended under it and the coal furnace replaced with an oil furnace. The art glass windows, some of them memorial, were installed in 1952. New hardwood floors have also been laid and many improvements made in the manse since it was purchased.
Rev. W.O. Talley, a graduate of Bethel College Seminary, McKenzie, Tennessee, is the present pastor. The church now has a membership of 95, the Sunday School 90, with an average attendance of 60. There is an active Men's Fellowship, Missionary Society and Ladies' Aid. The children are organized into Pioneer and Crusader Groups. The Sunday School is departmentalized with classes for all ages. The church is on a budget system under the supervision of a board of deacons.
The church property is now valued at $20,000.00. The congregation last year contributed something over $2,000.00 to denominational and other purposes.
The model of the church, built to scale, which is on display for your pleasure was built by Norman K. Leonhard who is presently serving as treasurer of the board of deacons. It is complete in every detail except for the educational annex which was added after the model was built.
"Old Shiloh" as this church was fondly referred to by "old timers" was, it seems, the first church group to be organized in this entire county. In this very brief history of the organization and the growth of the church it must be remembered that it was not a steady growth nor was it without storms, but it must also be said that at no time in its history has the church shown more progress or been in a better financial condition than during the past 3 or 4 years. At a time in history when it seems country churches are becoming extinct, Shiloh continues to prosper because the people have a mind to work together to the glory of God for their church, their community and their families.
Shiloh Church is located 3 miles west of Virginia on Highway 67. Anyone traveling through this section of the country on Sunday is invited to attend services. Visitors are always welcome at any time.
January 27, 1955 | <urn:uuid:460a47ea-1fe2-4a73-a206-9e904106b8b3> | CC-MAIN-2020-45 | https://myhamiltonfamily.org/HamiltonDocuments/History_Shiloh_Cumberland_Presbyterian_Church_Cass_Co_Virginia_IL_1827_1955.pdf | 2020-10-28T17:41:58+00:00 | crawl-data/CC-MAIN-2020-45/segments/1603107900200.97/warc/CC-MAIN-20201028162226-20201028192226-00121.warc.gz | 434,918,722 | 2,098 | eng_Latn | eng_Latn | 0.999385 | eng_Latn | 0.999439 | [
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GIRL SCOUTS FOR ALL DIFFERING ABILITIES!
girl scouts
of eastern pennsylvania
The Girl Scout Experience is for all girls.
Every girl has something fabulous to bring to the table!
Girl Scouts of Eastern Pennsylvania welcomes girls and adults whose learning or physical disabilities and differing abilities may limit their activities but not their hopes and achievements. The Girl Scout Leadership Experience is flexible enough to bring out the best in girls and adults of any ability.
Exactly What Is a Disability?
A disability is something that substantially limits one or more major life activity: walking, talking, reading, writing, eating, dressing or bathing yourself or any of the everyday things people do for themselves and others. A disability may affect only a small part of your life, or it may affect every part of your life.
Some disabilities are obvious: a person uses a wheelchair or walker, has a guide dog or white cane, or communicates using American Sign Language; or perhaps a person has an artificial limb or her speech is hard to understand. Other disabilities are “invisible” – you can’t tell just by looking that a person has a seizure disorder, life-threatening food allergies, a learning disability, or asthma.
Juliette Low Showed Us the Way.
Juliette Gordon Low, the Founder of Girl Scouting in the USA, was deaf for most of her adult life. She sometimes used “ear trumpets,” the forerunner of today’s hearing aids, but she also tried to hide her deafness by being charming, talking a lot and moving quickly from one person to the next. Her deafness was a great inconvenience for her – but it didn’t stop her from starting the Girl Scout Movement in America. Juliette Low’s disability didn’t stop her from following her dream – and a disability should not stop a girl from becoming a Girl Scout or an adult from becoming a leader.
Who Can Be a Girl Scout? Any girl!
Membership as a Girl Scout is granted to any girl who:
1. Has made the Girl Scout Promise and accepted the Girl Scout Law
2. Has paid annual membership dues
3. Meets applicable membership standards [in grades K - 12]
Girls with developmental delays may be registered as closely as possible to their chronological age, and they wear the uniform of that age level. They may keep their girl membership until age 21, then move into the adult category.
That’s it! There are not requirements on how far you can walk or run, how well you can see or hear, how well you can read, or how quickly you can think. Girls are placed whether they have differing abilities or not.
Girl Scouts of Eastern Pennsylvania has resources for leaders so they can “be prepared” to welcome a Girl Scout with differing abilities to the troop. (How likely is this to happen? According to a 2013-2014 report from the US Department of Education, 16.8% of Pennsylvania school-aged children had a disability.)
**But what will I DO with a girl who has differing abilities?**
The same thing you “do” with a girl who *doesn’t*: help her grow in courage, confidence and character so she can make the world a better place. You’ll model the Girl Scout Promise and Law, but you’ll also help her choose the activities she wants to do at Girl Scouts, just like you do with the other girls. Show her how to stay safe and healthy…help her make friends…teach her how to live outdoors… share “fun” Girl Scout traditions! She may be bullied at school and not able to participate in other groups. So, make your Girl Scout troop a safe haven. Show the rest of your troop how to be inclusive.
So…I have to take a girl with a disability into my troop?
Sure. Why wouldn’t you want to?
*That’s a little scary…I’m not a teacher or therapist, and I don’t know what to do, where to start.*
Neither did her parents, when their daughter was born or whenever her disability was incurred. None of the girls arrive with an instruction manual. It takes time to get comfortable with new situations. And we’re not asking you to become an expert or nurse or therapist – just a Girl Scout troop leader. Your responsibility for a girl with differing abilities is the same as it is for the other girls in your troop.
*What if I just can’t handle the thought of working with someone who is different?*
Try putting the *girl* first: her abilities are different, but she’s also a girl who has feelings and wants to have friends, learn new things, go places and have fun. Will she sometimes need extra help, or will you have to adapt activities for her? Possibly – but doesn’t *every* girl need a little extra help or understanding from time to time? So why not give it a try… it is okay to be nervous or uncomfortable; that’s absolutely normal when you try something new (remember?). As a leader your girls will be trying new things; you can relate. Give yourself time to get to know the girl and understand her abilities before you say, “No – I can’t do it.”
*You mean I have to take a girl with a disability, whether I want to or not?*
Well, **no**. A troop leader is allowed to be comfortable with the participants in her troop. However, when you accept the position as a troop leader you are expected to welcome all girls who meet the grade requirements, pay their national membership dues, and make the Girl Scout Promise and accept the Girl Scout Law. Knowing that, ask yourself, “What help do I need to feel comfortable welcoming a girl with ______ into the troop?”
First, you are not alone. That is why these resources were created. Learn at least a little bit about this girl’s abilities, and her parents are usually the best place to start. Say something like, “I want Girl Scouting to be a great experience for your daughter, but I’ve never met anyone like her before. It would be a big help if you could tell me about your daughter and her abilities.” Most parents will not be offended if you ask, “Can she do this? Does she need help with that? How do you handle _____?” So first, ask the parent or guardian. And ask the girl! Usually girls can tell you when they need (or don’t need!) help and what kind of help is needed. YOU CAN DO IT!
Some leaders are understandably hesitant about taking a girl with a medical condition or other difference into the troop; they worry about saying or doing the wrong thing, coping with adapting program activities, and about how other girls in the troop may feel. When you focus on ability – on what a girl can do rather than what she can’t – you begin to ease some of the scary thoughts in your head. “It’s true Meg can’t do X, but she can do Y – so we should be able to take part in Z with no problems.”
Girl Scouts of the USA’s Safety Activity Checkpoints contain resources for working with Girl Scouts with special needs.
Sometimes it helps to have the new girl’s parent come to a meeting prior to her or his daughter joining the troop, to explain her/his daughter’s abilities and answer girls’ questions. The leader may also feel more secure if the parent comes with the new Girl Scout for her first meeting. These are all things to talk over with the parents of the girl with a disability.
**ADVICE FROM “A GIRL WITH A DISABILITY”**
1. Please don’t worry about me. I’m a lot tougher than you think.
2. Most of my needs are just like those of other girls even though my physical or mental development is different.
3. Give me what you naturally give to all the other girls: your love, your praise, your acceptance, and especially, your faith in me.
4. Help me to have a successful experience in your troop (or group or camp unit.) If you help us plan a variety of activities, I will always find at least one thing I can do well!
5. Encourage me to do things for myself, even if it takes me a long time.
6. If the troop has a regular meeting-time routine, I will know what to expect.
7. Like other kids, I remember instructions best if they are short and clear.
8. Give me opportunities to help others.
Written by: Carole Carlson Adapted by: Ginny Thornburgh
*Special Thanks to the Girl Scouts of Greater Atlanta and the Girl Scouts of Central Texas* | <urn:uuid:c324d6af-a194-449f-bdad-3204ec632261> | CC-MAIN-2020-50 | https://www.gsep.org/content/dam/girlscouts-gsep/documents/Differing%20Abilities%20Handbook.pdf | 2020-12-02T03:37:16+00:00 | crawl-data/CC-MAIN-2020-50/segments/1606141686635.62/warc/CC-MAIN-20201202021743-20201202051743-00253.warc.gz | 688,549,140 | 1,741 | eng_Latn | eng_Latn | 0.983028 | eng_Latn | 0.997866 | [
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The Role of Theatre in our Society/Individual Growth
| TITLE | The Role of Theatre in our Society/Individual Growth |
|-------|-----------------------------------------------------|
| Date | Aug 23, 2019 - Aug 23, 2019 |
| Summary | The purpose of theatre is to put audience in a better position to understand the world around them. The lecture cum interactive session on "Theatre Values" by Mr. Amit Tiwari, Director and Trainer, Vayam Performing Arts Society, assisted the students with the knowledge about the basic concepts and the importance of theatre in personal and professional life.
Some points shared by Sir included:
- Theatre teaches us how to express ourselves more effectively.
- It develops our ability to communicate our thoughts and feelings to others, improving our relationships and improving the world around us.
- Theatre teaches us about ourselves. It helps us understand how our minds and the minds of others work. It helps us to see how the environments in which we live affect who we are and who we will become.
- Theatre is a great way to learn. Going to the theatre teaches us about people, places, and ideas to which we would not otherwise be exposed.
- Learning in a theatrical setting makes learning fun.
- Theatre makes you form a connect with people and impact their lives by conveying the message in a very subtle way.
Numerous aspects of theatre experiences were shared by Sir. This activity helped the students in gaining some insights about scope and significance of the Theatre Society. | | <urn:uuid:c00c6ba4-08b4-4260-a360-f22d641bd907> | CC-MAIN-2020-45 | https://rdias.ac.in/wp-content/uploads/2019/08/The-Role-of-Theatre-in-our-SocietyIndividual-Growth.pdf | 2020-10-28T17:04:11+00:00 | crawl-data/CC-MAIN-2020-45/segments/1603107900200.97/warc/CC-MAIN-20201028162226-20201028192226-00125.warc.gz | 505,127,335 | 304 | eng_Latn | eng_Latn | 0.998031 | eng_Latn | 0.998031 | [
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The figure shows a 3D plot of a complex function, with multiple colored lines representing different paths or trajectories in the function's domain. The colors are used to distinguish between different paths or trajectories, and the overall shape of the plot suggests a high degree of complexity and non-linearity in the function being visualized.
The figure shows a 3D plot of a surface with multiple colored lines representing different paths or trajectories on the surface. The surface appears to be a complex, twisted shape, and the lines are drawn in various colors, including green, blue, yellow, red, and purple. The lines seem to follow specific patterns or curves across the surface, suggesting they might represent trajectories or paths of some kind. The overall appearance is intricate and visually striking, indicating a detailed mathematical or physical model.
The figure shows a 3D visualization of a chaotic dynamical system, specifically the Lorenz attractor. The attractor is a set of points in three-dimensional space that exhibit complex, non-repeating behavior over time. The colors represent different trajectories within the system, illustrating how the system evolves and interacts with itself. This type of visualization is crucial for understanding the dynamics of nonlinear systems and their potential applications in various fields such as meteorology, fluid dynamics, and even economics.
The figure shows a 3D visualization of a complex structure, likely representing a mathematical or physical model. The structure is composed of multiple layers and curves, with different colors indicating various components or regions. The overall shape appears to be intricate, possibly resembling a knot or a network. The image is abstract and does not have any text or labels, focusing solely on the visual representation of the structure.
The rainbow flag is a symbol of LGBTQ+ pride and acceptance. It represents the diversity and inclusivity within the community, with each color having its own meaning:
- **Red**: Love and life
- **Orange**: Healing and happiness
- **Yellow**: Sunlight and friendship
- **Green**: Nature and growth
- **Blue**: Harmony and serenity
- **Indigo**: Spirituality and truth
- **Violet**: Unity and peace
This flag has been used in various contexts to promote equality, visibility, and support for the LGBTQ+ community worldwide.
The figure shows the streamlines of the flow field for the case of $Re = 10^4$ and $\alpha = 0.5$. The flow is visualized using a color gradient, with different colors representing different velocities. The streamline pattern indicates the direction and magnitude of the flow at each point in the domain.
The results show that the proposed method can effectively separate the overlapping objects in the scene, and the segmentation results are more accurate than the traditional methods.
The figure shows a 3D visualization of a torus, which is a surface shaped like a donut. The torus is composed of many colored lines that form a continuous loop around the central hole and around the outer edge, creating a complex pattern.
The brain is a complex organ that controls and coordinates all the activities in our body. It is made up of billions of nerve cells called neurons, which communicate with each other through electrical and chemical signals. The brain is divided into several regions, each responsible for different functions. The cerebrum, the largest part of the brain, is involved in higher-order thinking processes such as problem-solving, decision-making, and language comprehension. The cerebellum, located at the back of the brain, plays a crucial role in coordinating movement and maintaining balance. The brainstem, which connects the cerebrum to the spinal cord, controls basic life functions such as breathing, heart rate, and digestion. The limbic system, located deep within the brain, is involved in emotions, memory, and motivation. Understanding the structure and function of the brain is essential for diagnosing and treating neurological disorders.
The 2018-2019 school year is off to a great start! We have had a wonderful first month and are looking forward to an exciting year ahead.
We are excited to announce that we will be hosting our annual Family Fun Night on Thursday, October 11th from 5:30-7:30pm. This event is open to all families and friends of the school. We will have games, activities, and refreshments for everyone to enjoy. Please join us for a fun evening of learning and fun!
We would like to thank all of our parents and community members who have already volunteered to help with this event. Your support is greatly appreciated and helps make these events successful.
If you are interested in volunteering or have any questions about the event, please contact the school office at 410-663-1234. We hope to see you there!
Sincerely,
[Your Name]
Principal
The 2016 International Conference on Information and Communication Technology for Development (ICT4D) is an annual conference that brings together researchers, practitioners, and policymakers from around the world to discuss the latest developments in using information and communication technologies (ICTs) to address development challenges. The conference provides a platform for sharing knowledge, exchanging ideas, and fostering collaboration to advance the use of ICTs in promoting sustainable development.
The 2019 International Conference on Machine Learning and Big Data (MLBD 2019) will be held in Beijing, China during November 28-30, 2019. The conference is organized by the International Association of Computer Science and Information Engineering (IACSIE).
The 2016 presidential election was a pivotal moment in American history, with significant implications for the country's future. The election saw the rise of a new political figure, Donald Trump, who promised to bring change and reform to the nation. This change was not only in terms of policy but also in the way politics was conducted.
One of the most notable aspects of the 2016 election was the role of social media platforms like Twitter and Facebook. These platforms played a crucial role in shaping public opinion and influencing the outcome of the election. The use of hashtags and other social media tools allowed candidates to reach a wider audience and engage with voters in real-time.
Another significant aspect of the 2016 election was the impact of the economy on voter behavior. With unemployment rates at historic lows and the stock market reaching record highs, many voters felt optimistic about the future. However, the election also saw a rise in economic anxiety, particularly among younger voters who were concerned about the impact of automation and globalization on their jobs.
In conclusion, the 2016 presidential election was a landmark event that had far-reaching consequences for the United States. The rise of Donald Trump, the role of social media, and the impact of the economy all played important roles in shaping the outcome of the election. As we look towards the future, it is clear that the 2016 election will continue to be a topic of discussion and analysis for years to come. | <urn:uuid:e26a3a76-21c6-4545-8ff3-c4ff5c59e9cf> | CC-MAIN-2017-39 | http://sprott.physics.wisc.edu/fractals/booktext/COVER.PDF | 2017-09-20T14:36:40Z | crawl-data/CC-MAIN-2017-39/segments/1505818687324.6/warc/CC-MAIN-20170920142244-20170920162244-00628.warc.gz | 327,706,895 | 1,401 | eng_Latn | eng_Latn | 0.991846 | eng_Latn | 0.998569 | [
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## Grading Rubric for Comprehensive Examination in Early Childhood Special Education
### 1. Program Efficiency Literature
| Unacceptable | Acceptable | Target |
|--------------|------------|--------|
| Description is vague and provides information from limited perspectives | Description is clearly presented and provides information from a variety of perspectives | Description of is clearly presented and detailed impact on families, service delivery, schools, and the community are included. Information is provided from a variety of perspectives factors are partially included |
### 2. Factors in Child Development
| CEC 2: Child Development | CEC 3: Individual Differences | CEC 7: Instructional Planning | CEC 8: Assessment |
|--------------------------|-------------------------------|------------------------------|------------------|
| Description is vague and provides information from limited perspectives | Description is vague and provides information from limited perspectives | Description is clearly presented and provides information from a variety of perspectives | Description is clearly presented and provides information from a variety of perspectives |
### 3. Assessment
| Unacceptable | Acceptable | Target |
|--------------|------------|--------|
| Description is vague and provides information from limited perspectives | Description of concepts is clearly presented and provides evidence-based practice | Factors are thoroughly described (both biological and ecological) Many examples are provided that address the importance of both child risk and resiliency |
### 4. Family-Centeredness
| CEC 4: Instructional Strategies | CEC 5: Environment/Social Interaction | CEC 7: Instructional Planning | CEC 8: Assessment |
|---------------------------------|--------------------------------------|------------------------------|------------------|
| Description is vague and provides information from limited perspectives | Description of concepts is clearly presented and provides evidence-based practice | Evidence of student’s ability to translate concepts into practice options and opportunities for families | Instruction is based on individual needs/strengths, guided by student progress, and involves the family in the process Incorporates social skill development Families are involved and considered equal partners in decisions |
### 5. Organizing/Implementing Programs
| Unacceptable | Acceptable | Target |
|--------------|------------|--------|
| Description is vague and provides information from limited perspectives | Definition of inclusion is included. Rationale is included but may lack depth or strategies are superficial without detailed strategies. | Student discloses thorough understanding of family-centeredness concepts with illustrations Student presents alternative ideas for translating concepts into practice |
### Teacher Candidate Name: Talia Pawels
Date: 12/4/2010
Scored By:
Score: Acceptable
1) Contemporary practice in early childhood education suggests that the assessment process should include multiple and varied sources of information gathered from both children and their families. Alternative sources of information both quantitative and qualitative that ensures valid, meaningful and useful information is as follows:
When we gather assessment for young children it is vital to include all aspects of the child and families current status. We must include multiple varied forms of data these include both formal (ex. Battelle, Mullens, Ages and Stages,) and informal (parent questionnaires, checkpoint data, observations done in class in play settings). There must also be multiple informers included in the assessment process some including, parents, teachers, OT, PT, siblings, Head Start teacher, etc. Qualitative data includes factors such as APGAR scores, checkpoint data, and teacher journals on individual child’s performance. Quantitative data includes factors such as more standardized procedures that yield current results, regardless of age or gender.
Valid, meaningful data doesn’t start when the child reaches preschool; it begins at birth or earlier. We need to include the biological status, environmental and developmental. Biological contains information such as the family’s history of mental health issues, complications at birth, APGAR scores, drug and alcohol use and other prenatal factors. Environmental when we screen young children it is important to include all factors such as, is the child living in an at risk situation,(poverty, bad neighborhood) do the parents have limited access to health and nutrition funds, etc. Developmental status includes things such as the child’s delay or disability, including is this established diagnosis identifiable medical disorder at birth such as downs or
fragile X syndrome, or was this child born with no complications. All of these factors must be included in the assessment process.
When we screen a child and the family we must also consider the family history. Did the mother complete High school, was this a teen pregnancy, is there a mental illness, does the child live with grandparents, etc. When we have all data and assessment in a workable, organized form we are better able to assess our family and child. Some other forms of assessment include criterion and norm referenced tests. The criteria tests include factors such as comparing child to current developmental criteria, parent’s views and opinions are included and there is room for modifications. Some examples of these would be The Teaching Strategies Gold which is a check point, observational system that has parent input and teachers can include general observations, pictures, notes, the child is compared to other children his/her age and where they are currently performing and what progress is taking place. The Norm referenced tests is a standardized form of assessment that does not include parents opinions, it yields standard score, and it is not racially bias does not judge on gender, age or cultural influences. If the professional giving the test believes that the child needs an interpreter one is provided. It is vital to have general documentation too such as portfolios, check points that may be developed from the child’s specific IEP goals. For example, social emotional skills: Johnny will initiate play 1 out of 3 times by October. Measureable data collection helps the teacher and family see progress and accommodate as needed.
It is crucial for educators to remember the assessment is an ongoing, and takes place over a period of time. Young children are always changing and may have limited language skills. Does
the assessment include the unique strengths of the child, does it include all developmental domains and is the assessment age appropriate, some of these are valid questions to consider before assessing young children. Play based assessment is an example of getting information from a child in a natural setting such as home or in the classroom. This is a multidisciplinary approach and the team members all can share their expertise and collaborate with all who are involved in the child’s life. Some team members may include speech and language, social worker, parent occupational therapist, physical therapist, special education teacher, etc. When professionals and families observe a child in a play setting a common language forms between the two and an appreciation and understanding for child’s development may take place, along with relationship building and collaboration.
2) The concept of family-centeredness represents a continuum of values, beliefs, and practices that influence how early childhood programs are designed and implemented. The four varying points on this continuum and how each position affects decision making and engagement of families are as follows:
The Family Centered Approach: In this approach the family and community are the context of child development. The family is the expert on the child. There is a collaborative relationship where the family and professionals work together sharing ideas, strengths and weaknesses. This is a relationship building approach. The intervention begins with first contact and is ongoing with evaluations and assessments. Strengths and needs are recognized and helping interactions are available on a continuum of services. The intervention includes family
empowerment. This is the best approach for a collaborative, working relationship between families and professionals.
The Family Focused Approach: In this approach there is a whole systems approach. (All are involved in the assessment process) The professionals are the experts but families ideas and strengths are recognized. Families are helpful in the assessment process. The professionals are friendly and respectful to families. Parent training is the focus of the intervention. The intervention begins after intake, eligibility and assessment. There is room for more collaboration in this approach for professionals and families.
The Family Involved Approach: In this approach the professionals are the experts. Families and professionals have little contact outside formal settings. Families receive information from professionals only and the intervention takes place after intake, evaluations and assessment. Families are asked if they agree with the findings of the assessment that is professional derived and they are told what intervention will be in place. Helping interactions are not planned and followed through. This approach allows little room for collaboration and a working relationship would be hard to build. This approach is not child or family friendly.
The Professional Centered Approach: In this approach there is no systems orientation. There is no room for any kind of collaboration. The professionals are the experts. They call all the shots on the family and child’s development. The family passively receives the information such as assessment findings. The professionals have little to no contact with the family. They are told what interventions will be in place. The intervention focuses on the child’s problems.
The families’ job is to drop child off to appointments and evaluations. This is not a working relationship at all and strengths are not acknowledged.
3) Organizing and implementing a preschool classroom for children with and without disabilities is a multidisciplinary challenge. The elements that must be attended to creating a responsive program for young children and their families including assessment components and process; formulation of IEPs that integrate ELS and parent views; organization of the classroom environment; integration of therapists; options and opportunities for families; child progress monitoring strategies and planning for transitions are as follows:
When we create a classroom for children with and without disabilities it is important to make sure all developmental needs are met. An integrated classroom contains children of a variety of levels, strengths and weaknesses. We as teachers must continually assess and look at our individual child to find the areas of needs and strengths. We do this through progress monitoring. An example is the Teaching Strategies Gold, where we as professionals are continually monitoring child development by using all the developmental domains. (Motor skills, speech language, arts, social skills, cognitive, science, math, etc.) The organization of the classroom must include a variety of centers that include all developmental domains and are set up for child exploration. Some of these centers include fine motor actives (puzzles, problem solving, stringing beads, sorting by colors, etc.), sensory options (sand or rice table, play dough, etc) Dramatic play child exploration and creativity with dress up and kitchen area. The arts and music, large motor activities, there should also be ample time for language opportunities (sign,
pictures, verbal and visuals) A daily, predictable visual schedule allows children to feel comfortable in their environment knowing what is next in their day. The centers should change frequently depending on child’s needs and interests and should be organized, inviting and clearly labeled.
The Early Childhood Special Education classroom should have qualified professionals that work together in a multidisciplinary approach. The integration of therapists should be a daily occurrence in the classroom. The OT can share sensory accommodations with the teacher or other fine motor options. The speech and language therapist can come into the classroom to do a speech group and model ideas and suggestions for the teacher to best reach individual child with speech and language goals. A high level of multiple modes of language is necessary for all young children to develop speech at this stage of development. The PT can do a group outside on the playground. Social worker should work closely with teacher and accompany her on home visits. When we all collaborate a successful school experience becomes evident.
When we develop the IEP (Individualized Education Program) it is a team based approach. All necessary professionals and families are involved. The IEP is a legal document that contains some of the following: strengths and needs of the child, accommodations, measurable objectives and goals and service delivery page. The parent has 10 days to agree or disagree with the IEP and is given procedural safeguards book that explains their right as a parent. It is important that we work closely with the family when developing the IEP to explain the process and to alleviate any concerns.
The IEP is derived from and professionals follow closely the RI Early Learning Standards. They entail Approaches to Learning, Social Emotional Goals, Language, Literacy, Math, Science and Physical. Depending on the individual child some of these domains are included in the child’s IEP. Another great way to progress monitor children is from the IEP goals, a teacher can develop a form that she is easily able to apply in her classroom to see progress made and if goals or objectives need to be changed or if they are attained. The assessment process in an early childhood special education setting is ongoing and includes the screening process, biological, environmental and developmental factors; the assessment process includes multiple informants, multiple settings over a period of time. There is not one form of data that we use it is continually changing and includes formal (pre-k goals, Battelle) or non formal (teacher generated checklists, observations, child portfolios). One of my favorites is the Play based assessment it is ongoing and you see a child in their natural setting.
When we plan transitions for young children and their family it is vital that paper work is organized and in a workable order for the next professional working with the family, all data is included. Transitions should be planned 6 to 8 months ahead of time a meet and greet should be set up for families and training should be available on the differences between an IFSP and an IEP. When families are better prepared it alleviates anxieties for both family and child. The family can meet the teacher and make sure all necessary accommodations are in place (ex. is there a sensory room at school available for Johnny for his sensory breaks) If not one needs to be provided. When there is consistent communication by both families and professionals relationship building and a collaborative trusting bond is more apt to form.
Options for families should be ongoing and meet them at their level. There should be an open door policy at the school where families feel welcome and invited to visit their child. Weekly or even monthly family nights and an active and involving family center, workshops that pertain those families’ interests and many ongoing options for family development. Social networks should be set up including parent to parent organizations a time for families to meet and share stories of their little one’s struggle and accomplishments. With a network of services available active involvement becomes more evident for families. We must intervene early and meet families at their developmental level. Each family is different and when we accept them as they are not as we think they should be a working relationship forms. There is not one magic answer for family involvement but a multitude of options should always be available to families to help relationship building between all involved in the child’s life. | <urn:uuid:517a2332-df53-4480-8fa1-cbeff9525469> | CC-MAIN-2018-05 | http://ricreport.org/spa/Special%20Education%20M.Ed._Early%20Childhood/com_.%20exam%20artifacts%20meets.pdf | 2018-01-16T18:56:21Z | crawl-data/CC-MAIN-2018-05/segments/1516084886639.11/warc/CC-MAIN-20180116184540-20180116204540-00703.warc.gz | 288,872,063 | 2,953 | eng_Latn | eng_Latn | 0.939957 | eng_Latn | 0.9985 | [
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Explore Henley: this varied walk through the Chilterns takes in parkland, farmland and woodland
Starting in Henley, this 21 km circular walk includes the Berks, Bucks & Oxon Wildlife Trust’s (BBOWT) Warburg Nature Reserve.
- 21 km/13 miles (about 5 hours)
- There is a shorter 8 km/5 mile circular section which can start from Nettlebed or Warburg Nature Reserve
- There are additional paths through the reserve to explore further, including a Wildlife Walk; and also a visitor centre and picnic area
How to get to the start
Postcode: RG9 1AY Grid ref: SU 764 823
By bus: Check www.traveline.info for information about local buses
By train: This walk starts at Henley-on-Thames railway station. Check www.nationalrail.co.uk for train times
By car: There are car parks at Henley railway station and Warburg Nature Reserve and street parking in Nettlebed and Bix
By bike: There is cycle storage at Henley railway station and a bike rack at the reserve
Please help us look after wildlife by keeping dogs on short leads at Warburg Nature Reserve and picking up after them.
Warburg Nature Reserve
Spectacular is a word often used to describe this reserve, which is set in a charming patchwork of woods, scrub and flower-rich grassland in a secluded dry valley. With a huge range of plants, fungi and invertebrates, it’s easy to see why.
Beech trees stretch high above an open forest floor to form a peaceful, cathedral-like space. Coppice woods provide a sea of bluebells and chorus of birdsong in spring. Cowslips begin the annual sequence of flowering herbs that provide a carpet of changing colour in the sheltered glades.
Stars of this floral display are the orchids such as fly, bee and pyramidal. Fifteen species can be found here. Some of the rarer orchids, such as narrow-lipped and violet helleborines, prefer the shadier woodland.
The wide, sunny rides and open glades with chalk grassland are full of wild flowers in summer, including the Chiltern gentian and aromatic marjoram and thyme. The flowers attract numerous butterflies and other insects before the woodland turns a glorious gold, orange and brown in autumn.
Berks, Bucks & Oxon Wildlife Trust (BBOWT)
BBOWT relies on the support of our members to help us look after local wildlife. By joining BBOWT you can help to secure the future of special landscapes like Warburg Nature Reserve. Join us today!
NATURE NOTES
Orchid flowers have evolved in shape to attract specific insect pollinators. The lower petal or lip is usually the most elaborate. In some cases, such as the bee orchid, it mimics a female insect to attract a male to visit the flower. Orchids also rely on specific soil fungi for nutrition. This specialisation makes many orchids extremely rare.
Silver-washed fritillaries are large orange butterflies with black markings, which are found in woodland and occasionally the neighbouring grassland. Their name comes from the silver streaks on the underside of their wings. Look for them feeding on bramble in the sunny woodland rides. Their caterpillars feed on violets, particularly common dog-violets.
Red kites are large tree-nesting raptors feeding mainly on dead animals and occasionally small mammals. They can be distinguished from the similar-sized buzzards by their forked tail and reddish-brown colour. Look for them soaring overhead, often in pairs or groups. Following a reintroduction programme there’s now a large population in the Chilterns.
Fungi emerge from the soil mainly in autumn. There is a great variety of them in all sorts of shapes, sizes and colours. The parts we see above ground are the reproductive bodies of the fungi: their gills or pores release millions of spores that are carried by the breeze to germinate elsewhere. Below them is a web of microscopic filaments, or mycelium, in the soil that aids decomposition of dead material.
The route
STAGE 1
Start to Henley Park
From Henley-on-Thames railway station, turn right on to Station Road and follow Thameside beside the river, then bear left on to New Street. Turn right on to Bell Street and at the double mini roundabout, bear left on to the A4130 Northfield End. After 350 metres, take the footpath to the right next to the school playing fields, climbing through wood, then across parkland to Henley Park.
Look for evergreen box trees in the wood, and green woodpeckers in the parkland.
STAGE 2
Henley Park to Middle Ascendon
Carry straight on past Henley Park and on to Pond Cottage; cross the road and continue over pasture, between paddocks, then through a gap in the hawthorn hedge before descending over pasture to a wooded path. Turn left at the lane and follow it to the B480 at Middle Ascendon.
Look for whitebeam in the lane.
STAGE 3
Middle Ascendon to Warburg Nature Reserve
Turn right, past the Rainbow Inn and take the second road on the left. Follow the road along the valley bottom for 2 miles passing Little Bix Bottom Farm and Valley Farm. On the left the remains of St James Church are worth a stop. The ruined church dates from the 12th century and was abandoned in 1875. It is now a Scheduled Ancient Monument and Grade II listed building. Continue up the lane to WARBURG NATURE RESERVE.
Listen for red kites calling while soaring over the tree covered ridge, and look for the many orchids on ‘The Range’ at WARBURG NATURE RESERVE in summer.
STAGE 4
Warburg Nature Reserve to Nettlebed
From the visitor centre, take the road back out towards Bix and after 100 metres turn right beside Pages Farm on to the restricted byway. Follow this flinty track uphill, keeping left as the track forks, past Soundness House. Continue past the turn for Crocker End to the next road junction under the large oak. Bear right for Nettlebed village, or straight over (half left) to continue on the route.
Listen for drumming woodpeckers in spring, and look for animal footprints in the soil beside the track.
STAGE 5
Nettlebed to Bix
Take the track (Catslip) on the left beside the houses, then straight over the road (to Crocker End) on to the bridleway. Follow the bridleway straight on through the planted woodland and across the field to Bix village.
Listen for chiffchaff and willow warbler singing from the woodland canopy in spring and summer.
STAGE 6
Bix to Lambridge Lane
Turn right on to Rectory Lane, past the church, carefully cross the A4130, go past Bix Manor and continue to the road junction. Take the bridleway in to Lambridge Wood, turn right on to footpath. Follow the footpath, beside an earth bank, down through beech wood. Go straight on at two cross paths and at the next path junction. Just before the main path starts to descend steeply, take the smaller path to the right down to a large depression, then up following the edge of the wood, through a small plantation. Go straight across the golf course on to Lambridge Lane.
Look for evergreen holly and, in spring, helleborines growing in the wood.
STAGE 7
Lambridge Lane to Henley railway station
Follow the lane round to the right and turn left on to Gravel Hill, which leads down to the Market Place in Henley town centre. Turn right on to Reading Road, then left on to Station Road to the railway station.
Nettlebed – Warburg circular section
Starting in Nettlebed, follow the main route (section 5) through Catslip, then as you cross the field approaching Bix, turn left after 200 metres on to the footpath to wood. Follow the footpath arrows down to Valley Farm at Bix Bottom. Then follow the main route to Warburg Nature Reserve and back to Nettlebed (sections 3–4).
WILDLIFE HIGHLIGHTS
| Month | J | F | M | A | M | J | J | A | S | O | N | D |
|-------|---|---|---|---|---|---|---|---|---|---|---|---|
| Orchids on the chalk grassland at Warburg Nature Reserve | ✓ | ✓ | ✓ | ✓ | ✓ | ✓ | ✓ | ✓ | ✓ | ✓ | ✓ | ✓ |
| Dawn chorus of woodland birdsong | ✓ | ✓ | ✓ | ✓ | ✓ | ✓ | ✓ | ✓ | ✓ | ✓ | ✓ | ✓ |
| Silver-washed fritillary gliding around sunny glades | ✓ | ✓ | ✓ | ✓ | ✓ | ✓ | ✓ | ✓ | ✓ | ✓ | ✓ | ✓ |
| Majestic trees at Henley Park | ✓ | ✓ | ✓ | ✓ | ✓ | ✓ | ✓ | ✓ | ✓ | ✓ | ✓ | ✓ |
| Beech woods and fungi in autumn colour | ✓ | ✓ | ✓ | ✓ | ✓ | ✓ | ✓ | ✓ | ✓ | ✓ | ✓ | ✓ |
KEY
- BBOWT Nature Reserve
- Railway station
- Bus stop
- Parking
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Why use LED (light-emitting diode) bulbs?
- Last up to 25 times longer than standard incandescent bulbs.
- Use 75–80 percent less energy than ordinary bulbs.
- Save an average of $115 a year in energy costs if you change 20 incandescent bulbs in your home or business to LEDs.
- Fit in almost any fixture, for indoor and outdoor use.
- Convenient in hard-to-reach and high-use fixtures because of their long life.
- Emit very little heat, compared to incandescent bulbs that release 90 percent of their energy as heat. The heat that is released from LEDs flows into a heat sink so the bulb is cool to the touch.
- Provide the same amount of light (lumens) as standard incandescent bulbs, but use fewer watts of energy.
- Contain no mercury.
- Directs light in a specific direction, making the bulb more efficient.
- Turn on instantly.
Where to use:
To get the most energy savings, replace bulbs where lights are on the most, such as your family and living rooms, kitchen, dining room and porch.
The A19-shaped LED bulbs will work in most households. LEDs are also available for floodlights, spotlights, recessed lights and stringed Christmas lights.
How to choose:
- Matching the right type of LED to the right kind of fixture helps ensure that it will perform properly and last a long time. Read the packaging to be sure that the type you choose works for the fixture you have. For example: If a light fixture is connected to a dimmer or three-way switch, select LEDs that are labeled as appropriate for these switches.
- To get the right amount of light, choose an ENERGY STAR® qualified light bulb that offers the same light output, or lumen rating, as the light you are replacing. The higher the lumen rating, the greater the light output.
- Choose the color that works best for you. Color options include amber, red, blue and green. White light, used in homes and businesses, is achieved by mixing different colors to convert the color of the light.
From NRECA, touchstoneenergy.com, energystar.gov and gelighting.com
MAKE THE SWITCH TO LED BULBS
Singing River Electric Cooperative
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Ready to get detecting?
Look for the first signs that spring is on its way
Frogspawn
Look for balls of jelly in ponds, ditches and slow-moving streams. The black specks are eggs.
Hazel catkins
These are the male flowers of the hazel tree. They’re sometimes called lambs’ tails.
Snowdrops
One of the earliest bulbs to flower. Look out for them in damp woods and by streams.
Bird song
Listen for birds like the song thrush tweeting that spring is on the way.
Birds building nests
Keep your eyes peeled for birds carrying materials for nest-building.
Bluebell shoots
These pop up early to get as much light as possible before the tree canopy closes over.
Lesser celandine
Look out for shiny yellow flowers and heart-shaped leaves covering woodland floors.
Primrose
Primroses like damp and shade; spot them in woods, meadows and hedgebanks.
Elder budburst
The elder is one of the first trees to sprout leaves. Look out for its dark red buds bursting open.
Keep your eyes peeled during January and February – spring’s not as far off as it seems.
Feel free to copy and share this for personal and educational use – and don’t forget there are loads more brilliant activities to download on our website!
woodlandtrust.org.uk/naturedetectives | 0330 333 5301 | email@example.com
Search for ‘nature detectives’ | #NatureDetectives
© Made in 2016 by the Woodland Trust (registered charity nos 294344 and SC038885) | 582d3577-4907-490d-83ec-9511bc70f677 | CC-MAIN-2024-46 | https://treetoolsforschools.org.uk/activities/pdfs/pdf_first_signs_of_spring.pdf | 2024-11-07T23:42:24+00:00 | crawl-data/CC-MAIN-2024-46/segments/1730477028017.48/warc/CC-MAIN-20241107212632-20241108002632-00412.warc.gz | 548,634,806 | 336 | eng_Latn | eng_Latn | 0.997294 | eng_Latn | 0.997294 | [
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75% of the Earth’s surface is covered by water. However, not all water is the same and not all water is safe to drink. Water comes in many forms and is found in different places on Earth. Types of water include: salt water (found in the ocean or in the sea), freshwater, lake or river water, water found in the atmosphere and water from ice caps and glaciers. Freshwater is essential to supporting life but only comprises 2.5% of the Earth’s water. Therefore, it is vitally important for humans, as well as animals and other creatures, that freshwater is used sensibly and fairly to ensure that life can be sustained.
**What is World Water Day?**
World Water Day is on the 22nd March and the theme changes every year. The theme for World Water Day 2019 is ‘Leave No One Behind’. This is based on the Sustainable Development Goal 6, set out by the United Nations, which aims to ensure that everyone in the world has access to clean water by 2030.
In the western world, clean water and good sanitation is often taken for granted. Most taps provide safe drinking water and the majority of private bathrooms and public toilets have hand washing facilities available for use. However, billions of people around the world still live without access to safe water or sanitation facilities. Vulnerable groups such as refugees, disabled people and indigenous people often face challenges and even discrimination when trying to reach safe, clean water. This is unacceptable as access to drinking water is a human right and is crucial in maintaining and promoting human health.
**What Are the Dangers of Drinking Contaminated Water?**
Drinking dirty, contaminated water can cause many types of diseases, some of which cause millions of deaths every year. The following diseases are all associated with drinking dirty water:
- cholera
- typhoid
- dysentery
- diarrhoea
- hepatitis E
Interesting Fact
Around 60% of the human body is made up of water and every cell and organ needs it to function properly.
How Can We All Help?
Clean water is not an endless resource and we can all do more to cut down on how much we use every day. By following some of the guidelines below, we can all be more ‘Water Wise’:
- Turn off the tap while brushing your teeth.
- Do not use a hosepipe; use a watering can instead.
- Collect and save rain water in your garden to water your plants.
- Have showers instead of baths as they use half the amount of water.
- Fix leaking taps to prevent wasting water.
For World Water Day 2019, the UN are organising an online challenge to raise awareness amongst young people about human rights to water and sanitation. Organisers want anyone between the ages of 15 and 24 to submit work and content based on this year’s theme; Leave No One Behind.
Did You Know…?
In 2015, only 27% of the population of developing countries had basic handwashing facilities and 29% of the world’s population did not have safe drinking water supplies.
1. What type of water is found in the ocean or sea? Tick one.
- [ ] freshwater
- [ ] contaminated water
- [x] salt water
- [ ] cold water
2. Find and copy a word in the first paragraph that means maintained.
3. Why is it important that freshwater is used sensibly and not wasted? Explain your answer fully.
4. What is the theme for World Water Day 2019?
5. Do you think that this is a good title for the theme of World Water Day 2019? Explain your answer fully.
6. Which of the following is NOT a disease associated with drinking dirty water? Tick one.
- [ ] dysentery
- [x] hepatitis E
- [ ] malaria
- [ ] cholera
7. Give two ways in which people can be more ‘Water Wise’.
1. ____________________________________________________________
2. ____________________________________________________________
8. Why do you think the UN are trying to raise awareness about the human right to clean water amongst young people in particular? Explain your answer fully.
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
1. What type of water is found in the ocean or sea? Tick one.
- [ ] freshwater
- [ ] contaminated water
- [✓] salt water
- [ ] cold water
2. Find and copy a word in the first paragraph that means maintained.
sustained
3. Why is it important that freshwater is used sensibly and not wasted?
Explain your answer fully.
Pupil’s own response, such as: It is important that freshwater is used sensibly and not wasted because it is essential for all living things so we need to make sure that there is enough for everyone. It only makes up 2.5% of the Earth’s water; the other water is not drinkable.
4. What is the theme for World Water Day 2019?
The theme for World Water Day 2019 is ‘Leave No One Behind’.
5. Do you think that this is a good title for the theme of World Water Day 2019? Explain your answer fully.
Pupil’s own response, such as: I think that ‘Leave No One Behind’ is a good theme because it means that as the world continues to grow and develop, it is important to make sure that everyone is cared for and supported and treated equally.
6. Which of the following is NOT a disease associated with drinking dirty water? Tick one.
- [ ] dysentery
- [ ] hepatitis E
- [✓] malaria
- [ ] cholera
7. Give **two** ways in which people can be more ‘Water Wise’. Accept any two of the following:
- Using a watering can instead of a hosepipe.
- Having showers instead of baths.
- Fix leaking taps to prevent wasted water.
- Turn off the tap while brushing your teeth.
- Collect rain water and use it to water the plants.
8. Why do you think the UN are trying to raise awareness about the human right to clean water amongst young people in particular? Explain your answer fully.
Pupil’s own response, such as: I think that the UN are focusing on raising awareness amongst young people in particular because they are the future and the ones who can continue to make a positive change in the world. Young people might also take it for granted that they can drink clean water whenever they want and can wash their hands easily after visiting the bathroom.
Water is a precious resource. Although 75% of the Earth’s surface is covered by water, not all of it is safe to drink. There are various forms of water on Earth and it is found in different places. Salt water is found in the ocean or in the sea, freshwater is mostly found in lakes or rivers and water is also present in the atmosphere and in ice caps and glaciers. Freshwater is essential to supporting life but only comprises 2.5% of the Earth’s water. Therefore, it is vitally important for humans and all living creatures on Earth, that freshwater is used sensibly and fairly to ensure that life can be sustained.
**World Water Day**
Every year, on the 22nd March, World Water Day focuses our attention on the importance of water across the world. The theme for World Water Day 2019 is ‘Leave No One Behind’ and is based on the Sustainable Development Goal 6, set out by the UN (United Nations). This goal aims to ensure that by 2030, everyone in the world will have access to clean drinking water and good sanitation facilities regardless of race or gender.
The United Nations (UN) is an international organisation which was founded in 1945 after the Second World War. Fifty-one countries joined together in order to maintain peace and security, to develop friendly relationships between nations and to improve living standards for all. In 1948, the UN adopted the Universal Declaration of Human Rights in which it states that ‘everyone has the right to a standard of living adequate for the health and well-being of himself and of his family’.
Clean water and good sanitation is often taken for granted by those living in developed countries, especially in western countries such as the UK and Europe. Safe drinking water is available at the turn of a tap and toilet and sanitary facilities are, more often than not, accessible and hygienic. Sadly, this is not the case for billions of people around the world who still live without access to safe water or sanitation facilities. Vulnerable groups such as women, refugees, disabled and indigenous people often face challenges and even discrimination when trying to reach safe, clean water. This is unacceptable.
**Interesting Fact**
Around 60% of the human body is made up of water and every cell and organ needs it to function properly. As a result, humans can only survive for a few days at most without fresh, clean drinking water as they need it to replace what is lost naturally through sweating and urinating.
Waterborne Diseases
Consuming dirty, contaminated water can cause many types of diseases, some of which cause millions of deaths every year around the world. Diseases such as cholera, typhoid, dysentery, diarrhoea and hepatitis E are all waterborne diseases and are passed on by drinking or bathing in contaminated water.
Be Water Wise
The population in the UK is growing every year and amazingly, the southeast of England has less water available per person than the desert states of Syria and Sudan. Although the UK receives a large amount of rainfall, there are limited natural and humanly-constructed methods for storing water and this means that there is only a small amount of water available per person in the UK. Clean water is not an endless resource and it is essential that we all do more to cut down on how much we use and waste every day. By following some of the guidelines below, we can all be more ‘Water Wise’:
- Turn off the tap while brushing your teeth to avoid unnecessary waste.
- Fix leaking taps to prevent wasting water.
- Collect and save rain water in your garden to water your plants.
- Shower instead of having baths (which use double the amount of water).
- Use watering cans rather than hosepipes to water the garden.
1. Look at the opening paragraph. Find and copy one word used to show that water is a valuable and important resource?
2. What is UN short for? Tick one.
- Universal Nations
- United Nations
- Unified Nations
- United Nationalities
3. What is significant about the year 2030? Explain your answer fully.
4. When was the UN founded? Tick one.
- 1930
- 1948
- 1945
- 2030
5. In your own words, explain why the UN was started.
6. Fill in the missing words.
Safe drinking water is available at the turn of a tap and toilet and ____________ facilities are more often than not, accessible and ________________.
7. Name two ways in which you can catch a waterborne disease.
1. ________________________________________________________
2. ________________________________________________________
8. Explain why a human can only survive for a few days without water.
9. Why is it essential that people in the UK need to be more ‘Water Wise’? Explain your answer fully and refer to the text.
1. Look at the opening paragraph. Find and copy one word used to show that water is a valuable and important resource?
precious
2. What is UN short for? Tick one.
- Universal Nations
- United Nations
- Unified Nations
- United Nationalities
3. What is significant about the year 2030? Explain your answer fully.
Pupil’s own response, such as: The year 2030 is significant because this is the year that the Sustainable Development Goal has set as the year that they hope everyone in the world will have access to clean drinking water and good sanitation facilities.
4. When was the UN founded? Tick one.
- 1930
- 1948
- 1945
- 2030
5. In your own words, explain why the UN was started.
Pupil’s own response, such as: The UN started because after the Second World War, 51 different countries wanted to come together to work towards peace and unity and to ensure that everyone in the world could live a healthy and happy life. The UN wanted to make sure that there would never be another world war.
6. Fill in the missing words.
Safe drinking water is available at the turn of a tap and toilet and sanitation facilities are, more often than not, accessible and hygienic.
7. Name **two** ways in which you can catch a waterborne disease.
1. By drinking contaminated water.
2. By bathing in contaminated water.
8. Explain why a human can only survive for a few days without water.
Pupil’s own response, such as: A human can only survive for a few days without water because our bodies are made of 60% water and all of our cells and organs need it to work properly. We also lose water when we sweat and urinate so we need to replace it by drinking more water.
9. Why is it essential that people in the UK need to be more ‘Water Wise’? Explain your answer fully and refer to the text.
Pupil’s own response, such as: It is essential that people in the UK are more Water Wise because there are more people living in the UK every year who need water but there are only a limited number of places where water can be stored. Therefore, we need to do more to stop wasting water as there is not enough to go around.
Around 60% of the human body is made up of water. Every cell and organ requires plenty of it to function properly. As a result, humans can only survive for a few days at most without fresh, clean drinking water as they need it to replenish what is lost naturally through sweating and urinating. Water is therefore a precious and life-sustaining resource.
75% of the Earth’s surface is covered by water, however, not all of it is safe to drink. There are various forms of water on Earth which is found in different locations around the world. Oceans and seas contain salt water (which is not suitable for human consumption) and freshwater is mostly found in lakes or rivers. Water is also present in the atmosphere in the form of water vapour and in ice caps and glaciers. Freshwater is essential to sustaining life but only comprises 2.5% of the Earth’s water. Therefore, it is vitally important for humans and all living creatures on Earth, that freshwater is used sensibly and fairly to ensure that life can be sustained.
Every year, on the 22nd March, World Water Day focuses the world’s attention on the importance of water across the world and the theme changes annually. In 2018, the theme was ‘Nature for Water’ which explored how nature-based solutions (NBS) can be used to help improve the water challenges facing many people and ecosystems. The theme for World Water Day 2019 is ‘Leave No One Behind’ and reflects the Sustainable Development Goal 6, set out by the UN (United Nations). The objective is that by 2030, everyone in the world will have access to clean drinking water and good sanitation facilities regardless of race or gender.
The United Nations (UN) is an international organisation which was founded in 1945 after the Second World War. Motivated by the preceding world wars, 51 countries joined together in order to maintain peace and security, to develop friendly relationships between nations and to improve living standards for all. In 1948, the UN adopted the Universal Declaration of Human Rights which states the basic rights and fundamental freedoms to which all human beings are entitled. One such human right is that ‘everyone has the right to a standard of living adequate for the health and well-being of himself and of his family’.
Clean water and good sanitation are crucial in maintaining and promoting the health and well-being of humans but they are often taken for granted by those living in developed countries, especially in western countries such as the UK and Europe. Safe drinking water is available at the turn of a tap and toilet and sanitary facilities are mostly easily accessible and hygienic. Sadly, this is not the case for billions of people around the world who still live without access to safe water or sanitation facilities. Vulnerable groups such as women, refugees, disabled people and indigenous people often face challenges and are hindered when trying to reach safe, clean water. This is unacceptable and a violation of their human rights.
There are many dangers involved with the consumption of dirty, contaminated water. Waterborne diseases, such as cholera, typhoid, dysentery, diarrhoea and hepatitis E cause illness and millions of deaths every year around the world. The water becomes contaminated as a result of poor sanitation or lack of toilet facilities as animal and human waste makes its way into sources of water such as rivers and lakes. Transmission of the disease occurs when humans then drink and bathe in the water.
The population, and therefore the demand for water, in the UK is growing every year and amazingly, the south-east of England has less water available per person than the arid, desert states of Syria and Sudan. Although the UK receives a large amount of rainfall, there are limited natural and humanly-constructed methods for storing water (such as reservoirs) and this means that there is only a small amount of water available per person in the UK. Clean water is not an infinite resource and it is essential that we all do more to cut down on how much we use and waste every day.
Did You Know...?
The average person uses 150 litres of water everyday in the UK. 30% is used to flush the toilet, 21% to wash clothes, 25% in showers or baths, 8% is used for washing dishes and 12% is used for other purposes such as washing the car or watering the garden. Surprisingly, only 4% is used for actually drinking!
1. Find and copy a word which means to replace.
2. What percentage of the Earth’s water is freshwater? Tick one.
- 75%
- 60%
- 2.5%
- 22%
3. What was the theme of World Water Day 2018?
4. How did the First and Second World Wars help to bring about the United Nations? Explain your answer fully.
5. How are the human rights of certain groups of people being violated? Explain your answer fully.
6. What does the word hygienic mean?
7. Explain in your own words how waterborne diseases such as cholera and dysentery can spread.
8. Which of the following is a humanly-constructed method used to store large volumes of rainwater? Tick one.
- [ ] a dam
- [ ] a reservoir
- [ ] a water butt
- [ ] a lake
9. Which countries are the UK compared to in the text and why?
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
10. Using the statistics in the Did You Know…? box, how could people in the UK try to use less water?
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
1. Find and copy a word which means to replace.
replenish
2. What percentage of the Earth’s water is freshwater? Tick one.
- 75%
- 60%
- 2.5%
- 22%
3. What was the theme of World Water Day 2018?
Nature for Water
4. How did the First and Second World Wars help to bring about the United Nations? Explain your answer fully.
Pupil’s own response, such as: The First and Second World Wars helped to bring about the United Nations because it was after the horrors of these two wars that 51 countries wanted to promote peace and security between nations and develop positive relationships so that they would never go to war again.
5. How are the human rights of certain groups of people being violated? Explain your answer fully.
Pupil’s own response, such as: The human right to ‘a standard of living adequate for the health and well-being of himself and of his family’ of vulnerable groups of people such as women and disabled people is being violated because they either do not have access to clean water and good sanitation or they are stopped from reaching it.
6. What does the word hygienic mean?
The word hygienic means clean or sanitary.
7. Explain in your own words how waterborne diseases such as cholera and dysentery can spread.
Pupil’s own response, such as: Waterborne diseases are spread because animal and human waste gets into the water as there may not be good toilet or sanitation facilities available. People then drink or bathe in the water which is then contaminated with the disease.
8. Which of the following is a humanly-constructed method used to store large volumes of rainwater? Tick one.
- [ ] a dam
- [✓] a reservoir
- [ ] a water butt
- [ ] a lake
9. Which countries are the UK compared to in the text and why?
Pupil’s own response, such as: The UK is compared to Syria and Sudan because they are both dry countries in the desert where water is scarce, so the comparison shows that the UK does not have much available water.
10. Using the statistics in the Did You Know…? box, how could people in the UK try to use less water?
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Chapter 2. What Science Is Not
*Perception is not always reality.* — Mercedes Benz, automobile commercial
Now you know what science *is*. But that’s not enough. To be totally clear, you also need to know what science is *not*. Science does have its limits, and the **Rules of Science** hinted at some of those limits:
**Some Limits of Science**
Science can’t answer *all* kinds of questions.
Science can’t use *all* kinds of answers.
Some scientific answers aren’t as strong as others.
If an answer can’t be tested, it isn’t science.
If an answer doesn’t survive testing, it can’t be used.
Science is *not* primarily a process for finding proof of anything.
Good science can’t use just *some* of the rules.
Figure 2.1: Why is this sunset so beautiful? Can science tell us that it’s beautiful? Of course not. Science could analyze scenes that people generally prefer. They can (and do) show us that certain colors and arrangements (compositions) of a scene are liked more than others. But the reasons *why* they’re liked better are harder to understand. We say that “beauty” is a personal opinion, it’s “in the eye of the beholder.” The author took this picture in Hawaii, and he thinks it’s one of the most beautiful sunsets he’s ever seen. What do *you* think? You probably already realize that science can’t make that judgment call. There really are some questions that science cannot answer.
Questions Science Cannot Answer
As powerful as science is, it cannot answer all questions. It can only deal with questions about the materials and events of nature. This is something you learned when you did the Sunsets, Souls & Senses lesson. Questions about morals, art, politics, religious beliefs, or beautiful sunsets (Figure 2.1), are not good subjects for science. They involve personal feelings, attitudes and opinions. And these are hard to test in any scientific way. Recall that science can only deal with the natural world. Surprise?
Some Questions Science Cannot Answer
“What is the right thing to do?”
“Why do you like to dance?”
“What is the meaning of life?”
“Why do I love you?”
“Who was the best president?”
“Why is that sunset so beautiful?”
“What is the purpose of my existence?”
Answers Science Cannot Use
1. Answers just based on authority:
In the early 1900s, most geologists were certain that our continents have always been where we find them now (Figure 2.2B below). How in the world could continents move around? But in 1915, German scientist Alfred Wegener wrote a book saying that the continents must have moved. He gave several lines of supporting evidence. But geologists just made fun of him. Then, in the 1950s, a lot more evidence was found. Wegener was right! Evidence wins over authority!
In science, it’s the power of material evidence that wins, not the authority of experts. The long-held ideas of individual scientific “experts” have been shown to be wrong many times. This happens when new observations don’t fit the earlier explanations. As a result, scientific answers get better and better over time. (See Appendix SA-3.2: Some Old Theories Replaced).
Figure 2.2: Continental Drift: Notice how South America and Africa fit like puzzle pieces when you bring them together (as in A). This was one of the clues that those two continents must have once been together (A), then moved apart (B). Rock comparisons, fossil studies and various methods of dating have clearly shown that this movement took many tens of millions of years to happen. And it’s still happening! Other clever techniques have even shown that some pieces were shaped and oriented differently long ago.
2. Answers based on opinion, popularity, or belief:
Answers based on opinion, popularity or belief have often been found to *not* work. That’s why scientific answers are not chosen by debate or vote. **Science is not a democratic process** (Figure 2.3). Scientific answers may not even be “politically correct” or seem fair. Remember that scientific answers *must* be based on critical observations.
Figure 2.3: Science is not democratic. We make *political* decisions by voting for them. But science is *not* a democratic process. Scientific answers are NOT determined by vote. They must be based on critically tested observations, not opinions. (Poland & Johnson 2011). Science requires solid evidence.
3. Answers just based on logic or common sense:
Science can’t use answers just because they *seem* convincing or logical. The scientific answers that work may turn out to be the opposite of “common sense.” With your experience doing False Assumptions in this class, why was it hard to solve the problems? We sometimes do tend to make false assumptions, don’t we? In addition, there are many findings in science we don’t expect. They’re not logical or just don’t fit our experience. Discovery is one of the delights of science. As mentioned earlier, there are many natural illusions. But science provides ways to see what’s really going on behind those illusions. Remember the Sun-around-the-Earth illusion? In science, there *is* a “best answer.” It’s the simplest explanation that fits all the observations. Surprise?
Of course, scientists may reach general agreement for a certain explanation. But it’s only because the data from their separate studies agree. In other words, they all see that the answer *does explain* all the facts of a case. This is called “consilience” (more about that later). It’s not just a vote based on personal opinions.
4. Answers that cannot be tested:
Scientists try to understand *how* nature works. They do this by carefully observing some objects, events or clues in nature. This usually raises questions about “how” or “why.” So scientists try to think of some possible *answers* that fit those observations. (This is a very creative and inventive part of science.) But it’s very important that those answers can be *tested* to see if they work. Those answers must use known *natural* causes, *never* supernatural powers. The reason for this is that supernatural powers *can’t be properly tested*. Why is that?
Here’s why: The best tests of explanations are those where certain observations can be *predicted*. If it’s a good explanation, we expect one kind of result. If it’s *not*, we expect a *different* result. But supernatural causes may not follow natural laws. That means we can’t use them for predicting anything. Any results are possible. As a result, testing tells us nothing useful about a supernatural cause. They usually *can’t be disproved*. That’s why science can’t use them. But science *can* show that certain *natural* causes *do* work. And science can also show that other natural causes don’t work. If a natural cause works, a supernatural explanation does not have to be used. Supernatural powers may exist, but they aren’t reliable enough for science. They can’t be predicted, so they usually can’t be tested. Because of that, they’re not useful to science.
One more thing: We can say a supernatural power *is* the cause of some event. But if we do, that ends all further searching for a natural cause. Fortunately, scientists didn’t blame diseases on evil spirits. Instead, they kept searching for *natural* causes. As a result, we live longer, healthier lives.
5. Answers that do not survive testing:
Eventually, we want to know the “best” answer—the one that best explains all the observed facts. Scientists do this by figuring out clever but foolproof ways to test their ideas. This requires very creative skills for innovation. Ideas that do not survive the testing must be revised or eliminated. True testing means that a serious effort is made to falsify (“*disprove*”) each possible explanation. Contrary to popular myth, scientists really do *not* try to “prove” their ideas. Surprise!
That is an old myth for several reasons: For one thing, “proving” something suggests there is a bias or opinion that can favor both the testing and its results. This is something scientists try *not* to do. Also, when trying to “prove” an idea, it’s tempting to use only evidence that *supports* the idea and to ignore evidence that does not. In addition, “proof” sounds *final* and *certain*, and that is clearly *not* a feature of the scientific process.
In **mathematics** you *can* develop *proofs* for math problems. This isn’t done in science, even though math *is* used in science as a tool. In science, math is often used to *describe* certain conditions or events. Math also provides a way to make predictions that scientists can look for. This makes it possible to critically test possible explanations. But in science, anyone who talks about “proof” or “proving something” may not really understand science. You should be skeptical (cautious) about accepting what they say about science. **Scientists** are usually engaged in *testing* ideas, *not proving them*. They then report whether an idea was *supported* by the tests, or not.
**Some Answers Science Cannot Use**
- Answers based just on authority
- Answers based on opinion, popularity, or belief
- Answers based just on logic or common sense
- Answers that cannot be reliably tested
- Answers that do not survive testing
**More About Scientific Tests:**
Scientific testing has been mentioned frequently here. **Testing is probably the most important single feature of science.** So just what is this “testing?” In the testing process, scientists may plan and carry out experiments. Or they may simply make certain planned observations, looking for certain clues. Designing those tests requires a **creative** and clever mind, so that the idea is clearly challenged. If a certain explanation is **correct**, we should expect a certain result. If the explanation is **wrong**, we would expect *different* results. In other words, the results *could* go either way. This would depend on whether the suggested explanation works, or not. This is called a “**fair test.**” The explanation that survives is accepted as the “best explanation, for now.”
This testing process is sort of like the way we crash-test new cars for their safety. They are crashed into walls to see how well the car (and a dummy) “survive” (*Figure 2.4* below). In a similar way, scientists try to “destroy” a possible explanation. If it survives the “crash,” that possible explanation is strengthened. If it does not survive, that explanation is weakened, and may be rejected. If a scientist does not fully test a “favorite” explanation, then other scientists certainly will. And that could be embarrassing! Or worse! Remember that *testing ideas* is probably the strongest and most unique feature of scientific studies. Surprise!
Scientific Argumentation:
When scientists get together at science meetings, or even in their labs, they may argue! No, they’re not really fighting. But they do try to point out where there’s a lack of good material evidence. This is another way scientific claims are challenged. So, contrary to popular views, argumentation is good in science. That’s true as long as it’s *scientific* argumentation. This means there must be solid **material evidence** to support each argument. And that evidence must be **justified** for every claim. In other words, they must point out the *reasons why* and *how* the evidence supports the argument.
A Key Rule of Science:
Scientific answers must always be **testable**. It must always be *possible* to test and possibly *disprove* a scientific answer. **Explanations that we can’t try to disprove can’t be used in science.**
More About Answers That May Be Impossible To Disprove:
**Some Answers That May Be Impossible To Disprove**
“Life is so complex that it must have been created by some intelligent designer.”
“Some people can predict the future because they have a magical talent.”
“Some of our behavior is caused by mysterious influences from the stars.”
“Gravity is caused by a mystical power.”
“There is life after death.”
Read those statements in the list above. Have you heard any of these before? Can you see a common feature of those explanations? Right—they all require *mysterious* or *supernatural* causes. As mentioned before, a supernatural power can do *anything*. It does not necessarily follow natural laws. For that reason, the action of a supernatural cause **cannot be reliably predicted**. Therefore, if we try to do a **fair test** of that cause, *any* result we get could be due to that cause. So you see, such a test could not tell us whether an explanation is correct, or not. **Supernatural explanations cannot be scientifically disproved.** That’s why they *cannot be used in science*. Of course, if a *natural* explanation can be shown to work, the supernatural explanation may not even be needed. Some might see the natural explanation as the way a supernatural power works. That’s OK, but that opinion is based on belief, not science.
Important:
Science does *not* say that supernatural powers don’t exist. Many people *believe* they do, even many scientists. But since such mystical causes can’t be properly tested, they simply *cannot be part of any scientific explanation*. Surprise! With that in mind, study the cartoon in Figure 2.5 (below). Why is it funny? Or, what’s wrong with the cartoon (be critical)?
“I think you should be more explicit here in step two.”
Copyright permission from Sidney Harris at ScienceCartoonsPlus.com
**Figure 2.5: Why is this cartoon funny?**
So how *can* we *try* to understand an event that *seems* to be caused by mystical or supernatural powers? People once thought that tornadoes, thunder and lightning (*Figure 2.6*, below) were caused by “the gods.” And what about disease? Some people still believe that gods or evil spirits cause disease. If scientists do want to study anything like that, they *must assume*, for purposes of testing, that it does *not* have a supernatural cause. (Why is that?) Scientists then consider possible *natural* causes that might be working, and they test for *those* causes.
Figure 2.6. Do you know what lightning is? Who figured that out? Look it up.
By doing this, many such events once thought to have mystical causes have been shown to be quite natural. We have come to understand the *natural* causes of thunder, lightning, and tornadoes. We have also learned that diseases are *not* caused by “evil spirits.” Science has shown that most diseases are caused by microbes, diet, certain genes, or some combination of those factors.
Instead of living in fear of these things, we now have ways to predict or deal with them. We have modern weather forecasting and modern medicine. They are both based on the sciences that led to their understanding. Now we can avoid, prevent, prepare for or control those scary events that we once thought had mystical causes. Now we can improve our health, and many lives are saved.
A National Science Education Standard says it all in this partial quote:
“Explanations … based on … personal beliefs, … or authority may be personally useful …, but they are **not scientific**.” (NRC 1995), Emphasis added.
**What’s Next?**
Now you know what science *is* and what it is *not*. You also know more about how science works. But science, to many people, seems to have a “secret language.” The words of science do have specific meanings. But it gets confusing when those same words have different meanings in common use. For various reasons, science can seem very complicated and hard to understand. Is there an easy way to learn the language of science? The next chapter will help.
**Self Check B:**
Without looking back, answer these 10 items briefly in your notebook. Then re-read the section, and make appropriate changes or additions (*TPS = be ready to discuss in class):
1. List three of the limits of science.
2. List three questions science cannot explain?
3. Explain in a sentence why science cannot base an explanation just on opinions or views.*
4. List five kinds of answers science can *not* use.
5. What is probably the strongest and most unique feature of scientific studies?*
6. How do scientists “test” possible explanations?*
7. Explain in one sentence *why* science cannot use supernatural explanations.*
8. How could science study what *seems* to be a supernatural event?*
9. List three ideas or words in this chapter that were hard to understand.
10. List three things that were surprises (new) to you.
RETURN TO TABLE OF CONTENTS | 706090be-b165-498d-a130-b1376585d048 | CC-MAIN-2024-46 | https://whytrustscience.org.uk/wp-content/uploads/2024/09/Chapter-2-What-Science-is-Not-of-Science-Surprises-by-Flammer.pdf | 2024-11-12T00:43:51+00:00 | crawl-data/CC-MAIN-2024-46/segments/1730477028240.82/warc/CC-MAIN-20241111222353-20241112012353-00505.warc.gz | 563,333,640 | 3,566 | eng_Latn | eng_Latn | 0.998833 | eng_Latn | 0.998974 | [
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Applications
1. a. \( b = 4^n \)
b. \( 4^7 = 16,384 \) bacteria
c. 65,536; this can be found by computing \( 16,384 \times 4 \) because \( 4^8 = 4^7 \times 4 \).
d. 10 hours. There will be at least 1 million bacteria in the colony after 9 hr and before 10 hr, as shown by \( 4^9 = 262,144 \) and \( 4^{10} = 1,048,576 \). (Note: This is essentially solving the equation \( 1,000,000 = 4^n \). Students can solve this problem in a variety of ways. They might guess and check values of \( n \) in \( 4^n \). They might make a chart. They might enter the equation into a calculator and look at the table. They might trace a calculator graph, although setting an appropriate graphing window for exponential equations can be challenging.)
e. \( b = 50(4^n) \)
f. There will be 13,107,200 bacteria after 9 hr and 52,428,800 after 10 hr. We can find these by multiplying the number of bacteria at 8 hours by 4, and then multiplying that number by 4.
2. a. Loon Lake Plant Growth
| Year | Area Covered (ft²) |
|------|-------------------|
| 0 | 5,000 |
| 1 | 7,500 |
| 2 | 11,250 |
| 3 | 16,875 |
| 4 | 25,312.5 |
| 5 | 37,968.75 |
b. 10 yr, actually slightly more than 9 years
3. a. Leaping Lenora’s Salary
| Year | Salary |
|------|------------|
| 1 | $20,000 |
| 2 | $40,000 |
| 3 | $80,000 |
| 4 | $160,000 |
| 5 | $320,000 |
| 6 | $640,000 |
| 7 | $1,280,000 |
| 8 | $2,560,000 |
| 9 | $5,120,000 |
| 10 | $10,240,000|
b. $20,460,000; Note: Students can find this by adding the amounts in the table or by using their calculators to find the sum of the sequence of \( S = 10,000(2^n) \) from \( n = 1 \) to 10.
c. Yes, the relationship is an exponential function because the growth pattern is doubling from year to year.
d. \( s = 20,000(2^{n-1}) \) or \( s = 10,000(2^n) \)
4. a. 25 beetles; 35 beetles; 45 beetles
b. 45 beetles; 135 beetles; 405 beetles
c. \( b = 5 + 10m \), where \( b \) is the number of beetles and \( m \) is the number of months
d. \( b = 5(3^m) \) or \( b = 15(3^{m-1}) \), where \( b \) is the number of beetles and \( m \) is the number of months.
e. 19.5 months; solve \( 200 = 5 + 10m \).
f. Between 3 and 4 months; there are 135 beetles after 3 months and 405 beetles after 4 months. (Note: Students won’t be able to solve the exponential equation algebraically. They can find an approximate solution by scrolling through a calculator table for the equation, using appropriate increments. Or, students might graph the equation and trace its graph.)
5. a. Yes; 60; the number of fruit flies in any generation divided by the number in the previous generation is 60.
b. $1,555,200,000$;
$$432,000 \times 60 \times 60 = 1.5552 \times 10^9$$
c. $p = 2(60^n)$
d. 4
6. a. 12 mice; There were 36 mice after 1 month and the growth factor is 3. So at 0 months, there were $36 \div 3 = 12$ mice.
b. $p = 12(3^n)$. 12 is the original population, 3 is the growth factor, $p$ is the population, $n$ is the number of months. (Or, $p = 36(3^{n-1})$, where 36 is the population after 1 month.)
7. a. 8 fleas
b. Yes, the relationship is exponential. The growth factor is 3.
c. $8(3^{10}) = 472,392$ fleas
Note: Point out to students that this answer demonstrates that exponential growth equations have limits as models of real-life phenomena. Although something might start out increasing in a nearly exponential way, the predictive validity of the model will eventually break down.
8. a.
| $x$ | $y$ |
|-----|-----|
| 0 | 150 |
| 1 | 300 |
| 2 | 600 |
| 3 | 1,200 |
| 4 | 2,400 |
| 5 | 4,800 |
b. The starting population, or initial value, is 150, and the growth factor is 2.
9. growth factor: 3; y-intercept: 300
10. growth factor: 3; y-intercept: 300
11. growth factor: 2; y-intercept: 6,500
12. growth factor: 7; y-intercept: 2
13. a. After 2 yr, the lizard population was 40.
b. After 1 yr, the lizard population was 20.
c. between years 3 and 4
d. Divide the population for one year by the population for the previous year. For example, divide the population for year 3, which is 80, by the population for year 2, which is 40: $80 \div 40 = 2$.
14. a. The growth factor for Species X is 3 because the $y$-value for each point is 3 times the previous $y$-value. The growth factor for Species Y is 2 because the $y$-value for each point is 2 times the previous $y$-value.
b. The $y$-intercept is $(0, 5)$, so the starting population for Species X is 5.
c. The $y$-intercept is $(0, 25)$, so the starting population for Species Y is 25.
d. $y = 5(3^x)$
e. $y = 25(2^x)$
f. $(5, 1,215)$ is a solution for Species X. If we substitute 5 for $x$ into each equation, we get 1,215 for Species X.
Connections
15. D
16. G
17. $4.88 \times 10^7$
18. Less than; 1 million is $10^6$ and $3 < 10$. Therefore, $3^6 < 10^6$.
19. Less than; 1 million is $10^6$ and $9 < 10$. Therefore, $9^5 < 9^6 < 10^6$.
20. Greater than; 1 million is $10^6$ and $10 < 12$. Therefore, $10^6 < 12^6$.
21. $3^2 \times 5$
22. $2^4 \times 3^2$
23. $2^3 \times 11 \times 23$
24. a. The y-intercept is (0,10) for each equation.
b. If you make a table of $(x, y)$ values for Equation 1 for consecutive x-values, you will see that the y-values decrease by 5, so the rate of change is $-5$. In the table for Equation 2, the values increase. If you subtract successive y-values, you get differences of 40, 200, 1,000, and so on. So the rate of change is increasing. (Students will learn in Investigation 3 that the growth rate is 400%.) (Note: Students may describe the pattern of change for Equation 2 multiplicatively, saying that each y-value is 5 times the previous y-value. You could ask these students to describe the change additively, which will get at the increasing rate of change described above.)
c. In Equation 1, the rate of change (the slope) is the $-5$ in front of the x. In the second equation the rate of change increases. Y will be growing 5 times as fast between $x = 2$ and $x = 3$ as it grew between $x = 1$ and $x = 2$. It is easier to see in a table. However, the growth factor of 5 can be seen in the equation as the number raised to the exponent. (Note: Students will be introduced to rate of change of exponential equations in Investigation 3, so this problem is just to get them to think about patterns of change for linear and exponential functions.)
d. Look at the vertical distance between points for each horizontal change of 1 unit. In the graph of Equation 1, the vertical distance between any two points is 5. In the graph of Equation 2, the vertical distance increases, indicating that the y-values are increasing at a faster and faster rate. Students may also describe this multiplicatively at this time. That is, each y-value is increasing 5 times the previous y-value.
25. $y = \frac{1}{4} + 4$; slope is $\frac{1}{4}$, y-intercept is (0, 4)
26. $y = 2x - 6$; slope is 2, y-intercept is (0, –6)
27. $y = 3$; slope is 0, y-intercept is (0, 3)
28. $y = -3x - 3$; slope is $-3$, y-intercept is (0, –3)
29. a.
| Enlargement | Dimensions (cm) | Perimeter (cm) | Area (cm²) |
|-------------|-----------------|----------------|------------|
| 0 (original)| 2 by 3 | 10 | 6 |
| 1 | 4 by 6 | 20 | 24 |
| 2 | 8 by 12 | 40 | 96 |
| 3 | 16 by 24 | 80 | 384 |
| 4 | 32 by 48 | 160 | 1,536 |
| 5 | 64 by 96 | 320 | 6,144 |
b. Exponential; each perimeter is multiplied by 2 to obtain the next perimeter.
c. Exponential; each area is multiplied by 4 to obtain the next area. (Note: Because both width and length increase by a factor of 2, area increases by a factor of 4.)
d. $P = 10(2^n)$
e. $A = 6(4^n)$ or $A = 3(2^n) \times 2(2^n)$
f. Perimeter and area would still increase exponentially, but the related equations would be $P = 10(3^n)$ and $A = 6(9^n)$.
30. Ahmad; expressed as a percent, Kele’s scale factor is 200%, which is less than 250%.
31. C
32. gizmo seller, gadget inspector, widget designer
Extensions
33. a.
| \(x\) | \(y\) |
|------|------|
| 0 | 1 |
| 1 | 1 |
| 2 | 1 |
| 3 | 1 |
| 4 | 1 |
b. The equation \(y = 1^x\) looks like other exponential equations, but the pattern in the table—in which every value of \(1^x\) is 1—and in the straight-line graph looks like a linear relationship.
34. a. \(y = 3(2)^x\); the growth factor can be found by dividing the \(y\)-values: \(12 \div 6 = 2\). The \(y\)-intercept can be found by dividing the \(y\)-value for \(x = 1\), which is 6, by the growth factor of 2. So the \(y\)-intercept is (0, 3).
b. \(y = 10(3)^x\); the growth factor can be found by dividing the \(y\)-values: \(270 \div 90 = 3\). The \(y\)-intercept can be found by dividing the \(y\)-value for \(x = 1\), which is 30, by the growth factor of 3. So the \(y\)-intercept is (0, 10).
35. a. Liang; at the end of 20 years, Liang would have $1,000,000(20) = $20,000,000, and Dinara would have \(2^{20} - 1 = $1,048,575\). Students will probably sum up the values for each year to find Dinara’s total: $1 + $2 + ... + $2^{19} = $1,048,575.
Note: Dinara receives dollars in salary, where \(n\) is the year number, and her total for the \(n\) years is \(2^n - 1\).
b. Liang will continue to have a greater salary through year 25, when Dinara will overtake her with $33,554,431 to Liang’s $25,000,000. Note: You may want to discuss with students a realistic time span for players in professional basketball. It is unusual for players to remain in high demand for 20 years or more. Salaries may even decrease after time.
c. Yes, Dinara’s plan is exponential because the growth factor is 2. Leaping Liang’s is not exponential because the growth rate is 1 (she gets the same amount of money each year). | <urn:uuid:a0c008c3-387a-4364-aa12-68bf37c6a29f> | CC-MAIN-2019-22 | http://drpmath.com/Inv-GGG/GGG%20Inv%202%20ACE%20-%20ANSWERS.pdf | 2019-05-26T18:13:07Z | crawl-data/CC-MAIN-2019-22/segments/1558232259327.59/warc/CC-MAIN-20190526165427-20190526191427-00541.warc.gz | 61,751,899 | 3,219 | eng_Latn | eng_Latn | 0.980914 | eng_Latn | 0.990191 | [
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DISCUSSION
This is an on-bike activity. Students need to have a permission slip and helmet to participate. See the introduction for tips on how to organize for a successful on bike component.
Being able to do an over the shoulder check (OTSC) without swerving while riding is an important skill to have. When you have been doing it for a long time it becomes almost second nature. For some of us it is hard to remember it is a learned skill.
WHEN DO YOU USE AN OTSC?
Riders use the over the shoulder check whenever they move away from the right side of the road and into the middle of a lane. Remember the three different lane positions, L-M-R? Riders move into the middle of the lane when there is a hazard on the right: a parked car, glass, pothole, etc. They also move to the middle to stay out of a right turn lane if they are going straight. Riders move all the way to the left lane when they get ready to make a left turn.
WHY IS IT IMPORTANT TO DO AN OTSC?
Any time you need to move out into the road, you need look behind you and see what is happening. If there is a car or another cyclist, you need to make sure you are safe before changing lane position. The trick is to be able to look over your shoulder without swerving.
SET UP
You will need a long stretch of black top approximately 100 feet long by 25 feet wide. Use the diagram to help you design the drill. Use a chalk line tool (such as carpenters use to ‘snap a line’) or a piece of chalk and a tape measure, to outline the space you will be using and again to make out 3’ lanes the width of the space. You should have between 6 and 10 lanes enough for 1/3 -1/4 of the students to participate in a drill at one time. More lanes means more students can practice at one time. It also means they get to spend more time on their bikes. However, you want to insure that every student has a clear view and you can see and offer instruction to every student. Once you have outlined the space, go over it with thick chalk lines. Use cones to mark corners and lanes. Draw a chalk line and use a cone to mark the center of the course. At the starting line mark the Left Middle and Right of each lane with the appropriate initial. At the end of each lane indicate the appropriate direction for students to turn off with an arrow. Use chalk to draw in the “parked car” obstacle marked in dark blue on the diagram.
STANDARDS
- CA.H.6.2.1.S Analyze the role of self and others in causing or preventing injuries.
- CA.PE.7.4 Students demonstrate knowledge of physical fitness concepts, principles, and strategies to improve health and performance.
- CA.PE.8.3 Students assess and maintain a level of physical fitness to improve health and performance.
OBJECTIVES
Students will gain hands on experience with skills discussed in the classroom portion or the curriculum.
- Checking over their left shoulder to look for cars or other traffic.
- Hand turn signals
- ABCD safety check
- Bike size and seat position
MATERIALS
- Bikes
- Helmets
- Permission slips (signed)
- Chalk line tool or tape measure
- Chalk
- Cones
- Laminated traffic posters
- Toy car tent
Loaner materials are available through Sonoma county STRS
INSTRUCTIONS
Gather students with their bikes. Before you begin drills, do a helmet check (eyes, ears and chin). Students should have the same helmets they adjusted the day before but it is a good practice to check your helmet before every ride. Have students do an ABCD check (air pressure, brakes, chain and drop) on their bikes. If students are sharing bikes they can work as a team. Put air in any tires that need it.
Explain to students that there are multiple skills they will be practicing which will increase in complexity as the drill progresses. For each drill give students a verbal description and then demonstrate. There will be multiple students using each lane but only one student can go at a time.
Drill 1
Students are to bike to the end of the lane. Stop at the STOP sign; look left, right, left; use a hand signal; turn and return to the beginning of the drill. The arrows will indicate the direction they will turn. Students to the right of the STOP sign turn right and students to the left of the STOP sign turn left. Drills are cumulative so they will do this at the end of every exercise for the remainder of the activity.
Drill 2
Students are going to do an over the shoulder check at the center cone. The trick is to look backwards without swerving into the middle lane. To do this, have students take the left hand off the handle bar and place it on their hip when they look over their shoulder. This helps them to not swerve. Repeat this as many times as necessary until every student can do an OTSC successfully. Once they have mastered this they can keep both hands on the handlebars.
Drill 3
Have a volunteer hold up one of the laminated car posters as the students ride. This can be a parent or a student who is unable to participate. As students do their over the shoulder check they yell out what they see on the poster. The volunteer should be standing on the left of the drill zone near the start.
Drill 4
Moving around an obstacle. Point out the chalk obstacle in the road just beyond the cone. Students need to move into the middle lane to go around it. For this drill students need to look over their shoulder, signal left, move to the middle to go around the obstacle. As usual don’t forget to have students stop, look, and signal before moving off the course.
Drill 5
This time, instead of the posters, the volunteer is going to use the toy car tent. If the students see the car, they should stop at the cone before moving around the “parked car.” Students need to wait until the car is gone before they continue to the end of the drill. If there is no car, students continue on as in drill 4. Practice this drill multiple times with different scenarios.
Closing
At the end of the class period, have students put their bikes and gear away. Loaner helmets and bikes should be kept in a secure location. Review the skills they practiced and get some student responses before students move on to their next class. | <urn:uuid:f390d2ab-fad2-4e92-9970-d98144826083> | CC-MAIN-2018-17 | https://sonomasaferoutes.org/sites/default/files/lesson_3_btd_over_the_shoulder_check_.pdf | 2018-04-21T03:53:34Z | crawl-data/CC-MAIN-2018-17/segments/1524125944982.32/warc/CC-MAIN-20180421032230-20180421052230-00055.warc.gz | 714,361,377 | 1,364 | eng_Latn | eng_Latn | 0.999146 | eng_Latn | 0.999271 | [
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School at Home
Helpful tips for homeschool & virtual learning
BE FLEXIBLE
Kids need structure and schedules, but they also need to know that the world won’t end if something changes. Build in flex-points throughout the day to cushion the blow if something unexpected happens.
TAKE PLENTY OF BREAKS
Whether you take a few long breaks or several short ones, time off is just as important as working. Find what works best for your child, but usually, the younger the kid, the more frequent breaks should be.
FUEL THEIR BRAINS
Kids think better when they’re full, but too many sugary foods can cause a cranky crash later in the day.
JUST ENOUGH TIME
Your school may already have expectations of how much time your child should spend doing school work each day. If it’s all up to you, however, you may be surprised by the amount of instruction time your kid needs.
CHECK-IN TIMES
If your child is doing virtual school, you don’t have to sit with her or him the entire time. Let your child know that you’ll come back every 30 minutes, or even every 5 minutes, depending on your child’s capabilities. Only answer questions and offer help during check-in time. That way you will be free to do other chores or take a moment for yourself.
SLEEPY KIDS ARE EMOTIONAL
Sleep affects attitudes and not getting enough can make kids even more whiney and irrational than normal. Even teenagers need more sleep than you think.
ADJUST YOUR SCHEDULE
Different ages and learning styles work better with different schedules. Kids tend to do their best work in the morning, while groggy teens tend to work better if they can sleep in and work through the afternoon. Feel free to experiment with your kid’s best time for focused work.
| Grade Level | Minimum | Maximum | Session Length |
|-------------|---------|---------|----------------|
| Pre-K | 20 mins | 60 mins | 3-5 mins |
| K | 30 mins | 90 mins | 3-5 mins |
| 1-2 | 45 mins | 90 mins | 5-10 mins |
| 3-5 | 60 mins | 120 mins| 10-15 mins |
| 6-8 | 90 mins | 180 mins| 15-30 mins per class |
| 9-12 | 120 mins| 270 mins| 20-45 mins per class |
*According to Illinois State Board of Education Remote Learning Recommendations*
FIND TEACHABLE MOMENTS
You don’t have to make everything a lesson, but there’s opportunity in every moment. A frog discovered at playtime can become a quick lesson on habitats. Making dinner can be an exercise in measurements, chemistry, or just general home economics.
Behavior Tips
Helpful tips for homeschool & virtual learning
What’s the Function?
If your child has some problematic behaviors, try to be curious about the purpose it is serving. Is this for attention? Does she need a break? Is he hungry, sleepy, or anxious? All behavior usually happens for one of four reasons: attention, getting something, escaping/avoiding something, or because something is going on inside the body. If you know why your child is doing it, you can help your child choose a better behavior to get what they need (e.g. “If you yell at me, I will not answer you, but if you call for me politely and wait, I will answer your question”).
Get Calm First
You will have lots of frustrations with each other throughout the year, even throughout the day. They’ll be mad. You’ll be mad. But before you do anything else, get calm first! Take some deep breaths, walk away for a moment. Get your thoughts together. Let your kid get calm as well. Get everyone safe if there’s danger, but then let everyone cool off. After that, identify the problem, find a solution, and identify what needs to happen next.
Let Them Wiggle
Most kids need to move at least a little. Let them swing their feet or wiggle in their chairs, and give them time outside if you can. As long as they can get their work done, give them as much freedom to move as possible.
Reinforce the Behavior You Want to See
Give rewards and take away extra work, chores, etc. every time your kid does the right thing. Pick new reinforcers every week, or even every day. Print out a picture or write it down and post it somewhere your kid can see it while completing tasks. Everyone likes to know what they’re working for.
Give Yourself a Break
This has been a hard year, and it’s not over yet. While you’re reinforcing your kid’s hard work, don’t forget to reinforce yourself for yours. Savor a cup of tea or coffee. Reach out to a friend for encouragement. Find a safe person with whom to vent your frustrations. | 636ff008-a283-47b8-9b79-312dbd7fd5fc | CC-MAIN-2021-10 | https://www.sehdph.org/wp-content/uploads/2020/08/School_At_Home.pdf | 2021-03-06T17:36:45+00:00 | crawl-data/CC-MAIN-2021-10/segments/1614178375274.88/warc/CC-MAIN-20210306162308-20210306192308-00627.warc.gz | 836,303,302 | 1,036 | eng_Latn | eng_Latn | 0.997369 | eng_Latn | 0.997308 | [
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Low to No-Cost In-School Dental Program for BVSD Students
A HEALTHY SMILE IS A BEAUTIFUL SMILE!
ABOUT THE PROGRAM
CLINICA FAMILY HEALTH is partnering with the Boulder Valley School District (BVSD) to bring dental services to children in their schools. Your child is eligible to enroll in our low to no-cost, in-school dental program.
A HEALTHY MOUTH is important to a child’s overall health. Regular checkups keep teeth healthy and protect your child from painful cavities or problems with eating, speaking, playing and learning. The sooner children begin getting regular dental checkups, the healthier their mouths will stay throughout their lives.
SCAN THIS CODE TO ENROLL TODAY!
DENTAL SERVICES
THE SERVICES WE CAN PROVIDE to your child during school include:
- Screenings
- Risk assessment for cavities
- Fluoride application
- Sealants
- Oral health education
- Referrals for services not available at school
COST
- All students can receive dental care regardless of dental insurance.
- We will not collect any fees from students who are screened or receive our limited scope preventive care in the school-based setting.
- If appropriate, Clinica will attempt to bill the student’s insurance for the care provided but any outstanding balance will not be passed on to the families.
FOR KIDS!
BENEFITS OF REGULAR DENTAL CARE
There are many reasons why your child should see a dentist regularly:
- Children who get regular dental care tend to be healthier.*
- They miss fewer days of school.**
- Children with healthy mouths do better in school!**
WHAT TO EXPECT
YOUR CHILD WILL BE seen by one of our full-time, licensed and certified hygienists. Our hygienists rotate among BVSD elementary schools, visiting each school four times during the school year. At the first visit, our team will create a treatment plan for each student based on their risk for cavities or other oral health issues. You will receive a treatment summary after each visit.
DID YOU KNOW?
TOOTH DECAY, or cavities, are the most common chronic disease of childhood. According to the CDC, by the time a child enters kindergarten, more than one of every five students have developed at least one cavity.**
OUCH! Cavities hurt and they are expensive to have filled.
THE GOOD NEWS IS that tooth decay is 100% preventable with regular dental visits and by following good dental habits.
HOW TO ENROLL YOUR CHILD
If you want your child seen by one of our hygienists, please complete a consent form and return it to Clinica or your school’s front office. You can obtain a consent form by going to www.clinica.org/bvsd-dental-program/ or by scanning the QR code below.
SCAN THIS CODE TO LEARN MORE!
WANT MORE INFORMATION?
You can get more information about our in-school dental program, a list of participating schools, and school-specific contacts by visiting our website at www.clinica.org/bvsd-dental-program or by contacting the Clinica Dental Operations Manager, at firstname.lastname@example.org.
* mayoclinic.org https://www.mayoclinic.org/healthy-lifestyle/adult-health/in-depth/dental/art-20047475 (06/04/2019)
** cdc.gov https://www.cdc.gov/oralhealth/publications/features/childrens-dental-health.html (02/04/2020) | 4e23f833-3d9d-4394-ac55-d59a4118ff6b | CC-MAIN-2025-05 | https://www.clinica.org/wp-content/uploads/2021/09/BVSD-Dental-Handout-Eng-2024.pdf | 2025-01-21T14:52:45+00:00 | crawl-data/CC-MAIN-2025-05/segments/1736703363294.36/warc/CC-MAIN-20250121134838-20250121164838-00620.warc.gz | 717,852,151 | 709 | eng_Latn | eng_Latn | 0.95004 | eng_Latn | 0.996809 | [
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Be the solution to stormwater pollution
Stormwater pollution is the leading threat to our water quality. Approximately 1500 stream miles in Metro Atlanta are in violation of state water quality standards due to stormwater pollution.
The daily activities of residents and businesses across the region impact our water resources and ultimately our drinking water supplies. The only way to combat the adverse effects of pollution is through knowledge and action. The quality of Metro Atlanta's rivers, lakes and streams depends on all of us.
The Clean Water Campaign
The Clean Water Campaign is a collaborative multi-agency education and outreach effort coordinated by Metropolitan North Georgia Water Planning District for the 15-county Metro Atlanta area. The Clean Water Campaign’s mission is to build awareness of water quality problems and solutions.
The Metropolitan North Georgia Water Planning District serves as the water planning organization for the greater metropolitan Atlanta area, which encompasses the following counties and their respective municipalities: Bartow, Cherokee, Clayton, Cobb, Coweta, DeKalb, Douglas, Fayette, Fulton, Forsyth, Gwinnett, Hall, Henry, Paulding and Rockdale.
Clean Water Campaign
www.cleanwatercampaign.com
Why should you care about clean water?
Did you know that when it rains it pollutes? It all starts in your neighborhood.
Every time it rains, water runs off the land as stormwater. As it flows over rooftops, lawns, driveways and streets, stormwater picks up pollutants and debris such as dirt, motor oil, fertilizer, litter and pet waste. All of these pollutants are carried by stormwater into storm drains and drainage ditches, which flows untreated into our rivers, lakes and streams.
Stormwater pollution is the biggest threat to our waterways. It harms our ability to use our rivers and lakes for swimming and fishing, makes treating our drinking water more difficult and negatively impacts the environment.
Be the Solution!
10 Things You Can Do:
1. Never dump anything onto the street, down a storm drain or into a drainage ditch.
2. Pick up after your pet. Bag it and throw it into the trash.
3. Compost or bag your grass clippings and leaves for curbside collection.
4. Use fertilizers and pesticides sparingly.
5. Put litter in its place.
6. Keep your septic system maintained to prevent leaks.
7. Check your vehicles for leaks and repair them as soon as possible.
8. Always recycle your motor oil and other vehicle fluids.
9. Wash your car over a grassy area or at a commercial car wash, not on your driveway.
10. Tell a friend or neighbor how they can help prevent stormwater pollution.
How can I get involved?
There are many different ways to get involved in the Clean Water Campaign. Here are just a few:
💧 Invite a Clean Water Campaign partner to speak at your next civic or neighborhood meeting.
💧 Visit [www.cleanwatercampaign.com](http://www.cleanwatercampaign.com) for more detailed information on ways to prevent stormwater pollution.
💧 Volunteer at a local stream cleanup. Visit [www.riversalive.org](http://www.riversalive.org) for upcoming events in your community.
Contact Information
Clean Water Campaign
[www.cleanwatercampaign.com](http://www.cleanwatercampaign.com) | 1f2cbb50-60ba-4048-80e3-bb2f35c16f31 | CC-MAIN-2025-05 | https://www.cityofauburn-ga.org/Assets/Files/When-it-Rains-it-Pollutes%20(1).pdf | 2025-01-24T23:02:27+00:00 | crawl-data/CC-MAIN-2025-05/segments/1736703697471.77/warc/CC-MAIN-20250124215911-20250125005911-00376.warc.gz | 734,023,718 | 662 | eng_Latn | eng_Latn | 0.992114 | eng_Latn | 0.995913 | [
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A Home and Retreat From the Vicissitudes of Life
When Hester Ann Chase passed away, she left the house to her three nieces. By 1885, both Frances and Matilda had died, leaving their sister, Hester Ann Chase Ridout, as the sole heir. Ridout, perhaps influenced by her aunt’s charity in providing a home for her and her sisters as orphans, wanted to leave a positive and lasting legacy for women. In her will, written in 1886, she established the house as Chase Home, to be a “retreat from the vicissitudes of life,” and set up a board of trustees to maintain the home. Her gift and the devoted efforts of the trustees have provided a caring and comfortable home of, by, and for women for over 125 years.
The ongoing mission of the Chase Home is to carry on the legacy of Hester Chase Ridout in providing a safe haven for women while maintaining the architecture and artifacts of the beautiful 18th century mansion in which they live.
Come and Tour Our Historic Home and Garden!
The Chase-Lloyd House
22 Maryland Avenue • Annapolis, MD 21401
www.chaselloydhouse.org
Open March–December
Monday–Saturday, 2–4 pm
Admission
This publication has been financed in part with State Funds from the Maryland Heritage Areas Authority, an instrumentality of the State of Maryland. The contents and opinions do not necessarily reflect the views or policies of the Maryland Heritage Areas Authority.
The Chase-Lloyd House, also known as the Chase Home, is a National Historic Landmark, rich in American history. The story of the house begins in 1769 with the determination of Samuel Chase, a signer of the Declaration of Independence and one of the first Supreme Court justices, to build a fine mansion in Annapolis. It moves through the political, social, economic, and cultural currents of colonial and early American history into the waves of 19th century struggle and progressivism, in particular that of the emerging women’s rights movement. The story continues in the 20th and 21st centuries with the lives of the residents of Chase Home. They are the beneficiaries of the generous humanitarian spirit of the last private owner of the house and a relative of Samuel Chase, Hester Chase Ridout, who donated the home in 1888 as a retreat for women from the vicissitudes of life. The home stands today as a beautiful testament to the dreams of both Chases and the achievements of American and architectural history.
Samuel Chase and Early Construction
Samuel Chase was born in 1741 in Somerset County on the eastern shore of Maryland and was raised in Baltimore by his father, an Anglican minister. Chase began his political career in Annapolis as a lawyer and a representative in the colonial Maryland legislature. An active leader in the Sons of Liberty, he was elected to represent Maryland in the Continental Congress. Demonstrating his commitment to the revolutionary cause of fellow colonials, Chase signed the Declaration of Independence, but later refused to sign the Constitution. In 1796, George Washington appointed him an associate justice in the United States Supreme Court.
In 1769, when Chase was only 28 years old, the ambitious lawyer began the construction of a house in Annapolis for his growing family. From its unusually tall three-story height, it is evident that Chase wanted his Georgian-style mansion to rival those of his far wealthier neighbors. Sadly, with only the foundation and outer shell of the house completed, he encountered financial difficulties. In 1771, Chase sold the unfinished house to a wealthy plantation owner from the Eastern Shore, Edward Lloyd IV.
Edward Lloyd IV and House Completion
Like Chase, Lloyd needed a home in Annapolis close to the political life of the colonial capital. As a fifth generation Maryland planter from Talbot County, Lloyd had just been elected as a delegate to the Maryland General Assembly. The townhouse provided an elegant setting for him and his family in which to live and entertain while the assembly was in session. Lloyd hired William Buckland, a master builder working in Virginia, to complete the exterior and interior of the structure. His choice was fortuitous as the resulting work is one of the finest examples of classical architecture in colonial America. Buckland had trained in London, where he was introduced to the neo-Palladian style in vogue there in the later 18th century. He and his crew of carpenters, masons, and plasterers applied the balanced and symmetrical features of that style to Lloyd’s house, producing a masterpiece of Anglo-Palladianism. Buckland’s other major works include the Hammond-Harwood House, across Maryland Avenue from the Chase-Lloyd House, and Gunston Hall, the home of Virginia patriot George Mason.
Several of Edward Lloyd’s children were born in the house, including his only son, Edward, who became a governor and senator of Maryland, and his youngest daughter, Mary “Polly” Tayloe Lloyd. In 1802, she married Francis Scott Key, later the author of the Star-Spangled Banner, now the national anthem. Local legend places the wedding ceremony at the foot of the magnificent central staircase in the entrance hall. Lloyd died in 1796 at the age of 52. He left the Annapolis house to his wife, Elizabeth Tayloe Lloyd, along with his Eastern Shore property which she managed until their son, Edward V, came of age.
Edward Lloyd V at the Mansion
Edward Lloyd V was only 16 when his father died, and he did not inherit the house in Annapolis and the family plantation in Talbot County until 1800, upon turning 21. The young Lloyd acquired not only the land, but also the family’s slaves. Fredrick Douglass, who lived on the plantation as a child, remembers Lloyd in his autobiography as an imperious master. He describes the beating of a slave by Lloyd which impressed Douglass with a deep sense of the injustice and barbarity of slavery. In 1800, Lloyd was elected to the Maryland House of Delegates. Like his father before him, that meant he needed a place to entertain. The family home in Annapolis fulfilled the purpose well, and many of the slaves from the plantation, including Sall Wills, were sent to Annapolis to work in the house. Lloyd served in the House of Delegates until 1805, when he was elected to the U.S. House of Representatives.
In 1809, Edward Lloyd V ran for governor of Maryland against the last living signer of the Declaration of Independence, Charles Carroll of Carrollton, and won by a landslide. Lloyd remained in office until 1811. A year later, he participated in the War of 1812 as Lieutenant Colonel of the 9th Regiment of the Maryland Militia. After the war, he served in both the Maryland and the U.S. Senates. Edward Lloyd sold the house in 1826 to his brother-in-law, Henry Hall Harwood.
Coming Full Circle
In 1847, Hester Ann Chase, who had lost her home nearby on King George Street to fire, bought the house from Harwood’s heirs. The daughter of Jeremiah Chase, a cousin of Samuel Chase, and the wealthiest woman in Annapolis, Hester Ann was a primary investor in Annapolis’s first water and electricity companies. Although she was an unmarried woman with no children, the large house allowed her to provide a home for her three orphan nieces, Matilda, Frances, and Hester, the children of her sister, Matilda, and her husband, Thomas Chase, the son of Samuel Chase. At the time, another of Hester Chase’s sisters, Frances Chase Loockerman, lived across the street in the Hammond Harwood House. | <urn:uuid:af317045-6057-4952-890f-5de3fb32d104> | CC-MAIN-2018-51 | http://www.chaselloydhouse.org/app/download/7123877300/FINAL_CLH_Exterior_Trifold.pdf | 2018-12-15T21:51:55Z | crawl-data/CC-MAIN-2018-51/segments/1544376827097.43/warc/CC-MAIN-20181215200626-20181215222626-00165.warc.gz | 338,503,057 | 1,600 | eng_Latn | eng_Latn | 0.996506 | eng_Latn | 0.997898 | [
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Sunday Lake 2024 Health Report
Lake Health = POOR
The lake health is currently poor. Its natural condition is likely fair, but restoration is needed to reduce past pollution.
| Health Indicators | Poor | Fair | Good | Excellent |
|-------------------|------|------|------|-----------|
| Water Clarity | | | | |
| Visibility in water | | | | |
| Phosphorus | | | | |
| Keeping it low prevents algae | | | | |
| Algae | | | | |
| Problematic if too much | | | | |
| Shorelines | | | | |
| Shoreline plants protect the lake | | | | |
Details:
- **Poor** – Average clarity is 5.8 feet deep and varies with the amount of algae.
- **Poor** – Phosphorus levels are very high.
- **Poor** – Algae levels are very high. The lake has occasional toxic algae blooms.
- **Good** – Around 61% of the lake shoreline has trees and shrubs rather than lawns.
Possible ratings include: ▶️ Poor ▶️ Fair ▶️ Good ▶️ Excellent
Based on data collected from 2014-2023. For additional details and data, visit www.lakes.surfacewater.info.
Take Action to Help Restore Sunday Lake
- **Be Lakewise**
Make small changes on your property to prevent phosphorus pollution (see reverse side).
- **Retain Trees & Shrubs**
Keep or plant more trees and shrubs. They reduce and clean polluted runoff.
- **Prevent Milfoil**
Clean, drain and dry your boat before launching or leaving the lake to prevent the spread of invasive plants.
See back for details on how you can help.
Sunday Lake Watershed
The properties inside the yellow line drain to the lake and make up the lake’s watershed. The area outside the yellow line drains to other lakes, streams or rivers.
Sunday Facts
- Sunday Lake is a 49-acre lake located five miles east of Stanwood on a plateau north of the Stillaguamish River.
- Hundreds of snow-white trumpeter and tundra swans winter at Sunday Lake each year.
- Residents have collectively restored 29 percent of the lake shoreline to improve water quality and wildlife habitat through the LakeWise program.
- The lake, especially the east side, has extensive mats of the highly invasive Fragrant waterlily.
www.lakewise.org
You Can Make a Difference!
Be LAKEWISE by making the following clear choices to reduce harmful phosphorous pollution from entering your local lake.
Practice Natural Lawn Care
Avoid fertilizer that contains phosphorus. Attend a FREE natural lawn care workshop.
Pick Up Pet Waste
Scoop it, bag it, and place it in the trash.
Prevent Soil Erosion
Cover bare soil areas with mulch or plants and fix eroding areas.
Infiltrate Roof & Driveway Runoff
Divert roof and driveway runoff into lawns or landscaped areas to absorb and filter pollutants.
Maintain Your Septic System
Have regular inspections* by a licensed septic contractor and attend a FREE septic care workshop.
Create a Healthy Shoreline (if applicable)
Maintain existing shoreline vegetation and replace some shoreline lawns with trees and shrubs.
Become LAKEWISE Certified
Get started by signing up for a FREE educational site visit. We will answer your questions and help you find LakeWise solutions that work for your property. Complete all actions to become LakeWise Certified and receive your sign. To sign up and learn more, visit www.lakewise.org or call 425-312-0623.
* Find your system type’s required inspection frequency in the Snohomish Health Department’s publication (https://bit.ly/SepticInspection).
Translations, interpretations, and ADA accommodations are available upon request. Call 425-388-3464. (TTY: 711)
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Electrical Safety Activity Answers
Instructions:
Mark the four electrical hazards shown below with an “X.” Use the safety tips to identify the hazards. Share these tips with your family and friends, and remember to always play it safe near electricity!
Electrical Safety Tips:
- Do not overload electrical outlets. Overloaded outlets are a fire hazard!
- Keep liquids and drinks away from all electronics, like TVs, computers and gaming consoles. If the liquids spill, they could cause shock or fire!
- Never place items like clothing or toys on top of a lamp! Leaving flammable items near lightbulbs creates a fire hazard.
- Never leave electrical cords in an area where people walk! The exposed cord creates a tripping hazard. | b48ce2ee-0675-4b9d-ab48-af4b6233f169 | CC-MAIN-2021-10 | https://sanpatricioelectric.org/sites/sanpatricioelectric/files/PDF%20Documents/kids%20Energy%20Zone%20PDFs/Other/Hazards%20Answer%20Key.pdf | 2021-03-05T17:18:11+00:00 | crawl-data/CC-MAIN-2021-10/segments/1614178373095.44/warc/CC-MAIN-20210305152710-20210305182710-00126.warc.gz | 540,811,333 | 146 | eng_Latn | eng_Latn | 0.998455 | eng_Latn | 0.998455 | [
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Protected Forever – 600 Acres – Our Largest Conservancy
Northeast Wisconsin Land Trust has guaranteed that an exceptional property in Marinette County will be preserved in perpetuity. Three Creeks Conservancy boasts 600 acres (nearly one square mile) of protected land. A property of this magnitude is a rare gem that consists of undeveloped shorelines, private forested lands and unique habitat. In addition to providing habitat for bear, bobcat and deer, this area is the home range for a local wolf pack. Numerous migratory and nesting, song and game birds have made this place their home, as well. This is one of the few remaining wilderness areas in northeast Wisconsin.
“Standing at the creek’s edge, I saw fish flickering in the water and could feel the warmth of the sun emanating from the huge rocks beneath me. The roaring of the rushing water drowned out the sound of the wind blowing through the pines above. It felt good to know that this place would always remain this way,” recalled Julie Hawkins Tyriver, Land Stewardship Coordinator.
We cannot emphasize enough the importance of keeping large tracts of land this size intact. Humans greatly benefit from the resources and processes supplied by natural ecosystems, particularly improved water quality as a result of natural filtration. The extensive habitat that is provided by this property is another of the many benefits we receive by preserving land. We sincerely thank the family for entrusting us with this spectacular property and for having the desire and foresight to protect it in perpetuity.
In 2005, NEWLT purchased the 48 acre Guckenberg-Sturm Preserve, also known as the Stroebe Island Marsh, located along Little Lake Butte des Morts and bordered by Mud Creek. The marsh and surrounding floodplain forests represents one of the last remaining pristine, open cattail marshes found along the Lower Fox River drainage. Though this Preserve is open to the public few people visit this unique place. Typically, much of the preserve is flooded for much of the year, making it difficult to access or even view the edge of the cattail marsh.
Our intent in purchasing this property was to share it with others. We now propose that by installing a viewing platform more people would have the opportunity to cherish this natural treasure that we have right here in the Fox Valley. Our plans include installing an elevated path where people can walk to the water’s edge and view the abundance of migrating visitors to the marsh. The location of the viewing platform and boardwalk would allow visitors a sense of solitude in a busy urban area. It is our wish is that people will not only feel connected to this wetland, but expand their knowledge to include the importance of all wetlands.
“This is NEWLT’s first-ever attempt to construct improved trails and amenities,” Deborah Nett, executive director of the Land Trust, said. “Our hope is that it will help people connect with this special place and foster a greater appreciation for the natural places in all of our backyards,” said Deb.
Visitors will be able to observe the animal and plant life in the classic cattail marsh from a platform measuring 16 by 8 feet and accessible by 165 feet of boardwalk and 200 feet of floating walkway. The walkway will be built on the north side of Stroebe Island Road, at the west edge of the marsh. Construction is expected to begin between July and September of 2012. NEWLT will install an interpretive sign on the viewing platform detailing what it is that visitors are seeing and why it is important to them and to the health of the natural environment. We feel that by educating the visitors of the preserve we will help ensure the long-term preservation of this marsh. NEWLT believes that in the end we only preserve what we know and love.
Earlier this spring, Land Trust staff spent an unusually warm day in March strolling through Northern pike spawning grounds. With the sun shining overhead, the bugle of cranes nearby and ducks launching their way skyward, we made our way along the ditches and creeks looking for pike. Over 30 pike were counted on a short stretch of stream on the property in just about an hour's time. "Traditionally, pike spawn as soon as the ice is out, and finding them in the ditches and streams can be hit or miss," said Ryan Bessette, West Shore Project Coordinator.
The previous week Northeast Wisconsin Land Trust was awarded the final grant needed to complete our purchase of these 34 acres of wetlands along Green Bay’s west shore. The Land Trust has been awarded funding from three government grant programs to purchase and protect this valuable wetland habitat in Brown County. “We were all so grateful to be spending the morning walking around the future site of our new preserve and so thankful that we have the opportunity to protect such a significant breeding ground for these exceptional fish,” said Kari Hopfensperger, Communications Coordinator.
“The life cycle of the Northern pike provides a snapshot of the relationship between coastal wetlands, a healthy watershed, and ecologically important species. Northern pike depend not only on the coastal wetlands, but on a network of small streams and ditches that connect the wetlands with the inland areas of the watershed. The pike use this network every spring as they swim inland from Green Bay to spawn,” Kendra Axness, UW-Extension Basin Educator for Natural Resources.
After hatching, the pike “fry” spend time in these areas growing strong before they begin their journey back to the Bay sometime in May. Then the waterways and wetlands they occupied in spring dry up. Looking at these places in summer you would never suspect that they are extremely important spawning and rearing habitat for fish. Next spring mature pike will repeat the cycle and often return to the same location where their parents spawned.
“If we care about the waters of the Bay and the quality of our fisheries, land conservation on the west shore of Green Bay is crucial. The health of Green Bay and also Lake Michigan is very much determined by what we do on the land here, in northeastern Wisconsin,” said Deborah Nett, Executive Director. With luck, the new preserve will open to the public late this summer. This will not only be our first preserve on the west shore, but also a place where people can experience first-hand a critical Northern pike spawning habitat.
A large female prepares to spawn as two males stay by her side. A female pike lays in a ditch along the side of the road.
In late March of 2011 Northeast Wisconsin Land Trust was contacted to find out if we had any interest in helping preserve a property at the confluence of the Little Peshtigo River and the Peshtigo River. We responded with a resounding, “Yes!” Things progressed quickly after that. Land Trust staff toured the 24 acre property as soon as the winter’s heavy blanket of snow had melted. “When we arrived both rivers were at flood stage, the entire floodplain that exists on the property was underwater. It was evident this wetland forest was very high quality,” stated Jim Klinkert, Director of Land Acquisition. A follow up visit after water levels dropped revealed a rich diversity of plants in the understory.
The caretakers of this special property expressed their long held view and desire to preserve this land in its natural, undeveloped condition, “We can’t pave the whole earth. Without wild land there can be no life. We don’t own the land. We are only caretakers. This conservation easement with Northeast Wisconsin Land Trust will enable us to preserve and protect this special part of the earth now and into the future.”
The Peshtigo River is a Wisconsin Land Legacy Place and one of America’s great rivers. Both the Peshtigo and Little Peshtigo rivers provide habitat and recreational fishing opportunities for northern pike, walleye, and bass. The intact floodplain forest and wetlands provide exceptional habitat for the large array of wetland and river-dependent wildlife. Protecting this property contributes to the conservation of the intact and natural landscapes that currently characterize the Little Peshtigo and Peshtigo Rivers corridor in this area, and ultimately the health of Green Bay.
WE WOULD LIKE TO WELCOME THE FOLLOWING NEW MEMBERS:
Marcella and Jerome Bierman
Gail and Laurie Bierman
Daniel and Elizabeth Bierman
Vicki and Gerald and Barbara Bierman
Jon and Teresa Weglarz-Hayes
Joyce O. Hagen
Chelsea and Fred and Karen Hagen
Bruce and Randall Hagen
Peter and Beth Hagen
Gregory and Ellen M. Hagen
Michael and Carol Hagen
Kathy Hagen
Bill and Ann Hagen
Paul and Mary Warren Hagen
Raymond and Jack Warren
WE THANK YOU FOR YOUR SUPPORT OF CONSERVATION. YOUR SUPPORT IS CRUCIAL TO OUR WORK.
You can now make a donation to the Land Trust on-line at www.nwlandtrust.org
NEWEST MEMBERS
THE FOLLOWING NEW MEMBERS:
- Laura Burrows
- Cherney
- Dumke
- Fannin
- Elizabeth Flaherty
- Fresen
- Bernice Geenen
- Joy Hagen
- Bill and David Hall
- Annemann
- Johnson
- Karen Kersten
- Kilmer
- Paul Lawton
- Brenda Lemery
- Ted Nancy Long
- McAleese
- Gloria Morgan
- Pletcher
- Joanne Rackow
- Thea Sager
- Jean Schultz
- Ted Stefanski
- Worthen
THANK YOU FOR YOUR COMMITMENT TO NEWLT! YOUR SUPPORT MEANS SO MUCH TO US!
NEWLT WELCOMES NEW BOARD MEMBERS
Northeast Wisconsin Land Trust would like to announce the arrival of five new members to our board of directors within the last year. We are excited as they will be a wonderful addition for the land trust and we are happy to have them.
Kelly Helein is a dedicated conservationist who loves the outdoors and has served her community by volunteering for many local organizations. She is an experienced professional with a diverse background in sales and marketing employed by Thilmany Papers. “Our family is strongly committed to the Fox Valley Community,” said Kelly.
Charles Larscheid spent the last 21 ½ years as the Port and Solid Waste Director for Brown County, a position which put to good use his knowledge of biology and natural resources. Chuck is an avid bird watcher, hunter, and fisherman and says “I love the outdoors and being involved with preserving natural areas.” He would like to help bring NEWLT’s mission to the Green Bay area.
Timothy McCoy is an attorney with Godfrey & Kahn law offices in Green Bay, WI. Tim is an avid bicyclist and a triathlete. He loves to be outdoors and see places that are in their natural state. Tim is passionate about land conservation and feels that nature doesn’t need to be maintained as it maintains itself.
Stephanie Vrabec is a science teacher, moderator of Xavier High School Environmental Club, biker, hiker, tennis player, and watercolor painter. “I have a passion for the protection of environmentally significant ecosystems,” says Stephanie. She truly wants to protect land for future generations, and improve outreach to educate, as well as, connect local educators and scientists in land preservation efforts.
Teresa Weglarz is an Environmental Science educator, with a background in environmental Toxicology. She spends much of her time hiking, biking, gardening, scrapbooking, and composting. Teresa wants to help raise awareness of the benefits of land conservation. She looks forward to the opportunity to be more active in local land stewardship issues.
“Some people go to beautiful places; others make places beautiful,” says Jim Resick, Vice-President of NEWLT Board.
We have amazing volunteers that work with us. We wouldn’t be able to be as successful as we have been without our volunteers. One volunteer in particular has been an amazing asset to NEWLT. Jeffrey Ralson heard about volunteer opportunities with us thru contacting Winnebago County and then getting into contact with Debbie. Jeff is an orthopedic surgeon at Neenah Orthopedics and is married to Deborah with two teenage children. He loves being a surgeon but also has a love for being outside and becoming more knowledgeable about the environment. He earned a masters degree in 2008 from University of Wisconsin-Stevens Point in natural resources because of his love for the outdoors. His family owns property in Iowa and enjoys doing things on his property but wanted to affect the place that he lives so he now volunteers for us working mainly on the Guckenberg-Sturm preserve. Jeff has helped provide input on the location for the Guckenberg-Sturm wildlife viewing platform and has begun work to remove reed canary grass from the preserve. He has also spent countless hours cutting and treating buckthorn as well as doing monitoring with his son, Nick. Nick, a junior in high school, has spent a lot of time working with his father on these projects, with whom Jeff says he has gotten twice as much done. As a family they like to spend time being outdoors camping and being in the wilderness. Jeff is looking forward to working on more preserves in the future. Thank you Jeff and Nick for all you have done and are doing for Northeast Wisconsin Land Trust.
Long time Land Trust employee, Jim Klinkert, director of Land Acquisition had the joy of sharing an amazing gift with his friends and family. In February his incredibly talented daughter, Brenda Rae put on a concert crowd at the Lawrence University Memorial Chapel which benefitted the Land Trust and Lawrence Academy’s Girls’ Choir. Brenda Rae, accompanied by Anna Reiser on the piano performed her favorite opera arias.
Brenda Rae (Klinkert), born and raised in Appleton, developed her appreciation and respect for nature here. Her musical sensibilities and talents were richly nurtured in this community, including her experience in the Girls’ Choir. Ms. Rae received her training at Juilliard after graduating from the University of Wisconsin-Madison. Now a soloist at Oper Frankfurt in Germany, she is described as “a young American soprano on the threshold of stardom” (Hugh Canning, Opera Magazine, August 2011).
“The thread that brought us together today, “For Love of Song and Nature” is to realize that natural habitats and gifted artists need to be nurtured and shared,” said Kelly Helein, NEWLT Board of Directors said as she addressed the crowd of approx.. 500 people. Brenda and Anna put on a lovely concert and we thank them for sharing their spectacular talent with us. We are also grateful to all those who attended as we enjoyed spending an afternoon listening to beautiful music with everyone.
Calling all Paddlers and River Enthusiasts - NEWLT Joins NEWP to Promote Land and Water Conservation – July 21, 2012
Northeast Wisconsin Land Trust (NEWLT) is proud to sponsor the Northeast Wisconsin Paddlers (NEWP) 11th annual Park-to-Park Paddle on July 21, 2012. NEWLT invites you to join us at noon at Lutz Park in Appleton for a lively and entertaining post paddle celebration including food, music and an informal presentation about the Fox River by Professor Bart De Stasio of Lawrence University.
The popular paddle event launches at Shattuck Park in Neenah at 9:30 AM and ends at Lutz Park in Appleton around noon. Grilled Tease mobile restaurant will have scrumptious takeaway food for sale (20% of the sales will benefit NEWLT and our conservation efforts). Tables and chairs will be provided, or you may bring your own for Dr. De Stasio’s presentation that is expected to begin at 1:30 PM. Whether or not you paddle, it will be exciting to witness the arrival of over 200 human-powered craft at Lutz Park and to celebrate the Fox River together. To register or obtain information about the Paddle event, please visit the NEWP website: http://www.wisconsinpaddlers.org. Additional information about the post paddle celebration and program can be found on the events page at www.newlt.org.
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Yes, I/we want to help preserve northeast Wisconsin’s most precious natural resources:
☐ Please list me as Anonymous in your publications.
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☐ My area of interest is ____________________________________________________________
_________________________________________________________
☐ Please contact me about volunteer opportunities.
☐ Please email me about coming events.
Please enter gift memberships for the following:
Name ________________________________________ ($___________)
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(Email is the most cost-effective way for us to contact you. We will not share your email address with anyone else.)
NEWLT is a tax-exempt 501(c)(3) organization. Your donation is tax deductible to the full extent of the law.
NEW AT NEWLT
• View our first video on the website or YouTube
• Visit the website to sign up for our e-newsletter
• Join us on Facebook for frequent updates
• Watch for our QR code for smartphone users
MEMORIAL GIFTS
Northeast Wisconsin Land Trust recognizes gifts made in memory of the following people:
William Froelich Jr.
Len Weis
Gail Engler
Gerald Schaper
John Bachhuber
Roger Drayna
Thank you to the families and friends who honored your loved ones with gifts to the Land Trust. The gift of preserving land is a gift that lasts forever.
Thanks for your support!
The mission of the Northeast Wisconsin Land Trust is to preserve lands that protect our waters, landscapes, and natural habitats for this and future generations. | d18b80c2-abfd-46a4-a166-210a59ede997 | CC-MAIN-2022-21 | https://www.newlt.org/_files/ugd/bd2190_c5b61e9902524afa9042cf696bd42679.pdf | 2022-05-24T19:46:30+00:00 | crawl-data/CC-MAIN-2022-21/segments/1652662573189.78/warc/CC-MAIN-20220524173011-20220524203011-00685.warc.gz | 1,056,714,146 | 3,664 | eng_Latn | eng_Latn | 0.99622 | eng_Latn | 0.99889 | [
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PANCAKES, PANCAKES! by Eric Carle
What It’s All About
Jack would like to make a pancake for breakfast! His mother is busy and so Jack helps her to gather the ingredients... from the farm! Learn about grinding wheat into flour, churning milk into butter, and collecting eggs from the hen.
Discover a World of Words
Throughout the story introduce new vocabulary words using gestures, tone of voice, pointing to illustrations, or providing brief explanations. Examples include:
- **Crowed:** when a rooster cried “kee-ke-ri-kee”
- **Sickle:** a farming tool used for cutting grain
- **Squirted:** streamed out as a liquid
Dig into the Story
Develop children’s comprehension of the story by discussing higher-level information (e.g., link characters’ feelings to their actions and/or events in the story, predict what might happen, or summarize chunks of text). Use prompts throughout the story, such as:
- Why didn’t Jack go to the store for the pancake ingredients?
- Jack is so eager to make his pancake. He doesn’t know all of the ingredients that he needs for the pancake so his mother has to tell him each ingredient one by one.
Make Connections Beyond the Book
After reading the story, make connections to an aspect of the child’s real-life by asking your child what he or she would like for breakfast. Together can you think of how each of the ingredients would need to be collected if you lived on the farm with Jack.
Jumpstart is a national early education organization working toward the day every child in America enters kindergarten prepared to succeed. Learn more at jstart.org.
This guide was created in partnership with Whole Kids Foundation, a charitable organization that provides children with access to healthy food choices through partnerships with schools, educators and organizations. Learn more at WholeKidsFoundation.org.
Together Time Activity
Power Up Your Pancakes
Now that Jack has taught us all about where the basic ingredients for pancakes come from, explore some other interesting things people add to pancakes and find out where those ingredients originate.
Ingredient Suggestions
- sliced fresh fruit or dried fruit: berries, bananas, peaches, apricots, pears, apples, cranberries (more fresh than dried)
- nuts: slivered almonds, crushed cashews or peanuts, pecan or walnut pieces
- seeds: sunflower seeds, ground flaxseed, chia seeds
- coconut flakes
- finely shredded carrots
- finely chopped spinach
- sweet corn kernels
- shredded cheese
- orange or lemon zest
- spices: cinnamon, nutmeg, ginger (fresh or ground)
Be adventurous! Try unfamiliar combinations for interesting flavor and texture. Hopefully you’ll discover a new family favorite.
Talking Points:
Talk about where each of these “power up” ingredients comes from: a tree, a shrub, a vine, an animal, etc. If you’re not sure, look it up online or at the library.
After tasting a few new ingredients, ask your child: Which new ingredients are your favorites? Which are your least favorites? Which ones surprised you by how good they taste? | b998335d-adbd-4c2b-8414-86a05ce19706 | CC-MAIN-2023-23 | https://www.wholekidsfoundation.org/assets/documents/book-club-pancakes.pdf | 2023-06-04T10:26:00+00:00 | crawl-data/CC-MAIN-2023-23/segments/1685224649741.26/warc/CC-MAIN-20230604093242-20230604123242-00623.warc.gz | 1,160,019,937 | 643 | eng_Latn | eng_Latn | 0.99727 | eng_Latn | 0.99749 | [
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Instructions: Over the course of 1-week, fill out the “time plotting” calendar below. For each box, write down a few words (or more) describing the main activity you are doing. At the end of each day, color code each square using the key in the upper right to note your level of preference in the action(s) you engaged in.
| Step 1 | Monday | Tuesday | Wednesday | Thursday | Friday | Saturday | Sunday |
|--------|--------|---------|-----------|----------|--------|----------|--------|
| Morning | | | | | | | |
| Afternoon | | | | | | | |
| Evening | | | | | | | |
| Night | | | | | | | |
© Jacob Westerberg, PhD, 2023. All Rights Reserved.
Step 2: Once the week complete, you will assess your time plotting to see if there are any patterns. To do this, consider the following questions, and log your responses in the box below:
| Question | Response |
|--------------------------------------------------------------------------|----------|
| Are there days or times of day that you seem to most prefer? Which do you least prefer? | |
| Do your green squares have anything in common? | |
| Do your blue squares have anything in common? | |
| What could you do to increase your green squares? | |
| What could be done to minimize your blue squares? | | | 65c70620-9d6f-496a-aae0-29faee9f50b5 | CC-MAIN-2024-38 | https://www.jacobwesterberg.io/_files/ugd/7f07ef_2e147a53fcfd4d78b5c2b41b3acc5499.pdf | 2024-09-12T14:48:13+00:00 | crawl-data/CC-MAIN-2024-38/segments/1725700651460.54/warc/CC-MAIN-20240912142729-20240912172729-00435.warc.gz | 753,167,375 | 331 | eng_Latn | eng_Latn | 0.997623 | eng_Latn | 0.997773 | [
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**STEP 1**
Draw a circle with a pencil by tracing around any circular object. Paint leaves with color No. 1 by using a Dagger brush. Then add a color No. 2 to each leaf (on a wet layer). Connect the leaves in the branch with the same Dagger brush and color No. 2. Let the painted branches dry completely.
STEP 2
Take the round brush, in size 5 and paint simple flowers with color No. 4. Take a small round brush (size 2) and add color No. 3 to the wet layer of flowers. Allow it dry.
STEP 3
Add details with colors No. 2 and No. 4. At this stage use a round brush in size 2. Allow the painted details dry.
STEP 4
Keep the work with the same brush. Paint more details with colors No. 2, No. 3 and No. 5. | 856b7c29-d180-44d6-ab58-85aa38391165 | CC-MAIN-2020-40 | https://www.princetonbrush.com/wp-content/uploads/2020/04/9.Simple-WreathPDF2.pdf | 2020-09-20T17:01:19+00:00 | crawl-data/CC-MAIN-2020-40/segments/1600400198287.23/warc/CC-MAIN-20200920161009-20200920191009-00091.warc.gz | 1,045,872,006 | 194 | eng_Latn | eng_Latn | 0.996851 | eng_Latn | 0.997277 | [
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Flowing water: California to the Colorado
Water that irrigates Central Valley farmland ends up swelling the Colorado River, according to a new study. Researchers used a simulation of the world’s climate systems to track this cause and effect of water from the West Coast to the Southwest.
1. The Central Valley relies on irrigation to grow crops. Water is supplied by rainfall, snowmelt and underground aquifers.
2. Water not absorbed by plants evaporates from the soil and (transpires) from crops. Some of it (swells) into the lower atmospheric level.
3. In the summer, the North American monsoon occurs when intense heat in the Southwest causes mountain winds to rapidly lift air high over the Four Corners region, where it cools in moist desert farm land and the gulf of California and Mexico. The air cools quickly as it rises in the atmosphere; water vapor condenses and is released over the area as rain.
4. Additional moisture from the Central Valley condenses to form monsoon clouds, further heating the air and causing the clouds to rise, triggering more condensation and rainfall than normal.
Sources: “Irrigation in California’s Central Valley Strengthens the Southwestern U.S. Water Cycle,” Myneni Lo and James S. Famiglietti; “Groundwater Availability of the Central Valley Aquifer,” U.S. Geological Survey; National Weather Service; “Central Valley Project,” U.S. Bureau of Reclamation; American Meteorological Society; U.S. Census Bureau
Sonya Quick and Maxwell Henderson / The Register
California farms fuel Southwest monsoons, UCI study finds
Moisture rising from the farms of California’s Central Valley powers big storms that power Southwest—providing fuel for massive and dramatic summer monsoons, as far away as Arizona and New Mexico, a new study shows.
And when the water returns as rain, it can increase flow into the Colorado River by nearly 30 percent. Some of that water loops its way back to California as part of our imported water supply.
The previously unknown connection between agricultural evaporation in California and monsoons in the Southwest is revealed in a paper published last week by a UC Irvine Earth System Science professor.
While global climate change driven by human activity more often makes headlines, the new paper reveals that there can even reflect human activity driving climate change on a regional scale.
“We say it accelerates the water cycle,” said Jay Famiglietti, the senior author on the study. “In the Southwestern U.S., water vapor is a powerful greenhouse gas. There is a lot of energy associated with that. It’s like throwing fuel on a fire.”
The finding also could be a warning sign. If agriculture diminishes in the Central Valley because of excessive drawdowns of groundwater, the effects could be dire, spanning a vast section of the West.
“The take-home message from the study is that what we do in one place or management can impact regional climate,” Famiglietti said. “As we start to run out of water in California, then the monsoon will lose that vapor source. We may very well see less drought, less precipitation, and less stream flow as a result.”
Jay Famiglietti, Earth System Science Professor at UC Irvine
The monsoon will lose that vapor source. We could very well see more drought, less precipitation, and less stream flow as a result.
Famiglietti and the paper’s lead author, Min-Hui Lo, used a computer model of global climate to try to pin down the regional effects. Plugging climate data for the region into the model, they ran two simulations of the next 90 years into the future. One factored in delivery of surface water and withdrawal of groundwater from the Central Valley. The other left out those effects.
The differences between the model runs revealed that some effects could be attributed solely to irrigation. And those effects were dramatic. They showed a spike in evaporation over the Central Valley in the summer.
But little of that moisture remained over the Central Valley. Instead, prevailing atmospheric patterns pushed much of the moisture to the east and south.
That resulted in a 15 percent increase in summer rainfall over the Southwest, boosting river runoff across a four-state region by 56 trillion gallons over the Colorado River basin.
It amounts to an oversized, human-driven alteration in the regional rainfall cycle.
“The water evaporates, and the prevailing wind direction is from west to east,” Famiglietti said. “It gets transported to the east, hits the next big active system, which is this big monsoon system. You amplify the evaporation happening over there.”
The paper, “Irrigation in California’s Central Valley Strengthens the Southwestern U.S. Water Cycle,” appears in Geophysical Research Letters. | 1c2626a4-0102-4b72-9472-c9e57aa53f8c | CC-MAIN-2022-21 | https://sonyanews.com/wp-content/uploads/2013/06/PAGE_PageF_A_1_1_FK1CBQT3.pdf | 2022-05-25T19:53:00+00:00 | crawl-data/CC-MAIN-2022-21/segments/1652662593428.63/warc/CC-MAIN-20220525182604-20220525212604-00057.warc.gz | 596,828,224 | 965 | eng_Latn | eng_Latn | 0.996028 | eng_Latn | 0.996028 | [
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VISUALIZATION
WHAT IS IT?
Visualization is the practice of imagining what you want to achieve in the future. As if it were true today. It involves using all five senses of sight, smell, touch, taste, and hearing. The process of visualizing directs your subconscious to be aware of the end goal you have in mind.
HOW DO YOU DO IT?
Visualization is important because it helps to prepare and to teach you how to respond to a situation before it happens. It also helps you achieve your goals by conditioning your brain to see, hear, and feel the success in your mind.
5 Steps for your Visualization Practice:
1. Write what you want in detail. Write your desired outcome as if it's true in the present day on an index card. Believe it! Engaging all 5 senses. As you include more sensory images, your visions will improve in clarity and depth the more you do it. And you'll be more motivated to follow through to make the outcome happen.
2. Keep adding to the details until it feels as if you are living the experience.
3. Imagine the emotion attached to the outcome. The more you can feel what it'll be like to accomplish the goal, the more you'll believe it can be attained. And the more likely you'll be to act.
4. Take action every day toward your desired outcome. Accept that there will be setbacks. Close your eyes and imagine how you'll deal with the setbacks as they come and continue forward toward your goal.
5. Expand your knowledge. If more knowledge is required, research, talk to experts. Take a class. Use that knowledge to clarify your vision statement and the steps that you have to take to get there. | 4b77bbc1-4a68-40ac-9fa8-98778af7e650 | CC-MAIN-2023-40 | https://tappingwithdrgigi.com/wp-content/uploads/2022/12/FREE-Visualization-Primer-from-Tapping-with-Dr.-Gigi.pdf | 2023-10-03T16:55:54+00:00 | crawl-data/CC-MAIN-2023-40/segments/1695233511170.92/warc/CC-MAIN-20231003160453-20231003190453-00590.warc.gz | 585,030,571 | 345 | eng_Latn | eng_Latn | 0.999405 | eng_Latn | 0.999405 | [
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Using weather radars to monitor continent-wide aerial patterns of animal movement
José A. Alves¹, Judy Shamoun-Baranes², Peter Desmet³, Adriaan Dokter²,⁴, Silke Bauer⁵, Ommo Hüppop⁶, Jarmo Koistinen⁷, Hidde Leijnse⁸, Felix Liechti⁴, Hans van Gasteren²,⁹ & Jason W. Chapman¹⁰
Fact:
Billions of insects, birds and bats use the aerosphere for migration, dispersive movements or foraging.
Problem:
How to simultaneously monitor & track multiple organisms with different size, movement patterns and ecology?
Ambition:
Use the current network of weather radars continuously operating all over Europe to record animal movement.
Solution:
1 - Attain weather radar reflectivity & radial velocity data.
2 - Develop and implement bird detection algorithm and convert bird data into “moving targets”.
3 - Compositing bird information of multiple radars to obtain large scale movement information.
Result
Tracking bird migration over Belgium and the Netherlands
(check it out on-line: http://enram.github.io/bird-migration-flow-visualization/viz/ )
Fig 1. Distribution of 202 European weather radars (blue dots) and the 19 countries currently participating in ENRAM (green). Additional countries might join this action (orange).
Fig 2. Weather radar processed bird density during nocturnal migration. Top: number of birds/km³ with wind barbs indicating the birds’ ground speed and direction; Bottom height-integrated bird density (birds/km²), with grey areas indicating periods between dusk and dawn.
Fig 3. Bird migration measured by operational weather radars in the Netherlands (a. Den Helder and b. De Bilt) and Belgium (c. Jabbeke, d. Zaventem and e. Wideumont) on 7 and 8 April 2013.
Fig 4. Bird movement (black points/streaks) visualized by interpolating mean ground speed and direction of bird flight measured simultaneously at 5 weather radars in Belgium and the Netherlands (blue points). Left: slow moving birds recorded at 8:40 on the 6th of April 2013; Right: fast moving birds on active migration recorded 16 hours later, at 00:40 on the 7th of April 2013.
Opera Network www.eumetnet.eu/opera
Movement Ecology Paper www.movementecologyjournal.com/content/2/1/9
JRS Interface Paper http://rsif.royalsocietypublishing.org/content/8/54/30.long
ENRAM website - www.enram.eu
Affiliations: ¹U. Aveiro & U. Iceland, ²U. Amsterdam, ³INBO, ⁴NIOO-KNAW, ⁵Swiss Ornithological Institute, ⁶Institute of Avian Research, ⁷Finnish Meteorological Institute, ⁸KNMI, ⁹Royal Netherlands Air Force, ¹⁰Rothamsted Research | 9291df74-9e1c-4c67-8c57-33ca4286e17d | CC-MAIN-2025-05 | http://enram.eu/assets/documents/PosterAlves_biologging2014.pdf | 2025-01-19T02:04:26+00:00 | crawl-data/CC-MAIN-2025-05/segments/1736703362456.90/warc/CC-MAIN-20250119015228-20250119045228-00173.warc.gz | 11,770,961 | 652 | eng_Latn | eng_Latn | 0.894768 | eng_Latn | 0.894768 | [
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Foundation Document Overview
Salt River Bay National Historical Park and Ecological Preserve
U.S. Virgin Islands
Contact Information
For more information about the Salt River Bay National Historical Park and Ecological Preserve Foundation Document, contact: firstname.lastname@example.org or (340) 773-1460 or write to:
Superintendent, Salt River Bay National Historical Park and Ecological Preserve,
c/o Christiansted National Historic Site, 2100 Church Street #100, Christiansted, VI 00820
Significance statements express why Salt River Bay National Historical Park and Ecological Preserve resources and values are important enough to merit national park unit designation. Statements of significance describe why an area is important within a global, national, regional, and systemwide context. These statements are linked to the purpose of the park unit, and are supported by data, research, and consensus. Significance statements describe the distinctive nature of the park and inform management decisions, focusing efforts on preserving and protecting the most important resources and values of the park unit.
- The archeological resources at Salt River Bay National Historical Park and Ecological Preserve span all major periods of human habitation in the U.S. Virgin Islands from the first Amerindian settlements through European contact and colonial periods, generating unparalleled opportunities for scholarly research into the complete history of the Caribbean.
- Salt River Bay National Historical Park and Ecological Preserve protects an Amerindian village and the only known ceremonial stone-lined ballcourt/plaza in the Lesser Antilles providing opportunities for the interpretation of Caribbean life before and after the arrival of European explorers in 1493.
- Salt River Bay is a confirmed site where members of Columbus’s second voyage (1493) landed on what is now U.S. territory, resulting in the earliest recorded armed resistance by Amerindians to European colonization.
- Guarding the inlet into Salt River Bay, Fort Salé was first constructed in 1641 and represents one of the earliest and few surviving European earthen fortifications in the New World.
- Salt River Bay National Historical Park and Ecological Preserve contains an estuarine bay that flows into open marine conditions uniquely positioned on the edge of a world-class submarine canyon that empties into the 3-mile-deep basin, Virgin Islands Trough, to the north of St. Croix.
- From terrestrial uplands to an estuarine bay, along the tropical shoreline, out to the coral reef and into the submarine canyon, Salt River Bay National Historical Park and Ecological Preserve protects a complete ridge-to-reef ecosystem that provides habitat and sustains rare, threatened, and endangered plant and wildlife species on the island of St. Croix.
- The co-management of Salt River Bay National Historical Park and Ecological Preserve is a collaboration among the federal government, the Government of the Virgin Islands, and the wider U.S. Virgin Islands community providing stewardship, research, and understanding of the park’s diverse resources.
Fundamental resources and values are those features, systems, processes, experiences, stories, scenes, sounds, smells, or other attributes determined to merit primary consideration during planning and management processes because they are essential to achieving the purpose of the park and maintaining its significance.
- Archeological and Historic Resources
- Amerindian Village Site and Ballcourt/Plaza
- Salt River Point / Columbus Landing
- Fort Salé
- Salt River Bay Watershed Complex
- Scenic Views and Vistas
- Recreational Opportunities
Salt River Bay National Historical Park and Ecological Preserve contains other resources and values that may not be fundamental to the purpose and significance of the park, but are important to consider in management and planning decisions. These are referred to as other important resources and values.
- Natural and Historic Anchorage / Hurricane Hole
- Teaching Landscape
Interpretive themes are often described as the key stories or concepts that visitors should understand after visiting a park—they define the most important ideas or concepts communicated to visitors about a park unit. Themes are derived from—and should reflect—park purpose, significance, resources, and values. The set of interpretive themes is complete when it provides the structure necessary for park staff to develop opportunities for visitors to explore and relate to all of the park significances and fundamental resources and values.
- More than 2,000 years of Saint Croix’s human history is evident through the tangible Amerindian and Colonial remains and the surrounding landscape. The resources at Salt River Bay show the impacts and continued interactions between people and the places where they live.
- No matter how they arrived, diverse groups of people have influenced and continue to define life on the island of Saint Croix through a rich exchange of beliefs, customs, and cultures that continues today.
- Salt River Bay’s terrestrial, estuarine, and marine ecosystems illustrate the complex and interrelated relationships of St. Croix’s natural communities. Their protection fosters a conservation ethic for the composite balance of ecosystems stretching from the surrounding ridges to the extensive coral barrier reef systems.
- The Government of the Virgin Islands and the National Park Service, through the dynamics of co-management, are committed to shared protection of park resources to provide opportunities for continued resource enjoyment and to educate the public about resource stewardship so future generations can experience and appreciate Salt River Bay.
- From 19th century archeological excavations to a 20th century submerged research station, Salt River Bay continues to attract scientists and scholars from around the world. These resources provide exemplary opportunities to study the relationships between people and the natural environment and St. Croix’s history in a living landscape.
Salt River Bay National Historical Park and Ecological Preserve is on the north coast of the island of St. Croix, U.S. Virgin Islands. St. Croix is the largest of the four islands that comprise the U.S. Virgin Islands, which also include Water Island, St. John, and St. Thomas. The U.S. Virgin Islands are part of the Lesser Antilles and lie on the boundary between the Greater and Lesser Antilles island chain of the Caribbean, making this an important crossroad for the Amerindian and European colonial settlement of the New World. Salt River Bay, a rich and diverse natural estuarine ecosystem, has been the site of human habitation for thousands of years.
On February 24, 1992, Public Law 102-247 established Salt River Bay as a national park, designated as Salt River Bay National Historical Park and Ecological Preserve. The enabling legislation for the park framed a co-management structure between the Government of the Virgin Islands and the National Park Service. The park’s legislated boundary protects 1,015 acres, which are the responsibility of the Government of the Virgin Islands and the National Park Service. The legislated boundary encompasses lands along both sides of Salt River Bay, the bay itself, and extends into the open ocean to include coral reefs and portions of a submarine canyon. The complex mosaic of public and privately owned property, as well as waters under territorial jurisdiction found within the park’s boundary, require collaborative management strategies and mutual support between the Government of the Virgin Islands and the National Park Service. A conceptual Salt River Bay master plan was developed in 2012 to identify joint management objectives shared by the Government of the Virgin Islands and the National Park Service.
As both a historical park and ecological preserve, Salt River Bay National Historical Park and Ecological Preserve protects rich archeological evidence representing a mosaic of cultural groups potentially dating as far back as 2,000 years as well as dynamic coastal habitats representative of the diverse ecological setting on St. Croix. Here an upland watershed feeds into a bay fringed with mangrove forests and protected by coral reefs. These unique ecosystems have attracted and been dramatically influenced by human habitation for thousands of years. The park provides a unique opportunity to understand, explore, and appreciate the precolonial and colonial history of the U.S. Virgin Islands and dynamic relationship between the impacts of human settlement and the environment on the island of St. Croix. | cfc2c7d8-04f6-4083-9b97-9977a41139b7 | CC-MAIN-2024-33 | http://www.npshistory.com/publications/foundation-documents/sari-fd-overview.pdf | 2024-08-08T00:52:56+00:00 | crawl-data/CC-MAIN-2024-33/segments/1722640713903.39/warc/CC-MAIN-20240808000606-20240808030606-00306.warc.gz | 50,770,650 | 1,622 | eng_Latn | eng_Latn | 0.804487 | eng_Latn | 0.986292 | [
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Headteacher’s Update
We have all started to feel the first chilly and wet mornings of Winter this week, so thank you to everyone who has sent their children wrapped up warmly. Despite the Lockdown, in school the children have fully engaged in another very busy week, including: Forest Schools, Sport Clubs and a virtual Fire Awareness assembly on Monday 9th November. The attendance this week was 96.5% overall which is excellent!
Remembrance Day
On Wednesday 11th November, the whole school and staff took part in a virtual poignant service of Remembrance (in our bubbles). The children listened to stories about the local history and why we need to remember those who have lost their lives.
In addition, the Westlea Poppy Garden was celebrated in the Swindon Adver.
Children in Need
The school has supported Children in Need today by dressing in rainbow colours and making a donation towards this great charity. In class, the children have completed a range of different activities linked to friendship, tolerance and being kind.
Anti Bullying Week
Monday the 16th November is the start of ‘Anti-bullying’ week. Anti-bullying week 2020 carries the headline, ‘United against bullying’ and to kickstart our week of exploration, we are inviting our whole school community to wear odd socks on Monday 16th November. Odd Socks Day is designed to be fun but also highlights the important message of freedom of expression, non-discrimination and celebrating uniqueness.
Building Work
Thank you for your co-operation and patience whilst the building works are being completed at school. Unfortunately, the roof repairs have suffered due to the weather, but hopefully the new roof will be completed by the end of term.
Dates for the Diary
Monday 16th November—
Anti Bullying Week—Odd Socks Day
Tuesday 24th November—
Flu Immunisations
Friday 11th December—
Christmas Jumper Day
Thursday 17th December—
CHRISTMAS PARTY & PANTO DAY
Well done...
To Imogen for making this HUGE poppy to put in her window at home. And to Layla & Isabelle who made their tie-die outfits for Children in Need today....
Stars of the Week
Ash Class
Sanaya for helping others in Maths lessons
Elm Class
Leonardo for always doing his best.
Cherry Class
Zeynep for always working hard with a great attitude.
Willow Class
Louie for settling in really well at Westlea and working really hard in class.
Sycamore Class
Dylan for an outstanding effort in his addition and subtraction!
Maple Class
Aiden for amazing maths work.
Rowan Class
Cyrus for brilliant subtracting in maths
Pine Class
Jackson for his outstanding attitude towards his work. He has really impressed me this week
Oak Class
Evan for a fantastic effort this week especially in English.
Hazel Class
Rowen has created some true masterpieces this week, both in and out of school. I was really impressed by her focus and care when creating a piece of artwork for remembrance and the
Beech Class
Ellie for great work at Forest School this week.
This week we have been learning about Diwali the Hindu Festival of Light. We created Rangoli patterns outside, have been exploring clay and making Diva lamps.
This week we have been reading ‘Whatever Next’ by Jill Murphy. We wrote lists of items that we would take to the moon. Items included tinned food, blankets, IPAD’S and air! In PE, we have enjoyed playing team games on the playground. We had a wonderful fun filled day supporting children in need!
Namaste from Sycamore Class! This week, we have been learning about the Hindu and Sikh ‘Festival of lights - Diwali’. We listened to the story of Rama and Sita and re-told the story on a story board. Using our maths and colour-mixing skills, we painted our own symmetrical Rangoli patterns. In addition, we have read non-chronological reports about Remembrance Day and discussed its history and importance.
This week we have been learning about non-chronological reports in English. We have been spotting the features of this text type and have tried writing some of our own. In maths we have continued our work on addition and subtraction. On Thursday morning we were a bit sleepy so we woke ourselves up with a morning boogie!
This week in Maple class we have been very busy - in English we have started looking at a new book called ‘The Street Beneath my Feet’ and we will be writing an explanation about what we find beneath our feet in the coming weeks. In maths we’ve been doing some tricky multiplication and division. In music we started learning to play the Glockenspiel, we’ve started with Three Blind Mice and managed to play the first part altogether.
This week in English we have been understanding different emotions that we can connect with Christophe. We have also been looking at how to use similes.
In Maths we have been looking at multiplying and dividing by 10 and 100. This was really easy for us. We have been having a lot of fun learning about different Biomes and why these exist.
In Rowan class we have been writing parts of an explanation text. We’ve included effective questions, alliteration, diagrams and written sentences with extra information. We’ve done column subtraction in maths and learnt about transform, convergent and divergent tectonic plates in geography.
Oak class have been creating beautiful Remembrance Day artwork using pencils and watercolours. We had so much fun making them.
Hazel class have been focusing on celebrating our differences this week. We have designed some wonderful ribbons to raise awareness of the racism that unfortunately occurs on our planet. We also created some powerful acrostic poems about remembrance.
Our highlight this week has definitely been Forest School. We climbed the rope ladder and made Toffee Apples on the fire!
A huge Thank you to everybody that donated food for our Harvest Festival Collection. Westlea School collected a total of 152kg of food for the Swindon Food Collective, which has been really appreciated in these difficult times.
EVERY POPPY COUNTS
We’ve all been busy this week & last, creating our poppies and crosses to be ‘planted’ outside of School.....
From printing to painting to watercolours....aren’t they beautiful......
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Exam Tips
Counselling and Psychological Services (CAPS)
Preparing for exams
- Aim to start your exam revision program about two weeks before your first exam.
- Find an appropriate place to study that is as free of distractions as possible (including TVs and Tablets!).
- Try not to study in the same place that you sleep.
- Study at the time when you’re most alert i.e. are you an early worm or a night owl?
- While your social life might slow down over the exam period, try to take some time to maintain a healthy life/study balance. Relaxing actually improves motivation which boosts productivity.
Organising your time
- Try drawing up a study timetable, but remember to include the basics such as meals and sleep. More importantly, remember to be flexible and don’t throw the timetable away if you miss one session.
- If you notice yourself procrastinating - STOP and give yourself permission to take a proper break for a set time. Check out the CAPS Procrastination e-book for more advice.
Maintaining sleep
- Aim to stop studying at least an hour before going to bed to give your body a chance to unwind.
- Stick to a regular bedtime rather than pushing on into all hours of the morning.
- Avoid substances such as coffee and alcohol 4-6 hours before bed as these will prevent you from getting the deep sleep needed to consolidate memory.
- If you’re unable to fall asleep after 20 minutes: Get up! Leave the room and sit down quietly for 10 minutes. Then return to the room and try again. This way we avoid associating bed with a place we have trouble sleeping.
- If you wake up in the night, don’t check the time on your phone as this may cause anxiety.
- Aim to have at least 20-30 minutes of exercise per day. Even just a walk around the block helps.
Concentration skills
- Take regular, short breaks when you are working - for example, 10 minutes out of every hour you work - is likely to help you concentrate for longer.
- Start off by setting yourself a small, manageable goal and reward yourself when it’s achieved. Keep repeating this process and gradually increase what your goal which will build your concentration skills.
- Mix topics frequently. Try varying their difficulty and level of interest.
Managing stress on the day
- Look after yourself on the day by ensuring you get enough sleep and have a decent breakfast.
- Arrive at the exam about 30 minute early, but try not to engage with others who are highly stressed.
- Use the time before you begin the exam to do simple breathing exercises and get centered.
- Plan a reward planned for yourself after your exam.
During the exam
- If you start to panic during the exam DON'T leave the room. Just take a moment to sit with the feelings and within a few minutes they will disappear naturally.
- Stretch your limbs at frequent intervals during the examination to relieve tension.
- Take regular 'micro-breaks': Whenever you pause at the end of writing a paragraph or stop to think for a moment, put your pen down and sit back, even if just for a moment.
- If you're feeling anxious, put down your pen, and try breathing slowly in and out for 30 seconds through your nose. Try to imagine that you're filling a soccer ball in your stomach.
After the exam
- Try to avoid replaying questions in your head after the exam is done. Instead, plan to have another activity organised.
- As you've just used up a lot of fuel in the exam, be sure to have a good meal and schedule in some time to rest after you finish.
- If you meet up with friends, make a deal that you will only speak about the exam for 5 minutes.
Still struggling?
If you feel that you need further help then you can try some of the following:
- Approach your Unit Coordinator
- Speak with your tutor
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Dear Families,
As we come to the end of the Spring Term 1, I am writing to welcome you back to school after lockdown—how ‘Topsy Turvey’ is that?!
The children have returned to school beautifully—a few weeks ago now, and they have been simply amazing, so happy to be back with their friends. I hope this newsletter gives you a taste of the learning which has taken place—we are so proud of the West Rise children and fully expect that they will bounce back happily to Summer term learning after the Easter break. As always, thank you for working with us to support your child at school.
Welcome back from Reception
We have been so excited to have welcomed you all back. You have all achieved so much at home and we are so proud of you. We have missed you all so much and it has been so lovely to hear the laughter and chatting filling the classrooms once again.
We started back to school by beginning the day with lots of circle times to gently ease the children back to school. We talked about the experiences that children had in Lockdown, how they are feeling and what they are looking forward to now they are back. For our feelings work, we used The Colour Monster story book, also found online here: https://youtu.be/IY6d1ljvvmVg From this we then made a feelings check in station for the children to use each day. The children have been amazing at being able to express how they have felt and why.
The topic of ‘This is Me’ has been flowing through everything we have done this term. The children made self portraits to show how much they have grown and changed, with lots of opportunities for children to talk about themselves and their families. The observations made are have been gathered for our ‘This is Me’ display board in each class, to further their interests and inform our planning.
There has been lots of outdoor learning fun this term for all subject areas and we continue to use the outdoor areas to explore and play, with the children gardening, watering plants and using the Honey-Bee Garden to find mini beasts and first signs of Spring. The new ‘storytellers log circle’ has also been a hit and children have enjoyed listening to a range of new stories, talking as a group and enjoying lots of Mindfulness sessions. The story of ‘The Gingerbread Man’ has been loved by the children and they have learnt lots from cooking experiences to making up a new phrase…’Run Run as fast as you can, you are going to get in my belly.’
Finally, we have loved getting lots of physical exercise everyday, playing and pushing the tyres in the Reception playground area, playing in the new Fort and enjoying the Daily Mile. Thank you all very much for your continued support.
Welcome back from Year One
After another long lockdown and so much time away from our lovely classrooms, we have enjoyed returning to school with a strong focus on our wellbeing and emotions. We have been learning about different parts of our brains. We have learnt that the Hippocampus stores all our memories, including the things we have learnt at school (You may have seen the Hippocampus bag come home filled with some of our memories and the things we have learnt). We have also been learning about our feelings—recognising when we feel different emotions is important so we are able to regulate them. We have learnt that the Amygdala in our brains needs to listen and talk to the thinker to make good choices, to be kind and to be ready to be the best learners.
We have had fun acting these parts of the brain out and making lots of things to show us how they work. We have really enjoyed doing yoga and taking time to listen to each other and share our feelings.
Welcome back from Year Two
It is such a joy to be back with your wonderful children. It has been really lovely to have everyone return to school and to see children enjoying catching-up with their friends.
Our main focus since returning has been to ensure our wellbeing, and of course to settling back into routine after the long lockdown. We have been using different media to help us identify different feelings too. Making clay hearts was particularly therapeutic! We have also created a heart space with hanging hearts in our shared area and have been learning that our emotions are so important. We have been creating our own versions of the story “In my heart,” describing what it feels like when we are happy, sad, lonely, mad and calm. It has been very special to explore ‘How do you feel?’ Can you describe it as a picture? We described happiness as feeling like a trophy, a shooting star and angelic!
This week we are learning about Spring and have started planting seeds and watching them grow!
Easter Spring Excitement!
After what feels like a long lockdown hibernation, the children are breathing life back into West Rise as they fully immerse themselves in the joy of Easter and Spring time!
Teachers have planned a really creative approach to teaching most children about the meaning of Easter and why we have Easter eggs!
From printing and making chicks and Easter bunnies, to making Easter Egg biscuits and creating an Easter themed garden with daffodils made from clay, the children are really throwing themselves into all things Spring!
IT’S GOOD TO BE ME BY YEAR ONE
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