text string | id string | dump string | url string | date string | file_path string | offset int64 | token_count int64 | language string | page_average_lid string | page_average_lid_score float64 | full_doc_lid string | full_doc_lid_score float64 | per_page_languages list | is_truncated bool | extractor string | page_ends list | fw_edu_scores list | minhash_cluster_size int64 | duplicate_count int64 |
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
Appendix A: Study 4 Questionnaire
TECHATT How confident do you feel when using new technology? For very confident, press 1. For somewhat confident, press 2. For not confident, press 3. If you do not wish to answer, press 0.
SMART Do you have a smartphone that you use? By 'smartphone,' we mean a mobile phone that will run apps and connect to the Internet, like an iPhone, Blackberry, or Android phone. If you have a smartphone, press 1. If you do not have a smartphone, press 2. If you do not wish to answer, press 0.
TEXT How often do you normally use a mobile phone to: Send or receive a text message or SMS? For never, press 1. For less than one time per day, press 2. For one or two times per day, press 3. For three or more times per day, press 4. If you do not wish to answer, press 0.
SHARE Do you usually share this mobile phone with any other adults? For yes, press 1. For no, press 2. If you do not wish to answer, press 0.
MULTI How many different mobile phone numbers do you have? Please include multiple sim cards and multiple phones. Press a number between 1 and 9. If you do not know or do not wish to answer, press 0.
HOME Next, I have some questions about you. What language do you usually speak at home? For English, press 1. For Twi, press 2. For Ewe, press 3. For Dagbani, press 4. For Hausa, press 5. For any other language, press 6. If you do not wish to answer, press 0.
ENGLISH We would like to know about other languages you might speak or understand. How well do you understand English? For not at all, press 1. For, not well, press 2. For well, press 3. For very well, press 4. If you do not wish to answer, press 0.
EDUC What is the highest level of education you have completed? For no school, press 1. For primary school, press 2. For secondary school, press 3. For postsecondary school, press 4. If you do not wish to answer, press 0.
SEX Lastly, are you male or female? For male, press 1. For female, press 2. If you do not wish to answer, press 0. | <urn:uuid:5a49bf37-8000-4b6e-afe1-af0ec1fe1a47> | CC-MAIN-2023-40 | https://surveyinsights.org/wp-content/uploads/2018/01/Appendix.pdf | 2023-09-30T03:54:31+00:00 | crawl-data/CC-MAIN-2023-40/segments/1695233510575.93/warc/CC-MAIN-20230930014147-20230930044147-00048.warc.gz | 588,314,827 | 537 | eng_Latn | eng_Latn | 0.996984 | eng_Latn | 0.996984 | [
"eng_Latn"
] | false | docling | [
1982
] | [
2.234375
] | 1 | 0 |
Confident
Clear
Controlled
Use the Three C's Communication
of to Navigate Tough Conversations
Communicate confidently, believe in your ability to handle the situation and stay composed.
Communicate clearly. Paraphrase and repeat back what the other person said.
Control your responses and adjust your communication style based on the situation or the person.
By using the three C's of Communication, you can become a more skilled and effective communicator while building trust and connection within your relationships.
For more ways to strengthen your resilience, connect with us at: www.armyresilience.army.mil
@ArmyResilience | <urn:uuid:21b27bec-3a2e-4198-bc2a-0692d2f32eee> | CC-MAIN-2023-40 | https://www.armyresilience.army.mil/ard/R2/pdf/Navigating-RIF-graphic.pdf | 2023-09-30T01:46:55+00:00 | crawl-data/CC-MAIN-2023-40/segments/1695233510575.93/warc/CC-MAIN-20230930014147-20230930044147-00048.warc.gz | 693,347,009 | 127 | eng_Latn | eng_Latn | 0.997127 | eng_Latn | 0.997127 | [
"eng_Latn"
] | false | docling | [
638
] | [
2.34375
] | 1 | 0 |
National Technology Day (11 th May 2022)
National Technology Day is celebrated across India on 11 th May to commemorate India's scientific advancement. On 11 th May 1998, India successfully tested nuclear bomb in Pokhran. This day appreciates the achievements of engineers and scientists in the field of science & technology.
IIERD, Sitapura also celebrated this day by organizing an event related to the latest technologies used in India and worldwide.
The event took off with Meeghal James (B.Ed. –I) highlighting the importance of National Science Day. This was followed by a power presentation on 'Electronic cars' that run on rechargeable batteries.
Next presentation was by Pooja Jadon (B.Ed. I) who spoke about 'Driverless cars' by Tesla. It was a very interesting and informative video and the students enjoyed it thoroughly.
The third presentation was by Priya & Kanika (B.Ed. I) on 'Cyber Truck by Tesla.'
The event's last presentation was by Ankita Sharma (B.Ed. I) about on App"Khatabook". She explained its step by step usage and its relevance in day to day life. The students of IIERD found all the presentations quite interesting and informative. | <urn:uuid:0ef791ea-2eb4-4e61-8121-d6496bd09e6d> | CC-MAIN-2023-40 | https://iisjaipur.org/IIERD/Current_22-23/National%20Technology%20Day.pdf | 2023-09-30T03:13:35+00:00 | crawl-data/CC-MAIN-2023-40/segments/1695233510575.93/warc/CC-MAIN-20230930014147-20230930044147-00048.warc.gz | 333,026,874 | 258 | eng_Latn | eng_Latn | 0.998343 | eng_Latn | 0.998343 | [
"eng_Latn"
] | false | docling | [
1169
] | [
2.375
] | 1 | 0 |
The Colon Exercise
______________________________________________________________________________
Add colons where they are needed.
1. There are only two things I have to do today water the plants and make sure my old grandmother gets to the doctor on time.
2. Nothing is written in stone the names of the conspirators the identities of the innocent ones the victims those who benefited all shift like the tide.
3. His next words were ship ahoy.
4. Iʹll tell you what to do get lost.
5. My favourite flowers are these the lilac the pansy the lily of the valley.
6. Jonathan Swift (1667‐1745) is best known as the author of three satiresA Tale of a Tub (1704)Gulliverʹs Travels(1726) andA Modest Proposal(1729).
7. This was my advice to him write with fire.
8. Her wedding trousseau consisted of a mini‐length white dress and a pair of sandals.
9. This was her one desire to marry a reincarnated James Dean.
10. There is only one science fiction writer in any language worth reading today Stanislaw Lem.
11. My father said ʺNever marry a millionaire.ʺ
12. These were his final words ʺTen thousand dollars, and not a penny more.ʺ
13. The critic called the film ʺboring and uninspired.ʺ
14. She answered ʺPass the cream.ʺ | <urn:uuid:c355209f-c88c-47e8-bab0-2602dbdfe3cd> | CC-MAIN-2023-40 | https://www.capilanou.ca/media/capilanouca/student-life/academic-support/additional-learning-support/writing-centre/740.4a-Colon-Exercise---F16.pdf | 2023-09-30T03:59:53+00:00 | crawl-data/CC-MAIN-2023-40/segments/1695233510575.93/warc/CC-MAIN-20230930014147-20230930044147-00052.warc.gz | 720,339,360 | 493 | eng_Latn | eng_Latn | 0.999729 | eng_Latn | 0.999729 | [
"eng_Latn"
] | false | docling | [
1221
] | [
3.375
] | 1 | 1 |
STRATEGY: Friday Exit Ticket
Rationale: Exit tickets are usually used to gather achievement feedback from a specific lesson. This strategy, created by Catlin Tucker in her book Balance with Blended Learning, asks students to think about the week as a whole. This helps students think about what they learned, how they learned it, as well as what they might need to relearn or hear again .
End of the Week Exit ticket?
Questions to Ask
* What did you learn this week? Identify at least one concept or skill
* How did you learn it? Describe the process.
* What questions do you have about your learning this week? Which concepts are unclear?
* What goal do you have for your learning next week?
* If you could design an activity to help a classmate to learn the concept or skill you learned this week, what would you have them do
What to do Next
* Look for patterns in the data
- Common vocab
- Common learning
-
Common misunderstandings
* Adjust next week's learning based on this data
- Small groups
- Reteaching or accelerating
* Consider the suggestions for activities
- Could any be used for next semester?
- Could they be used as a review?
Reflecting Questions:
* How can I make the connections between skills and the path toward mastery more transparent for students?
Additional Resources:
* Tucker, Catlin R. Balance with Blended Learning: Partner with Your Students to Reimagine Learning and Reclaim Your Life, Corwin, a SAGE Publishing Company, Thousand Oaks, CA, 2020, p. 46.
Benefits
* Provides space for students to see the big picture of learning
* Provides space for students to reflect
* Helps teachers see what they think they are learning
* Clearly points out misconceptions in that learning
* Helps identify peer coaches who understand the concept | <urn:uuid:3a06aa43-a2c2-4455-b5ee-2fa2f76b9116> | CC-MAIN-2023-40 | https://www.gwaea.org/app/uploads/sites/19/2023/02/Friday-Exit-Ticket.pdf | 2023-09-30T03:28:10+00:00 | crawl-data/CC-MAIN-2023-40/segments/1695233510575.93/warc/CC-MAIN-20230930014147-20230930044147-00052.warc.gz | 834,763,550 | 381 | eng_Latn | eng_Latn | 0.997989 | eng_Latn | 0.997989 | [
"eng_Latn"
] | false | docling | [
1780
] | [
3.046875
] | 1 | 0 |
2 nd Grade Math Year At a Glance
| | Content and Skills |
|---|---|
| Quarter I | Classify even and odd numbers. Write 2 & 3-digit numbers in different ways. Apply mental addition & subtraction strategies. Practice addition & subtraction facts. Extend counting patterns by 1s, 5s, & 10s. Count on and back by 10 & 100. Compare numbers to 1,000. Use repeated addition & diagrams to find sums. |
| Quarter 2 | Practice 2-digit addition & subtraction. Find sums of three & four 2-digit numbers Solve multistep problems. Write equations to represent +/- problems. Mentally add & subtract with groups of 100s Find sums of 2-digit numbers. Practice addition & subtraction facts. |
| Quarter 3 | Find sums & differences of 3-digit numbers. Count money: $1.00, quarters, nickels, and pennies. Solve word problems with money. Read & write times to the hour, half hour, and 5 min. intervals. Measure with inches/feet & centimeters/meters. Compare and estimate lengths. Collect and display data. Interpret data in graphs to solve problems. Read & make picture and bar graphs. Practice addition & subtraction facts. |
| Quarter 4 | Identify, describe, and draw 2 & 3 dimensional shapes. Partition rectangles into equal-size squares. Identify, describe, and divide shapes into ½ s, 1/3 s, & ¼ s Solve problems with equal groups of 2, 5, and 10. Divide amounts into equal groups. Practice addition & subtraction facts. |
Numbers and Place Value should be reinforced and assessed throughout the year | <urn:uuid:56c77daf-4d5e-4817-b08b-82bf6f0cb3c1> | CC-MAIN-2023-40 | https://www.shenet.org/wp-content/uploads/2015/12/YearAtGlanceGrade2.pdf | 2023-09-30T03:46:52+00:00 | crawl-data/CC-MAIN-2023-40/segments/1695233510575.93/warc/CC-MAIN-20230930014147-20230930044147-00050.warc.gz | 1,067,770,121 | 366 | eng_Latn | eng_Latn | 0.994881 | eng_Latn | 0.994881 | [
"eng_Latn"
] | false | docling | [
1487
] | [
3.890625
] | 1 | 0 |
Ways to Save Water
Make Every Drop Count
Want to save money on your water bill? Become aware of how you use water and learn what actions you can take to use it more wisely.
Take showers instead of baths and keep those showers brief. Turn the water off while you soap.
Run the dishwasher and washing machine with a full load. This will reduce the amount of evaporated water.
Use water efficient appliances that use the minimum amount of water to do the job. These appliances can be easily identified by the ENERGY STAR ® labels.
ELECTRICITY • WATER • WASTEWATER • BROADBAND
When thinking about purchasing a new washing machine, consider buying one that is front loading. These washing machines are designed to reduce the amount of water it takes to clean one full load of clothing. | <urn:uuid:d095de7b-62e7-44c6-bdb5-37e396b1d220> | CC-MAIN-2023-40 | https://www.hollandbpw.com/en/customer-service/rebates/publications-and-financials/fact-sheets/154-waystosavewater/file | 2023-09-30T02:51:22+00:00 | crawl-data/CC-MAIN-2023-40/segments/1695233510575.93/warc/CC-MAIN-20230930014147-20230930044147-00054.warc.gz | 874,546,337 | 164 | eng_Latn | eng_Latn | 0.998019 | eng_Latn | 0.998019 | [
"eng_Latn"
] | false | docling | [
787
] | [
3.15625
] | 2 | 6 |
GUIDELINES FOR USING COMPUTERS CREATIVELY IN MATHEMATICS EDUCATION
ULRICH KORTENKAMP
ABSTRACT. Computers are the ultimate tool for teaching: They provide microworlds that can be explored; they can be forgiving and strict; they take account of everything that's happening; they can create maps of what the learner knows or still has to learn; they are fun to use; they provide interactive illustrations that enlighten those who use them — or at least, that's what they could be or do. There are significant drawbacks: many people do not know what they could do with them; if they know it, they probably do not know how to make them do it; and, finally, it is not validated whether it is of any didactic value to use them in the way they are used.
In this text, we present some basic guidelines that can help in designing and evaluating electronic material. Starting from an example, we identify some roles the computer can take and discuss their implications for the development of mathematics tools.
1. INTRODUCTION
Claim 1. Using a computer is by no means a guarantee for better teaching.
Claim 2. Using a computer is a chance to significantly enhance teaching.
Today, everyone — students, parents, government, university administration, just to name a few — require the use of computers in teaching, as they do not want to miss the chance for the enhancement of Claim 2. Unfortunately, taking Claim 1 into account, we are only left with a faint hope. As many teachers and professors neither want to use the computer nor know what to do with it, if we add the technical insufficiencies of many computer installations for teaching, we even might end up with
Claim 3. Using a computer can be hazardous to teaching.
This article intends to identify the advantages of new media and make some of the underlying mechanisms more visible. If you intend to (or have to) use computers in teaching, you should checkmark the framed boxes below and reflect on each of them in your context.
2. EXEMPLARY USE OF A COMPUTER IN TEACHING DISCRETE MATHEMATICS
The material that is introduced in this section has been used for students of grades 4 to 8; nevertheless, it could be adapted to university teaching as well, as it is concerned with an important basic topic from Discrete Mathematics. This
Key words and phrases. Dynamic Geometry software, discrete mathematics, teaching, Visage, new media.
Supported by the DFG Research Center MATHEON.
1
activity is intended to be used for the introduction of the concept of graphs, and to explore the notion of Eulerian tours.
The electronic exercise sheet is an HTML page with an embedded Java applet. The Java applet was created using the Visage-Extension [2] of Cinderella [4]. This exercise can run standalone from a local disc or CD-ROM or it can be put on the web. Besides a Java runtime, which is included by default on major operating systems, no software installation is necessary.
The general topic is the optimization of tours for garbage collection. Based on the observation that the garbage collection vehicle has to go through every street at least once — which is also sufficient, as two garbage collectors serve both sides of the street — students explore tours that do not use any street twice. First, they work on an electronic exercise sheet that shows a city map of their hometown (Fig.1). They can add vertices and edges of a graph using the mouse, and they can run an algorithm that tries to find a round-trip tour that visits all edges exactly once.
As a next step, we let the students work with pencil and paper. They are supposed to check by hand whether a given graph admits a Eulerian tour, i.e. a closed tour that visits every edge exactly once.
The solutions will not be checked by the teacher, but by the students themselves. They use the next electronic work sheet to draw the graph and ask for a Eulerian tour. If there is one, the computer will show one, otherwise the algorithm will fail and highlight a problematic part of the graph. In Fig. 2 we can see a graph drawn by a student.
During this phase students naturally will ask themselves 1 whether there is an easy way to distinguish between Eulerian graphs and non-Eulerian ones. The answer to this question is positive — any graph that contains only vertices of even degree, that is, has an even number of edges incident to it, is Eulerian, and only these. The proof of that fact is easy, and can be done by an induction argument, but discovering this conjecture is not that easy.
The last part of the sequence is another electronic work sheet (Fig. 3) that opens the problem further and can be used a starting point for other, related activities. Students are given a graph that contains both black and white vertices, and their task is to change the color of all vertices to white. This is always possible — a theorem about graphs states that every graph contains an even number of odddegree vertices, so we can connect pairs of them with paths. As the students do not know the theorem yet, they are invited to play a game where they should try to give a graph that their classmates cannot complete to a Eulerian graph.
In this activity we have added a subliminal clue for arriving at that concept. The vertices in Fig. 2 are colored automatically in either white or black, depending on their degree. White vertices have an even degree, black vertices have an odd degree. Our experience is that students will not notice the coloring at all at first. However, when they investigate possible reasons for some graphs to be "good" and others being "bad", they can use this coloring as a first hint: Graphs that were proved being Eulerian (using the built-in algorithm) have only white vertices.
1If they do not ask themselves, the teacher should activate this discussion
3
Building on this, we could either pursue different directions, or bring this sequence to an end. Possible continuations are, for example, proofs by induction for various graph properties, shortest-path algorithms, or (weighted) matchings in graphs.
3. ROLES OF THE COMPUTER
We will now discuss the various aspects of computer use in this example. We will use the term computer, even though we mean all computer-like media and, in particular, appropriate software. The first two roles are evident, but we want to mention them nevertheless.
1. Computers can be used as a motivating element.
It is widely known that using a computer at all can have a positive effect on the motivation of students. However, that might easily change in the future when using a computer becomes a day-to-day event, so we should not rely on it in our teaching.
2. Computers can provide or enhance the visualization of concepts.
Visualization and interactive presentation of content has become much easier with a computer. In our example, it is really easy to demonstrate a tour on a city map in a professional way, something which needed much more preparation (like preparing many hand-drawn slides in advance) before. As most teachers are aware of this publishing aspect of computers, we will not focus on it here, but instead we will concentrate on the following, not so apparent issues.
3. Computers can restrict the actions of learners and thus help them to develop appropriate mental models of representation.
At first thought, this might appear a drawback of the computer, and not an advantage. However, even in an open learning environment, it is not desirable that students be able to do anything. There might be situations in which it is possible to work completely unrestricted, but usually this is not the case. If we create really open situations, we have to accept that the students might not reach the original goal (which is, in the above case, to learn about the concept of graphs for modeling). If we accept that, the teaching might still be instructive and good, but we risk that we — the students and teachers – end up with unsatisfactory semi-results. I strongly disagree with the opinion that it is sufficient to think about a problem and find some result. This assumes that anybody has both the creativity and intellectual capacity to solve all problems. Even if students work in groups, this is not true, and one of the great advantages of humanity is the ability to store and recall others' inventions using speak and writing.
How is this implemented in the Euler Tour example? Students are allowed to draw on the city map using the computer. Of course, they could also use a pencil on a photocopy of the city map, but then they could draw anything, not only graphs composed of vertices and edges. The difference between abstract model (the graph) and drawing (the city map) could not be established that way — the graph is just another drawing.
4. Computers can give an immediate hands-on experience on abstract models.
The graph that is drawn on the city map is "used" directly. This creates the important immediate feedback for learning. With traditional methods, we had to rely on the students knowing how to find the right tour in advance for checking; if that were the case, we would not have to teach them. Using the computer, they can try out many more examples and get immediate, correct feedback.
5. Computers can act as referees.
It is difficult to supervise a group of more than 20 students who work with a computer. In particular non-homogeneous groups pose a problem: it is not possible to check with each student his or her individual progress and give advice or hints. If we fall back to addressing the whole class, we lose the fact that each student can settle for his own learning method and speed. Or, if we restrict checking of exercises to giving the answers (either by the teacher or by a student), some students can be left with unanswered questions: Why is it wrong — or even, why is it correct what I did? The necessary temporal synchronization between the students takes away the time to answers these questions.
Also, this allows for other teaching scenarios. For example, students can play a two-person game: One person is thinking of a graph, the other person has to decide whether it has the Euler property. Without the help of the computer, we cannot be sure that the answers are correct, putting the whole educational effect of the game at risk.
With the help of the computer, it is possible to overcome this. The computer can act as an authority for right or wrong, and it can even show why something is wrong. In the garbage collection example, we exhibit this by using the computer for checking the students' answers. When a graph is Eulerian, the computer can prove this by visualizing the corresponding tour. When it is not, the software will highlight problematic areas of the graph to encourage further inspection.
6. Computers can give hints and guidance.
In the example, we exploit the coloring of vertices for giving an almost subliminal hint. Our experience shows that even people who know that the evenness of the valence of a vertex is important don't immediately recognize the reason for the coloring. It's just something to think about, a crystallization point for thoughts, a thought-provoking impulse. In addition, it gives a temporary nomenclature for a property of vertices — students can talk and think about black and white vertices instead of vertices of even- and odd degrees. This constitutes a significant aid for developing the right concept.
7. Computers make it easy to customize material for a certain audience.
There is no doubt that computers with their word processing and desktop publishing tools made it possible for everybody to produce material that looks professional. If one has access to an electronic version of a work sheet, then it is easy to change some values, or to exchange a figure or drawing by another one. For teachers, this implies they can use their colleagues' material even if it is not exactly fit for their course. An enormous amount of preparation work can be re-used for other purposes.
6
The same is true for electronic material. In our example, it is easy to replace the city map with the map of another town, or a subway plan, or a milling plan for a printed circuit board.
Also, the hints described in the previous section can be omitted or changed, in order to adapt to the abilities of the students. This can be done individually for each of them.
8. Computers can show the need for analyzing the structure of a problem.
The last general role of computers we want to bring up here is another general property of introducing algorithmic thinking into schools. If we are really looking for a way to use the computer to solve a problem, we have to break it down into small parts, that can be solved by basic building blocks.
In the example sequence, we used this only implicitly by using graphs as a model for street maps. If time permits, this can be explored further by examining the Eulerian Tour algorithm. What data does the algorithm need? Which decisions have to be made? It all comes down to marking edges and finding unmarked edges incident to a vertex. If we arrived at this conclusion, we can see that the graph model is perfect for answering questions like this.
4. IMPLEMENTATION ASPECTS
We cannot rely on the fact that every teacher is both willing to and able to create electronic activities him- or herself. Quite the contrary, most teachers depend on using material that has been made available to them by third parties (i.e., software manufacturers, government, or colleagues, to name the most important ones).
This section addresses both software manufacturers and software users. We highlight three important aspects of software that have to be taken into account when creating or evaluating software products.
4.1. User Interface. The user interface of a piece of software is a key component. If the software is not accessible for one reason or another, then the "inner values" cannot be revealed and are irrelevant. While this seems to be common sense, many educational software products still come with poor human-computer-interfaces. 2 This renders them useless, at worst.
It is relatively easy to check the user interface of a software product — much easier than creating it in the first place. 3 Here are some rules of thumb for judgment.
* Is the functionality of the software carefully selected, instead of just complete? Is the toolbar (if any) cluttered?
* Does the interface comply to the user interface guidelines of the operating system you are using, i.e., is its handling and look-and-feel similar to other software on your computer?
* Are there default choices in the configuration that apply to your situation?
* Has somebody taken care of making the software look visually appealing?
* Is it possible to adapt the software to your needs (see Box 7. above)?
You will probably be able to add to this list.
Unfortunately, most open-source-software 4 fails the tests above — and this is related to the answer to the meta-question: Is anybody aware of the issue and responsible for the human-computer-interface?
4.2. Modularity and Programming Interfaces. Even when using new technology for teaching, the teacher is still in charge of providing the content and material. A software company cannot anticipate the special needs for all teaching/learning situations; if so, then it would be easy to provide a teacher-less package for online teaching.
Also, there should be a way to add to the material as described in the previous section. The black-white-hints were not built into the software package used, but they are a custom add-on done by the teacher himself. As it is completely unclear what other ideas a teacher could have, there has to be a general way to extend the software, i.e. a programming interface (or API).
This implies that a teacher has to be able to choose from the available material and rearrange it according to the pedagogical situation. Monolithic blocks of content are not suitable here. Every bit should be re-usable.
Again, we want to list a few rules of thumb for a first evaluation:
* Is it possible to use parts of the software independently or is it a all-ornothing decision?
2 The same applies to scientific talks. Although most people know that the scientific value of a talk cannot be recovered if its presentation is poor, they seem to rely on the inner qualities and neglect the performance.
4 This is by no means a vote against open-source-software. We just want to emphasize that this is one of the areas which definitely needs some progress in the next years.
3 An example is the toolbar for dynamic geometry software (DGS) for which there is no good solution so far. See [3] for a discussion about how to move to a zero-interface for geometric constructions.
8
* Is there an API for custom extensions? Is it easy to learn?
* Does the software use standard document formats like HTML or PDF, or is a separate viewer necessary that might not be available for all (current and future) platforms?
* Does the software license allow for free redistribution of content created with it?
4.3. Mathematical Foundation. As we are focussing on mathematical software for mathematics education, we should not forget that we want to teach mathematics. This creates a dividing line between general-purpose software like media players or animation tools and special-purpose software for doing mathematics like spreadsheets, DGS or CAS.
In order to support explorative and experimenting learning, the software has to implement the mathematical concepts as exactly as possible. To give a clear-cut example, we refer to K-2 teaching: A calculator for one-digit additions can be implemented using a table that stores all problems and their solutions. Using it is similar to using a media player — we press the channel number (for 3 + 5 we choose "channel 35´´) and get a pre-produced unit about adding three and five. A student who wants to explore addition more in-depth cannot choose a channel for 10 + 1 as the calculator was not designed for this. An open software environment would have included the mathematical theory for addition and would be able to do all possible additions. 5
Media players are not aware of the content they are playing, and there interaction capabilities are restricted to linking pre-produced content to certain choices. We can have a wealth of material that is interconnect by clickable links, but still this is finite and can hardly respond to every aspect that might come up during teaching. Only very closed teaching situations can afford this type of material, unless it is meant as accompanying media, e.g. material that is used as a reference.
This example may be exaggerated, but many educational software products today fail in this category! Everything which might be outside the current scope for the lesson has been omitted, as it leads to higher production costs. This is caused by the common approach to do an implementation that works for most cases, but not in general, and to "fix" all the cases that are relevant for teaching — at least those that the software developer did think of.
Let us conclude again with the rules of thumb for software evaluation in this category:
* Is the software just playing media or does it use a structural representation of the mathematical content?
* Is it possible to try experiments that were not foreseen by the software developer?
* Are special cases handled by a general theoretic approach or using a series of "if-then-statements" within the software?
* Is unexpected user input handled as an error, not at all, or in a reasonable way?
5 See [1] for a discussion of this in the context of Dynamic Geometry software.
9
5. CONCLUSION
As we have seen, there are many ways of using a computer to enhance teaching, some of which are well-known, while others are much subtler. Our contribution here was to identify a few concepts, generalize them, and make them accessible for other situations.
In Sec. 3 we discussed three main components of software development that are areas worth of inspecting when evaluating (or implementing) software. In order to support the roles of the computer identified before, these areas constitute key components.
6. ACKNOWLEDGMENTS
I would like to thank for the opportunity to present this work at the 1 st KAIST International Symposium on Enhancing University Mathematics Teaching in May, 2005. Parts of this work have been supported by the DFG Research Center MATHEON in Berlin. Many thanks to Dirk Materlik for his work within the Visage project, and to Brigitte Lutz-Westphal for fruitful discussions.
REFERENCES
[1] Kortenkamp, U. Foundations of Dynamics Geometry Dissertation, ETH Zurich, 1999. http: //kortenkamps.net/papers/1999/diss.pdf
[3] Kortenkamp, U. and Materlik, D. Pen-based input of Geometric Constructions. Proceedings of MathUI 2004, http://kortenkamps.net/papers/2004/Scribbling-article.pdf.
[2] Kortenkamp, U. and Materlik, D. Visage. A software package for visualizing graph algorithms using interactive geometry software. See http://cinderella.de/visage.
[4] Richter-Gebert, J. and Kortenkamp, U. The Interactive Geometry Software Cinderella. SpringerVerlag, Heidelberg, 1999, http://cinderella.de.
TECHNISCHE UNIVERSIT ¨ AT BERLIN, DIDAKTIK DER MATHEMATIK, STRASSE DES 17. JUNI 136, 10623 BERLIN
firstname.lastname@example.org
E-mail address: | <urn:uuid:a1cf904d-623b-4f4a-aa81-399342ed739a> | CC-MAIN-2023-40 | https://www.pikas-mi.dzlm.de/sites/default/files/Kortenkamp-GUCCME-2005a.pdf | 2023-09-30T03:50:31+00:00 | crawl-data/CC-MAIN-2023-40/segments/1695233510575.93/warc/CC-MAIN-20230930014147-20230930044147-00054.warc.gz | 1,015,514,820 | 4,507 | eng_Latn | eng_Latn | 0.994828 | eng_Latn | 0.998739 | [
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | docling | [
2439,
4057,
5802,
8831,
11991,
13543,
16755,
19684,
21372
] | [
3.421875,
2.046875
] | 4 | 1 |
ANDREAS HOME LEARNING
I hope everyone is well and keeping safe. Please note that these are just ideas and are open to interpretation.
Daily Reading
To keep skills sharp children need to read every day. If this isn't possible, read to them, especially if they are still learning to read. Ask questions to make sure their understanding is good. The attached reading assessment focus sheet will help you with this. Phonics: Using your phonic sound posters as your guide, how many sounds around the house can you find? For example, oo - you could collect a book, hook, snood, food. You could make a list or even better take a photo and post it to our Andreas School facebook page. Look at phonics play games too. They are a great way of children practising their phonic knowldege. https://www.phonicsplay.co.uk/#
Writing task
Writing task
Year 1, you can make an Easter Card too for someone special . You can write Happy Easter on the front and inside write an Easter poem. Think of all the things you love about Easter. Maybe do an accrostic poem like this:
A
Reception: This week, make an Easter Card for someone special at home. You can write Happy Easter on the front and inside write a message to your special person. Don't forget to write your name like we've been practsing this year!
Eggs rolling down the hill
S
nd cracking on my plate.
T
ouch the fields with unshine skies
Easter lambs jumping high and
Numeracy focus
Spending time on maths problem solving is really important but don't be tempted to do it for your child. Investigating, learning through trial and error and figuring your own way through a problem is crucial. There are loads of problem solving websites but the n'rich website is really stretchy!
Year 1 & reception: This week we are doing a maths scavenger hunt! I have attached a sheet of what you need to find . You could make your own maths scavenger hunt and send it to our facebook page for your friends to do. Be creative and remember our LEARN WITHOUT LIMITS - Have a positive attitude and challenge yourself! Good luck!
Topic
Topic: Last week, we would be thinking all about Easter. Our plan was to make Easter cards and write Easter poems as discussed in the Literacy section. We were going to make Easter crafts and decorations too. Some ideas you may like to do are: cooking crispy cake nests; art - decorate 10 2D egg shapes with patterns and colours and stick them together to make an Easter wreath; Scult - a daffodil or tulip using a stripy straw as the stem. If you look on Pinterest there are lots more lovely Easter ideas to make and do. There are lots more ideas on https://www.pinterest.com/kightmo/easter-crafts/
In addition, I have attached some animal labelling resources that the children can try. After Easter we will be starting a new theme. If you have any great ideas for our new theme please post them on facebook.
Other stuff!
Use the websites attached to guide you as they provide learning opportunities for all sorts of curriculum areas which will help keep your child engaged. Allow your child to choose but monitor these choices carefully so your child isn't always in the comfort zone.
Remember good learning means mistakes are made - if everything is right, your child is using skills they already had.
Cooking is a vital real life skill your child can learn and baking is a great way to teach age appropriate maths such a fractions through sharing, weighing and measuring etc.
Make sure your child still gets lots of exercise - sitting glued to a device is not physically or mentally healthy.
Google search for Thunks and 'speaking and listening activities' and have some interesting conversations with your child that will develop their thinking and oracy skills. | <urn:uuid:39e32fe0-aafc-4f58-bcb4-dabd7d451bbe> | CC-MAIN-2023-40 | https://andreas.sch.im/site/uploads/pages/151/_media/20200511_a64dac29/Home_learning_curraghs_060420_.pdf | 2023-09-30T03:15:58+00:00 | crawl-data/CC-MAIN-2023-40/segments/1695233510575.93/warc/CC-MAIN-20230930014147-20230930044147-00054.warc.gz | 106,299,593 | 804 | eng_Latn | eng_Latn | 0.99842 | eng_Latn | 0.998431 | [
"eng_Latn",
"eng_Latn"
] | false | docling | [
2068,
3751
] | [
2.828125
] | 1 | 0 |
Australian Council for Educational Research (ACER)
ACEReSearch
TIMSS 1999
Trends in International Mathematics and Science Study (TIMSS)
2-2006
Highlights from the TIMSS 1999 video study of eighth grade science teaching
Follow this and additional works at: https://research.acer.edu.au/timss_video
Part of the Educational Assessment, Evaluation, and Research Commons
Recommended Citation
(2006). Highlights from the TIMSS 1999 video study of eighth grade science teaching. https://research.acer.edu.au/timss_video/1
This Report is brought to you by the Trends in International Mathematics and Science Study (TIMSS) at ACEReSearch. It has been accepted for inclusion in TIMSS 1999 by an authorized administrator of ACEReSearch. For more information, please contact firstname.lastname@example.org.
Highlights from the TIMSS 1999 Video Study of Year 8 Science Teaching
TIMSS 1999 Video Study
Following on from a pilot video study carried out in 1995, the Third International Mathematics and Science Study (TIMSS) 1999 Video Study was undertaken to investigate and describe Year 8 mathematics and science teaching practices in a variety of countries. The countries involved in these studies were:
1995: Germany, Japan and the United States; •
1999: Australia, the Czech Republic, Hong Kong SAR 1 , Japan, the Netherlands, Switzerland and the United States. •
The 1995 study focused on mathematics lessons only. In 1999, however, both mathematics and science lessons were included. All seven countries took part in the mathematics part of the study, while Hong Kong SAR and Switzerland chose not to participate in the science part. 2
This Highlights document presents brief background information followed by key findings from the science part of the 1999 study. Australian and international reports of the video studies, together with details of how to obtain the reports, are listed at the end.
What gave rise to the video studies?
Results from the initial TIMSS pen-and-paper assessment of students' mathematics and science achievement in over 40 countries, which took place in 1995, led to interest in documenting and analysing what occurs during classroom instruction in these subjects. On average, students from the United States performed at significantly lower levels in both mathematics and science than students from the other countries that are represented in the 1999 video study. The same was found in the 1999 repeat of the written assessment.
Researchers and education policy makers, particularly in the United States, wondered: Could teaching practices be identified that were characteristic of instruction in each of mathematics and science in the higher achieving countries, that perhaps were not typical of United States classrooms? Findings from the 1995 pilot video study, which demonstrated very noticeable differences in mathematics teaching methods at Year 8 between Japan (a very high achiever on the written assessment) and the other two countries, provided encouragement for the more extensive 1999 video study to be undertaken.
HIGHLIGHTS FOR AUSTRALIA
In the national random sample of Australian Year 8 science lessons videotaped between June 1999 and May 2000, Australian science teaching at this level was found in many respects to resemble a model of ideal science teaching derived from research and Australian curriculum documents.
* The teachers were mostly well-qualified to teach science, which they had been teaching for an average of 14 years. Most said they were familiar with current ideas in science teaching and learning.
* Ninety per cent of the lessons took place in science laboratories. The teachers said they had sufficient resources except for computers and Internet access.*
* On average, all but 2 per cent of the lesson time was devoted to science instruction or organising students to undertake science-related tasks.
* New content was introduced and discussed in 97 per cent of the lessons, occupying 85 per cent of the lesson time on average.
* The lessons were well-structured. Australia and Japan were the only countries found to have strong conceptual links in the material presented in the majority of content-focused lessons.
* The science instruction predominantly featured an inquiry, inductive approach. Practical activities were featured in 90 per cent of the lessons and students worked on hands-on practical activities in pairs or small groups in three-quarters of the lessons.
* Real-life issues and first-hand data were used to support the development of ideas in the majority of lessons, which tended to feature multiple activities likely to engage the students' interest.
Despite the generally positive findings relating to the Australian lessons, students would benefit from more opportunities to learn and practise higher-order inquiry skills such as designing their own investigations and taking part in class discussions of their results.
* By now this situation would be expected to be much improved, as all education systems have devoted funds to supplying computer resources to schools in the intervening years.
What can be learned from a video survey of teaching across cultures?
Classroom teaching everywhere has the aim of helping students to learn. But comparative studies have usually found differences in performance, on average, between students from different countries and have demonstrated that some of these differences in achievement can be attributed to factors associated with what happens in the students' classrooms.
Compared with data obtained from teachers answering questionnaires about their teaching practices, much richer information about teaching can be gathered if lessons are videotaped to record, for later analysis, classroom events and activities as these actually take place. Videotapes allow the complexities of class lessons to be analysed in detail, many times over, from different points of view and by people with different kinds of expertise.
Comparing teaching across cultures allows teachers to look at their own teaching from fresh perspectives, providing them with food for thought about what they are doing well and possible improvements they might try. Although a variety of teaching practices is usually found within a country, it sometimes requires looking outside one's own culture to see something new and different that might be worth adopting in one's own repertoire of teaching practices.
The TIMSS 1999 Video Study was based on the premise that the more educators can learn about classroom teaching as it is actually practised, the more effectively they can identify factors that might enhance student learning opportunities, and, by extension, student performance.
Did Australia have any special objectives for participating in the TIMSS 1999 Science Video Study?
What was the scope of the study, and how were lessons selected?
As well as the more general objectives outlined in the boxed text above, Australia's goals for participating in the study emphasised:
obtaining an authentic, rich and representative picture of science teaching in lower secondary classes across the country; •
ascertaining the extent to which Australian science teaching in 1999 reflected emphases in curriculum and other documents developed during the 1990s; •
viewing Australian teaching practices in relation to those in some of the countries that were among the highest achieving countries on the TIMSS 1995 science assessment; and •
assembling an information base of classroom practice for professional development purposes. •
The TIMSS 1999 Science Video Study included a total of 439 Year 8 lessons collected from the five participating countries. The designed sample size was 100 lessons per country (although only one country achieved this). One lesson per school was randomly selected within each of 100 randomly selected schools per country. 3
The Australian sample was selected in such a way that it was proportionally representative of all states, territories, school sectors, and metropolitan and country areas. Altogether 87 of the selected Australian schools and the teachers of their randomly selected Year 8 science lessons agreed to take part.
In each school the teacher of the selected lesson was filmed for one complete Year 8 science lesson, and, in each country, the attempt was made to collect videotapes throughout the year to try and capture the range of topics and activities that occur across a whole school year. If the selected lesson covered a double period, it was filmed in its entirety. To obtain justifiable comparisons among countries, the data were appropriately weighted to account for the sampling design.
The study was managed internationally by LessonLab Inc. in Los Angeles, California. The Australian component was managed by the Australian Council for Educational Research (ACER).
How were the results processed and how are they reported?
Processing of the videotapes was a long, complex and labour-intensive undertaking. Several specialist teams were needed to decide what data should be coded, what kinds of codes to use, and how consistently the codes could be applied. Many revisions were made to codes before a satisfactorily reliable set was put in place. All coding was done at LessonLab in Los Angeles, the international headquarters of the project. Two Australian researchers, including one from ACER, were based at LessonLab for most of the duration of this work, together with colleagues in a similar role from the other countries.
Most of the data are reported in the form of tables or charts, which clearly show comparisons both within and across countries. Comparisons reported in this Highlights document have been tested for statistical significance at the .05 level. Differences between averages or percentages that are statistically significant are discussed using comparative terms such as 'higher' or 'lower'. These differences are noted using the 'greater than' symbol (>) in footnotes to each table or figure. Country percentages that appear different may not be statistically so because their standard errors differ. Small percentage values need to be interpreted very cautiously because they may have relatively large standard errors.
Comparisons that did not yield statistically significant differences are not shown in the footnotes. Failure to find a significant difference does not mean that country estimates are necessarily the same or similar; rather, failure to find a significant difference may be due to measurement or sampling errors, particularly given the relatively small samples of classes examined in this study.
The main national and international reports of the study are accompanied by illustrative videos of representative lessons collected during the study, released publicly to enrich the report findings and also to act as a resource for teacher professional development programs.
Major international findings
Contextual commonalities
Internationally, the TIMSS 1999 Video Study of Year 8 science teaching showed in general terms that there is no one single best way to undertake successful teaching of science. The results showed that teachers in the high achieving countries included in the study used a variety of teaching methods and combined them in different ways, thereby providing several perspectives on effective teaching. All countries shared some common features while at the same time displaying distinct patterns and features, supporting the proposition that teaching is culturally based. However, the four countries that had performed better than the United States on the TIMSS written assessments of science learning in 1995 and 1999 were found to share some characteristics that were different from the pattern observed there, as described later in this summary.
Common features of Year 8 science teaching across countries
Common features observed across all the participating countries are presented here in four categories, to assist in reporting the summary of results. Some are features that appeared in most lessons in all of the countries while others are features that were observed with low frequencies in all of the countries.
Teachers in all countries were qualified to teach, and most were well qualified to teach science at Year 8 level. •
Commonalities in instructional organisation
A very high percentage of lesson time, on average, was spent on science instruction and other activities pertaining to science. •
Virtually all of the lessons in all countries developed new content, worked on for two-thirds or more of the lesson time. Lessons devoted entirely to the review of previous content were rare. •
Time was allocated to practical activities in 70 per cent or more of the lessons in all countries, although there were differences in the amounts of time spent on these activities. •
Most of the time, lessons included a mixture of public, whole-class work (when the teacher or a student was addressing the whole class) and private, individual or small group work. •
Commonalities in scientific content
A high percentage of lessons included public, whole-class attention to 'canonical knowledge' of science – that is, the generally accepted scientific facts, ideas, concepts and theories shared within the scientific community. •
Attention to broader aspects of science, such as its values, limitations, social implications or history, or metacognitive issues such as strategies for learning or reflecting on one's learning, received very little emphasis in any country. •
3
4
Commonalities in teacher and student actions
Teachers talked much more than students, both in terms of numbers of words and in terms of length of utterances. The ratio of teacher to student words was at least 7:1. Teachers tended to speak in phrases or sentences that were at least 5 words long while students mostly spoke in short phrases of four or fewer words. •
During whole-class interactions, students in all countries participated in some form of discussion in at least 80 per cent of the lessons. •
During their independent work on practical activities, students in all countries were more likely to observe phenomena than to design their own experiments, make their own models, carry out dissection or classification activities or conduct controlled experiments, which occurred relatively rarely. •
Students rarely wrote text of a paragraph or more during their science instruction time. •
Distinctive features of Year 8 science teaching across countries
In addition to the commonalities presented above, each of the countries was found to have a characteristic, distinct approach to science teaching. These approaches are summarised later in the document following some contextual comments and discussion of findings from an Australian perspective.
Year 8 science is taught as an integrated subject in Australia, Japan and the United States, but as three or four separate subjects in the Czech Republic and the Netherlands. Data on annual science instruction time collected for the TIMSS 1999 written assessment showed that countries where science was taught as several separate subjects at Year 8 generally spent more school hours per year on science (150 to 200 or more) than countries where it was taught as a single integrated subject (90 to 150 hours). The estimated average annual times for the science video study countries follow this pattern (Table 1).
Regardless of whether science is taught as separate subjects or as an integrated subject, many distinctive features were found in Year 8 science teaching between the countries. These involved time used for practical activities, the topics covered, the ways new content was introduced, the level of challenge of the subject matter and the extent of emphasis on review of previous content. They also included the use of various strategies to make lessons more coherent, the use of motivational strategies and classroom practices regarding use of individual work time and use of class time for homework. Key findings for Australia on these and other variables are presented below.
Table 1 Average annual in-school time spent on Year 8 science instruction 1
1 Data from Exhibit 6.4 in Martin, Mullis, Gonzalez, Gregory, Smith,
Chrostowski, Garden & O'Connor, 2000
2 Various options are available in these countries for students to obtain additional instruction related to school subjects, particularly in Japan.
What were the major Australian findings?
The Australian findings are summarised here in four categories similar to those used in the previous section. The contextual information was derived from responses to a Teacher Questionnaire while results in the other categories were based on observational data from the videotapes. Abbreviations used in the illustrative figures for the country names are: Australia (AU); the Czech Republic (CZ); Japan (JP); the Netherlands (NL); and the United States (US).
Contextual information
All of the Australian teachers were qualified to teach, although a very small percentage, all of whom had been teaching for more than 30 years, had training for primary level only. About 90 per cent had taken at least one science subject as a major or minor component of their tertiary studies. Echoing other studies in which concern at the lack of expertise in the 'hard sciences' has been expressed, about half the Australian teachers had studied life sciences compared with about a third who had studied chemistry and only about a sixth who had studied physics. The United States, where almost negligible percentages of the teachers had studied physics or chemistry at university level, was at one extreme, with Japan, where more of the teachers had majored in physics and/or chemistry than in life sciences, at the other. •
On average, the Australian teachers had been teaching science for 14 years and most considered themselves to be effective teachers. •
Three-quarters said that they were familiar with current ideas in science teaching and learning. •
Over 80 per cent agreed that their videotaped lesson was typical or very typical of their teaching methods and 95 per cent agreed that their students' behaviour was about the same as or better than usual (27 per cent replied 'better than usual'). About three-quarters said the presence of the camera in the classroom did not affect the quality of their teaching, while 10 per cent said their teaching was better than usual and 18 per cent said it was worse than usual. •
As in all countries except the United States, a higher percentage of the Australian teachers said they spent more time planning for their videotaped lesson (39 minutes, on average) than for similar lessons (26 minutes, on average). Planning times were roughly similar in all countries except Japan, where teachers said they spent 135 minutes, on average, planning for their videotaped lesson compared with 92 minutes, on average, for similar lessons. •
Three-quarters or more of the Australian teachers considered that they had sufficient access to laboratories, teaching supplies and reference materials for their science lessons, but (in 1999–2000) only a quarter were satisfied with their access to computers, software and Internet connections. Other countries reported shortages of laboratory equipment, particularly the Netherlands and the United States, while almost 90 per cent of the Japanese teachers said they had insufficient access to reference materials. •
Ninety per cent of the Australian lessons took place in science laboratories, significantly more than in any of the other countries except Japan (76%). •
Observations from the videotapes
Differences in instructional organisation
Instructional purposes: Introduction of new content was by far the most common lesson activity in all countries, consuming two-thirds or more of the lesson time, on average (Australia, 85%; Japan, 93%). Other types of activity varied, including review of previous content, going over homework in class and assessing student learning, all of which occurred rarely in Australia, Japan and the United States. The Czech Republic stood out in its emphasis on review and the Netherlands stood out in its emphasis on going over homework (data not shown). •
Whole-class and independent activities: The partition of lesson time into whole class versus independent activities was approximately equal in Australia, as it was in all countries except the Czech Republic, where 80 per cent of the time, on average, was spent on whole class work (Figure 1). •
Practical work and other activities: Australia and Japan had the closest to equal divisions of lesson time devoted to practical activities and seatwork activities such as making notes, completing written exercises and reading textbooks (just over 40 per cent for practical activities). In the other countries, 70 per cent or more of the lesson time was spent on seatwork, done either by the class as a whole or by students working independently (Figure 1). •
Seatwork done independently: Independent seatwork, such as reading or writing, used more science instruction time in the Netherlands than in the Czech Republic and Japan (Figure 1). •
Whole-class practical activities
Whole-class seatwork activities
Independent practical activities
Independent seatwork activities
Whole-class practical activities: AU, CZ, JP>US
Whole-class seatwork activities: CZ>AU, JP, NL, US;
US>AU
Independent practical activities: AU, JP, NL, US>CZ;
AU, JP>NL
Independent seatwork activities: NL>CZ, JP; US>CZ
Note:
Total may not sum to 100 because of rounding and data not presented for ‘divided class work’. Analysis is limited to the
91 per cent or more of lesson time focused on science instruction per country.
5
Differences in scientific content
Types of scientific knowledge: Different types of knowledge were addressed in the science lessons. Considering 'public talk' time (time when the whole class was the intended audience of a teacher or student), Czech lessons allocated a larger percentage of time (59%) to presenting and discussing 'canonical' knowledge (generallyaccepted scientific facts, ideas, concepts or theories) than the other countries' lessons (Australia: 35%). More public talk time was spent on procedural and experimental knowledge during Year 8 science lessons in Japan (25%) than in any of the other four countries (Australia: 17%). However, Japanese lessons allocated less time for public talk about science-related real-life issues (6%) than lessons in the other countries, except for Australia (12%; other countries, 14 to 17%) (data not shown). •
Topics: Almost half the Australian lessons focused on physics topics, about the same as in the Netherlands, and a further quarter addressed life science topics. The emphasis on physics was not expected from knowledge of Australian Year 8 curricula, and probably occurred because more than half of the Australian lessons were filmed during the third and fourth terms. Physics and chemistry topics were featured in more Japanese lessons than earth science or life science. The United States' pattern differed from the other countries' patterns in that earth science, life science, physics, chemistry and other topics were addressed about equally (Figure 2). •
Challenge and density of scientific content: The majority of Australian and Japanese lessons were judged to contain content at basic level only. The country distributions were similar except for the Czech Republic, where 81 per cent of the lessons were judged to be more advanced (Figure 3). •
Other evidence of the higher level of challenge of scientific content in the Czech lessons arises from the extent of use of scientific terms and highly technical scientific terms. On average, 56 unrepeated scientific terms were observed per Czech science lesson, 33 of which were judged to be highly technical, compared with about 20 and 10 terms, respectively, in the other countries (data not shown).
Classes were streamed in the Czech Republic through being in schools which catered for students at different academic levels. Streaming also occurred in the Netherlands, either at school level or at class level within schools. In Australia and Japan, streaming of students for Year 8 science instruction rarely occurred, and hence it would have been surprising to see many lessons in these countries classified as containing only highly challenging material.
Figure 2 Percentage distributions of Year 8 science lessons devoted to earth science, life science, physics, chemistry and other areas
‡
Fewer than three cases reported (country excluded from the
‡
relevant analysis)
Note: Total may not sum to 100 because of rounding. Other areas include: interactions of science, technology, and society; nature of scientific knowledge; and science and mathematics.
Challenging content
Basic and challenging content
Basic content
Challenging content: CZ>JP
Basic and challenging content: CZ>AU, JP, US
Basic content: AU, JP, NL, US>CZ
Note: Totals may not sum to 100 because of rounding and a few lessons with no publicly-presented content.
Lesson coherence: Australia fared relatively well on aspects of lesson coherence such as use of goal statements, which occurred in 95 per cent of the videotaped lessons. However, summary statements were used in only about a quarter of the lessons, midway between Japan (41%) and the Netherlands (6%) (data not shown). •
Science instructional practices were found to vary in how closely content ideas and activities were woven together to form a coherent, strongly linked lesson. Australia and Japan were the only countries found to have strong conceptual links in the material presented in the majority of content-focused lessons. Although lesson content was generally more challenging in the Czech Republic than in the other countries, in half of the Czech lessons conceptual links between content segments were either weak or not made at all. Only 12 per cent of Australian lessons and 6 per cent of Japanese lessons were activity-focused with no conceptual links, compared with 27 per cent in this category in the United States. The mix of strong and weak or no conceptual links from country to country is shown in Figure 4.
Figure 4 Percentage distributions of Year 8 science lessons by focus and strength of conceptual links
‡
Content supported by evidence: All countries used firsthand data, observations of phenomena and visual representations to support the development of scientific concepts to some extent. Australian and Japanese science lessons involved more use of multiple sets of first-hand data and multiple phenomena to support the scientific content being presented or developed than science lessons in the other three countries. In the Czech Republic and Japan, multiple visual representations were used to support all the main ideas in science lessons more often than in the Netherlands (Figure 5). •
Activities with little or no content: US>JP, NL
Content and activities with weak or no conceptual links: CZ>JP; NL>AU, JP
Content and activities with strong conceptual links:
AU, JP>NL, US; CZ>NL
‡ Fewer than three cases reported (country excluded from the relevant analysis)
Note: Totals may not sum to 100 because of rounding and data not reported.
More than one set of first-hand data: AU, JP>CZ, NL, US
More than one phenomenon: AU, JP>CZ, NL, US
More than one visual representation: CZ, JP>NL
7
8
Overall, more Japanese science lessons (65%) supported every main idea with at least one set of first-hand data, at least one phenomenon and at least one visual representation than science lessons in the other countries. Australian lessons used all three types of evidence to support all the main ideas (47%) more than Dutch and United States lessons (14 and 18 per cent, respectively). In the Czech Republic, all three types of evidence were used in this way in a third of the lessons (data not shown).
Content developed through making connections or acquiring facts and definitions: Scientific content was developed through making connections among ideas, experiences, patterns and explanations in more Japanese and Australian lessons than in Czech and Dutch lessons. More Japanese lessons focused primarily on making connections than lessons in all countries except Australia (Figure 6). In contrast, Czech, Dutch and United States lessons were more likely to develop content through focusing on facts, definitions and algorithms (Figure 6). Further analysis revealed that making connections in Australian and Japanese science lessons was most often accomplished through an inquiry or inductive approach wherein data were collected and then used to develop new ideas, which occurred in 43 and 57 per cent of the lessons, respectively (data not shown). •
Making connections
Acquiring facts, definitions and algorithms
Making connections: AU, JP>CZ, NL; JP>US Acquiring facts, definitions, and algorithms: CZ, NL>AU, JP; US>JP
Content developed through real-life issues: While discussion of real-life issues did not consume much time (see 'Types of scientific knowledge' above), such issues were used in many lessons to assist in the development of scientific concepts. They were used for this purpose in more Czech lessons (83%) than in the lessons of other countries except Australia (69%). Japanese lessons were lowest in this respect, with content developed through discussion of real-life issues in only 47 per cent of the lessons (data not shown). •
Differences in patterns of teacher and student actions
Practical activities: Ninety per cent of the Australian lessons included some type of practical activity, sometimes demonstrated by the teacher and often undertaken by students working in pairs or small groups, which occurred in three-quarters of the lessons. Australia and Japan were the only countries where independent practical activities occurred in more than half of the lessons (data not shown). •
The practical investigations performed by the students were usually directed or guided by the teacher or a worksheet. Students rarely formulated their own research questions, designed their own investigations or determined how they would organise or manipulate the data they collected. Australian and Japanese lessons were very similar in these respects (Figure 7).
Making predictions and interpreting data or phenomena: Students rarely made predictions of the outcomes of their investigations, except in Japan. Australia was the only country where students interpreted data or phenomena in more than half of the lessons (Figure 8). •
Students collected and recorded data
Stu dent
sorganised or manipulated collected data on their own
Students organised or manipulated collected data guided by the teacher or the textbook
Collected and recorded data: AU, JP, NL, US>CZ; AU, JP>NL, US
Organised or manipulated collected data guided by the teacher or the textbook: AU, JP>CZ, NL; US>CZ
Fewer than three cases reported (country excluded from the relevant analysis)
‡
Discussion of outcomes of practical activities: In the lessons in which practical activities were performed by students, outcomes of their investigations were discussed in only about half the cases in Australia and the United States. Outcomes were rarely discussed in the Netherlands, while in Japan and the Czech Republic they were discussed in the majority of cases (data not shown). •
Students made predictions
Students interpreted the data or phenomena
Students made predictions: JP>NL Students interpreted the data or phenomena: AU>CZ, NL; JP>CZ
‡ Fewer than three cases reported (country excluded from the relevant analysis)
Homework activities: Teachers assigned homework in about half the lessons in Australia, the Czech Republic and the United States and in two-thirds of the lessons in the Netherlands, but in only one-sixth of the lessons in Japan. In the Netherlands and Australia, students worked on homework during class time in 40 per cent or more of the lessons (although only for very short periods of time, on average, in Australia). It is encouraging that most of the homework set in Australia, as in the United States, involved working on new content only. The Czech Republic was the only country where students were expected to review previously covered content to any extent (data not shown). •
9
10
Use of textbooks: Textbooks or printed, structured workbooks were used in only 31 per cent of the Australian lessons, significantly fewer than in all countries except the United States. Textbooks were used most by students in the Netherlands (Figure 9). •
Students used textbooks/workbooks: NL>AU, CZ, JP, US; CZ, JP>AU, US
Following from this, Dutch students spent 20 per cent of science instructional time in reading, which occurred in no more than 8 per cent of science instructional time elsewhere (data not shown).
Motivating activities: Teachers in all countries made use of motivating activities (e.g., games, puzzles, dramatic demonstrations, competitive activities, role plays) to stimulate students' interest. This occurred in about a third of the Australian lessons, though on average occupied only about 10 per cent of the science instruction time. The United States, where teachers used motivating activities in about two-thirds of the lessons, consuming on average almost a quarter of the science instruction time, stood out in this respect (data not shown). •
Notebooks and note-taking: In Australia and the Czech Republic most students were expected to keep detailed notebooks about their lessons and the work that they had done (75 and 96 per cent of lessons, respectively). Some Australian teachers said that the students' notebooks would be assessed as part of their year's marks. •
Australian students were sometimes expected to copy or take down verbatim notes during lessons, but this was relatively rare. By contrast, Czech students frequently copied notes into their notebooks (data not shown).
How is science teaching approached in each country?
The study's results show that each of the five countries has an observable pattern of science teaching. Summaries of these patterns, as observed in 1999– 2000, are presented here, with countries in alphabetical order except for Japan, which is placed after Australia because of the extent of similarities between these two countries' approaches. The summaries are followed by a discussion of commonalities observed in the four higher-achieving countries.
Australia: Making connections between main ideas, evidence and real-life issues
Australian Year 8 science lessons tended to focus on developing a limited number of canonical ideas (that is, generally-accepted scientific facts, ideas, concepts or theories) by making connections between ideas and evidence. Ideas were developed through an inquiry, inductive approach in which data were collected during practical activities carried out independently by the students, more often in the area of physics than in other areas. During and after the practical work, Australian students were often guided, by the teacher or an instruction sheet, in manipulating and organising the data and in interpreting the data, although in some classes these activities were done without such guidance. Discussions of results and conclusions followed about half of the independent practical activities. Main ideas in Australian science lessons were supported by data or phenomena more often than in the lessons of some of the other countries. Textbooks were relied on considerably less than they were in the other countries.
Australian science lessons were found to be conceptually coherent, with frequent use of goal statements and an emphasis on developing content primarily by making connections between ideas and evidence rather than through acquisition of facts and definitions. However, the scientific content tended to be at a basic rather than a challenging level. The development of scientific ideas tended to be supported both with real-life examples (69 per cent of lessons) and first-hand data (56 per cent of lessons). In addition, students in Australian lessons typically participated in two or more types of activity likely to be engaging to students (real-life issues, independent practical activities and motivating activities). Thus, Australian lessons appeared to have a strong focus on developing ideas through an inquiry, inductive process and supporting canonical ideas with examples of real-life issues while also providing multiple types of activities that had the potential to engage students' interest.
Japan: Making connections between ideas and evidence
Like the Australian Year 8 science lessons, Japanese lessons tended to focus on developing a few ideas by making connections between ideas and evidence. Ideas were developed through an inquiry, inductive approach in which data were collected and interpreted to build up to a main idea or conclusion. Also like Australian lessons, Japanese science lessons were found to be conceptually coherent, with an emphasis on identifying patterns in data and making connections among ideas and evidence.
Independent practical work played a central role in the development of main ideas in Japanese lessons, which were primarily in the areas of physics and chemistry. Before carrying out such activities, Japanese Year 8 students were typically informed of the question they would be exploring in the investigation, and were sometimes asked to make predictions. During and after practical work, Japanese students were guided by the teacher or textbook in manipulating and organising the data into graphs or charts and then interpreting the data. Discussions after independent practical activities typically led to the development of one main conclusion – the main idea of the lesson.
Few canonical ideas were presented publicly (that is, during time when the whole class was the intended audience of a teacher or student) in Japanese science lessons, and these ideas were judged to be basic rather than challenging or theoretical (similar to Australia). However, all of the main ideas in Japanese science lessons were developed with the use of data and/or phenomena. In fact, main ideas were often supported by more than one set of data or more than one phenomenon. Thus, it appears that, although fewer ideas were developed in each Japanese science lesson, each idea was treated in depth, with multiple sources of supporting evidence.
Czech Republic: Talking about scientific content
Year 8 science lessons in the Czech Republic were characterised as whole-class events that focused on getting the content right. Instruction time focused on review, assessment and development of canonical scientific knowledge, with relatively little time allocated for students to work independently on practical activities. Review and the public oral assessment of students were prominent features of the Czech science lessons. The main topic areas were life science, physics and chemistry. The content was found to be challenging, dense and theoretical, organised more often around acquiring facts and definitions than making conceptual connections. Perhaps because of the high density of ideas and the high percentage of lessons organised as discrete pieces of information, half of the lessons were found to have weak or no conceptual links that tied ideas together. On the other hand, half of the lessons were strongly connected with conceptual links, and the presence of goal and summary statements also may have contributed to content coherence.
Main ideas in Czech science lessons were often developed with the use of visual representations. In fact, all of the main ideas in the lesson were supported by multiple visual representations in the majority of lessons. Czech Year 8 students engaged actively in the work of learning science primarily through frequent whole-class discussions, opportunities to present their work in front of the class and to take part in oral quizzes on scientific content in front of their peers. Students also kept organised science notebooks, into which they often copied notes.
Netherlands: Learning science independently
Year 8 science lessons in the Netherlands appeared to focus on students' independent learning of the scientific content. During independent seatwork activities, students read from their textbooks and generated written responses to questions (beyond selecting answers). Homework was typically assigned and was often observed to be the focus of either independent work in the lesson (working on assignments in class) or wholeclass work (going over homework together). Students worked on homework assignments outside the lessons as well as during them. Students were expected to pace themselves on a long-term schedule of assignments, to check their own work in answer books, and to keep organised science notebooks.
When Dutch science lessons included independent practical activities (30 per cent of lessons), students were sent off to work on their own for most of the lesson, with their only direction being procedural guidelines. Public discussion of the results of independent practical activities rarely occurred. Whole-class time in Dutch science lessons included going over homework assignments together in almost half the lessons, occupying a quarter of the lesson time on average. Dutch students also demonstrated responsibility for their own learning by initiating their own contentrelated comments during whole-class interactions.
11
12
United States: Implementing a variety of activities
The data suggest that United States Year 8 science lessons were characterised by a variety of activities that may engage students in doing scientific work, with less focus on connecting these activities to the development of scientific content ideas. In terms of student activities, United States Year 8 science lessons kept students busy on a variety of activities, with a roughly equal emphasis on involving students in independent practical activities (for example, hands-on, laboratory work), independent seatwork activities (for example, reading, writing, small group discussions) and whole-class discussions. In addition, United States science teachers attempted to engage students' interest and active involvement through the use of real-life issues and motivating activities such as games, puzzles and role play – 23 per cent of United States instructional time was spent on such activities.
There was variety in the topics covered as well, with lessons spread across the areas of earth science, life science, physics, chemistry and other topics such as the nature of science and interactions of science, technology and society. Students in United States Year 8 science lessons had the opportunity to encounter some challenging content in the form of laws and theories, as well as some exposure to various forms of evidence (data, phenomena, visual representations and real-life examples). But these various sources of evidence were not frequently linked to larger ideas to create coherent, connected, in-depth treatment of scientific content in the lessons. Instead, the various pieces of content were typically organised as discrete bits of factual information or problem-solving algorithms rather than as a set of connected ideas. For example, real-life issues were more often mentioned in United States lessons as interesting asides rather than used as an integral part of developing the scientific content. Almost half the lessons were characterised as having weak or no conceptual links while a quarter of the lessons did not develop scientific content ideas at all, focusing instead on carrying out activities.
Commonalities shared by the four relatively higher-achieving countries: High content standards and a content-focused instructional approach
The data suggest that the four relatively higher-achieving countries (based on the TIMSS 1995 written assessment and consistent with the 1999 written assessment) in Year 8 science that participated in this study – Australia, the Czech Republic, Japan and the Netherlands – shared two commonalities. First, Year 8 science lessons in these countries appeared to focus in some way on high content standards and expectations for student learning. Students in the higher-achieving countries were expected to engage with scientific content in some rigorous way, but there were varying definitions from country to country for what counts as high content standards. Second, instead of exposing students to a variety of pedagogical approaches and content, the science lessons within each of the four relatively higherachieving countries appeared to reflect a common instructional approach that was content-focused.
In the Czech Republic the content standards were high in terms of the density and challenge of scientific ideas, and the instructional approach focused on talking in a whole-class setting about science. In Australia and Japan, the content standards were high in terms of developing ideas with the support of evidence in the form of first-hand data and phenomena, and the instructional approach focused on coherent connection of ideas and data through an inquiry, inductive process. In the Netherlands, content expectations for science were high in terms of students being held responsible for their own independent learning, and the instructional approach featured independent seatwork activities focused around textbook-centred reading and writing.
Ideals for science education in Australia
An ideal blueprint for effective science teaching in Australia was constructed from an analysis described in Goodrum, Hackling and Rennie (2001), together with the national professional standards developed by the Australian Science Teachers Association (2002) and the components identified in the Victorian Science in Schools study (Tytler, 2002). The following six characteristics were identified:
Students experience a curriculum that is relevant to their lives and interests within a supportive and safe learning environment; •
Classroom science is linked to the broader community; •
Students are actively engaged with inquiry, evidence and ideas; •
Students are challenged to develop and extend meaningful understandings; •
Assessment facilitates learning and is focused on scientific literacy; •
ICTs are exploited to enhance students' learning of science. •
To what extent does the actual picture revealed by the video data match the ideal?
The teachers were experienced and mostly not constrained by large class sizes or shortages of resources – their practices could therefore be expected to reflect the curriculum and their beliefs. Their teaching was found to reflect the emphases of current Australian science curricula very well in many respects. Real-life objects and issues were often used or drawn on to make the science relevant to the students' lives and interests and motivating activities were used in many of the lessons. Students' active engagement with inquiry, evidence and ideas was a strong feature of the Australian lessons, in which links between evidence and ideas were typically made in conceptually coherent ways.
Other aspects of the ideal picture, such as meaningful assessment activities, strong links to the broader community and use of technologies such as computers, were rarely or not observed in the sample of Australian lessons. These aspects may have been found in a larger sample of classes, or if the same classes had been observed across time. While the students were challenged to some extent through their hands-on involvement in data collection or observing and discussing phenomena, they were expected to generate their own research questions, design their own experiments or predict outcomes in only a few lessons. Typically, they followed teachers' instructions or a worksheet in carrying out their practical activities. It seems likely that the need to cover curriculum content within the constraints of mostly single lesson periods would have contributed to this lack of opportunity for the students to learn and practise higher-level inquiry skills.
Summary
Science education in the compulsory years of schooling is expected to support the development of scientific literacy. Video records of what happens in science lessons can inform judgments about the extent to which that expectation is being achieved. The results of the TIMSS 1999 Science Video Study suggest different, sometimes country-specific patterns of Year 8 science teaching in each of the five participating countries and highlight the role of content and a core instructional approach in each of the four relatively higher-achieving countries (Australia, the Czech Republic, Japan and the Netherlands). However, no single approach was shared by the higher-achieving countries – lessons differed in their organisational features, content features and the ways in which students were involved in actively doing scientific work. The main difference in Year 8 science teaching between the four higher-achieving countries and the United States was that, although United States students were exposed to a variety of organisational structures, content and activities, these features were not typically used in ways that would offer students a clear and coherent picture of conceptual links that can be made between content ideas.
The video records of the representative sample of Australian Year 8 science lessons collected for the study provide strong endorsement for the quality of Australian science teaching both when these lessons are compared with lessons from other high-achieving countries and when they are judged against the picture of ideal science teaching outlined above. The extent and quality of inquiry-based learning and the strong connectedness of most of the Australian lessons provided the students with good opportunity for quality learning. It is interesting to note the extent of similarities with Japanese lessons, as reflected in the results and country summaries included above. Although lesson content was generally more challenging in the Czech Republic than in the other countries, in half the Czech lessons conceptual links between content segments were either weak or not made at all. The Australian and Japanese lessons tended to focus on developing smaller numbers of ideas in conceptually coherent, evidence-based ways.
From the pictures of science teaching portrayed in the videotaped lessons, opportunities for the development of scientific literacy were missed in all countries. There was limited scope for students to formulate their own research questions, devise their own experimental procedures and analyse their own data because practical work was largely teacher-directed. Furthermore, except in Japan, public discussion of conclusions occurred in a minority of the lessons in which students did practical work. These aspects of the lessons limited the opportunities for students to learn higher levels of inquiry skills. Given the centrality of inquiry-based learning in Australian science teaching, the commitment to scientific literacy and the emphasis on independent practical work, there appears to be a need to allow more student-directed investigations and more public discussion of the results and conclusions arising from the practical work to ensure that scientific concepts underlying investigations can be developed and consolidated.
Postscript
In the most recent TIMSS written assessment of mathematics and science achievement, carried out in 2002/03, Australian Year 8 students continued to perform above the international average in science. Their result was similar to the Australian results in TIMSS 1995 and 1999. However, results in some other countries, including the United States, improved, in some cases substantially. Thus it appears that Australia has been standing still, while other countries have been moving forward.
13
14
Endnotes
1 For convenience, Hong Kong SAR is referred to as a country. Hong Kong is a Special Administrative Region (SAR) of the People's Republic of China.
2 In 1999 full funding for five of the countries was provided by the United States Department of Education, through its National Center for Education Statistics. Substantial funding (about two-thirds of the full participation costs), which was supplemented by their own governments, was provided from United States sources for Australia and Switzerland.
3 The weighted response rate reached the specified 85 per cent or more in three countries. The exceptions were the Netherlands and the United States, both of which achieved a weighted response rate of between 80 and 85 per cent of schools.
References
Australian Science Teachers Association & Monash University (2002). National Professional Standards for Highly Accomplished Teachers of Science. Canberra: Australian Science Teachers Association.
Goodrum, D., Hackling, M. & Rennie, L. (2001). The Status and Quality of Teaching and Learning of Science in Australian Schools. A Research Report prepared for the Department of Education, Training and Youth Affairs.
Martin, M.O., Mullis, I.V.S., Gonzalez, E.J., Gregory, K.D., Smith, T.A., Chrostowski, S.J., Garden, R.A. & O'Connor, K.M. (2000). TIMSS 1999 International Science Report: Findings from IEA's Repeat of the Third International Mathematics and Science Study at the Eighth Grade. Chestnut Hill, MA: Boston College.
Tytler, R. (2002). School Innovation in Science (SiS): Focusing on Teaching. Investigating, 18(3), 8-11.
TIMSS Video Study reports
Available now or shortly at nces.ed.gov/pubsearch
Hiebert, J., Gallimore, R., Garnier, H., Givvin, K., Hollingsworth, H., Jacobs, J. Chui, A., Wearne, D., Smith, M., Kersting, N., Manaster, A., Tseng, E., Etterbeek, W., Manaster, C., Gonzales, P. & Stigler, J. (2003). Teaching Mathematics in Seven Countries: Results from the TIMSS 1999 Video Study. NCES 2003-013. Washington, DC: U.S. Department of Education, National Center for Education Statistics.
Roth, K.J., Druker, S.L., Garnier, H., Lemmens, M., Chen, C., Kawanaka, T., Rasmussen, D., Trubacova, S., Warvi, D., Okamoto, Y., Gonzales, P., Stigler, J. and Gallimore, R. (in press 2006). Teaching Science in Five Countries. Results from the TIMSS 1999 Video Study of Eighth-Grade Science Teaching: Statistical Analysis Report. U.S. Department of Education, National Center for Education Statistics. Washington, DC: US Government Printing Office.
Stigler, J.W., Gonzales, P., Kawanaka, T., Knoll, S. & Serrano, A. (1999). The TIMSS Videotape Classroom Study: Findings from an Exploratory Research Project on Eighth-Grade Mathematics Instruction in Germany, Japan, and the United States. NCES 1999-074. Washington, DC: U.S. Department of Education, National Center for Education Statistics.
Available now or shortly at: www.timss.acer.edu.au
Hollingsworth, H., Lokan, J. & McCrae, B. (2003). Teaching Mathematics in Australia: Results from the TIMSS 1999 Video Study. TIMSS Australia Monograph No. 5. Camberwell, Vic.: Australian Council for Educational Research.
Lokan, J., Hollingsworth, H. & Hackling, M. (in press). Teaching Science in Australia: Results from the TIMSS 1999 Video Study. TIMSS Australia Monograph No. 8. Camberwell, Vic.: Australian Council for Educational Research.
15
16
Details for downloading TIMSS reports are available at www.timss.acer.edu.au
To purchase Australian TIMSS 1999 Video reports, which contain CDs of the Australian and some international publicly-released lessons: Contact: ACER Press Customer Services Phone: 03 9835 7447 or email@example.com.
Australian Council for Educational Research ABN 19 004 398 145 19 Prospect Hill Road, (Private Bag 55) Camberwell, VICTORIA 3124 AUSTRALIA
Phone: 03 9277 5555 Fax: 03 9277 5500 | <urn:uuid:a253c146-31b9-49f7-bd65-8780a1d0dd93> | CC-MAIN-2023-40 | https://research.acer.edu.au/cgi/viewcontent.cgi?article=1002&context=timss_video | 2023-09-30T03:14:04+00:00 | crawl-data/CC-MAIN-2023-40/segments/1695233510575.93/warc/CC-MAIN-20230930014147-20230930044147-00057.warc.gz | 534,279,155 | 10,646 | eng_Latn | eng_Latn | 0.92697 | eng_Latn | 0.997979 | [
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | docling | [
796,
5098,
8854,
13548,
19627,
21767,
25142,
27481,
30644,
32409,
36657,
41599,
47274,
52043,
53643,
55421,
55900
] | [
2,
3.171875
] | 2 | 0 |
PERMUTATIONS
1. There are five expressways between city A and city B and three expressways between city B and city C. How many different routes can one take in going from A to C by way of B? 5 ⋅ 3
2. A building has eight entrances and five exits. How many different routes can a person take in going into the building and coming out of it? 8 ⋅ 5
3. On a particular hike Trevor has five different paths to chose from that will take him from the starting point to the river. At the river he has four choices on how to cross; on the other side he has a choice of three different paths to take him to the pick-up point. How many different paths can Trevor take from the starting to the pick-up point? 5 ⋅ 4 ⋅ 3
4. A room has six doors. In how many ways can a person enter and leave if:
a) it must be by a different door? 6 ⋅ 5
b) it may be by any door? 6 ⋅ 6
5. A certain make of car is available in five body types, nine different colours, four kinds of upholstery and three types of sound systems. How many different cars would a dealer have to keep in stock in order to be able to show his complete line to prospective customers? 5 ⋅ 9 ⋅ 4 ⋅ 3
6. A cafeteria offers five different types of sandwiches, three different types of beverages and three types of desserts. How many different types of luncheon menus can be arranged, each to consist of a sandwich, beverage and dessert? 5 ⋅ 3⋅ 3
7. In how many ways can a student answer a multiple choice exam if the exam consists of eight questions and each question has four possibilities listed?
8. There are five different high schools in a particular city. In how many different ways can friends select a high school if no two of them attend the same school?
9. In a certain high school there are 10 English teachers, 6 social studies teachers, 9 mathematics teachers, 8 science teachers and 3 language teachers. In how many different ways can a student select his teachers if the student is going to take
```
4 ⋅ 4 ⋅ 4 ⋅ 4 ⋅ 4 ⋅ 4 ⋅ 4 ⋅ 4
```
```
5 ⋅ 4 ⋅ 3 ⋅ 2 ⋅ 1
```
these five subjects?
10
⋅
6
⋅
9
⋅
8
⋅
3
10. If a student is able to select from English, mathematics, science, social studies and language to create a five period timetable; in how many ways can a student create a timetable containing:
a) these five subjects 5 ⋅ 4 ⋅ 3 ⋅ 2 ⋅1
b) any four subjects and a spare in the last period _⋅ _⋅ _⋅ _⋅ s ⇒ 5 ⋅ 4 ⋅ 3⋅ 2 ⋅1
c) any three subjects and both spares in the afternoon_⋅ _⋅ _⋅ s ⋅ s ⇒ 5 ⋅ 4 ⋅ 3⋅1⋅1
d) English in the first period and any other three in period 2, 3 and 4 and a spare in 5. En ⋅ _⋅ _⋅ _⋅ s ⇒ 1⋅ 4 ⋅ 3⋅ 2 ⋅1
e) English in period one and mathematics in period two and any other one class in period three with spares in periods 4-5. En ⋅ Al ⋅ _⋅ s ⋅ s ⇒ 1⋅1⋅ 3⋅1⋅1
11. A boy has 3 pairs of pants, 4 shirts, 2 sweaters, 3 pairs of runners and four coats. In how many different outfits can he appear? 4 ⋅ 2 ⋅ 3⋅ 4
12. A person has to buy a loaf of bread at a bakery and a kilogram of hamburger at a butcher shop. He can buy the bread at one of seven different bakeries and the meat at one of five different butcher shops. How many sets of two stores does he have available? 7 ⋅ 5
13. In making a bar graph a student has drawn five different bars. He plans to colour each a different colour and he has eight different coloured crayons to choose from. In how many different ways can the colours be selected? 8 ⋅ 7 ⋅ 6 ⋅ 5 ⋅ 4
14. In how many ways can a baseball team be arranged if one player always pitches? p ⋅ _⋅ _⋅ _⋅ _⋅ _⋅ _⋅ _⋅ _ ⇒ 1⋅ 8 ⋅ 7 ⋅ 6 ⋅ 5 ⋅ 4 ⋅ 3⋅ 2 ⋅1
15. In how many ways can a baseball team be arranged if the pitcher, catcher and first baseman never change positions? p ⋅ c ⋅ fb ⋅ _⋅ _⋅ _⋅ _⋅ _⋅ _ ⇒ 1⋅1⋅1⋅ 6 ⋅ 5 ⋅ 4 ⋅ 3⋅ 2 ⋅1
16. If each arrangement of the letters spells a word, how many words can be made using all the letters of the word:
a) house 5 ⋅ 4 ⋅ 3 ⋅ 2 ⋅1
b) spring 6 ⋅ 5 ⋅ 4 ⋅ 3 ⋅ 2 ⋅1
c) camelot 7 ⋅ 6 ⋅ 5 ⋅ 4 ⋅ 3 ⋅ 2 ⋅1
17. How many different symbols each consisting of 4 letters in succession can be formed from the letters a, b, c, d, e, if:
a) repetition is not allowed 5 ⋅ 4 ⋅ 3 ⋅ 2 b)repetition is allowed 5 ⋅ 5 ⋅ 5 ⋅ 5 | <urn:uuid:e375aa7f-c6d2-4b51-b42a-9e97a1a61254> | CC-MAIN-2017-30 | http://jimahoffman.com/MathA30/Permutations/pdfs/PERM3A30%20anskey.pdf | 2017-07-26T18:37:38Z | crawl-data/CC-MAIN-2017-30/segments/1500549426372.41/warc/CC-MAIN-20170726182141-20170726202141-00403.warc.gz | 160,728,743 | 1,476 | eng_Latn | eng_Latn | 0.985715 | eng_Latn | 0.995948 | [
"eng_Latn",
"eng_Latn"
] | false | docling | [
2028,
4156
] | [
3.40625
] | 2 | 3 |
Information for parents, caregivers and early childhood educators
The importance of physical activity in the first six years of life
Play Activities - Te First Year of Life
16 cheap things to help a child develop good physical skills
her/him under a tree so that she/he can see the leaves and branches moving. Once the child is sitting up, remove the mobile for safety.
Newborn to 6 months (activities that help children eventually develop balance and coordination)
(1) Hold and support the infant while you move around (to music if you like). Slowly move the child up, down, and around.
(2) Place the baby on a blanket or other soft surface and very gently roll him/her from side to side.
(3) With the baby laying on her/his back, hold each hand in yours, and cross the baby's hands in front of her/his body (so she/he hugs herself/himself), and then uncross her/his hands. Repeat this several times and then do the same with her/his legs. Having her/his hands and legs cross the mid-line of the body is important for developing coordination.
(4) Since balance also depends on how a child "feels" the ground under them, spend time stroking their hands and feet using different soft items such as feathers or grass, and different hard items like a smooth plastic toy.
(5) Place favorite toys at the edge of the child's reach, and encourage her/him to roll-over to reach them.
At 6-8 months
(6) Sit the child on your knees, on your ankles, or on your feet, and bounce him/her gently to move up and down and side to side. Support her/him with your hands and always make sure that you can catch her/him if she/he starts to lose balance.
(7) Help children support their weight on their legs in a standing position by holding both their hands when they are in a sitting position, and gently helping them stand by pulling up.
(8) Make bath time fun to develop a love of the water. Make sure water is comfortably warm, and that there are colourful toys to play with. Help the child make splashing movements. For safety, make sure that you keep your hands on the child at all times.
(9) When the child can sit unaided, sit on the floor close to and facing the child, and roll a colourful ball a few inches to the child. Encourage the child to push it back to you - this will help in tracking moving objects later on.
At 9-12 months
(11) Arrange secure furniture so that the child can pull themselves up in such a way that they can "cruise" around a low table holding on. Place furniture a short distance apart so that the child can make an unsupported move from one piece to another. Watch out for sharp corners!
(12) Find soft rubber balls in different colours for children to grasp and push around.
(13) Make sure that children get outside in the fresh air. Take them for a walk in a buggy or sleigh (with side supports), and make going for a walk a part of each day. This is really good for parents and caregivers too! They will all probably sleep better as well.
(14) Sing songs, clap hands and dance. Do rhythmic activities, with or without music.
(15) Provide a safe place where the child can play with toys and move around without getting hurt. A safe, stimulating environment is the best learning tool you can provide.
When they can walk - or are just trying
(16) Provide lots of opportunities for walking - and falling - safely! Gently support under the child's arms and gradually remove your support. Sit a few feet away and encourage the baby to come to you. Walk on different surfaces, walk slightly uphill and slightly downhill. Walk with and without shoes on. Sometimes encourage the child to walk and carry toys to develop balance.
Most of all, be an active role model - children learn from watching!
- Activities that develop control of the body, balance and coordination.
- Activities that develop eye-tracking skills and the ability to throw/strike, kick and catch
- Activities that develop locomotor skills - ability to move from one spot to another
(10) Hang a mobile over the crib so that when the child wakes up, she/he has moving objects to watch. If she/he is outside, put
- Activities that will help with swimming later in life
Funded by the Interprovincial Sport and Recreation Council.
Reproduction by educational and not-for-profit organizations encouraged - all other rights reserved.
For more information, visit: www.canadiansportforlife.ca www.manitobainmotion.ca
Distributed in Manitoba by | <urn:uuid:797f73ec-c588-42f3-b45c-4269e9f5d822> | CC-MAIN-2017-30 | http://www.gov.mb.ca/healthyliving/hlp/tools_resources/early_years/active_start5.pdf | 2017-07-26T18:28:07Z | crawl-data/CC-MAIN-2017-30/segments/1500549426372.41/warc/CC-MAIN-20170726182141-20170726202141-00401.warc.gz | 439,939,968 | 1,006 | eng_Latn | eng_Latn | 0.99762 | eng_Latn | 0.99762 | [
"eng_Latn"
] | false | docling | [
4434
] | [
3.75
] | 4 | 3 |
Neglected Parasitic Infections in the United States
Center for Global Health
CS228562
Most people think of parasitic diseases occurring in poor and developing countries, something they might pick up on an overseas trip. However, parasitic infections still occur in the United States, and in some cases, affect millions of people. Often they can go unnoticed, with few symptoms. But many times these infections cause serious illnesses, including seizures, blindness, heart failure, and even death.
Anyone, regardless of race or economic status, can become infected, although minorities, immigrants, and people living in poor or disadvantaged communities appear to be most at risk. The good news is that most of these infections can be prevented, and many are treatable. However, these infections are often undetected and untreated. Why? Most people do not know they are infected or at risk, or don't have access to appropriate care. And often, health care providers are unfamiliar with these parasitic infections, and may not diagnose or treat them appropriately. We have limited understanding about how many people are infected, or who is most at risk.
There is still a lot we don't know about these infections…but we know enough to act now.
Triatomine bug, which can carry the
parasite that causes Chagas disease.
The Five Targeted Infections
CDC has targeted five parasitic infections as priorities for public health action, based on the numbers of people infected, the severity of the illnesses, or our ability to prevent and treat them. These include Chagas disease, neurocysticercosis, toxocariasis, toxoplasmosis, and trichomoniasis.
CDC's Role
CDC is working to protect people from these health threats by increasing awareness among physicians and the public, synthesizing the existing data to help us better understand these infections, improving diagnostic testing, and for some infections, distributing the needed but otherwise unavailable drugs for treatment.
CDC 24/7: Saving Lives. Protecting People. Saving Money through Prevention.
Almost 14% of the U.S. population has been exposed to the parasite.
Did You Know?
* • Chagas disease can cause heart failure and death, most commonly among Latin American immigrants.
»» It is estimated that there are over 300,000 people living in the United States who are infected with the parasite that causes Chagas disease. More than 300 infected babies are born every year in the United States.
* • Neurocysticercosis is the single most common infectious cause of seizures in some areas of the United States.
»» There are an estimated 1,000 new hospitalizations for neurocysticercosis in the United States each year.
* • Toxocariasis is a parasitic infection of cats and dogs.
»» Almost 14% of the U.S. population has been exposed to Toxocara (NHANES III data, see graph). Every year an estimated 70 people, most of them children, are blinded by toxocariasis. The true numbers are believed to be even higher.
* • Toxoplasmosis is a leading cause of foodborne illness and death.
»» More than 60 million people in the United States are chronically infected. Infections in pregnant women can lead to birth defects in their babies and infections in immunocompromised individuals can be deadly.
* • Trichomoniasis is a treatable infection that can increase the risk of HIV or serious pregnancy problems such as preterm labor in women and low birthweight in babies.
»» 3.7 million people in the United States are affected.
Working Toward a Solution
Although more work needs to be done, CDC and its partners have made progress in the fight against Neglected Parasitic Infections. We have:
* • Trained almost 300 physicians and nurses nationwide through Chagas disease continuing medical education programs
* • Released Chagas disease treatment drugs for more than 350 patients since 2000
* • Conducted a Web-based survey of ophthalmologists to estimate national burden of eye disease due to ocular toxocariasis
* • Improved a laboratory test used for diagnosis of neurocysticercosis
* • Ongoing projects that include a pilot study to determine likelihood of mother-to-child transmission of Chagas disease, in addition to a survey of pediatricians to measure familiarity with visceral toxocariasis
There is still more to do to minimize the harmful impacts of these infections. Critical gaps remain, including the need for:
* • Increased outreach and education, especially among health care providers
* • New and improved tests for screening and diagnosis
* • Improved prevention methods
With some relatively small investments in these areas, we can achieve our goal to reduce or even end avoidable suffering of people living in the United States, and the associated costs of these infections to our communities and our health care system. | <urn:uuid:2a669153-2b94-4c36-84ef-7024ef4cd012> | CC-MAIN-2017-30 | https://www.cdc.gov/parasites/resources/pdf/npi_factsheet.pdf | 2017-07-26T20:14:40Z | crawl-data/CC-MAIN-2017-30/segments/1500549426372.41/warc/CC-MAIN-20170726182141-20170726202141-00401.warc.gz | 762,093,663 | 1,006 | eng_Latn | eng_Latn | 0.998122 | eng_Latn | 0.998253 | [
"eng_Latn",
"eng_Latn"
] | false | docling | [
2062,
4807
] | [
2.078125
] | 3 | 9 |
Horizons Unlimited Inc.—Sponsor of the Child and Adult Care Food Program
March 2013 Volume 20 Issue 212
Organize yourself for smooth home reviews
- Menus and Meal Counts need to be entered by the end of the business day
1. Have your menus and meal counts current and available for viewing
- It is recommended that you record meal counts immediately after the meal service to ensure accuracy of the counts
- Your current enrollments should have a date of September 2012 to present
2. Have all your enrollments organized in one place.
- Check to make sure that Attendance and Meal Data information on the enrollment form or worksheet reflects each child's permanent schedule. If they have had a permanent update the schedule directly on that child's that enrollment or on the enrollment worksheet and have the parents initial that change.
- The monitor will need to see the last two weeks of attendance.
3. Have attendance records current and available for viewing.
- Check daily that accurate in and out times have been recorded by the parents
Inside this issue:
Very Important Program Pointers
1
Nutrition Note/ Snack Recipe 2
Monthly Lunch
Ideas and Recipes
3
Word Search/
Let's Get Moving
4
"Wherever you go and whatever you do, may the luck of the Irish be with you."
―Irish Blessing
4. Place all 2012 Food Program records in a binder and label it. Things to include:
- Parents should sign the attendance record at the end of the week confirming that attendance record is an accurate reflection of their child's time at daycare.
Menus and Meal Counts (if you are a paper claimer) Enrollments and AMD's dated 8/2012
Home visit reviews
Does it Count:
9/2011-
BREAD PUDDING - Yes - Counted as a bread alternative at snack time only if bread is enriched and ½ slice of bread is served each child. No more than two dessert-type items should be served per week.
NUTS - Yes - Young children can easily choke on nuts. Serve only to children 3 years or older. Meets all of the requirements for snack but not more than ½ requirement for lunch and supper.
DIPS - Perhaps - If made with food items that are creditable and if the quantity served meets the age requirement. Consider using peanut butter, cheddar cheese, refried beans, cottage cheese or yogurt for a reimbursable dip. DO NOT count sour cream, mayonnaise or cream cheese dips. Record the kind of dip. For example: bean dip, yogurt dip.
There's No Better Time to Eat
Right
By Kristen Frie RD
March is National Nutrition Month®!
This month celebrates making informed food choices and developing sound eating habits. Eating right is essential to keeping our bodies running at their best. "Eat Right, Your Way, Every Day" is this year's motto of the Academy of Nutrition and Dietetics. Keep your [childcare] family healthy by following the tips below:
Take this time to be role models to promote healthy eating.
Just because a meal is quick to fix doesn't mean it can't also be nutritious.
Have the kids help in preparing meals and snacks.
Cook extra ingredients to use for another recipe.
Get the kids involved with setting the table for mealtime.
Fact or Fiction? Game
1. Frozen or canned fruits and vegetables are not as nutritious as fresh ones.
2. A healthy recipe substitution is to use fruit puree, such as applesauce, for a portion of the fat when baking.
3. A healthy snack includes protein.
4. Healthy eating helps prevent dental cavities.
5. Whole grain food products are always brown.
Answers:
1. Fiction. Canned or frozen produce is usually processed at its peak so it may contain more nutrients than fresh. They may also contain more added sugar and salt than fresh so be sure to read the nutrition labels.
2. Fact. You can also switch from solid fats (i.e. shortening) to oils when cooking and baking to keep unhealthy fats in check.
3. Fact. The purpose of snacks is to keep you energized throughout the day. Healthy protein sources include: yogurt, eggs, milk, cheese, nuts, beans, and soy-based products.
4. Fact. Sugary foods, particularly sticky or chewy ones, can encourage bacterial growth and acid production in your mouth. Milk and cheese protect against cavities because they contain the sugar lactose.
5. Fiction. Color is not a reliable method for identifying healthy products. The most reliable information is on the nutrition label.
Ingredients:
2 lb. fresh russet potatoes (about 2 large)
1 tablespoon olive oil
1/4 cup grated Parmesan cheese
1tablespoon dried basil leaves
1/4 teaspoon garlic powder
1/2 teaspoon salt
Source: bettycrocker.com
MARCH LUNCH IDEAS
VISIT WWW.HORIZONSUNLIMITED.ORG FOR MORE MENU IDEAS!
Corned Beef Quesadillas
To make Corned Beef Quesadillas you need chopped left over corned beef (or use deli chopped corned beef), Swiss Cheese and some sauerkraut. (OK, sauerkraut is a long shot but it tastes so good in this sandwich, I swear!)
Then it's made just like any Quesadilla. Butter the outside, add the cheese and filling, then heat in a skillet until the cheese melts. Cut into wedges and serve.
Want a dipping sauce? Thousand Island dressing works great!
Source: Bettycrocker.com
Baked Basil Fries
Directions:
Heat oven to 425°F. Cut potatoes into 1/4inch-thick strips. In medium bowl, mix remaining ingredients. Toss potatoes with mixture.
Spray large cookie sheet with cooking spray. Place potatoes on cookie sheet in single layer. Bake 15 minutes; turn potatoes, and bake 15 to 20 minutes longer or until tender.
What does a leprechaun call a happy man wearing green?
| A | G | N | B | R | A | C | G | T | P | Y | U |
|---|---|---|---|---|---|---|---|---|---|---|---|
| S | R | U | D | A | N | C | E | O | O | H | L |
| D | E | A | N | I | G | O | L | P | T | L | H |
| F | E | H | E | N | R | L | I | H | O | W | S |
| H | N | C | E | B | S | E | R | A | F | Q | R |
| S | W | E | R | O | H | P | V | T | G | U | I |
| I | E | R | F | W | K | N | G | O | O | I | S |
| R | E | P | D | C | O | B | M | A | L | C | I |
| I | R | E | U | I | K | C | U | L | D | C | R |
| G | T | L | L | A | B | T | E | K | S | A | B |
| H | Y | A | P | A | R | T | Y | T | D | T | L |
| M | A | R | C | H | M | A | D | N | E | S | S |
Irish Hot Potato
Gather the kids in a circle, either seated or standing. Whether you use a beanbag, soft ball or an actual potato, tell the kids to pretend it's very, very hot, so pass it on as soon as possible. (Decide beforehand if it should be passed around the circle in an orderly fashion or can be tossed to anyone.) Have someone, with back to the group, in charge of playing Irish music on a CD or iPod, then stopping it at random points. Whoever's holding the potato when the music stops is eliminated. The person left standing at the end gets to be in charge of the music during the next round.
Pin the Pot of Gold on the Rainbow
Spin each blindfolded participant around three times, then point them toward the big paper rainbow, with a personalized sticky-backed pot of gold in hand. Whoever places it closest to the end (or ends) of the rainbow wins. Change the game to Pin the Hat on the Leprechaun if you'd rather!
Perspectives is published monthly by Horizons Unlimited, Inc. a sponsor of the Child and Adult Care Food Program. Phone: 920-826-7292 or 1-800-261-9176 Fax: 1-920-826-5308 E-mail: firstname.lastname@example.org Linda Leindecker, Executive Director Jenna Van Den Wildenberg, Field Representative
CACFP where healthy eating becomes a habit.
"In accordance with Federal law and U.S. Department of Agriculture policy, this institution is prohibited from discriminating on the basis of race, color, national origin, sex, age, or disability. To file a complaint of discrimination, write USDA, Director, Office of Civil Rights (Office of Adjudication), 1400 Independence Avenue, SW, Washington, D.C. 20250-9410 or call toll free (866) 632-9992 (Voice). TDD users can contact USDA through local relay or the Federal Relay at (800) 877-8339 (TDD) or (866) 377-8642 (relay voice users). USDA is an equal opportunity provider and employer." | <urn:uuid:164fec72-ab1e-4d4a-8551-8b43be0b89ec> | CC-MAIN-2023-40 | https://horizonsfoodprogram.org/wp-content/uploads/2016/pdf/newsMarch2013Homes.pdf | 2023-09-30T03:23:10+00:00 | crawl-data/CC-MAIN-2023-40/segments/1695233510575.93/warc/CC-MAIN-20230930014147-20230930044147-00057.warc.gz | 336,810,348 | 2,049 | eng_Latn | eng_Latn | 0.997023 | eng_Latn | 0.997979 | [
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | docling | [
2414,
4350,
5486,
8085
] | [
2.078125
] | 1 | 1 |
Species: Horned Bladderwort (Utricularia cornuta)
Global Rank: G5
State Rank: S2
Climate Change Vulnerability Index: Extremely Vulnerable
Confidence: Very High
Habitat:
The species grows in shallow water or wet, peaty substrate in ponds, bogs, seepages, and along shorelines (PNHP 2010). Horned bladderwort is only found in northeastern Pennsylvania on the Allegheny Plateau but is widely distributed in the eastern and southeastern United States and Canada.
Current Threats:
The species is threatened by beaver activity and anthropogenic development that alters hydrologic regime and increases erosion and sedimentation.
Main Factors Contributing to Vulnerability Rank:
Distribution relative to natural barriers: Horned bladderwort, an aquatic species, is tied to isolated wetlands where it occurs, making movement to a new habitat very difficult if not impossible.
Dispersal and movement: The species does not typically disperse long distances.
Predicted micro sensitivity to changes in temperature: The species is restricted to cool, high elevation wetlands.
Predicted micro sensitivity to changes in precipitation, hydrology, or moisture regime: Horned bladderwort is dependent on wetland habitat and a moisture regime that is highly vulnerable to loss, reduction, or alteration with climate change and the expected direction of moisture change is likely to reduce the species' distribution, abundance, or habitat quality.
Other interspecific interactions: Horned bladderwort is a carnivorous plant that depends on insects as a 'food' source. A reduction in insects could negatively affect this species ability to obtain nitrogen and survive.
References:
Pennsylvania Natural Heritage Program. 2010. PNHP Fact Sheet – Horned Bladderwort. | <urn:uuid:3a3e0956-3f60-4672-b346-7730036c5184> | CC-MAIN-2017-30 | http://naturalheritage.state.pa.us/ccvi/Horned%20bladderwort.pdf | 2017-07-26T18:30:38Z | crawl-data/CC-MAIN-2017-30/segments/1500549426372.41/warc/CC-MAIN-20170726182141-20170726202141-00405.warc.gz | 233,464,386 | 356 | eng_Latn | eng_Latn | 0.986406 | eng_Latn | 0.986406 | [
"eng_Latn"
] | false | docling | [
1761
] | [
2.234375
] | 1 | 8 |
Swimming Strokes
An ASA technique guide
www.britishswimming.org
To swim well you need a good stroke style. This leaflet is designed to help you understand the techniques of each stroke. Try to memorise the positions before you swim, but don't worry if you can't follow them exactly - you may need to adapt them slightly to suit you.
Whichever stroke you swim, you need to consider the same five things:
1. Your body position - this affects the whole stroke, so get it right first of all. Aim to stay as streamlined as you possibly can.
2. Your leg action - this helps to hold your body in a good position. You need to kick strongly to stay as horizontal as possible.
3. Your arm action - in all strokes except breaststroke most of the power comes from your arms. But they can only work properly if your body position is right.
4. Your breathing - many stroke problems come from breathing at the wrong time. Try not to let your breathing interrupt the leg and arm action.
5. The timing of the stroke - this is the way all the stages fit together to form the complete stroke.
Using a float to practice part of a stroke can help. Don't try to swim fast too soon. Get your stroke right first, then try to improve the distance that you can swim - this will build up your stamina. If you ask at your local swimming pool they will give you details of where your nearest ASA Swimming Club meets. They will help with your strokes and show you how to swim FAST.
For more information contact:
Customer Services, 62 Brandon Parade, Holly Walk, Royal Leamington Spa, CV32 4JE Tel: 0871 200 0928 www.britishswimming.org
Butterfly
Front crawl
Back crawl
Little finger enters water first, the arm is straight
When the arm is at shoulder level the elbow bends, arm pulls sideways, body rolls
Aim for a flat body position, with head back and eyes looking upwards
The arm and leg actions are continuous
Breathe out as one arm recovers and in as the other recovers
The recovering arm points straight up
Breaststroke
Body is streamlined but at a small angle, eyes look forward and down
Arms pull to side back and down, hands stay in front of shoulders
Breathe out and take a breath quickly
As the arms complete their action, the legs are drawn up
3
As arms push forward legs drive back with feet turned out
Some swimmers find it restful to hold a short glide before the next stroke | <urn:uuid:ca2b1b47-0ff9-42e4-9a5a-dac5e2711bb5> | CC-MAIN-2017-30 | http://www.sportcentric.com/vsite/vfile/page/fileurl/0,11040,4716-160290-177506-79387-0-file,00.pdf | 2017-07-26T18:29:51Z | crawl-data/CC-MAIN-2017-30/segments/1500549426372.41/warc/CC-MAIN-20170726182141-20170726202141-00406.warc.gz | 559,624,486 | 537 | eng_Latn | eng_Latn | 0.986603 | eng_Latn | 0.996266 | [
"eng_Latn",
"eng_Latn"
] | false | docling | [
1624,
2385
] | [
2.890625
] | 2 | 3 |
Name______________________________________ Date_______________ Period_________
REVIEW SOLVING QUADRATICS WORKSHEET
Solve by factoring.
1.) x 2 – 64 = 0
2.) 8x 2 – 2x – 18 = -15
3.) x 2 + 3x = 40
4.) 0 1 3 2 2 x x
5.) 4x² – 8x = 3
6.) 3x² + 6x - 42 = 0
Solve by square roots.
7.) 2 4 81 x
8.) 2 4 3 7 39 x
9.) 2 5 6 113 y
10.) (x – 5) 2 = 36
Solve by completing the square.
11.) 2 4 8 3 x x
12.) 2 3 6 42 0 x x
For #13-15, write the expression for the discriminant. Use this to find the number of real solutions for each equation:
13.) 2 x 2 - 3x +1=0
14.) x 2 + 4x = -7
15.) x 2 + 9 = 6x
Solve using the quadratic formula.
For #21-22, a quadratic function and its graph are shown. Identify the solutions, or roots, of the related quadratic equation.
For #23-24, translate and solve.
23.) One less than a positive number times three more than that number is 32. Find the number.
Let n = _________ (_________)(_________) = _____
24.) The length of a rectangle is three centimeters less than the width. If the area of the rectangle is 54cm 2 , find the dimensions of the rectangle.
25.) Explain why x² + 81= 0 DOES NOT have a real solution.
26.) Which method can’t you use to solve this problem? x² – 47 = 0
Circle one:
Factoring
Square Roots
Quadratic Formula
Explain why:
27.) Which method can’t you use to solve this problem?
x² + 7x = 0
Circle one:
Factoring
Square Roots
Quadratic Formula
Explain why:
28.) Which method can you use to solve all quadratic equations?
Circle one:
Factoring
Square Roots
Quadratic Formula
Explain why:
29.) What are the two mistakes in setting up the quadratic formula:
Solve: 2x² – x – 6 = 0
$$) 2 ( 2 ) 6 )( 2 ( 4 )1 ( 1 2 x$$ | <urn:uuid:61727359-60a6-4121-ba88-bfb2f7892251> | CC-MAIN-2017-30 | http://rpdp.net/admin/images/uploads/resource_10178.pdf | 2017-07-26T18:37:08Z | crawl-data/CC-MAIN-2017-30/segments/1500549426372.41/warc/CC-MAIN-20170726182141-20170726202141-00405.warc.gz | 286,153,502 | 651 | eng_Latn | eng_Latn | 0.723708 | eng_Latn | 0.921967 | [
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | docling | [
631,
983,
1749
] | [
3.796875
] | 3 | 4 |
Grady Road Landfill Interview
1. What types of waste are diverted to this landfill (C&D, hazardous, biomedical, residential, commercial, and industrial)?
2. What are the primary sources of waste for this landfill (businesses, individuals, schools, hospitals, or other organizations)?
3. How much waste do you receive on a given day? (Ask a follow up question here about general statistics for the landfill, such as increases or decrease in the rate of waste received).
4. Is the waste separated in the landfill and if so, why?
5. What are the different jobs and equipment used to process the waste at the landfill (front-end loaders, pay haulers, dump trucks, bulldozers, compactors, lifts)?
6. What is the basic structure of this landfill? (Ask follow up questions here about what the liners are made of, if there is one, and what they use as cover for each layer, do they add any chemicals to the waste to promote decomposition, etc.)
7. What steps do you take to prevent erosion, run-off from heavy rains, or the spreading of pathogens, and the subsequent contamination of the surrounding area?
8. What water monitoring test do you conduct on the leachate (biological oxygen demand, pH, temperature, pressure, moisture content, movement of fluids)? (Ask a follow up question here about what is done with the leachate that is collected; is it sent to a leachate treatment plant)
9. What tests are conducted on the gasses released from the landfill (carbon dioxide, water vapor, methane levels, or heavy metals such as chromium, lead, and mercury)?
10. Do you collect the methane and recycle it for energy? ( Ask follow up questions here about how many methane collection pipes there are and how far apart they are)
11. Have you ever had any complaints or lawsuits against the landfill and what was the outcome?
12. What is the most unusual waste you have found in the landfill?
13. What is the capacity of this landfill?
14. When is the landfill expected to close?
15. Where will the trash go after it closes?
16. Do you have any suggestions for us on how our community could reduce the amount of waste we produce? | <urn:uuid:95970958-9515-41e1-b97f-c65f8b0acaa9> | CC-MAIN-2017-30 | https://goapes.wikispaces.com/file/view/Grady+Road+Landfill+Interview.pdf | 2017-07-26T18:24:58Z | crawl-data/CC-MAIN-2017-30/segments/1500549426372.41/warc/CC-MAIN-20170726182141-20170726202141-00406.warc.gz | 656,295,344 | 460 | eng_Latn | eng_Latn | 0.998489 | eng_Latn | 0.998489 | [
"eng_Latn"
] | false | docling | [
2119
] | [
2.609375
] | 1 | 2 |
Enviroschools
Canterbury
CHATTERBOX
March 2017
Authentic learning at Enviro-leaders Camp
60 students from 12 schools across Waitaha/Canterbury enjoyed the Akaroa Harbour and spectacular Hinewai Reserve at our Enviro-leaders camp at the end of last year.
We were fortunate to have local expertise from Hugh Wilson (Hinewai Reserve Manager) Marie Hayley, Wild-side Coordinator for the Banks Peninsula Conservation Trust as well as Department of Conservation Ranger Tom McTavish. Students explored Hinewai with experts learning about the rich biodiversity of the area, threats to it and how to protect it.
Mel Tainui from Onuku Marae enthralled all with her tales of Takapuneke bringing history to life with her story telling. Did you know this was once a thriving place of industry where rope was woven and exported afar?
A cruise on the Black Cat and viewing Hectors dolphins was another highlight for many. Sadly we also viewed plastic bags in the harbour which the Black Cat crew picked up explaining how they endanger marine life as they mistake it for food.
We were warmly welcomed by Akaroa Area School and many photos were taken as students led us on a tour of their sustainability initiatives. Including a beautiful Tūi garden, see-through worm farm, murals and creative living sun shade in the making.
Kevin Simcock and Pam Richardson from the Banks Peninsula Zone Committee ably chaired our evening mock water zone committee meeting. Students and teachers were well prepared for their role play which explored a real local issue – the disposal of wastewater into the harbour or to land. The discussions highlighted the complexities of water management and the importance of science and cultural values. Students did a fantastic job of giving differing perspectives and had fun getting into character – as you can tell by the images!
Little River students use the Banks Peninsula Freshwater Invertebrate Chart to identify critters in the Okana River
In partnership with
Fantastic tools to measure water quality
Thanks to EOS Ecology, schools on the Banks Peninsula now have their own Nature Agents kits to monitor water quality, stream habitat and invertebrates in their local waterway. Banks Peninsula streams are home to some unique invertebrates and now schools have a Freshwater Invertebrate Identification Chart specific to this area.
Toni Watts (Enviroschools Facilitator) has been assisting Enviroschools to utilise these kits.
For more information www.eosecology.co.nz
Co-ordinating agency:
Rich reflections and celebrations
Kidsfirst Kindergartens Lincoln celebrate green-gold with a beautifully decorated cake while Andrew (Solid Waste Manager, Selwyn District Council) and his colleague, Jess looks on.
Congratulations to Kidsfirst Kindergartens Lincoln staff who together with their community reviewed and reflected on their green-gold journey since their last review in 2012. Everyone agreed they are still proudly working at the green-gold level and together set some aspirational next steps to continue their journey.
Swannanoa Preschool is looking forward to unveiling their silver Enviroschools sign to mark their success at achieving silver. Staff have worked hard over a number of years to weave the guiding principles of the programme throughout the teaching and learning and should be very proud of the learning environment and culture they have established.
Korowai (cloak) marks important milestone
Korowai are the most highly prized of all traditional Māori garments and are regarded as family and personal heirlooms.
Finishing Kindergarten is an important milestone in children's lives. It is a time of celebration and anticipation. It is also a time of sadness for those who say goodbye. Traditionally korowai (cloaks) are worn as a mantle of prestige and honour. It will give mana for the person who wears it. To acknowledge the child's last day at kindergarten, and to celebrate who they are, children will be invited to wear this korowai at their mat time celebration.
The Ministry of Educations' 2013 document Ka Hikitia – Accelerating Success reminds us that tamariki Māori do much better when education reflects and values their identity, language and culture.
Kindly shared by Kidsfirst Kindergartens Lincoln.
Student ambassadors Nola Smart and Lily
Williams are pictured here with teacher Leith
Waitākiri School celebrated bronze at the end of last year. The very capable student group – Enviroferns led the reflection day clearly articulating the journey they have been on towards creating a more sustainable community. Students had many inspiring ideas for next steps which will be captured on their vision map – well done!
No-wrapvember Challenge
Marshall of West Melton School proudly receives the No-wrapvember trophy from Enviroschools facilitator Matt Stanford.
This fun challenge was developed by the team at Kidsfirst Kindergartens Lincoln to encourage local schools and early childhood centres to reduce their non-recyclable food wrappers over the month of November. In other words reduce the rubbish that is generated in wrapping food.
West Melton School, Lincoln University Early Childcare Centre and Springston School all enjoyed the challenge encouraging families to save money and the environment by buying in bulk, changing their packaging techniques and thinking before purchasing.
Congratulations to the Pukeko's (y3/4) at West Melton School for reducing their packaging the most throughout the month of November. They get to look after a special koru shaped trophy carved by the tamariki of Kidsfirst Kindergartens Lincoln.
'Participating in the Nowrapvember Litter-free Challenge proved that our school could do better towards the environment. It makes everyone stop and think about the impact of the rubbish on the environment.' reflected a student from West Melton School.
What lurks beneath the Village Green pond?
Waikari students have been learning about water in their place, the water cycle and issues around water. Lead teacher Debra Lydon wanted to extend this learning outside of the classroom and looked for areas with potential for longer term learning. The local pond was created by the community some time ago and there is still potential for further action and restoration work.
The students, assisted by Jocelyn Papprill (Youth Engagement Advisor, ECAN) and Enviroschools Facilitator, Matt Stanford undertook water quality testing to provide a baseline data set. Using magnifying glasses and microscopes children were able to identify invertebrates and assess the health of the pond.
Students were surprised to find lots of creatures including back swimmers or water boatmen, worms and snails however these invertebrates are not particularly sensitive species and do not need high water quality to survive. Children learned about what is needed to create good habitat for more sensitive creatures such as stonefly and mayfly larvae.
In 2017 Waikari School will be exploring ways to take action for this place alongside community members.
Ashley School captures their vision
Rosie at Twizel Area Kindergarten carefully relocates a centipede to the bug hotel.
The vision map is the culmination of their 2016 'Me in My Environment' inquiry. The ideas collected will help make Ashley an even more sustainable school. Some of these ideas have already been implemented. Yahoo Ashley!
Lincoln High School success in EVolocity Competition
The EVolocity school competition is an opportunity for students to design, build and race an electric vehicle. "Enviroschools is a partner in this event which has been running for three years. I am excited about the learning opportunities around sustainable transport and it is great to see innovative student-led design resulting in a real vehicle that can be entered into a national competition" Matt Stanford, Enviroschools Facilitator.
Cashmere High School Sustainability Council members – Beth, Nola, Biddy and Saoirse with Toimata Foundation Chief Executive, Heidi Mardon.
Tim, Callum, Jack and Sofia - from team 'The Wright Way' raced to success winning several categories at last year's school competition, travelling at 31kph to win the fastest head to head drag as well as best deceleration and overall performance.
Cashmere High School's Sustainability Council did a superb job of manning an exhibit sharing their impressive energy efficiencies and sustainability initiatives with members of the public.
For more information and to get involved in 2017 visit www.evolocity.co.nz
Enviroschools events
1st March Reflecting on your Enviroschools journey – interactive workshop FULL
30th March – Student-led tour of Waimakariri Enviroschools
10th May Early Childhood Education Hui – Waitaha me Te Tai Poutini
26-27th October Enviro-leaders Camp @ Koukourārata Marae (Port Levy)
Websites we love!
www.beegap.co.nz BeeGAP is a program that has been established to help raise awareness around declining bee populations, assisting Kiwis to both encourage and add pollinators to their very own gardens.
www.christchurchcitylibraries.com/tikouka-whenua/map/
Fantastic website – hover over a location on the Canterbury map to find out the Māori history of this area.
www.nzonscreen.com
Online showcase of New Zealand television, film and music video, incredible collection - will enrich any learning.
www.recycling.kiwi.nz/soft-plastics
Soft plastics recycling – Did you know if you can scrunch it you can now recycle it? This includes bread bags, biscuit packets, frozen food bags and more. Find out where your closest collection centre is and share with your community. But remember it is still better to reduce before recycling, so think carefully about what you purchase and how it is packaged. Generally healthier food choices are good for you as well as the environment!
www.solarbuddy.org
Solar Buddy is now in NZ! A programme helping students to develop a deeper understanding of energy poverty and the challenges faced by children and families living in developing countries. Students build solar lights and then gift them to children in need.
www.wildeyes.co.nz
Nature missions for kiwi kids, exchange square eyes for wild eyes!
Coordinating Agency
Waste Audit revealing…
Welcome to ….
Isleworth students assist Matt Stanford, Enviroschools facilitator to plant a Ti kouka/ cabbage tree which was gifted by the Department of Conservation to mark the beginning of their Enviroschools journey.
Enviroferns at Waitākiri School helped to complete a comprehensive Enviroschools waste audit this month. The good news was compared to two years ago they have dramatically reduced their waste to landfill and contamination of waste streams was minimal. This means the number of times the skip is emptied can now be halved which will result in a significant cost saving in 2017.Students believe promoting 'nood food' lunches and the success of their reusable coffee cup campaign has made the difference. They have identified further improvements that can be made e.g. setting up systems to ensure both sides of paper is used before recycling, providing more worm farm containers and encouraging healthier lunch choices that don't include wrappers.
Isleworth School
To raise awareness and funds for their enviro group students organised a green mufti day and have been working on their vision. Following a comprehensive waste audit they plan to take action to reduce the amount of non-recyclable packaging coming into their school, one idea was to highlight the issue by using the packaging collected to make a piece of art.
Amberley School has just joined in the Hurunui – watch this space, they have some fantastic ideas already!
Geraldine Primary School recently joined in the Timaru District and eager to get started in 2017!
Students from North Loburn enjoy exploring their natural environment to celebrate 2 years at Green-Gold as well as Conservation Week
Facilitators
Matthew Stanford - firstname.lastname@example.org
Toni Watts - email@example.com
Debbie Eddington - firstname.lastname@example.org
Enviroschools Canterbury Regional Coordinator: Andrea Taylor, email@example.com | <urn:uuid:873dccef-4d54-48b8-9626-9ab14fabed3f> | CC-MAIN-2017-30 | http://enviroschools.org.nz/in_your_region/canterbury/2017_March_Canterbury_NewsL.pdf | 2017-07-26T18:33:25Z | crawl-data/CC-MAIN-2017-30/segments/1500549426372.41/warc/CC-MAIN-20170726182141-20170726202141-00405.warc.gz | 110,792,072 | 2,515 | eng_Latn | eng_Latn | 0.997746 | eng_Latn | 0.997782 | [
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | docling | [
2522,
5873,
8550,
12210
] | [
2.25
] | 3 | 4 |
Waste Industries Interview Questions
1. What types and amounts of waste do you pick up from schools?
2. How is the waste transported to the transfer station?
3. Where are the major transfer stations in Georgia?
4. What processing steps does the waste go through at the transfer station?
5. How do you deal with toxic waste found in the waste you receive?
6. What safety precautions do you use to prevent contamination of the local environment?
7. What happens to the waste after it leaves the transfer station? | <urn:uuid:64c5074f-a275-46f1-b967-29f8fcac717f> | CC-MAIN-2017-30 | https://goapes.wikispaces.com/file/view/Waste+Industries+Interview+Questions.pdf | 2017-07-26T18:27:24Z | crawl-data/CC-MAIN-2017-30/segments/1500549426372.41/warc/CC-MAIN-20170726182141-20170726202141-00406.warc.gz | 656,374,896 | 105 | eng_Latn | eng_Latn | 0.998722 | eng_Latn | 0.998722 | [
"eng_Latn"
] | false | docling | [
511
] | [
2.84375
] | 1 | 2 |
Dear Educator:
You already know that computer technology enhances the way students learn and lays a foundation for future success both in school and in the workplace. As they become more skilled with computers, however, students also need more guidance in using this technology responsibly. They need to understand the risks they can face online and learn to respect the rules for sharing computer resources, so they can make smart choices today and in the future.
That's why the Business Software Alliance (BSA), the foremost organization dedicated to promoting a safe and legal digital world, has teamed with the curriculum specialists at Young Minds Inspired (YMI) to produce B4UCopy, a free educational program designed to raise student awareness of copyright and reinforce responsible online behavior.
B4UCopy is a comprehensive program with lesson sets for students in elementary school, middle school, and high school. This lesson set has been developed for high school students in grades 9-12. Should you wish to substitute or add lessons from other grade levels to meet the interests and abilities of your students, go to www.B4UCopy.com/kids and www.B4UCopy.com/teens to view the lessons for all grades.
We encourage you to share this educational program with other teachers. Although these teaching materials are copyrighted, you have permission to make as many copies as needed for educational purposes.
Please let us know your opinion of B4UCopy by completing our online feedback form at www.B4UCopy.com/feedback. We value your comments and rely on your suggestions to provide learning materials that meet your students' needs.
Sincerely,
Diane Smiroldo
Vice President, Public Affairs
Business Software Alliance
Introduction
B4UCopy is a free educational program for grades 3-12 that is designed to raise awareness of copyright laws and reinforce responsible behavior online. The program is made possible by the Business Software Alliance (BSA), the foremost organization dedicated to promoting a safe and legal digital world.
Target Audience
These B4UCopy program materials have been developed for high school students in grades 9-12, particularly students in computer education classes. Materials for elementary school and middle school students are available at www.B4UCopy.com/kids.
Program Objectives
* To introduce students to the concepts of copyright and intellectual property.
* To help students recognize that duplicating software and other copyrighted material is illegal and unfair to others.
* To help students, teachers, and parents set guidelines for using computer technology responsibly.
Program Components
* This teacher's guide, which provides background information, suggestions for classroom presentation, answer keys, and activity extensions
* Three reproducible activity sheets
* A reproducible student checklist to reinforce the classroom lessons
* A classroom poster
* A take-home brochure for students and parents
How to Use the Program Components
* Download, print, and display the B4UCopy classroom poster to introduce the program and generate student interest.
* Download, print, and photocopy the reproducible activity sheets and certificate appropriate for your grade level to provide a complete set for every student. At the same time, make a master copy of the complete program to share with other teachers in your school.
* The classroom activities have been designed for use in the order presented, but you may adjust the order to fit your teaching style and your students' needs.
* Download and print enough copies of the student/parent brochure for every student in your class. Have students take the brochure home at the start of the program to involve parents in the learning process.
Glossary of Terms
Computer Virus
A type of malicious software that destroys information, compromises computer performance, and can even crash an entire system. Computer viruses are often unknowingly spread through email, downloads, and counterfeit software.
License
A software license is a legal agreement between the user and the software manufacturer that stipulates terms of usage for the software, including restrictions on making copies. The software license usually displays when a piece of software is installed and requires the user to click "Accept" before the installation is completed. Also called an End User License Agreement or EULA.
Peer-to-Peer File Sharing
The most common peer-to-peer (P2P) file sharing involves the use of special software that makes files stored on a personal computer available to others through the Internet. P2P software creates a network of individuals who all have direct access to one another's computers and is typically used to copy software, songs, and other copyrighted computer files illegally.
Piracy
The process of making copies of copyrighted materials without the copyright owner's permission. Piracy is illegal whether or not the pirated copies are made for monetary gain.
Software
Also referred to as a program or application, software consists of coded commands that tell a computer how to perform specific tasks and enable the computer to process, transmit, and store information.
Spyware
Another type of malicious software, spyware allows strangers to find out information about you without you knowing it or giving permission. It keeps track of what you do online, collecting information about everything from your email address to your credit card numbers.
U.S. Copyright Law
This federal law protects copyright owners from unauthorized reproduction, adaptation, performance, display, or distribution of original creative works.
Objectives
* To assess students' existing knowledge of Internet safety.
* To make students aware of online risks associated with software piracy.
* To provide students with the information they need to make smart choices when they are online.
* To empower students to think for themselves when making decisions.
Begin the activity with a class discussion about when, where, and how students use computers and Internet technology. Then ask students if they know about any risks associated with using the Internet and list their responses on the chalkboard. Have students share their personal experiences and/or stories they have heard about online risks.
Distribute copies of the activity sheet and explain to students that this quiz will help them find out how much they really know about avoiding risks online. Have students complete the activity individually and then review and discuss their answers as a class.
Answers
1. Not so smart. Alan is breaking the law when he downloads copyrighted software, movies, and other content through his file sharing network. It doesn't matter whether he gives copies to his friends or just keeps copies for himself. Either way, he's stealing.
2. Not so smart. Clicking the "unsubscribe" link in a spam email lets the spammer know that he's found a working email address, which he can sell to another spammer. Brandy should flag the email as spam for her spam filter and then delete it.
3. Not so smart. OEM (original equipment manufacturer) software is usually software that was meant to be bundled with a new computer. It might be a trial version or a "lite" version with limited functionality, and it's almost certain to come with a licensing agreement that prohibits installation on any other computer. Despite what he thinks, Cody is buying stolen goods from a software pirate.
4. Smart. Many companies offer demo or free trial versions of their software to give you the opportunity to "try before you buy." These versions of the software usually work only for a limited time. It is legal to download and use copies of demo and free trial software because the company that owns the copyright has given permission by providing a download link.
5. Not so smart. Evan has been fooled by a "spoof," a kind of spam that masquerades as a message from someone else. When he clicked the link in the email, he probably came to a webpage that looked like part of his Internet provider's real website, but when he typed his passwords into this fake page,
he was sending them to the spammer instead. If he's really worried about the security of his Internet account, he should go to the Internet provider's website himself and change his passwords there.
6. Smart. It's always good to keep in mind that people you meet online aren't always who they say they are. Someone who seems perfectly harmless and friendly in a chat room could really be someone who might want to hurt you. You might think you have the situation under control, but it's always smart to get an adult involved, just in case.
7. Not so smart. Grant has been fooled by a software pirate operating on an Internet auction website. Even the best-known auction sites can harbor pirates, so it's important to check software listings carefully. In this case, Grant should have been suspicious when he saw that he would be getting software from two different companies on the same disc. That's usually a tip-off that the software is an illegal copy.
money and/or personal information like your bank account and social security numbers. Be wary of any offer that requires you to pay or provide such information to participate. If in doubt, check with a parent before you get involved in any Internet scheme.
9. Smart. Irving knows that it is against the law to make copies of images that he finds on the Internet without permission, so he posts links to the pages where the images appear instead.
10. Smart. Jenna knows that she can't copy the paper she found into her report; that would be plagiarism. But she can use the paper to help with her report, and should cite it in her footnotes or resource list.
Extensions
1. Have students take the quiz home in order to test their parents' Internet know-how. Compare student and parent responses in a class discussion.
8. Not so smart. The Internet is full of scams like the mystery shopper ruse. Fake companies tempt you with too-good-to-be-true opportunities in order to collect
2. Have students use their Internet know-how to create a handbook for younger students on safe and responsible use of the Internet.
Copy Smarts
Objectives
* To inform students about copyright laws and how they protect intellectual property.
* To make students aware of the copyright symbol (©) and what it means.
* To strengthen critical thinking skills.
Begin by asking students what we mean by the term "intellectual property." Explain that intellectual property is the tangible expression of an original thought or idea. Books, computer software, and cartoon characters are all examples of intellectual property. Have students brainstorm other examples.
Draw the copyright symbol (©) on the chalkboard and have students explain what it means. They should understand that the copyright symbol identifies the owner of a piece of intellectual property and serves as a reminder that it is illegal for anyone to copy that property without the owner's permission. Explain that copyright protection is guaranteed by the U.S. Constitution, which gives Congress the power:
to promote the progress of science and useful arts by securing for limited time to authors and inventors the exclusive right to their respective writings and discoveries. (Article 1, Section 8)
Talk about how copyright provides an incentive for people to create intellectual property by giving them the exclusive right to sell copies of their work to others. What would happen if intellectual property owners did not have this protection?
Finally, explain to students that copyright law automatically protects intellectual property even when it is not marked with the copyright symbol. In fact, their own writings, drawings, and photographs are all intellectual property protected by copyright. That means no one can make copies without their permission.
Distribute the activity sheet and review the lead-in paragraphs to reinforce your class discussion about copyright. Then have students complete Part 1 of the activity individually and review the answers in class. Part 1
Answers
1-a. It is legal to download a free trial copy of computer software from the software company's website because the company is giving permission to make a copy by providing a download link. It is also safe to download demo software from a company's website because all major computer software companies take precautions to keep their sites and products virus-free. By contrast, it is both illegal and unsafe to download computer software through a file sharing network.
2-b. Computer software license agreements generally restrict use of the software to a single computer and it is a violation of copyright to install a copy of the software on additional computers. In some cases, however, the license may allow installation on both an office and a home computer, or on a specific number of computers. That's why it important to read the license agreement before installing computer software, and important to remember that the purchaser of computer software has no right to let others copy it.
4-b. Most online educational websites give students explicit permission to copy content for their school work in the "Terms of Use" for the site, usually found through a link at the bottom of every webpage. In addition, U.S. copyright law generally allows students to use excerpts from any copyrighted work in their school work without seeking the copyright holder's permission. This is considered "fair use," a legal concept that also allows critics to quote excerpts from a copyrighted novel in a book review. (Note, however, that the concept of "fair use" does not give students the right to copy whatever they want and call it school work.) When they use copyrighted material, students should, of course, cite their source to avoid plagiarism, but they should also understand that giving a source is no defense against a charge of copyright infringement outside the classroom.
5-c. It is illegal to download copyrighted computer software from a file sharing or P2P network without the copyright holder's permission, regardless of whether the software will be used for school work or will only be used once. It is also true that software downloaded from a file sharing network can hide a computer virus, but the most important reason not to download is that it would be stealing.
Have students complete Part 2 of the activity in small groups, using the Internet to research answers to their own questions about copyright and intellectual property. You might use the questions below to help them get started: Part 2
* Is it OK to make a back-up copy of computer software that you purchase? (Yes)
* Is it OK to copy songs from different CDs that you have purchased to create your own personal mix? (Yes)
* Is it OK to copy pictures from a website and email them to your friends? (No)
3-c. It is illegal to combine excerpts from copyrighted works into a new composite work without the copyright holders' permission. This is not "fair use," no matter how small the copied portions might be, but the creation of what the copyright law calls a "derivative work," and copyright holders retain the rights to their intellectual property when it is used in a derivative work. The same principle applies, incidentally, to webpages pasted together with HTML code copied from other webpages.
* Is it OK to use copyrighted material on a school website without the copyright holder's permission? (No)
Extensions
1. Have students read and report on the "Terms of Use" for their favorite websites. What are they allowed to copy from the site and how are they permitted to use what they copy?
2. Help students organize an all-school copyright symposium at which they can share what they have learned and respond to copy questions from other students.
Copy Consequences
Objectives
Extensions
* To make students aware of the consequences of software piracy.
* To strengthen critical thinking and writing skills.
Begin by asking students what we mean by the term "software piracy." Students should understand that a software pirate is anyone who makes an illegal copy of computer software. Some pirates are professional criminals who make their living selling stolen software. Most pirates, however, are ordinary people who disregard the rules of copyright and often don't realize the risks involved in making illegal copies.
Distribute the activity sheet and review the risks of software piracy outlined there. Encourage students to share any experiences they have had with computer viruses or spyware, and any examples they might know of pirates who were caught and punished, whether at school, at work, or by the legal authorities.
Explain to students that in this activity they will be researching these and other consequences of software piracy using an Internet search engine to locate news stories, court cases, and even firsthand reports on Internet blogs. Point out that the research framework on the activity sheet provides space for gathering information about consequences for individuals and consequences for society. The latter might include economic consequences for the computer software industry, diplomatic repercussions of software piracy around the world, and the impact of piracy on computer software development.
Have students explore the prevalence of software piracy and other forms of copyright infringement in their own community by conducting an anonymous survey of families and friends. Compile the results of this survey into a report that you can share with all students in your school.
B4UCopy Student Checklist and Brochure
Make enough copies of the B4UCopy student checklist for every member of the class. Tell students to bring the checklist home to show their parents, along with a copy of the B4UCopy take-home brochure. Encourage students to share the materials and the information they have learned with their parents and to post the checklist in a prominent place— possibly next to the home computer.
Online Resources
* B4UCopy www.B4UCopy.com
* Business Software Alliance www.bsa.org
* Computer Crime and Intellectual Property Section of the U.S. Department of Justice Criminal Division www.cybercrime.gov
* Copyright & Fair Use (Stanford University Library) http://fairuse.stanford.edu
* Copyright Kids www.copyrightkids.org • Cyberethics for Kids
Divide the class into research teams to complete this activity. If necessary, explain how to use the "news" feature of a search engine to locate news stories on the Internet, and remind students of your school's guidelines for citing Internet sources and determining whether an Internet source is reliable. Students should begin their research with the search terms suggested on the activity sheet, but encourage them to come up with search terms of their own based on their findings. When students have completed their research, have each team share what it has learned with the class.
www.cybercrime.gov/rules/kidinternet.htm
* Kidz Privacy (Federal Trade Commission site) www.ftc.gov/bcp/conline/edcams/kidzprivacy
* United States Copyright Office www.copyright.gov
* Universal Copyright Convention www.unesco.org/culture/laws/copyright/html_eng/page1.shtml
* Young Minds Inspired www.ymiteacher.com
is the only company developing free, innovative classroom materials that is owned and directed by award-winning former teachers. Visit our website at www.ymiteacher.com to send feedback and download more free programs.
© 2007 Business Software Alliance Created by YMI, Inc.
Reproducible Master Activity One Internet Know-How
Chances are you spend a lot of time on the Internet—chatting with friends, checking sports scores, updating your personal profile, looking at video clips, and doing your homework. You know your way around when you're online, and you certainly know how to steer clear of trouble. Or do you?
Here's a chance to check your Internet know-how. Read the situations below and decide whether these teens are making smart choices. Put a checkmark next to your answer. Then compare answers in a class discussion.
© 2007 Business Software Alliance Created by YMI, Inc.
Alan uses file sharing software to download free software, free movies, and lots of other free stuff from other people’s computers all over the world. But everything is strictly for his own personal use. He knows it’s illegal to make copies for his friends. 1
K Smart
K Not so smart
Brandy hates getting junk email, so she uses a spam filter and always clicks the “unsubscribe” link to make sure she gets taken off the spammer’s mailing list. 2
K Smart
K Not so smart
Cody bought video editing software from a company that sells top brands for hundreds of dollars less than the regular price. They say that it’s OEM software, which stands for “original equipment manufacturer,” so he figures it must be all right. 3
K Smart
K Not so smart
Dawn is making a photo collage about her sophomore year and wants to crop her ex- boyfriend out of a lot of her pictures. The software she needs costs more than she can afford, so she’s using a free demo version that she found at the software company’s website. 4
K Smart
K Not so smart
Evan received an email warning that someone has been tampering with his Internet account. The email had a link to a special secure webpage where he could change his passwords, so Evan clicked the link and made the change. 5
K Smart
K Not so smart
Felicia has spent the last couple of months hanging out in a chat room, getting to know a really cool guy. Now he wants to get together for a movie, but she thinks she should check with her mom first. 6
K Smart
K Not so smart
Grant needs music editing software to get his band’s tunes in shape so he can post them on the Web. He found just what he needs on an Internet auction site, and it even comes with the top-rated music writing software on the same disc. 7
K Smart
K Not so smart
Helen joined a mystery shopper website to make extra money after school. It only costs $25 to register, and they say she can make $10 an hour just going to stores and reporting on the merchandise and customer service. 8
K Smart
K Not so smart
Irving is a NASCAR fanatic. He checks the Web every day for new pictures of all the top cars and drivers and posts the links on his profile page to share with his friends. 9
K Smart
K Not so smart
Jenna was researching for a class report on the Civil War and found a paper on her topic at a college website. She printed out the paper and used it to help her organize her ideas. 10
K Smart
K Not so smart
Reproducible Master Copy Smarts
Computers make it easy to make copies of pictures, articles, movies, songs, and even software. But copyright laws make it illegal to copy a creative work without the owner's permission. In fact, making copies of a work protected by copyright is stealing.
So how can you obey the law and still get the most out of your computer? To start with, you should understand that copyright is important. Without it, the companies who create books, movies, computer games and software would go out of business, because everyone would just copy their work instead of paying for it.
But copyright isn't only for business. Your creative work is protected by copyright, too. When you write a school report, draw a picture, or shoot a home video, you are creating intellectual property by putting your original ideas into a tangible form that others can see and hear. And intellectual property is protected by copyright, even if it's not marked with a copyright symbol (©).
That's why you have to be smart about making copies when you're using a computer. It doesn't matter whether you see a copyright symbol or not. If it's intellectual property, it probably can't be copied without permission from the copyright owner.
Sharpen up your copy smarts at this B4UCopy blog. Read these online postings from teens with copy questions. Help them make the smart choice by circling the best advice from the answers in each blog. Then compare answers in a class discussion Part 1
I'm making a compilation of clips from a bunch of movies and cartoons I watched when I was a kid. Some of these shows aren't even on anymore. If I keep the clips really short, can I post it online? 3
I want to download a free trial copy of a new computer animation program I saw on a software company's website. Do you think this is a good idea? 1
I a. The best! That way you can see if you really like the program before you plunk down your own cash.
I b. Don't risk it. You could get a computer virus from downloading the program.
I c. Why waste your time? Demos only work for a couple of weeks. Check out a P2P network where you can probably get a copy of the real program for free.
We just upgraded the operating system on our family computer. It's fantastic, but I'm worried because we used a disc that my mom brought home from her office. The office paid for it, of course. Does that mean it's OK? 2
I a. No, it's not OK. You're not allowed to install borrowed software. It's just like making a copy.
I b. It's probably not OK, but check the licensing agreement that pops up when you first install the software. Could be that the version your mom borrowed allows her to put the software on more than one computer.
I c. Don't worry. Since your mom's office paid for the software, they can do what they want with it, including let her borrow it.
Do you have copy questions? Think of a situation where you weren’t sure whether or not it would be
I a. Since you're making an original creative work, you can use what you want. It's called artistic license.
I b. If you keep the clips really short, you should be OK. It's like when a movie critic shows clips on TV. They call it "fair use."
I c. Sorry, but you need permission to copy other people's creative work, even if you just copy a second or two. Otherwise, you're stealing.
I want to copy a diagram from an online encyclopedia for a biology paper I'm writing about DNA. Could I get in trouble
for this?
I a. Not a chance. Who's going to know?
I b. It's always OK to copy stuff for school work. Just make sure that you credit your source somewhere in the report.
I c. If it's copyrighted, you can't copy it; there are potential legal liabilities if you do.
I found a copy of a computer presentation program on the P2P network I belong to. Is it OK for me to download the program and use it to put together my history presentation on WWII? 5
I a. It's OK if you're using it for schoolwork and only use it this one time.
I b. Don't do it. You could get a computer virus when you download the program and then pass the virus on when you put your presentation on the computer at school.
I c. It's not OK. You'd be stealing the program by taking a copy. If you can't afford to buy it, use the program on a computer at school.
United States Copyright Office
www.copyright.gov
OK to copy something with a computer. Write up the situation on the back of this sheet, then get together with a group of classmates to find answers to your questions online. Use a search engine or check the websites listed below for help. If you still can't find the answer, send your question to B4UCopy at www.B4UCopy.com/feedback.
Copyright Kids
www.copyrightkids.org
Copyright & Fair Use (Stanford University Library) http://fairuse.stanford.edu
© 2007 Business Software Alliance Created by YMI, Inc.
Copy Consequences
You already know that it's wrong to make illegal copies of software and other creative works protected by copyright. But did you know it can be dangerous too? Here's why:
* Illegal copies of computer software can carry computer viruses. And a computer virus might erase everything you have stored on your computer—pictures, games, songs, even your homework! What's worse, the virus might automatically send itself to everyone in your email address book.
* Illegal copies can also come with spyware—a kind of software that lets strangers snoop around on your computer and steal your personal information, or spy on what you do when you're online. Spyware can even record and remember a secret password or a credit card number as you type it in.
* Making illegal copies can wreck your academic record, too. Most schools and libraries check for illegal copying on their computer systems, and ban kids who break the law. With that on your record, you'll have a harder time getting into college or getting a job.
* Worst of all, making illegal copies is a crime that can lead to serious problems for you and your family. People who get caught with illegal copies may have to pay thousands of dollars in fines, and some may even face legal liabilities, like going to jail.
How bad can it get? You find out. Use an Internet search engine to research the real consequences of software piracy, both for individuals like you and for our society. Begin by using the search engine's News feature to find recent cases of software piracy and reports on the extent of software piracy. Start with these search terms: software piracy, illegal downloading, copyright infringement. Record your research on the chart below, using the back of this sheet if you need more room. Then share what you learn in a class discussion.
The Consequences of Software Piracy
For Individuals
Source: ___________________________________________
Notes: ____________________________________________ __________________________________________________ __________________________________________________
Source: ___________________________________________
Notes: ____________________________________________ __________________________________________________ __________________________________________________
For Society
Source: ___________________________________________
Notes: ____________________________________________ __________________________________________________ __________________________________________________
Source: ___________________________________________
Notes: ____________________________________________ __________________________________________________ __________________________________________________
© 2007 Business Software Alliance Created by YMI, Inc.
Take these tips home to help everyone in your family become copy smart.
Respect all forms of intellectual property that you find online— software, songs, stories, pictures, games, and movies.
Make sure you have permission from the copyright owner before you make a copy.
Never accept illegal copies of computer software online or on disc.
Never borrow or share the software on computer discs.
Beware of discount computer software. You're probably buying an illegal copy.
And to stay safe online, remember:
Never give out personal information on the Internet without a parent's permission.
Never fill out an online membership or entry form without a parent's permission.
Talk with a parent if something or someone on the Internet makes you feel uncomfortable.
Tell a parent if you receive threatening or suspicious email.
© 2007 Business Software Alliance Created by YMI, Inc.
Know the Rules
It is illegal to copy software, music, films, video games, or any other form of intellectual property without the copyright holder's permission. In fact, it's stealing.
You're making an illegal copy when you burn software onto a CD, install borrowed software on your computer, or download software through a file sharing network.
You're buying an illegal copy when you purchase OEM (original equipment manufacturer) software separately, "back-up" copies, or compilation discs that include many different programs.
Know the Risks
Scams: Super-bargain software is usually illegal, often out-of-date, and can even be defective. If it's cheap, prepare to be cheated.
Viruses: Downloading software through a file sharing network can infect your computer with a virus that might erase your hard drive or worse.
Spyware: Illegal software can carry hidden programs that snoop into the personal information on your computer or record your online activities.
Punishment: If you're caught with illegal software you may be suspended, expelled, or exposed to legal liability. Some people have even been sent to jail.
Need More Information? Visit www.B4UCopy.com/teens.
© 2007 Business Software Alliance
Created by | <urn:uuid:07ed68a6-baa8-479d-96f4-7a4273b367f3> | CC-MAIN-2017-30 | http://www.b4usurf.org/uploads/pdf/B4UCopy-HighSchool-Teachers-Guide.pdf | 2017-07-26T18:43:46Z | crawl-data/CC-MAIN-2017-30/segments/1500549426372.41/warc/CC-MAIN-20170726182141-20170726202141-00404.warc.gz | 377,643,874 | 6,422 | eng_Latn | eng_Latn | 0.998305 | eng_Latn | 0.999359 | [
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | docling | [
3758,
8156,
11606,
15889,
19620,
22672,
27514,
30298,
31187,
32415
] | [
4.6875,
4.125
] | 2 | 3 |
QUAKER VALLEY SCHOOL DISTRICT Quaker Valley Elementary Schools 2016-17
CODE OF CONDUCT
Philosophy
The Quaker Valley Elementary Code of Conduct is designed to help teach young children responsible behavior. Just as students must learn academic skills, they must also acquire the requisite knowledge that will enable them to become ethical, responsible citizens. To help children learn the key attributes of ethical behavior, we emphasize the following within our schools:
COURAGE "…is not simply the mastery of fear through physical strength; it is that quality that springs from a certain type of spirit, honor, and integrity." de Montaigne
LOYALTY involves duty, a sense of commitment and community; a knowledge that each of us is a part of something greater than ourselves.
JUSTICE is the quality of being guided by truth, reason, and fairness. Justice encompasses respect and understanding.
RESPECT involves patience, open-mindedness, and regard for traditions, differences, age, race, religion, the earth, the self, and others.
HOPE is linked to faith and aspiration. It elevates one beyond the plane of selfishness to nobility as it reaches out to the future.
HONESTY is the quality of being honorable, is a fundamental condition for friendship and community. "For he who is honest is noble whatever his fortune or birth." Alice Carey
LOVE, like compassion, is a virtue of action as well as emotion. Love is the one thing we can continuously give and become increasingly rich in the giving .
Quality teaching by instructors and effective learning by students characterize a positive school climate. This requires a safe environment for all who work in and attend the schools along with an emphasis on citizenship and adherence to rules applied equitably and fairly to all in the Quaker Valley community. We believe that parents/guardians are essential partners in the educational process and are equally and must be properly involved and accountable for the achievement and behavior of their children.
The elementary disciplinary program makes provision for the school and home to intervene in inappropriate student behavior as soon as possible. This early intervention permits the school to call this conduct to the attention of the student and the parent or guardian, giving parents/guardians and school personnel and the opportunity to closely work together.
Interpretation
Good faith, common sense, and reasonableness are necessary for a proper interpretation of this Code of Conduct. Questions regarding interpretation may be addressed to the building
administrators. When appropriate, other district documents such as the Student Handbook and School Board Policy may serve to help in interpreting and clarifying the Code of Conduct.
Goals:
* Communicate the Quaker Valley Code of Conduct to students, parents, staff, and community
* Enforce school board policy, local, state and federal laws
* Ensure the rights and personal dignity of students and staff
* Emphasize the need for acceptance of personal responsibility and self-discipline
* Assure a fair, reasonable and consistent approach to the enforcement of the Code of Conduct
* Maintain an effective and safe learning environment
* Maximize learning and minimize disruptions
* Protect and maintain school property
* Identify and remediate students who exhibit inappropriate behavior
* Refer students to appropriate persons for counseling, examination, remediation or rehabilitation
* Promote and recognize exemplary student behavior
RESPONSIBILITIES
Appropriate student behavior is realized when each student develops the desire and the ability to participate as a responsible citizen. Responsibilities outlined by our board policy are as follows:
A. Student responsibilities include regular school attendance, conscientious effort in classroom work, and conformance to school rules and regulations. Most of all, students share with the administration and faculty, a responsibility to develop within the school a climate that is conducive to wholesome learning and living.
B. No student has the right to interfere with the education of fellow students. It is the responsibility of each student to respect the rights of teachers, students, administrators, and all others who are involved in the educational process. Students should express their ideas and opinions in a respectful manner so as not to offend or slander others.
C. Student responsibilities include, but are not limited to, the following:
* Be aware of all rules and regulations for student behavior and conducting themselves in accord with them
* Dress and groom themselves so as to meet fair standards of safety and health and so as not to cause substantial disruption of the educational process
* Assume that a rule is in full effect until it is waived, altered, or repealed
* Assist the school staff in operating a safe school for all students enrolled therein.
* Be aware of, and comply with, state and local laws
* Exercise proper care in the use of all school facilities and equipment
* Attending school daily, except when excused, and being on time for all classes and other school functions
* Make all necessary arrangements for making up work missed during absence from class or school
* Pursuing and attempting to complete satisfactorily the courses of study prescribed by state and local school authorities.
* Refrain from abusive language in written, verbal, or other forms of communication
* Report, anonymously or otherwise, any and all acts of bullying, threatening, or otherwise unsafe behavior. Anonymous reports may be made via the school's web page, at www.qvsd.org OR in writing to the school principal or guidance counselor
STUDENT BEHAVIOR POLICIES
The following actions and activities on the part of a student shall be considered offenses and violations of the policies and regulations of the Quaker Valley School District.
In any case where an offense or violation has occurred, the administration shall always have the right to refer the offense or violation to the school board for board hearing and board action. It should be noted by students, parents, and guardians that when an offense or violation is referred to the Quaker Valley School Board for board hearing and action, the student may be suspended or excluded from school for a period exceeding ten (10) consecutive school days or may be permanently expelled from school by action of the board. .
In any case where an offense or violation has occurred, the administration shall always have the right to refer the offense or violation to the civil authorities and police, for appropriate police and civil authority action if the offense or violation constitutes a violation of the law of the Commonwealth of Pennsylvania,
In any case where an offense or violation constitutes a second or subsequent offense or violation for a particular student at any time while he or she is a student in the Quaker Valley School System, the administration may impose penalties in addition to, or as alternatives to, the penalties specifically hereinafter or before listed for various offenses and violations.
CONDUCT PROGRESSION LEVELS
The Quaker Valley School District has approved a Discipline Policy that categorizes offenses into levels of seriousness. However, the administration reserves the right to determine the seriousness of each individual incident and place it in the appropriate level. It is further stipulated that any of the levels could lead to a detention, suspension, or recommendation by the principal for permanent expulsion should that action be deemed necessary.
IN CASES OF SUSPENSION OR EXCLUSION STUDENTS SHALL BE ENTITLED TO DUE PROCESS RIGHTS.
Students should exhibit good conduct and avoid the behaviors listed as examples under each level. Students are advised that their willful and persistent violations at any level of the Code of Conduct will be considered incorrigible and may result in a recommendation for long-term exclusion from school.
The examples provided in this code of conduct are not to be construed as limiting the behaviors that may require disciplinary action, by school personnel. Any student found in violation of Board Policy or district rules and regulations will receive appropriate disciplinary action.
LEVEL I
Refers to minor misbehavior on the part of the student that disrupts orderly classroom procedures or operation of school. These misbehaviors are usually handled by staff members but may require the intervention of the administration.
Examples (but not limited to):
* Classroom/School disturbance/disruption
* Tardiness to school/class
* Verbal harassment or bullying of others
* Unauthorized or improper use of school property/equipment/facilities
* Littering
* Eating outside designated areas
* Unauthorized presence in halls or unauthorized areas
* Violation of dress guidelines
* Defiance of rules or authority
* Inappropriate classroom/school behavior
Examples of Disciplinary Options:
* Written Warning
* Verbal Warning
* Call Parents
* Counseling
* Social probation (exclusion from co-curricular activities and programs such as afterschool clubs or class activities)
* Contract
* Confiscation
* Detention
* Designated Assignments
* Time Out
* Mediation
* Restitution of Property
* Removal from Class
* Denial of privileges (e.g. recess; special programs/parties, etc.)
* Suspension from Bus
LEVEL II
Refers to misbehavior with seriousness or frequency that tends to disrupt the learning climate of the school and/or consequences that endanger the health or safety of others in the school.
These infractions, which may result from the continuation of LEVEL I misbehaviors, require the intervention of the administration because the LEVEL I disciplinary options have failed to correct the situation. Also included in this level are misbehaviors that do not represent a direct threat to the health and safety of others, but whose educational consequences are serious enough to require corrective action by administrative personnel.
Examples (but not limited to)
* Continuation of or extreme Level I misconduct
* Disorderly bus conduct
* Violation of school attendance policies: continued tardiness, class cuts, truancy, and unexcused absences
* Unauthorized or improper use of school property/equipment/facilities
* Failure to serve detentions as scheduled
* Insubordination, defiance of authority, disrespectful behavior to staff
* Disruptive behavior during school programs/trips
* Theft
* Vandalism/destruction of school property or property of others
* Harassment (e.g. sexual; gender; racial, ethnic, etc.)
* Harassment by communication
* Possession of lighter, matches, combustible materials
* Language, writing, drawings or gestures that are disrespectful, abusive, threatening or profane
* Possession of unauthorized electronic devices (e.g. laser pointers; games; pagers, etc.)
* Abusive, obscene, or disrespectful oral or written language or gestures, swearing.
* Illegal use of technology
* Unauthorized sharing of passwords
* Bullying or menacing behavior performed in a threatening manner or with the intent of harm.
* Hazing
* Plagiarism/cheating
Examples of Disciplinary Options
* Detentions
* Removal from class
* Designated assignments
* Mediation
* Counseling
* Restitution of Property
* In-school Suspension/Time Out
* Denial of Privileges
* Out-of-school suspension
* Referral to police or district magistrate
* Confiscation of unauthorized materials
* Social probation (exclusion from co-curricular activities and programs such as afterschool clubs or class activities)
* Referral to building-level discipline committee
* Expulsion
LEVEL III
Refers to acts whose frequency or seriousness disrupt the learning climate of the school or acts directed against persons or property that pose a threat to the health, safety or welfare of others in the school. These acts require administrative action that could result in the immediate removal of the student from school as well as the possible intervention of law enforcement authorities.
Examples (but not limited to)
* Continuation of or extreme Level II misconduct
* Threats to others
* Assault and/or battery
* Possession or use of tobacco products
* Destruction of public/private property
* Theft
* Leaving school property without permission (fleeing, running away)
* Third offense truancy
* Possession or inappropriate use of prescriptive or over-the-counter medication
* Minority, ethnic, or racial slurs or intimidation
* Verbal or physical threats
* Unauthorized or improper use of school facilities/equipment/property
* Possession/use/transfer of weapons
* Bomb threat or threatening phone calls
* Lighted or ignited objects
* Arson or attempted arson
* Possession/sale of stolen property
* Unauthorized use of fire alarm or equipment
* Other violations of federal, state, or local laws
* Terroristic threats
* Extortion or attempted extortion
* Excessive bullying or menacing behavior performed in a threatening manner or with the intent of harm.
Examples of Disciplinary Actions may involve a combination of the following:
* Confiscation
* Temporary Suspension
* Full Suspension
* Denial of privileges/co-curricular activities
* Restitution of property or payment for damage
* Referral to police or district magistrate
* Referral to outside agency
* Expulsion
* Social probation (exclusion from co-curricular activities and programs such as afterschool clubs or class activities)
* Referral to building level discipline committee
* Referral to district assault committee or discipline review committee
LEVEL III - Weapons
No person shall possess, handle, or transmit a weapon(s) or a replica of a weapon(s) in school. This includes but is not limited to a knife, razor, ice pick, explosive, loaded cane, sword cane, machete, pistol, gun, rifle, shotgun, pellet gun, metal knuckles, pepper spray or other objects that can reasonably be considered to be a weapon or dangerous instrument capable of inflicting serious bodily injury. No person shall possess, handle, or transmit a weapon(s) or a replica of a weapon(s) in any school building, on any school premises, on any school bus, off school grounds at any school activity, event or function in any school building, on any school premises or on any school bus, or off school grounds at any school activity, event or function.
The principal will suspend a student for a period of not less than three (3) days and not to exceed ten (10) school days. An informal hearing will be provided within the first five (5) days depending on the length of the initial suspension. There will be an automatic referral to the School Board per Section 235.00 of School Board Policy. The police will be notified. The student will be excluded from co-curricular activities.
NOTE: State law requires that students possessing, handling, or transmitting weapons must be expelled from school for one year unless the Superintendent of Schools recommends otherwise.
DUE PROCESS PROCEDURES FOR EXCLUSION OF STUDENTS FROM SCHOOL
A student who breaks school rules may receive a suspension or temporary or full expulsion, depending upon the nature of the offense.
The principal may suspend a student for up to ten (10) days. The school district shall hold an informal hearing within the first five (5) days of the suspension. The principal is required to establish the facts, allow the student to respond to the charges, and notify the parents if the suspension is imposed. The principal will send a written notice to the Superintendent (or designee) and student's parents.
A suspension will be served in the custody and under the control of a student's parents or guardian. Students are permitted to make up exams and work missed while on suspension.
Expulsion is exclusion from school for more than ten consecutive school days; it may be temporary or permanent. Expulsion proceedings require a formal hearing before members of the Quaker Valley Board of School Directors. Appropriate notices and information to which students and parents are entitled will be furnished. Students have the right to legal counsel at a formal hearing before the School Board.
The formal hearing shall be held in private unless the student or parent requests a public hearing. If the Board rules in a student's favor, all references to the alleged incident shall be removed from the student's record.
DEFINITION OF KEY TERMS
BUILDING-LEVEL DISCIPLINE COMMITTEE: the building principal or designee chairs the building discipline committee. Other members of the committee may be comprised of a guidance counselor, teachers, or another building level administrators. The committee will review the student's discipline record and create a written plan of action to address the student's disciplinary issues. Parents and student are required to be present at this meeting.
DETENTION: requires a student's presence before or after the regular school day for disciplinary reasons.
DISTRICT-LEVEL DISCIPLINE REVIEW COMMITTEE: the assistant superintendent or designee chairs the District-Level Discipline Review Committee. Other members of the committee may be comprised of a secondary principal or designee, guidance counselor, and teachers. An administrator from the student's school will present the case to the Review Board. The student will be given the opportunity to present his/her side of the case. Parents are required to be present during the meeting.
DRUG/MOOD ALTERING SUBSTANCE/ALCOHOL: includes any alcohol or malt beverage, any drug listed by law as a controlled substance, chemical, abused substance or medication for which a prescription is required under the law and/or substance which is intended to alter mood. Examples of the above include, but are not limited to, beer, wine, liquor, anabolic steroids, marijuana, hashish, chemical solvents, glue, look alike substances and any capsules or pills not registered with the nurse annotated within the student's health record and given in accordance with the school district policy for the administration of medication to students in school.
DUE PROCESS: a student's right to be informed of charges and be heard before the designated authority.
EXCUSED ABSENCE: pupil absences due to personal illness, a serious emergency or death in the family, or quarantine.
EXPULSION: exclusion from school, after formal hearing, for an offense for a period exceeding ten (10) school days. This may be permanent expulsion from school rolls.
INFORMAL HEARING: an opportunity for the student to meet with the appropriate school officials to explain the circumstances surrounding the event for which the student is being suspended or to show why the student should not be suspended. The informal hearing also provides an opportunity to discuss ways future offenses can be avoided.
SUSPENSION: exclusion from school for an offense for a period of one (1) to ten (10) consecutive school days.
UNEXCUSED ABSENCE: the absence of a pupil due to truancy, parental neglect, or illegal employment.
ASSAULT COMMITTEE: an ad hoc district-wide committee of teachers and school administrators convened to respond to a complaint of threats, threatening behaviors, or verbal/physical threats or actions. | <urn:uuid:6700a617-5175-4e66-afa3-cce5ad7e467a> | CC-MAIN-2017-30 | http://www.qvsd.org/uploaded/District_Files/Publications/District/ElementaryCodeofConduct1617.pdf | 2017-07-26T18:28:37Z | crawl-data/CC-MAIN-2017-30/segments/1500549426372.41/warc/CC-MAIN-20170726182141-20170726202141-00405.warc.gz | 538,809,910 | 3,802 | eng_Latn | eng_Latn | 0.994467 | eng_Latn | 0.996529 | [
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | docling | [
2584,
5382,
8022,
10273,
12398,
15082,
16444,
19297
] | [
2.8125
] | 2 | 4 |
Lesson Title: Preserving Plant Specimens
Grade levels: Appropriate for all grades K-5
Applicable SOL: Science
Investigations: K.1, 1.1, 2.1, 3.1, 4.1, 5.1
1.4 (plant parts)
4.4 (plant structure)
Materials:
- Newsprint, or newspaper (cut into same size as cardboard)
- Cardboard (5 to 6 pieces per group, cut into equal pieces, about paper sized)
- Heavy-duty rubber bands
- Clear sheet protectors
- Index cards
- Journals, pencils
- "Art and Science" document
- Trowels and spoons
Procedure:
Building Supporting Knowledge: (15 minutes)
1. Show some of plant specimens from herbariums in the "Art and Science" document. Discuss why a botanist would want to keep a plant specimen.
2. Questions:
- If we create a classroom herbarium, why should everyone not take a plant specimen?
- What kinds of information should we put on a specimen? (size, where found, date, anything noticed about surroundings, how many were in the area, etc.)
Main Lesson: (30 to 45 minutes)
1. Split the class into groups, or for younger students, you may do a demonstration, and work as a whole group. The number of groups determines the number of plant specimens you will gather.
2. Go outside and determine which plants to take as a sample. Groups should carefully dig up the sample, attempting to keep it intact, including the roots.
3. As they are digging, some in the group should also be taking notes about the location, date, surroundings, etc.
4. When samples are collected take them inside to preserve using a simple press.
5. Alternate cardboard pieces with several pieces of newsprint for the press. Gently place the plant samples between newsprint layers. If plant has come apart, be sure to put each part within the press. (They will be in the presses for extended period so careful notes about how they go together, if they have come apart, will be necessary.)
6. Finally put rubber bands around the press to hold them together tightly. Place them on a shelf, out of the way for 4 to 6 weeks. (If they are smaller, leafy plants without flowers, check on them after 2 to 3 weeks).
7. Have students write the information for their specimen on an index card and place in the rubber band.
Follow-up: (30 minutes)
1. After specimens are dry and pressed, attach them to a piece of cardboard and add the index card, along with any other details they wish to include. Display your classroom herbarium!
2. Students should be given the opportunity to reflect on the process, through discourse and writing.
Assessment Opportunities:
- Students can be informally assessed for their cooperative skills in group work, as well as for the finished product.
- This lesson offers many opportunities for writing activities as well. | <urn:uuid:c7998870-c5d7-4af3-9443-0a7d164516c5> | CC-MAIN-2017-30 | http://www.virginia.edu/blandy/blandy_web/education/NativePlants/Lesson3PreservingPlantSpecimens.pdf | 2017-07-26T18:53:02Z | crawl-data/CC-MAIN-2017-30/segments/1500549426372.41/warc/CC-MAIN-20170726182141-20170726202141-00404.warc.gz | 587,804,506 | 636 | eng_Latn | eng_Latn | 0.957264 | eng_Latn | 0.997205 | [
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | docling | [
692,
2194,
2727
] | [
4.78125
] | 1 | 6 |
Skills Taught in Second Grade The Superkids Hit Second Grade
UNIT
Routines.
units.
Literary:
ing level.
Fluency
Vocabulary
Writing
Mechanics
* 8 units, each takes about 2 weeks to teach
Pacing Information for The Superkids Hit Second Grade
* Teach 120 minutes each day.
| sh/sh/ ch, tch/ch/ th/th/ wh/hw/ | le/ßl/ ng/ng/ CV, CVC, CVCe, CVVC review y/ī/ y/ē/ | s, ss/s/ z, zz/z/ Past-tense verbs | ar/är/ or/or/ er, ir, ur, or, ear, ar/ėr/ | aw/ô/ all, aul, al/ôl/ ay/ā/ oi, oy/oi/ ou, ow/ou/ ow/ō/ | oo/º/ oo, ew, ue/ø/ Soft c and g | kn/n/ wr/r/ igh/ī/ aught, ought/ôt/ ph, gh/f/ |
|---|---|---|---|---|---|---|
| Informational: Identify main topics and details Find answers in a text Connect scientific ideas | Literary: Breakout at the Bug Lab Understand Similes Cite text evidence Mercy Watkins Fights Crime Determine character motivations Understand story elements Ivy+ Bean Break the Fossil Record Utilize syllabication Identify plot: Problem and solution | Informational: Make and confirm predictions Find answers in a text Connect text to self Determine important ideas | Literary: Second Grade Rules, Amber Brown Understand multiple- meaning words Sequence events Stink: The Incredible Shrinking Kid Describe structure Recognize puns and wordplay Lowji Discovers America Understand plot: Multiple story lines Understand idioms and expressions | Informational: Summarize Use context clues Compare and contrast Discuss cause and effect | Literary: Betsy Who Cried Wolf Understand shades of meaning Identify themes and morals in fables The Bears on Hemlock Mountain Recognize descriptive language Understand character’s point of view Tornado Understand word relationships Compare and contrast characters | Informational: Understand sequence of events Distinguish among items in a category Understand text features |
| Observe punctuation Use typographical clues Read rhymes Read dialogue Read with expression Read speech balloons | Read with expression Use typographical clues Read with natural phrasing Read with appropriate stress Read rhythmically Observe punctuation | Read with natural phrasing Observe punctuation Read with expression Recognize repeated words Distinguish related words Read a poem rhythmically | Read with expression Read with natural phrasing Read at an appropriate rate Use typographical clues Observe punctuation | Use typographical clues Read long words Read text in art Read speech balloons Read with expression Use appropriate pitch for questions and answers | Read with appropriate stress Use natural phrasing Read dialogue Use typographical clues Observe dialogue punctuation Observe punctuation (commas) | Observe punctuation (dashes) Read sentences of varying lengths smoothly Observe punctuation in dialogue Read with natural phrasing and expression Read text and dialogue in a play smoothly and accurately |
| Understand figurative language: Similes Recognize descriptive language Synonyms Words to Know: splendid, admire, style, expert | Understand multiple- meaning words Understand compound words Words to Know: inspect, disappointed, ability, panic | Use a dictionary Recognize shades of meaning Onomatopoeia Vivid adjectives and verbs Words to Know: useful, respect, distract, focus | Understand figurative language Recognize word relationships Words to Know: realize, nervous, hesitate | Understand onomatopoeia Understand compound words Recognize specialized terminology Words to Know: dilemma, increase, adjust, frazzled | Understand synonyms and antonyms Recognize puns and wordplay Words to Know: prepare, courage, encourage, embarrassed | Identify synonyms Recognize descriptive language Connect events with while Words to Know: loyal, experiment, impossible, equipment |
| Letter | Personal narrative | Opinions with reasons | Informational paragraph | Poem | Imaginative narrative | How-to directions |
| Pronouns Singular and plural possessive nouns Contractions Sentence types and end marks | Nouns and verbs Adjectives ending in y | Syllabication -s and -es plurals Words with -ed and -ing endings | Adjectives with -er and -est endings | Commas Tag-along e Homophones | Dialogue punctuation Synonyms and antonyms | Prefixes un- and re- Dictionary skills |
| Perseverance Sharing opinions respectfully | Resolving conflicts by talking things out Relax, don’t panic | Respecting animals Working together cooperatively | Resolving problems with partners Forgiving others | Being responsible Don’t jump to conclusions | Being on time Helping each other | Being a good sport Caring for the environment |
12
13
6
Skills Taught in Second Grade (continued) The Superkids Take Off
UNIT
Routines.
units.
Literary:
reading level.
Fluency
Vocabulary
Writing
Mechanics
* 8 units, each takes about 2 weeks to teach
Pacing Information for The Superkids Take Off
* Teach 120 minutes each day.
| ff, ll, ss, dd a-/ŭ/ -en/ŭn/ -on/ŭn/ | ay, eigh/ā/ ange/ānj/ ey, ie, ei, ine/ē/ | Adding -ing and -ed endings Long-vowel words with open-syllable patterns | Tricky w words Compound words | Long e words Long a words | Long i words Long o words | Super e ui, ue, ou, oo, ew/ø/ air, ear, are, err, ar/ār/ |
|---|---|---|---|---|---|---|
| Informational: Connect text to self Identify central idea Cite text evidence to answer questions Discuss imagery and figurative language | Literary: Mercy Watkins Fights Crime Determine character motivations Understand story elements Ivy+ Bean Break the Fossil Record Utilize syllabication Identify plot: Problem and solution Detective Gordon: The First Case Understand adverbs with -ly Understand cause and effect | Informational: Connect text to self Understand diagrams Draw and support conclusions Summarize | Literary: Stink: The Incredible Shrinking Kid Describe structure Recognize puns and wordplay Lowji Discovers America Understand plot: Multiple story lines Understand idioms and expressions Keena Ford and the Second- Grade Mix-Up Recognize compound words Compare and contrast characters | Informational: Understand diagrams, charts, and maps Understand context clues Determine main ideas and details Draw conclusions | Literary: The Bears on Hemlock Mountain Recognize descriptive language Understand character’s point of view Tornado Understand word relationships Compare and contrast characters Lost in Bermooda Use context clues Identify plot: Problem and solution | Informational: Understand main idea and details Determine sequence Determine cause and effect Draw and support conclusions |
| Read text in illustrations Read dialogue with expression Observe punctuation Differentiate among characters in dialogue Read text in speech balloons Observe punctuation | Read with natural phrasing Read with expression Observe typographical clues Distinguish between characters in dialogue Read and connect text in illustrations | Distinguish between characters in dialogue Read text in speech balloons Observe typographical clues Read a comic strip | Read dialogue with expression Read text in illustrations Read with appropriate phrasing and rhythm Observe punctuation and typographical clues | Differentiate between characters in dialogue Use typographical clues Read with natural phrasing and expression Read text in illustrations | Use typographical clues Read with expression Distinguish among characters in dialogue Read text in illustrations Observe punctuation | Read with natural phrasing and expression Use typographical clues |
| Use syllabication Understand root words Use precise verbs Words to Know: adopt, celebration, culture, edible | Use a glossary Understand idioms and expressions Words to Know: arranged, exhibit, immediately, investigate | Recognize word relationships Use context clues Understand antonyms Understand homophones Words to Know: media, challenge, confident, famous | Recognize puns and wordplay Understand compound words Words to Know: avoid, protest, creative, expression | Understand adverbs Recognize descriptive language Words to Know: rambunctious, treasure, uncomfortable, cycle | Understand multiple-meaning words Understand compound words Words to Know: persuasion, texture, bitter, specific | Recognize puns Use context clues Proper nouns and place names Understand prefixes and suffixes Words to Know: firmly, reflection, mixture, eager |
| Poem | Descriptive writing | Imaginative narrative | Research report | Research report | Opinion speech | Magazine—informational paragraph Opinion writing |
| Suffixes -ful and -less Contractions | Adverbs Conjunctions | Irregular verbs Irregular plurals | Prefixes mis- and dis- Singular vs. plural pronouns | Homonyms Capitalization | Comparative and superlative adjectives Suffix -ness | Suffix -able Homonyms |
14
15
14 | <urn:uuid:44531bf4-349c-41fd-ba15-f1ff1523c0bd> | CC-MAIN-2017-30 | http://superkidsreading.com/k-2-reading/pdf/SK_K2_SkillsOverview_2.pdf | 2017-07-26T18:36:27Z | crawl-data/CC-MAIN-2017-30/segments/1500549426372.41/warc/CC-MAIN-20170726182141-20170726202141-00407.warc.gz | 305,409,408 | 1,860 | eng_Latn | eng_Latn | 0.981501 | eng_Latn | 0.978248 | [
"eng_Latn",
"eng_Latn"
] | false | docling | [
4580,
8728
] | [
3.65625
] | 1 | 4 |
Building a World for All of Us Arlington Street Church
April 26, 2009
In the autumn of 2005, twelve-year old Olivia Gardner suffered an epileptic seizure while in her sixth grade classroom. She survived the seizure but those several minutes forever changed her life. Instantly, classmates and other students in her middle school began calling her a "retard." They verbally and emotionally taunted her, even dragging her brand new backpack through the mud.
Olivia withstood the bullying as long as she could and then her mother requested a transfer to another middle school in the district. Things went well at the new school for less than one week, when students at her new school learned about what had happened at her former school. Her new classmates trumped the personal bullying at her former school by creating an "Olivia Haters" MySpace Web page. 1
There, Olivia found that she had been labeled a "homo" and other epithets not to be spoken in church. Visitors to the MySpace site
1 http://www.sfgate.com/cgi-bin/article.cgi?f=/c/a/2007/03/17/MNG.
rallied around the call to "kick her ass." One girl wrote, "I wish she'd just leave Hill Middle School and never come back." 2
Well, Olivia did leave – this time to a private Christian middle school in her community. There, things went well for almost one year, until once again students from her former schools found out where she was. They invited students at her third middle school to join the "Olivia haters" MySpace page.
Students at her third school then trumped the MySpace Web page by creating plastic bracelets that read "Olivia haters." Soon some other classmates began wearing plastic bracelets that read, "Olivia should die." As Olivia would pass students in the hallways or on school grounds they would whisper, "Die Olivia." Within days, Olivia became so paralyzed by anxiety attacks that her doctor advised her family that she should be withdrawn from school in order to preserve her physical and emotional well being.
Even so, as an impressionable preteen, Olivia had taken their taunts to heart. She emotionally withdrew from her family, refused to leave her home and spent her time and focus contemplating ways that she could take her own life.
2 Ibid.
Olivia's mother had become her biggest advocate, obtaining transfers of schools for her twice and always sought to involve teachers and school administrators in addressing Olivia's plight. While the multiple school transfers and ultimately being home schooled brought an end to the daily torment, these measures only served to compound one of the most painful consequences of being bullied, isolation.
Olivia had become the object of "extreme bullying." Her experience in various middle schools was compounded and magnified by the cyber bullying through MySpace. Even though she was no longer subject to the daily harassment at school, and her mother had terminated her access to MySpace, Olivia could not escape the torture what had been inflicted upon her.
The absence of any other peer interaction in her life allowed the two-year's worth of taunts and torments to continually echo and crescendo through Olivia's mind and heart and soul. She could not look anyone in the eyes, not even her mother or doctor. She was so withdrawn that she could barely even speak.
Then, after two years and three schools, Olivia's story became a front-page news item in the local newspaper, the San Francisco Chronicle. 3 Initially, this compounded Olivia's sense of being a victim and an object of negative attention. It even furthered her suffering and isolation. But as a result of her courage in allowing her story to be told, something quite extraordinary came about.
Two teenage sisters, ages 14 and 17, from a nearby town read the newspaper article. They were devastated and incensed. And they were also summoned to action in support of this girl that they had never even met. They asked friends and classmates to write notes of support and encouragement to Olivia so that she could experience something positive from her peer group. The sisters set a goal for themselves of securing 50 notes for Olivia.
Then they got more ambitious. The sisters sought the endorsement of their school's PTA and teachers and administrators in what they called their "Olivia's letters" project. They pitched their project at PTA meetings and school assemblies and asked teachers to devote class time to "Olivia's letters."
3 Ibid.
Within two months, the sisters had collected over 1,000 notes and letters, most from complete strangers, who wanted to reach out to Olivia. Correspondence came from other middle-schoolers, high school students, teachers, many parents and other adults. Grade school children, who were too young to write letters, drew pictures of stick figures of themselves holding Olivia's hands and dancing under rainbows. Some carrying the message, "Olivia, I don't know you but I love you."
The San Francisco Chronicle then ran another front-page article, this time about "Olivia's letters." Within one week of that article, the sisters had received another 1,000 notes and letters for Olivia. And in addition to the snail mail, the sisters received 1,400 emails, in that one-week alone, from all around the world.
These amazing young women, committed to ensuring that their work would empower and uplift Olivia, read every single piece of correspondence before they forwarded it on to Olivia's mother. They vowed to not let one negative word fall into Olivia's or her mother's hands. Remarkably, they did not have to hold back a single item of the 3,400 pieces of correspondence that they had received.
What began as a tender gesture of solidarity set off an overwhelming chain reaction of support, encouragement and love. That chain reaction holds life lessons for all of us.
One of the most striking things about all of this correspondence was who had written it. Many of the notes were from other targets of bullying - children, youth and adults. The sisters were astounded to read notes and letters from people in their 60s and 70s who had been bullied when they were in school and who were moved to tears by the story of Olivia's torment and the sisters' response.
While many of the elders who wrote had recovered from their bullying in the ensuing decades, many could point to difficulties that they had struggled with throughout their entire adult lives as a result of the torment they had suffered in school hallways, lavatories and playgrounds. Many exhorted Olivia to not live in the shadow of all that had tormented her. Others encouraged her, not to become stronger for it, but to become more sensitive, compassionate and empathetic as a result of it.
Another category of letter writers was people who had been bullies at some point in their lives. Not surprisingly, these women and
men often were themselves victims of abuse and other violations that likely underlie the need to bully. Many said that they could not explain why they did it. They all expressed regret, and many shame, for their behaviors and their consequences. Some of the bullies were never able to apologize to their own victims, and offered moving apologies to Olivia instead.
Bystanders formed the final category of letter writers. Bullying expert, Barbara Coloroso, says that bystanders
Are the supporting cast who aid and abet the bully through acts of omission and commission. They can stand idly by or look away. They can actively encourage the bully or join in and become one of a bunch of bullies, or they can be afraid to step in for fear of making it worse for the target or … themselves. 4
Time and time again, bystanders wrote of the fear they held for the bullies and of their regret and shame at not having intervened in some manner or another. The bystander is often a key player in the bully's handiwork. The fact is that bullying almost always requires bystanders – witnesses, an audience – to make the most staggering impact on its target. Indeed, 85% of all bullying is perpetrated in front of other people. 5
4 Garner, Olivia, Buder, Emily and Sarah. Letters To A Bullied Girl. (2008) HarpurCollins, New York.
5 http://www.guardian.co.uk/society/2006/nov/20/childrensservices.
One category of bystander garnered the most attention, they are the adults who witness schoolhouse bullying and pretend to ignore it – or worse yet – participate in it. So many writers decried how complicit they believe adults are in allowing school age bullying to exact the toll that it does.
Bullying is so pernicious. It is profoundly contrary to human worth and dignity, to justice, equity and compassion, and to the interdependent web of life of which we are only a part. Bullying tears asunder the interdependent web of our living, of our lives. It rips apart nearly every strand of the web of life. No one is left unscathed by it.
Whether target, bully or bystander - all are diminished by bullying. Whenever it occurs in our presence, or we are aware of its occurrence, we become a part of it. Every person who comes in contact with bullying plays a part in it and is thereby harmed by it. We are all diminished by its continued existence, and especially by its prevalence in the lives of our children.
And children are not at all the only targets of bullying. It is estimated that 10% of employees are bullied in their workplaces on a regular basis. 6 Workplace bullying can be more sophisticated and psychological, but it is still designed to undermine selfconfidence and esteem, often threatening one's ability to provide for oneself. Many of us here this morning know that bullying is not just about kids anymore. It pervades our culture.
And as we all so heartbreakingly know, there are some targets of bullying that do not survive the experience. Just last Sunday, we held in our loving embrace a community candle of sorrow for the life of Carl Joseph Walker-Hoover, age 11. Carl hanged himself on April 6 th , as a result of bullying and threats of violence against him. Like Olivia's mother, Carl's mother also sought help from teachers and administrator's at Carl's charter school. She did not receive it. Perhaps that was because Carl's bullying involved gender expression. And Carl is not alone.
It is devastating that Carl could not have had the same outcome from his mother's intervention as Olivia did from hers. 7 Parents of besieged children cannot do it alone. Neither can school administrators and teachers. We must ask ourselves just how far does the orbit of responsibility extend for Carl's tragic death?
6
http://www.guardian.co.uk/society/2006/jan/26/publicsectorcareers. 7 "Breaking the Silence Around Bullying" Hyde, Sue. April 18, 2009. http://www.boston.com/bostonglobe/editorial_opinion/oped/articles.
What role do we have in his suffering and untimely death? What role does each of us have in the epidemic of bullying that hurts so many people and the very fabric of our society itself?
One of the parents who wrote to Olivia was the mother of Corrinne Sides from Texas. Corrinne's bullies had been her good friends in grade school but something changed in middle school. They terrorized her for an entire school year until finally, at age 13, Corrinne took her own life with a gun. Corrinne's mother wrote, "The messages sent to the sweet girl Olivia may well have saved her life." Then, "I truly believe that if other classmates or children her age had shown her kindness and compassion, she (Corrinne) would not have felt so alone and desperate and would still be here today." 8
Olivia and Corrinne did go on to share something in common though. In the summer of 2007, when the notes and letters to Olivia totaled 4,000, Olivia and the two sisters were invited to put their experience and put it into a book. It is entitled Letters To A Bullied Girl: Messages of Healing and Hope. The book consists, almost exclusively, of more than 150 letters and notes to Olivia. It
8 Gardner, Olivia, Bruder, Emily and Sarah. Letters To A Bullied Girl. (2008) HarperCollins, New York.
is dedicated to the memory of Corrinne Sides. Her mom calls the book and its letters "rays of hope."
By the time the book was actually published in 2008, Olivia had received more than 6,000 letters, notes and emails. And they continue to come. Olivia's life has been transformed by "Olivia's letters." So too have the lives of the sisters who reached out to her. So have the lives of those thousands of people who wrote to Olivia – the targets, the bullies, the bystanders.
We are all transformed by the story of "Olivia's letters." We are all transformed by Olivia's courage in allowing her devastating story to be published in the newspaper. We are all transformed by the vision, passion and compassion of the sisters, Emily and Sarah Buder, who conceived of "Olivia's letters" and set about making it happen. We are all transformed by those three teenagers who went on to create that book whose appendix offers a template for a letters project on behalf of anyone who is bullied.
As Unitarian Universalists, we have promised to affirm and promote the inherent worth and dignity of every individual and the cause of equity, justice and compassion in human relations. We have promised to respect the interdependent web of existence of
which we are only a part. We are obligated by our faith to speak up for the least amongst us. We are obligated to prevent the untold hurt that flows from bullying. We are obligated to do the difficult work of never being a bystander or a bully.
My friends, there is no such thing as an innocent bystander. When it comes to bullying and its harm, no one is innocent. We do not have to figure what to do; Olivia, Emily and Sarah have shown us the way. It is ours to follow. "And a child shall lead them."
Let us have the courage, the wisdom, the vision and the compassion to never be mere bystanders – but to always step forward and act on behalf of human worth and dignity, equity, justice and compassion, and the interdependent web of all existence of which we are only a part. That is what we are called to and it is a summons to which we must always answer yes.
May it be so.
Amen. | <urn:uuid:15fd93ad-77b1-48f7-93d1-b5732f438743> | CC-MAIN-2017-30 | http://ascboston.org/downloads/publications/Sermons/Sermon_042609.pdf | 2017-07-26T18:33:56Z | crawl-data/CC-MAIN-2017-30/segments/1500549426372.41/warc/CC-MAIN-20170726182141-20170726202141-00408.warc.gz | 25,743,814 | 3,098 | eng_Latn | eng_Latn | 0.999206 | eng_Latn | 0.999398 | [
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | docling | [
1062,
2245,
3318,
4470,
5669,
6870,
8268,
9732,
10831,
12117,
13365,
14262
] | [
2.25
] | 2 | 2 |
State Learning Standards & Testing
What are "learning standards"?
Why do we have state tests?
The Washington State K–12 Learning Standards define what all students should know and be able to do at each grade level.
Why do we need them?
Rigorous learning standards require students to think critically and creatively about content— rather than memorize it—so they are ready for careers, college, and life after high school.
Which content areas have learning standards?
* English Language Arts
* Science
* Mathematics
* Social Studies
* Educational Technology
* The Arts
* Health and Fitness
* World Languages
* Integrated Environment and Sustainability
* English Language Proficiency
How are they developed?
Learning standards are carefully developed by content experts from across the state and nation, with input from educators, parents, and the public.
How often are the learning standards updated?
The standards are updated periodically to ensure they are aligned with the evolving expectations of colleges and the workforce.
Achievement data for students, schools, districts, and the state help districts and schools decide which teaching practices and curricula best support student understanding of the learning standards.
They also give families valuable information about how well their child is doing and where additional help might be needed.
Statewide testing is important because it helps ensure all public school students, no matter where they go to school, receive a quality education.
Are they required?
State and federal laws require students to be tested in:
* English language arts and math: Grades 3 through 8 and high school
* Science: Grades 5, 8, and 10
To see which tests are required for high school graduation, please visit www.WAtesting.com.
Learn more!
Learn more!
OFFICE OF SUPERINTENDENT OF PUBLIC INSTRUCTION • WWW.K12.WA.US
Learning Standards
bit.ly/StateStandards or email firstname.lastname@example.org
State Testing
www.WAtesting.com or email email@example.com
PUBLICATION NO. 15-0026
Smarter Balanced
REASONS WHY WASHINGTON MADE THE SWITCH TO NEW ASSESSMENTS IN ENGLISH LANGUAGE ARTS & MATH
top 10
The right standards
Less expensive
Reason #1
Reason #2
Reason #3
Reason #4
Washington's state learning standards in English language arts and math (Common Core) are designed to prepare students for career, college, and life.
Teacher resources
Teachers can access resources in the Digital Library and use periodic, or interim, assessments to help track and support student progress throughout the year.
Expertise and collaboration
The Smarter Balanced Assessment Consortium takes advantage of each member state's technical and practical expertise to ensure a representative blend of ideas.
Quicker results
Individual scores are available to schools and districts within a few weeks of students completing year-end, or summative, tests.
More accessible
Reason #5
These tests are designed to accommodate all students, including those with disabilities and English language learners.
Reason #10
OFFICE OF SUPERINTENDENT OF PUBLIC INSTRUCTION • WWW.K12.WA.US
Reason #6
Reason #7
Reason #8
Reason #9
Compared to our most recent years of testing, we're saving about $6 million per year by switching to the Smarter Balanced system.
Teacher involvement
From developing test items, to setting achievement levels, to vetting Digital Library materials, Washington teachers have been involved every step of the way.
Higher expectations
Proficiency rates will be lower at first than what we're used to. That doesn't mean students have "failed." As students adjust to the college- and career-ready standards, results will improve.
Computer adaptive
These tests present an individually tailored set of questions to each student and can quickly identify which skills and concepts students have mastered.
Ties to higher education
Most of Washington's universities, colleges, and community colleges will use high school students' Smarter Balanced scores for course-level placement.
PUBLICATION NO. 15-0026 | <urn:uuid:44024c9d-5ac2-4173-bcaa-545802b6bca4> | CC-MAIN-2017-30 | http://capaa.wa.gov/wp-content/uploads/2014/12/081415_ENGLISH_Standards_Top10SBA.pdf | 2017-07-26T18:39:36Z | crawl-data/CC-MAIN-2017-30/segments/1500549426372.41/warc/CC-MAIN-20170726182141-20170726202141-00411.warc.gz | 53,577,371 | 824 | eng_Latn | eng_Latn | 0.993207 | eng_Latn | 0.994053 | [
"eng_Latn",
"eng_Latn"
] | false | docling | [
2042,
4078
] | [
2.953125
] | 3 | 6 |
Snow Math
1. Tim lives in Minnesota. Three inches of snow fell in his yard on Monday. Six more inches fell in his yard on Tuesday. How many inches of snow fell all together?
2. There were already six inches of snow on the ground in Tim’s town. How deep was the snow on the ground after Tuesday’s storm?
3. There were three logs in a snowy forest in Connecticut. Two centipedes were resting inside each log. How many centipedes were there all together?
4. A woodchuck slept through the winter in a burrow that was 20 inches underground. A chipmunk was nestled inside a burrow 12 inches above the woodchuck. How deep underground was the chipmunk’s burrow?
. | <urn:uuid:c15f6b27-b559-4f37-a164-92a4e24687a5> | CC-MAIN-2017-30 | http://melissa-stewart.com/pdf/SnowMath.pdf | 2017-07-26T18:33:01Z | crawl-data/CC-MAIN-2017-30/segments/1500549426372.41/warc/CC-MAIN-20170726182141-20170726202141-00410.warc.gz | 208,975,616 | 157 | eng_Latn | eng_Latn | 0.999669 | eng_Latn | 0.999669 | [
"eng_Latn"
] | false | docling | [
660
] | [
3.5
] | 3 | 3 |
MAY/JUNE 2009
l deconstructing 'green' a holistic approach to designing sustainable child development centers
by Charles Durrett and Louis Torelli
As care providers of young children, the early childhood profession is poised to be on the forefront of the green revolution. Sustainability, by definition, is the art and science of leaving for future generations, opportunities equal or better than those left us. There is no better place to employ this philosophy of sustainability than in child care.
Charles Durrett, Architect, is the cofounder, with Louis Torelli of Spaces for Children, a childcare facility design firm located in Berkeley, California. Charles began working on children's environ- ments in 1981, when he designed a child care center in Copenhagen, Denmark. He co-directs McCamant & Durrett Architects ( www.mccamant-durrett.com ) with offices in Nevada City and Berkeley, California. Charles is the founder of the Cohousing movement in the U.S., and is the author of Cohousing: A Contemporary Approach to Housing Ourselves , and Senior Cohousing — A Community Approach to Independent Living , which focuses on child friendly neighborhoods.
Louis Torelli, M.S.Ed, cofounded Spaces for Children with Charles in 1991. Their goal was to merge child development theory with environmental design theory to create emotionally supportive spaces for children, staff, and families. His 30 years in ECE includes six years as a classroom teacher. He is on the faculty of West Ed's Program for Infant and Toddler Caregivers. Louis has consulted to hundreds of programs on the design of their child care environments. He is the co-author of Educating and Caring for Very Young Children: The Infant/Toddler Curriculum , published by Teachers College Press. To contact, go to www.spacesforchildren.com .
Child care deals in future generations, the benefactors of our consciousness. While addressing children's immediate care needs, we must always be cognizant of the world they will live in as adults. For years, I argued with my neighbor about how much water he wasted watering the sidewalk in front of his house. Then on August 2nd, 1991 at 5 pm I changed. Our newborn came into our house. Visitors were tracking sap in from the sidewalk. I saw germs the size of dinosaurs being tracked into the house. Within minutes, I was out there with buckets of soapy water, a scrub brush in my hand and bent over on my hands and knees scrubbing. And then a hose, rinsing it all down. You can see how fast we lose sight of the world beyond our own children. Thinking about children before we hold them in our arms requires us to be very intentional about the choices at hand — and not compromise our principles.
But doesn't green cost more?
The added 'cost' of a green constructed facility is about 5%. For example, we pay an extra 5% to purchase wood that comes from sustainable forestry practices — practices that don't destroy precious habitats, nor watersheds, nor future forests, etc. — leaving enough trees to purify the air for our future. I say 'cost' because the real costs of not developing a new center this way far exceeds the additional 5% 'cost'. What is truly vexing is that the typical developers of new centers routinely (as in 90% of the time) pass up opportunities for 20% savings in the cost of their
new center to actually make the facility more sustainable. That is, build it for 20% less but more sustainable. For example, we use much more wood than necessary and we use the wrong insulation — insulation that is not recycled, is chock-full of known carcinogens, and does not save much energy. There is a very, very long list of excellent and benign building materials today that require a little skill to locate and use in any location. But in America, as a culture, we want stuff, not necessarily skill. A few years ago we had a client who wanted three sustainable centers. We specified everything down to the kitchen sink, literally. Between the two contending sink manufacturers, the client asked that we check which had the best maternity leave policy. Since the quality and the costs were neutral, the center chose to purchase from the manufacturer with the most favorable maternity policy. Choosing a manufacturer based on the company's family benefits is an example of green practices extending beyond a building material or construction method.
There are hundreds of ways to save money when designing sustainable centers. One is to develop the outdoor environment with elements such as covered play areas, gardens and nature, construction, dramatic play, and gross motor areas. Creative use of outdoor space to maximize interacting with the environment is a vital component for early childhood centers and is essential to a sustainable program. While it's not a replacement for the building, a well-designed outdoor environment can, in effect, expand the childcare facility. These are not only less toxic and less consumptive than buildings, but they all contribute to a much richer child development program. They are also much less costly! Child care facility construction costs can be as high as $350 a square foot. Since outdoor spaces can be developed for as little as $25 a square foot, this can be a particularly beneficial design strategy when a program does not have the funding to develop a facility with more preferable, generous-sized classrooms.
Circle 9 on Product Inquiry Card
MAY/JUNE 2009EXCHANGE
21
Consider the center in Denmark which I designed while living there. The school invested in comfortable raincoats and colorful rain boots for the children. Every day included lots of outdoor play and each day was an adventure. Placing the play yards directly outside every classroom supported the indoor-outdoor curriculum and made it easier for children to naturally break up into small groups. I believe that children who grow up in environments that are wisely planned and used will in turn use their future opportunities more wisely. That's sustain- able — an enduring cycle of using our share and no more. Can we even afford to think of it any other way? Not really.
Going green: Where to begin
In order to answer this question, it's important to get past the gimmicks and green-washing that we are targeted with every day and get to the heart of what it means to be sustainable. Simply put, sustainability is the ability to create, use, and maintain something indefinitely without having a net negative impact on the environment. Green-washing is the
The Science of Space Planning: Designing Emotionally Healthy Classrooms
Without a thoughtful space plan, many classrooms end up feeling like rooms that house equipment rather than a sculpted learning environment. Well-designed classrooms evoke a sense of security, support exploration, and give young children a sense of control, enabling them to engage in focused, self-directed play. A well-designed classroom also makes accommodations for the teaching staff and creates a comfortable work environment. A sculpted learning environment will significantly increase the efficiency of the space, which, in effect, creates a bigger classroom with more options. Key classroom design criteria include:
Room Size: A minimum of 50 square feet of usable space per child. Child-usable space does not include areas used for diapering/toileting, food preparation, or space occupied by base cabinets, floor storage, and cribs.
Small Groups: 6 - 8 infants; 8 - 12 toddlers; 16 - 20 preschoolers
Plumbing: Child-height sinks in diapering/toilet area and in classroom. Separate adult sinks for diapering, for food preparation, and art and general activities.
Indoor/Outdoor Access: Direct access from every classroom to the outdoor play area. Direct access expands the classroom learning environment and makes it easier to support an indoor/ outdoor curriculum throughout the day. Direct access to the outdoors also makes it easier for children to engage in physical activity, interact with the natural world, and play in a more carefree manner.
all too common practice of an organization inaccurately promoting a product or practice as 'green' when in fact it has no positive effect on the environment, and, in many instances, may cause a negative environmental impact. A good definition for maximized sustainability or 'greenness' needs to be two-fold:
1. The use of as few resources as possible, both directly and indirectly during construc-
tion and throughout the lifetime of the facility.
2. The limiting of negative health impacts, both direct and indirect, to the users and non-users of the facility during its construction and throughout its lifetime.
In a nutshell, to be green is to be efficient and healthy.
Efficiency
Certainly, renewable and recycled materials and building systems that minimize resource consumption are efficient, but efficiency extends beyond materials and systems. To be green is to avoid redundancy and to make the most directly sustainable decision at every juncture. It is greener to:
n design a center so that it does not require air conditioning than to install an ef-
Healthy Environment = Green Design
The primary function of a child care facility should be to house a program that supports children's learning and development. It should also be a comfortable workplace for staff and a welcoming place for families that feels and functions as a community. Recognized best practices that support these goals include:
* High Teacher:Child Ratio — 1:3 infants; 1:4 toddlers; 1:8 preschoolers
* Qualified and well compensated staff
ficient air conditioning system.
n provide plenty of natural light than to use solar power to light the center during the day.
n program a center carefully before beginning the design process than to deal with the inefficiencies of backtracking during design, or even modifications after construction or years down the road.
n locate a center near existing mass transit than to provide a shuttle.
Circle 5 on Product Inquiry Card
The list goes on and on. The key thing to remember is that redundancy is at the heart of resource depletion and should be avoided whenever and wherever possible.
It is also important to recognize that being green extends to the construction site and process, such as limiting waste during construction and specifying that all construction debris is recycled. Design details are only as green as their implementation.
Education and oversight are necessary to guarantee that the reasoning behind important details isn't lost to status quo construction techniques.
To make sure that opportunities for greater efficiency are not lost, it is often valuable to think outside the box:
n What services already exist in the community that could be utilized by the center and don't need to be repeated or reinvented?
n What services does the community need that the center can provide so that they don't need to find a home elsewhere?
n When the center is not being used for its primary purposes, are there complimentary uses that can be accommodated in the off hours?
As we broaden our scope of what it means to be green, it becomes evident that there are limitless possibilities for creativity and ingenuity.
Health
The second key component of the definition of 'green' involves the health of those who utilize the center, both physical health and emotional health. Certainly, low- or no-VOC (volatile organic compounds) materials, hydronic heating, and natural ventilation are
EXCHANGEMAY/JUNE 2009
Building Materials and Systems
Site placement: Building location and layout should minimize displacement of valuable ecosystems/habitats. Building location, orientation, and layout should maximize passive solar design potential. Photovoltaics should be accommodated by building orientation and roof design.
Passive Solar Design: Building should be designed to maximize potential for natural heating and cooling. Window locations and overhangs should prevent solar heating during the warm months and accommodate it during the cold months.
Materials: Materials should be sustainably harvested, extracted, and manufactured. They should be made of renewable resources whenever possible and maximize recycled content. Avoid construction materials that contain volatile organic compounds (VOCs). These include adhesives, synthetic carpeting, particleboard, and paints. Instead, utilize woods, paints, stains, carpets, and furnishings that have low- or no-VOCs. Avoid vinyl flooring, which is a petroleum-based product. 'Green' flooring options include linoleum, cork, bamboo, and wool carpeting. Materials should be long lasting and durable. Biodegradable materials should be utilized where appropriate.
Lighting: Design facilities with generous amounts of natural light. Interior windows between rooms can help provide a more transparent, open feel. The interior lighting plan should reflect the overall layout of the classroom, and include a variety of recessed, pendant, and track lights using energy efficient compact fluorescent bulbs (CFL) or newly developed LED lighting.
Power: Photovoltaic power is an investment that pays off over time. Some roofing systems now incorporate integrated photovoltaics.
Appliances: All appliances should be as efficient as possible (Energy Star ® or better).
HVAC: Heating, ventilation, and air-conditioning systems should be seen as backup for good passive solar design and natural ventilation. Hydronic heating is efficient and helps maintain good indoor air quality. Radiant floor heating is ideal. Solar thermal and highly efficient water heaters and boilers can be utilized to maximize the efficiency of a hydronic heating system. Whole house fans, ceiling fans, and lots of natural ventilation are sufficient in many climates. Appropriate air filtration should be provided.
Plumbing: Fixtures should be low-flow. Hot water should be on-demand. Install mixing valves at children's hand washing sinks to regulate temperature to a maximum of 110 degrees F. Gray water should be reclaimed for landscaping if possible.
Acoustics: A noisy environment is a mentally and emotionally unhealthy environment for children and staff. High quality acoustical tiles will help to mitigate noise. Materials should be as sustainable as possible.
Construction: Construction debris should be recycled. Existing vegetation and habitat should be carefully protected. Storm water pollution should be protected against. Airborne dust and dirt should be minimized and controlled.
Insulation: Building should be well insulated using recycled content, formaldehyde-free materials. Windows should have a thermal break and low-E, dual-pane glazing. Building should create an airtight envelope when natural ventilation is not being utilized.
Landscaping: Landscaping should consist of a regionally appropriate, water-conserving plant mix that replicates a natural, indigenous ecosystem. Irrigation, where necessary, should be as efficient as possible. Rain water should be retained on site and allowed to filter back into the ground. Edible landscaping should be utilized where possible. Parking areas and walkways should be of permeable paving.
important for better air quality. Equally important considerations include lighting, acoustics, and classroom and play yard layout, furniture selection, textures, aesthetics, and location. Of course, essential to a healthy environment are quality staff, appropriate pedagogy, and active parent and community involvement. We are still in our infancy when it comes to understanding the depth and reach of the impact of our decisions on the health and well being of ourselves, our society, and the planet as a whole.
Compromise
Unfortunately, the sustainability equation is not as simple as A + B = Green, as 'B' might be negative or 'A' might not be in the budget. Compromise is a part of life, even when our intention is relatively selfless.
n We might only have enough roof space for either solar thermal or photovoltaics or we might not have enough money for either.
n A two-story design could minimize the building's footprint but create a less healthy and safe environment for children by eliminating direct access to the outdoor play area.
n Close proximity to a freeway might reduce driving times for staff and parents, but reduce the air quality and increase the noise level at the center.
n The most long lasting, durable materials may not be the most ecologically harvested, extracted, or manufactured and may not be recyclable or biodegradable.
In conclusion, we have a wonderful and unique opportunity to influence our path as a species. It is important that we approach
this path with research, creativity, and vision. We should do thorough analysis in order to understand our options. We should use our creativity to minimize any negative impact, while promoting health and wellness for all beings. Throughout the entire process, we should never lose sight of the big picture. We should let our vision of a child care center be in harmony with the natural environment and guide all of our choices, no matter how small.
References
Durrett, C. (2007). Eight steps in the design process [Online]. Available at.
www.spacesforchildren.com
Durrett, C. (2001). How to choose an architect. [Online] Available at www.spacesforchildren.com
Torelli, L. (2002, Spring). Enhancing development through classroom design in Early Head Start. Children and Families, 16(2), 44-51.
Torelli, L., & Durrett, C. (1996, March/April). Landscapes for learning: The impact of classroom design on infants and toddlers. Early Childhood News, 8(2).
American Public Health Association & American Academy of Pediatrics. (2002). Caring for our children: National Health and Safety Performance Standards Guidelines for Out-of-Home Child Care (Second edition). Washington, DC and Elk Grove Village, IL: Authors.
Facility design web sites
n www.spacesforchildren.com
n www.edfacilities.org
n www.designshare.com
n www.chps.net (The Collaborative for High Performance Schools — Healthy Green Schools)
MAY/JUNE 2009EXCHANGE
"What was the architect thinking?"
This is a comment I hear constantly from directors and teachers when conducting workshops on the environment. As the primary users of classroom space, staff are at the receiving end of the oversights and mistakes made when designing a child care facility. Often, this is due to a lack of involvement, or minimal involvement in developing the vision, goals, and details of the building. In order to create a facility that supports the goals of the child development program, it is essential that the end users (directors and others) be active members in a participatory design process to generate a thorough Program Document prior to drafting a building design. This should involve a series of meetings where the design team (architect, early childhood specialist, director, and teachers) identifies the vision, goals, and details of the center through a process of discussion, debate, and, consensus on every component of the design. For example, many programs serving infants and toddlers create the same basic room plan whether the classroom serves young infants, toddlers, or a multi-age infant/toddler group. This approach generates problems when teachers try to develop an appropriate leaning environment. Even though they may serve the same number of children in each age group, to function appropriately, a room for 8 toddlers should be larger than a room for 8 infants. A multi-age infant/toddler room for 8 children should be even larger, to provide a safe space for the younger infants, and additional space for the more vigorous physical play and expanded curriculum older toddlers engage in. The Program Document guides the architect, making it more likely she or he will succeed in designing a facility that manifests the vision of the child development program. It will save money due to less backtracking during the design phase, and fewer change orders during construction. It will also avoid the need for remodeling after construction is completed. The longer a building lasts and works well, the more 'green' it is. — Louis Torelli
25 | <urn:uuid:90755462-8b0a-4e3c-a027-132f1808c9af> | CC-MAIN-2017-30 | http://www.spacesforchildren.com/wp-content/uploads/2017/01/FINAL_Torelli_Durrett.pdf | 2017-07-26T18:52:35Z | crawl-data/CC-MAIN-2017-30/segments/1500549426372.41/warc/CC-MAIN-20170726182141-20170726202141-00410.warc.gz | 568,781,394 | 4,009 | eng_Latn | eng_Latn | 0.997427 | eng_Latn | 0.997803 | [
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | docling | [
3324,
5458,
9586,
11497,
16675,
20197
] | [
2.5,
1.984375
] | 2 | 4 |
State Personnel Board Merit Operations Divison
801 Captiol Mall Sacramento, CA 95814
Staff Services Analyst Written Transfer Examination Study Guide & Sample Test Questions
WELCOME
Thank you for your interest in the Staff Services Analyst (SSA) classification. This guide is designed to familiarize and assist you with preparing for the SSA transfer exam. The test contains 75 multiple-choice items in three content sections: 1) Quantitative Analysis, 2) Data Analysis and Interpretation, and 3) Workload Management / Project Management. The sample questions provided in this guide are intended to give you an idea of the kinds of questions you will encounter in the written test. However, it is important to note that actual test questions may vary in format and content.
HOW SHOULD I PREPARE FOR THE WRITTEN TEST?
To prepare for the Staff Services Analyst (SSA) written transfer exam, you should study contents assessed in each section of the test. You will be provided a calculator for this test.
On the test day, it is strongly recommended that you arrive 15 minutes prior to the test's starting time, and make sure you are well rested. Also, remember to bring your test notice and a picture ID, or you may not be admitted into the test.
TEST-TAKING TIPS
The SSA transfer exam has a 3 hour time limit, so it is important that you work quickly, but not so fast as to become careless. Always read all the possible choices before selecting your answer. If you do not know the answer to a problem, it is usually best to skip it and move on to the others. Your score will be based on the number of correct responses. In you are unsure of the answer to a problem, eliminate the answers you believe are wrong, and mark the choice that is your best response. Above all, budget your time, pace yourself, and avoid getting bogged down on any single question.
TEST CONTENT
Quantitative Analysis - This section of the test measures your skills in the area of algebra, geometry, and statistical problem solving.
Data Analysis and Interpretation – This section of the test is designed to assess your skill in reading, interpreting, and applying written information. You will be asked to interpret and apply data and information contained in a variety of written materials, including written passages, tables, charts and graphs.
Workload Management / Project Management – This section of the test is designed to assess your ability to effectively handle a variety of situations related to the planning, and organizing of projects and work assignments which you will encounter as an SSA.
ANSWER SHEET
You may find answers to the sample questions beginning on page 9.
SAMPLE QUANTITATIVE ANALYSIS QUESTIONS
Quantitative analysis includes questions in the areas of algebra, geometry, and statistical problem solving in a variety of problem formats and situations. You will be provided a calculator for this test. The following are samples of the types of problems you may find in the SSA examination. However, actual problems will vary in format and content.
Tips to remember in solving mathematical problems:
Read the problem entirely to get a feel for the whole problem
List information and variables you identify
Attach unit of measurement to the variables (gallons, miles, inches, etc)
Define what answer you need, as well as the unit of measurement
Work in an organized manner to help you think clearly
Draw and label all graphs and pictures clearly
Note or explain each step of your process; this will help you track variables and remember their meanings
Look for the "key" words in the question that indicate a certain mathematical operations.
Instructions:
Read the information provided and perform the calculations necessary to determine the correct answer.
Algebra is a branch of mathematics concerning the study of structure, relation, and quantity.
1. Quick Call charges 18¢ per minute for long-distance calls. Econo Phone totals your phone usage each month and rounds the number of minutes up to the nearest 15 minutes. It then charges $7.90 per hour of phone usage, dividing this charge into 15minute segments if you used less than a full hour. If your office makes 5 hours 3 minutes worth of calls this month using the company with lower price, how much will these calls cost?
a. $39.50
b. $41.48
c. $41.87
d. $54.54
Geometry is a part of mathematics with questions of size, shape, relative position of figures, and with properties of space.
2. The total length of fencing needed to enclose a rectangular area 46 feet by 34 feet is
a. 26 yards 1 foot
b. 26 2/3 yard
c. 52 yards 2 feet
d. 53 1/3 yards
Statistics is a mathematical science pertaining to the collection, analysis, interpretation or explanation, and presentation of data.
. The clerk who worked in Department A earned the following salaries: $15,105 the first 3 year, $15,750 the second year and $16,440 the third year. Another clerk who worked in Department B for three years earned $15,825 a year for 2 years and $16,086 the third year. The DIFFERENCE between the average salaries received by both clerks over a three-year period is
a. $147
b. $153
c. $261
d. $423
SAMPLE DATA ANALYSIS AND INTERPRETATION QUESTIONS
This section of the test is designed to assess your skill in reading, interpreting, and applying written information. You will be asked to interpret and apply data and information contained in a variety of written materials, including written passages, tables, charts and graphs. The following are samples of the types of problems you may find in the SSA examination. However, actual problems will vary in format and content.
Instructions:
Use the following table to answer questions 4 and 5:
Tables are used to represent relationships between data.
COST FOR CUSTOMER SERVICE TRAINING BY REGION
| | Salary | Training Materials | Training Facility | Trainer’s Fee |
|---|---|---|---|---|
| # of Employees | (cost per employee) | (cost per employee) | (flat cost) | (flat cost) |
| 37 | $27.00 | $9.75 | $925.00 | $550.00 |
| 53 | $24.75 | $9.75 | $425.00 | $550.00 |
| 55 | $24.00 | $9.75 | $450.00 | $550.00 |
| 40 | $25.50 | $9.75 | $875.00 | $550.00 |
| 42 | $26.25 | $9.75 | $850.00 | $550.00 |
4. If five employees resigned from the Southwest Region, how much would its new total cost for the Customer Service Training be?
a. $2,631.00
b. $2,674.00
c. $2,713.00
d. $2,732.00
5. If the training facility cost increased by 25% for the Southeast and Northwest Regions, which of the following regions would cost the MOST to conduct the Customer Service Training?
a. Northeast
b. Southeast
c. Northwest
d. Southwest
Instructions: Use the following graph to answer question 6:
Graphs illustrate comparisons and trends in statistical information. The most commonly used graphs are bar graphs, line graphs, and circle graphs.
Bar Graphs are used to compare various quantities. Each bar may represent a single quantity or may be divided to represent several quantities.
Municipal Expenditures, Per Capita
6. Using the chart above, what is the approximate municipal expenditure per capita in cities having populations of 200,000 to 299,000?
a. $ 125
b. $ 175
c. $ 200
d. $ 300
Instructions: Use the following graph to answer question 7:
Circle Graphs are used to show the relationship of various parts of a quantity to each other and to the whole quantity. Percents are often used in circle graphs with the 360 degree circle representing 100%. Each part of the circle graph is called a sector.
7. The circle graph above shows the federal budget of $300.4 billion. Based on this information, what portion of the budget was not spent?
a. 5%
b. 7%
c. 10%
d. 12%
Instructions:
Read the information provided in the following passage and answer the question that follows.
8. From time to time the State makes surplus property available for sale to the public. This property consists of State property; unclaimed or abandoned personal property and valuables, except those confiscated in conjunction with drug enforcement activities; and unclaimed stolen property. The surplus property is disposed of through sale bids, auctions and donations.
According to the passage,
a. the State's personal property brings in the largest sales.
b. items that are not claimed by their owner will be sold to the public.
c. the State holds regularly scheduled sales of property to the public.
d. property obtained by drug enforcement activities is sold through the bid process.
WORKLOAD MANAGEMENT/PROJECT MANAGEMENT SCENARIO
This section of the test is designed to assess your ability to effectively handle a variety of situations related to the planning and organizing of projects and work assignments which you will encounter as an SSA.
Instructions:
Read the information provided in the passage and answer the question that follows.
9. The State Personnel Board (SPB) has issued a new policy requiring all candidates who transfer into the Staff Services Analyst classification to pass a written transfer exam. You have been asked to coordinate the testing in your department. What action should you take first?
a. read the SPB guidelines outlined in the policy
b. schedule the training rooms and staff for testing
c. organize a workgroup to assist with testing arrangements
d. prepare a bulletin announcing testing
Answer Sheet
1. The correct answer is B. The operation is to determine the company with the lower price then calculate the total cost for the month. Facts
Econo Phone = $7.90 per hour (Minutes are rounded to the nearest 15 minutes increment)
Quick Call = $0.18 per minute
Calculations
Quick Call
Step 1: Convert 5 hours and 3 minutes to total minutes.
The formula is: number of hours(minutes in an hour)+extra minutes
5(60) + 3 = 303
Step 2: Determine the monthly cost.
The formula is: total minutes(per minute charge)
.18(303) = $54.54
Econo Phone
Step 1: Determine the charge for 3 minutes.
The formula is: (hourly rate ÷ 4) + (number of hours x hourly rate) then round to the nearest tenth.
Step 2: (7.90 ÷ 4) + (7.90 x 5)
Step 3: 1.975 + 39.50 = 41.475
Step 4: Round 41.475 to the nearest tenth ($41.48)
Choose the lowest price.
2. The correct answer is D. The operation is to determine the perimeter in yards.
2(length + width)/feet in a yard
The formula is:
Step 1: 2(46 + 34)
Step 2: 2(80) = 160
Step 3: 160/3 = 53.333
Step 4: Express in fraction (53 1/3)
3. The correct answer is A. The operation is to determine the average salary for each clerk, then calculate the difference between the salaries.
Step 1: Determine average salary of clerk in Department A. The formula is (sum of yearly salaries)/number of years ($15,105 + $15,750 + $16,440)/3 = $15,765
Step 2: Determine the average salary of clerk in Department B.
The formula is(sum of yearly salaries)/number of years
($15,825 + $15,825 + $16,086)/3 = $15,912
Step 3: Determine the difference in average salaries. $15,912 - $15,756 = $147
4. The correct answer is D.
Step 1: In the Cost for Customer Service Training by Region Table, locate the row for the Southwest Region.
Step 2: Subtract 5 employees who resigned from the original 42 employees in the Southwest Region (42-5=37).
Step 3: Multiply the new number of employees for the region by the Salary cost (37 x $26.25 = $971.25).
Step 4: Multiply the new number of employees for the region by the cost for Training Materials (37 x $9.75 = $360.75).
Step 5: Add the products from the previous two calculations ($971.25 + $360.75 = $1,332.00).
Step 6: Add this product to the costs for the Training facility and Trainer's Fee ($1,332.00 + $850.00 + $550.00 = $2,732.00).
5. The correct answer is C.
Step 1: In the Cost for Customer Service Training by Region Table, locate the row for the Southeast and Northwest Regions.
Step 2: Multiply the facility costs for each region by the decimal equivalent of 25% to calculate the increased cost for the training facilities. Southeast ($425.00 x .25 = $106.25) Northwest ($875.00 x .25 = $218.75)
Step 3: Add the two products from the previous calculations to the regions original
facility costs to calculate the new facility costs. Southeast ($106.25 + $425.00 = $531.25) Northwest ($218.75 + $875.00 = $1,093.75)
Step 4: With the new facility costs for the Southeast and Northwest Regions, calculate the cost for training by region by performing the following steps:
a. multiply the number of employees for the region by the Salary cost
b. multiply the number of employees for the region by the cost for Training Materials
c. add the products from the previous two calculations
d. add this product to the costs for the Training Facility and Trainer's Fee
Step 5: The following are the Total Costs by Region:
Step 6: From the provided choices, identify the region that will cost the most for Customer Service Training (Northwest).
6. The correct answer is B. The middle bar of the seven shown represents cities that have populations from 200,000 to 299,000. This bar reaches three fourth the way between 100 and 200. Therefore, the per capita is approximately $175.
7. The correct answer is B. There must be a total of 100% in a circle graph. The sum of the other sectors in this scenario is: 17% + 29% + 37% + 10% = 93% Therefore the difference between what was budgeted and what was spent is: 100% 93% = 7%.
| | | | | | COST |
|---|---|---|---|---|---|
| Northeast | $999.00 | $360.75 | $925.00 | $550.00 | $2,834.75 |
| Southeast | $1,311.75 | $516.75 | $531.25 | $550.00 | $2,909.75 |
| Central | $1,320.00 | $536.25 | $450.00 | $550.00 | $2,856.25 |
| Northwest | $1,020.00 | $390.00 | $1093.75 | $550.00 | $3,053.75 |
| Southwest | $1,102.5 | $409.50 | $850.00 | $550.00 | $2,912.00 |
8. The correct answer is B. The passage provides two clues to indicate that unclaimed items are sold to the public. First, it states that surplus property is "available for sale to the public." Second, it states that the surplus property includes unclaimed property.
9. The correct answer is A. You must be aware of the guidelines outlined in the policy to ensure that the plans made conform to the policy. | <urn:uuid:c04c775c-fb7f-4054-ad54-648127db94ea> | CC-MAIN-2017-30 | http://calfire.ca.gov/about/downloads/careers/StaffServiceAnalystTransferExamStudyGuide.pdf | 2017-07-26T18:39:42Z | crawl-data/CC-MAIN-2017-30/segments/1500549426372.41/warc/CC-MAIN-20170726182141-20170726202141-00408.warc.gz | 54,796,331 | 3,486 | eng_Latn | eng_Latn | 0.912014 | eng_Latn | 0.995977 | [
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | docling | [
174,
2681,
4643,
5176,
6652,
7214,
8503,
9351,
11135,
13763,
14173
] | [
2.453125
] | 11 | 2 |
DON'T BE THAT GUY WHO DOESN'T UNDERSTAND HIS TAXES
HOW TO PLAY: Travel around the classroom and ask fellow students their answers to the questions on the board below. Record your peers' answers and names in each box, and shout "Bingo!" when you've filled in all of your boxes.
PLAY TAX BINGO!
What is Social Security?
What is State Income Tax?
How is State Income Tax money used? (Give 3 examples.)
What is the purpose of a W-2?
What is Medicare?
What is City Income Tax?
How is City Income Tax money used? (Give 3 examples.)
How do you get a W-2?
What is Federal Income Tax?
How is Federal Income Tax money used? (Give 3 examples.)
What is the purpose of a W-4?
When do you get a W-2? | <urn:uuid:659be33c-c044-4d9f-a2b7-897017861593> | CC-MAIN-2017-30 | http://hrblockdollarsandsense.com/wp-content/uploads/2015/08/Lesson-3-Activity-Taxes.pdf | 2017-07-26T18:41:43Z | crawl-data/CC-MAIN-2017-30/segments/1500549426372.41/warc/CC-MAIN-20170726182141-20170726202141-00413.warc.gz | 144,860,462 | 180 | eng_Latn | eng_Latn | 0.999099 | eng_Latn | 0.999099 | [
"eng_Latn"
] | false | docling | [
699
] | [
3.4375
] | 3 | 1 |
Artists Evaluating and Developing work Year One
- What do you think about your Art
work?
- What do you feel about it?
- What about other pieces of work you have looked at? | <urn:uuid:eaa45d29-4828-4473-8ba9-7af402b5f750> | CC-MAIN-2017-30 | http://mereworth.kent.sch.uk/wp-content/uploads/2015/04/Year-one-questions.pdf | 2017-07-26T18:37:26Z | crawl-data/CC-MAIN-2017-30/segments/1500549426372.41/warc/CC-MAIN-20170726182141-20170726202141-00414.warc.gz | 195,341,088 | 42 | eng_Latn | eng_Latn | 0.995814 | eng_Latn | 0.995814 | [
"eng_Latn"
] | false | docling | [
176
] | [
2.46875
] | 1 | 5 |
GET A TECHNOLOGICAL SENSORY OVERLOAD!
ABOUT CONTENT & PRIVACY POLICY
Tree Fertilization In Denver Is Essential To Good Growth
POSTED ONMAY 28, 2013
Trees are very much like children. Both require the right amount of nourishment to grow healthy and strong so they can reach their full growth potential. This is why tree fertilization in Denver is an essential activity for good growth.
Tree fertilization in Denver requires several steps for success.
The first step is to determine the need for tree fertilization in Denver. Depending on where you live, trees can experience stressful conditions related to lack of moisture, construction projects that are adjacent to trees, damage caused by insects or other causes, compacted or hardened soil and even nutrient depletion from surrounding turf, trees or shrubs. For healthy growth in such environments, newly planted trees should be frequently watered. Keeping trees pruned and free of weeds is also important. Testing the soil is usually the best way to determine if you need to fertilize newly planted trees. This really should be done prior to planting. Other indicators include shoot growth of less than 6 inches within a year of planting as well as the color of the trees' leaves.
The next step is determining when to do tree fertilization in Denver is to determine the best time to fertilize. Most trees like springtime when the weather turns warmer and there is a lot of moisture. This is when they typically experience a growth spurt before slowing down in the hot months of summer and even the cooler days of fall. Trees need nutrients when they are actively growing so spring is the best time to apply fertilizer.
Usually mid-April when the ground begins to thaw is a good time to apply fertilizer to give growing trees the nutrients they need. You can apply fertilizer any time during the regular growing season if you notice signs that trees may be deficient in certain nutrients. Just be sure to keep trees watered regularly, especially if the conditions are dry and hot such as during the month of July. The rule of thumb is to apply up to three inches of water about every two to three weeks to the fertilized area depending on the type of soil in which the tree is planted. Sandy soils require more water because of quicker evaporation while clay-based soil needs water less often.
Finally, you need to know what to fertilize with. There are a variety of tree fertilizer products available that contain the right amount of nutrients trees need. Some products are organically based while others are made from synthetic products. Labels found on these products indicate if they are organic or synthetic. Both are capable of delivering nourishment to young growing trees. The key thing to look for is nitrogen since this element has the greatest effect on tree and plant growth. A soil test will help determine the elements that are required for healthy tree growth.
There are a number of resources available to help sort out the often complicated aspects of fertilizing trees and plants. The wrong combination can provide disastrous results. It is no different than using too much fertilizer on your lawn. This is often the most common reason why lawns die or burn. Care must be taken to use the products appropriately and safely, not only for the tress, but also for children and pets.
http://delusionalsenses.com/2013/05/28/tree-fertilization-in-denver-is-essential-to-good-gr...
Search…
Archives
May 2013
April 2013
March 2013
February 2013
5/31/2013
You can also talk to professionals at local nurseries. Make sure the person you talk to has experience with tree fertilization. He or she can also recommend the right fertilizer for the species of tree you are planting or already have. There are also easy-to-read tables on the types of fertilizer to use, how much and when for each major specie of tree in Colorado.
0
0
0
0
* S
Like
* S
Tweet
Share Share
THIS ENTRY WAS POSTED IN ARTICLES, CONSTRUCTION & CONTRACTORS. BOOKMARK THE PERMALINK.
← Toronto Commercial Fencing: Protecting Caring For Boats For Sale Around Alberta →
Your Business
Leave a Reply
Your email will not be published. Name and Email fields are required.
Name
Email
Website
− 1 = three
Comment
You may use these HTML tags and attributes: <a href="" title=""> <abbr title=""> <acronym title=""> <b> <blockquote cite=""> <cite> <code> <del datetime=""> <em> <i> <q cite=""> <strike> <strong>
http://delusionalsenses.com/2013/05/28/tree-fertilization-in-denver-is-essential-to-good-gr... 5/31/2013 | <urn:uuid:6f9500f9-81f1-4cdc-9f7d-b4cdbc48c5ce> | CC-MAIN-2017-30 | http://thewriteoak.weebly.com/uploads/2/0/7/9/20798478/tree-fertilization-in-de.pdf | 2017-07-26T18:38:13Z | crawl-data/CC-MAIN-2017-30/segments/1500549426372.41/warc/CC-MAIN-20170726182141-20170726202141-00412.warc.gz | 332,161,103 | 980 | eng_Latn | eng_Latn | 0.994329 | eng_Latn | 0.997656 | [
"eng_Latn",
"eng_Latn"
] | false | docling | [
3534,
4571
] | [
2.453125
] | 1 | 0 |
Reading
- Decode automatically and fluently;
- Read accurately by blending the sounds in words that contain the graphemes taught;
- Recognise and read alternative spellings for sounds;
- Read accurately words of two or more syllables using their phonics skills;
- Read words containing common suffixes;
- Read further common 'tricky' words;
- Read most words quickly and accurately when they have been frequently encountered by sight;
- Read aloud books closely matched to their improving phonic knowledge, sounding out unfamiliar words accurately, automatically and without undue hesitation;
- Talk about and give an opinion on a range of texts;
- Discuss the sequence of events in books and how they are related to each other;
- Use prior knowledge and context and vocabulary explored to understand texts;
- Retell orally some stories, including fairy stories and traditional tales;
- Read for meaning, checking that the text makes sense and correcting inaccurate reading;
- Know and recognise simple recurring literary language in stories and poetry;
- Talk about favourite words and phrases;
- Increase repertoire of poems learnt by heart, appreciating these and reciting some, with appropriate intonation to make the meaning clear;
- Answer and ask appropriate questions and make predictions on the basis of what has been read so far.
Writing
* Segment spoken words to help with spelling;
* Spell words with different alternative spellings, including a few common homophones;
* Spell longer words using suffixes such as ment, ness, ful, less, ly;
* Use knowledge of alternative spellings of sounds to narrow down possibilities for accurate spelling;
* Identify known sounds in unfamiliar words and use syllables to divide words;
* Form lower case letters of the correct size relative to one another;
* Begin to use some of the diagonal and horizontal strokes needed to join letters;
* Write capital letters and digits of the correct size, with correct orientation and relationship to one another and to lower case letters;
* Use spacing between words that reflects the size of the letters;
* Write narratives about personal experiences and those of others (real and fictional);
* Write for different purposes, including real events;
* Plan and discuss the content of writing and write down ideas;
* Orally rehearse structured sentences or sequences of sentences;
* Evaluate writing independently, with peers and with teacher;
* Proof-read to check for errors in spelling, grammar and punctuation;
* Use full stops, capital letters , exclamation and question marks accurately to demarcate sentences and commas for lists;
* Use a capital letter for names of people, places, the days of the week, and the personal pronoun 'I;
* Use subordination (using when, if, that, or because) and co-ordination (using or, and, or but).
Mathematics
* Read and write numbers to at least 100 in numerals and words;
* Recognise odd and even numbers to 100;
* Count in steps of 2, 3 and 5 from 0;
* Recognise place value of each digit in 2-digit numbers;
* Compare and order numbers from 0 to 100 using the >; <; and = signs;
* Name the fractions 1/3 ; ¼ ; ½ and ¾ and find fractional values of shapes; lengths and numbers;
* Recall and use multiplication and division facts for the 2, 5 and 10x multiplication tables;
* Add and subtract: two 1-digit; 2-digit and a 1 digit; 2-digit and 10s; two 2-digit and three 1-digit numbers;
* Solve problems with addition and subtraction;
* Understand commutativity in relation to addition, subtraction, multiplication and division;
* Choose and use appropriate standard units to estimate length/ height/ temperature and capacity;
* Tell and write the time to 5 minute intervals;
* Recognise and use the symbols £ and p when solving problems involving addition and subtraction of money;
* Describe the properties of 2D and 3D shapes to include: edges, vertices and faces;
* Interpret and construct pictograms, tally charts, block diagrams and simple tables.
Deighton Gates Primary School
End-of-Year Expectations for Year 2
This booklet provides information for parents and carers about the end-of-year expectations for children in our school based on the requirements of the National Curriculum. These are the objectives children need to achieve by the end of the year, in order to be ready to progress onto the learning for the following year and to ensure continued progress.
The objectives will be worked on throughout the year and will be the focus of teaching and learning. Any support you can provide in helping your child to achieve these would be of value.
If you have any queries regarding the content of this booklet or want support in knowing how best to help your child, please talk to your child's teacher.
Every effort is made to aid pupils with Special Educational Needs in working towards end-of-year expectations. These pupils also have specific objectives relating to their next-steps. | <urn:uuid:8832d72e-4007-41b7-9603-6aa8d8137150> | CC-MAIN-2017-30 | http://deightongates.leeds.sch.uk/curriculum/ncexpectation/ncy2.pdf | 2017-07-26T18:29:12Z | crawl-data/CC-MAIN-2017-30/segments/1500549426372.41/warc/CC-MAIN-20170726182141-20170726202141-00415.warc.gz | 82,758,150 | 1,017 | eng_Latn | eng_Latn | 0.996834 | eng_Latn | 0.99712 | [
"eng_Latn",
"eng_Latn"
] | false | docling | [
2831,
4945
] | [
4.25
] | 2 | 0 |
Fact Sheets for Families
Secondhand Smoke and Young Children
What is second hand smoke?
Secondhand smoke is a mixture of smoke from the burning of a cigarette, pipe or cigar and the smoke breathed out from the lungs of a smoker. It stays in the air for hours after smoking and is breathed in by nonsmokers.
center. In Family Child Care homes, smoking is prohibited during the hours of operation and in the areas of the home where children receive care. Some cities and counties have even stricter rules.
Toxins in the smoke can also collect on furniture, toys and clothing. Secondhand smoke can be harmful to young children who are exposed to environments where adults smoke.
Why are young children more vulnerable to secondhand smoke?
The effects of breathing second hand smoke are greater for young children since they breathe more air in relation to their body weight than adults. The irritants and toxins in second hand smoke can do more damage since children's lungs and immune systems are still developing. In addition, children depend on adults for care and supervision. They are not in control and not able to remove themselves from the environment of the smoker.
Why is second hand smoke unhealthy
for young children?
* Children who breathe secondhand smoke are more likely to develop asthma and if they already have asthma they are more likely to experience more asthma attacks with more severe symptoms.
* Respiratory infections like pneumonia and bronchitis are more common in infants and young children who are exposed to secondhand smoke.
* Exposure to secondhand smoke increases the risk that a child will develop lung cancer in his lifetime.
* Ear infections occur more often and last longer in children exposed to secondhand smoke.
* The risk of Sudden Infant Death Syndrome (SIDS) is higher in infants exposed to secondhand smoke.
* Babies who are born to mothers who smoke during pregnancy tend to weigh less and are more likely to be born early. After birth they may have weaker and smaller lungs.
Smoking and Child Care
California Child Care Licensing regulations state that smoking is prohibited on the premises of any child care
California Childcare Health Program www.ucsfchildcarehealth.org
*
How to protect children from secondhand smoke
* If you smoke, don't smoke around children.
* Ask other people not to smoke around children.
* If smokers are smoking outside, make sure they are far enough away that children are not exposed.
* Do not allow smoking in cars used for transporting children.
* Help family and friends to quit smoking. Encourage smokers to seek help from a physician. There are many new products and programs that can help.
* Help enforce the no smoking regulations in schools and child care programs. Provide posters and written materials that are available through public health agencies. (See resources below.)
by Bobbie Rose RN
Resources and References:
CCHP No Smoking poster at www.ucsfchildcarehealth.org/ pdfs/posters/others/no_smoking_0207.pdf.
Environmental Protection Agency, www.epa.gov/smokefree/ publications.html.
American Lung Association, Secondhand Smoke and Children Fact Sheet, www.lungusa.org/site/pp.asp?c=dvLUK9O0E& b=39857.
California OEHHA, Secondhand Smoke and Children's Health, 2006, www.oehha.ca.gov/air/environmental_ tobacco/kidets041906.html.
09/07 | <urn:uuid:86547455-be2a-4af3-8257-ddf928073a43> | CC-MAIN-2017-30 | http://cchp.ucsf.edu/sites/cchp.ucsf.edu/files/SecondhandSmoke_EN_090607.pdf | 2017-07-26T18:37:05Z | crawl-data/CC-MAIN-2017-30/segments/1500549426372.41/warc/CC-MAIN-20170726182141-20170726202141-00417.warc.gz | 55,534,549 | 683 | eng_Latn | eng_Latn | 0.998564 | eng_Latn | 0.998564 | [
"eng_Latn"
] | false | docling | [
3348
] | [
3.4375
] | 3 | 3 |
1st year English at Kanegasaki Junior high school.
This month I'll be writing about the English class for the 1 st years at Kanegasaki Junior High school. This year the 1 st year students are being taught English by Sekimukai Shinsuke. The year has just started, so it's a little difficult to have a definite idea of how this year will be. So First, let's start with the goals of the 1 st year of English in Junior High school.
At the end of the school year our students at Kane-chu should be able to:
Students will be able to use basic English to express themselves.
Student will be able to understand limited spoken English.
Students will be able to read English words that use basic phonics.
Students will be able to write basic English sentences.
That being said, the students success will depend on how hard they study (at least 15 minutes a day is my recommendation). The curriculum for the 1 st year students is not difficult, but does require practice and study.
This year the students will learn a number of important things. This year is the foundation of their English study. If they work hard now, the next few years will become much easier. Some of the big concepts they will be learning are:
a) Basic phonics
b) Writing
c) Reading
d) Basic English grammar
e) Subject-verb agreement
Every one of the topics is so important to understanding English. I want to encourage all of our students (and parents) to give these points special attention.
Many of you may be familiar with the English class your children had in Elementary school. The type of class we teach in Junior High school is different and I think it is important to understand the differences. The goal for our classes in Elementary school is "familiarity". This is a key difference. In Elementary school students become aware of English and other places in the world. Elementary students are not taught English reading or writing (although many of them can recognize a few English words). One of our secondary goals is to build the student's confidence in their ability to speak and communicate in English. The last difference is that in Elementary school English is not a "subject" like Math, Science, etc. This definitely affects the way everybody perceives the lesson.
In Junior High School English joins the other subjects. That means that the lessons are taught in a different way. The goal is still to have students be confident in their communication and speaking, but now competence is also being assessed. Adding reading and writing also increases the level of difficultly of the subject. Some students are thrown off by the somewhat sudden change, and don't have good feelings about English.
So this year at Kane-chu we are making an effort to include more "bridge" activities. "Bridge" activities are lessons or activities that use what the children (may) remember from Elementary school to ease the transition to Junior High school. | <urn:uuid:c226e22e-fb22-4128-bace-4484cdd3109a> | CC-MAIN-2017-30 | http://www.town.kanegasaki.iwate.jp/02torikumi/17eigonomati/h26/201406%20Preston%20Eng.pdf | 2017-07-26T18:41:28Z | crawl-data/CC-MAIN-2017-30/segments/1500549426372.41/warc/CC-MAIN-20170726182141-20170726202141-00415.warc.gz | 596,510,726 | 607 | eng_Latn | eng_Latn | 0.99787 | eng_Latn | 0.999252 | [
"eng_Latn",
"eng_Latn"
] | false | docling | [
2696,
2941
] | [
2.90625
] | 1 | 2 |
Bentonite Clay; A Natural and Effective Radiation Detox
By: Alexandra Carr
The Japanese nuclear disaster has everyone concerned about the effects of radiation. Many are wondering what can be done to help rid themselves of the radiation which they are being exposed to on a daily basis. Well, it's not a hopeless situation…
Did you know that mineral healing clays can absorb toxins, detoxify your body, and rid you of the harmful effects of exposure to radiation?
That's right, natural clays can help and they are safe for all ages and even safe for your family pets. In nature, all animals that eat a rancid kill or a toxic berry, rush to a streambed and eat clay to absorb and remove the toxins quickly.
Using clay internally and externally will assist in removing radioactive isotopes from your body.
How Clay Removes Radiation:
Clay is a negatively charged ion, whereas radioactive material carries a positive ionic charge. Bentonite Clay adsorbs and absorbs, by capturing positively charged ions, which you eliminate by washing them off or passing them through your body.
Clay has many healing abilities due to its alkaline pH and high negative ionic charge. Calcium Bentonite Clay is one of the safest, easiest, and least expensive detoxing substances available. Clay is a noninvasive treatment, and when properly used, causes no harm. Rapid healing often results, such as a noticeable reduction in pain, irritation, and inflammation.
The clay particles naturally work to absorb heavy metals and other toxins in the gut. Thus, clay taken internally can help improve intestinal health and keep the toxins from being absorbed into the body. It has also been found useful to add fiber such as; Psyllium husks (when using clay internally) to help move the clay along through the digestive tract.
Clay baths, poultices and topical applications, through clay's strong drawing powers, will also help your body detox through your skin pores. Through a pulsing action, clay will draw out infections, gangrene, heavy metals and toxins.
Natural clays possess healing qualities that assist in attaching themselves to and remove toxic substances and radiation from the body. Natural clays also activate the body's own immune system through their chemical make-up. The composition of any healing clay should replenish the body's nutritional needs naturally while removing toxins, especially radiation.
As an added bonus, most clays are naturally alkaline and as a result, balance the body's pH and reduce over-acidity.
Which Clays Work Best:
Unlike other clays, only Smectites (Bentonites) can adsorb (attract) and absorb (draw in) and are characterized by its expandable properties.
Best Choices: Calcium Montmorillonite, Calcium Bentonite, French Green Clay (Montmorillonite).
How to Use:
Bentonite clays can be used internally and externally. If you are using a clay internally be sure that the product states that it is safe for internal use. Due to metals and other impurities that may be found in clays, not all of them can be taken internally. Check with the manufacturer for available lab analysis, certificates and purity statements.
A simple clay bath can help rid you of toxins because the hot water opens up your pores to release toxins that have bonded to the clay.
Historical Accounts:
The former Soviets have been using clay to remove radiation from the Russian population for the past sixty years. When the Soviet nuclear power plant in Chernobyl melted down in 1986, the (then) Soviet government put French Green Clay in chocolate bars. They dispensed them to the masses so any radiation they were exposed to would be immediately removed from their bodies.
Most of the clean-up at Chernobyl was accomplished with Bentonite Clay.
The use of clay in absorbing and removing toxins and radiation from the environment is common knowledge to an Environmental Engineer because they use clays to remove toxins from the soil and groundwater.
As they did at Chernobyl, one of the best things the Japanese government could do is "raze" their nuclear power plants damaged by the earthquake under a layer of natural clay to absorb the radiation.
Symptoms of Radiation Exposure:
Insomnia, fatigue or complete exhaustion, anxiety and depression, as well as muscular pain, rheumatic pains, gas, indigestion and gastric distress, irritable bowels, achy joint and "flu-like" symptoms. Other symptoms of radiation poisoning are sore throat, extreme headaches, a feeling of unreality, memory loss, hysteria, insatiable hunger, dizziness and vertigo, hearing problems, mood swings, and loss of will power. In advance stages, radiation poisoning creates vomiting.
Sources of Radiation Exposure:
Computers, cellular phones, micro-wave ovens (especially strong), radiation therapy for cancer, electric blankets, exposure to nuclear radiation from the atmosphere, x-rays, industrial pollution, televisions, airplane flights, solar flares, living near nuclear plants and of course, nuclear bombs!
Did You Know?
-Because of their dangers, Micro-wave ovens have been banned in the Soviet Union since 1976.
-Microwave ovens change the molecular structure of food with radiation!
Other Recommended Radiation Detox Remedies:
-Kelp is a good source of natural iodine and has been known to help reduce radiation poisoning. Be sure you know where your kelp has been sourced from. Many suppliers are currently sourcing from the China coastal waters. It would be best if you can find a kelp which has been sourced from the Atlantic Shores, such as; Norwegian Sea Kelp.
-Other common foods that contain iodine are yogurt, eggs and strawberries.
-Activated charcoal is known to assist in neutralizing toxic poisons and gases in the body and is especially useful in radiation exposure.
-Drinking plenty of water and simple sweating helps to flush your system of toxins.
-Drink thyme or rosemary tea- 2 cups per day.
-Miso soup and seaweeds are good anti-radiation measures that you can also take. The survivors of the bombing of Hiroshima and Nagasaki were the "seaweed eaters."
To learn more about healing clays or product application details, please visit www.clayremedies.com | <urn:uuid:1e38b74e-b95c-4169-8ec0-9b5fdaf87b21> | CC-MAIN-2017-30 | http://www.clayremedies.com/uploads/Bentonite_Clay_a_Natural_and_Effective_Radiation_Detox.pdf | 2017-07-26T18:45:02Z | crawl-data/CC-MAIN-2017-30/segments/1500549426372.41/warc/CC-MAIN-20170726182141-20170726202141-00415.warc.gz | 416,515,509 | 1,263 | eng_Latn | eng_Latn | 0.998312 | eng_Latn | 0.99838 | [
"eng_Latn",
"eng_Latn"
] | false | docling | [
3287,
6181
] | [
2.65625
] | 1 | 0 |
Welcome to T EK T OK February 8, 2017
______________________________________
The real secret of happiness is not what you have or what you receive; it's what you share. ~Anonymous
_____________________________________________
Web Sites
February 8 Kite Flying Day
Find a sunny, public open place, and join in with Kite Flying Day! Take a picnic to the park and get competitive, seeing who can fly the highest, the fastest, and the most intricately!
Today is Kite Flying Day, a great time to go fly a kite. People have enjoyed flying kites for thousands of years. Its an ever popular activity for children, and enjoyed by many adults.
Ben Franklin was perhaps the most well known kite flyer. He flew a kite in a thunderstorm and discovered electricity. He got a charge out of flying kites!
We are amazed that Kite Flying Day is held in the middle of winter. Chances are few people in the northern areas of the country will brave the snow and cold today to go outdoors and fly a kite.
Did you know? Kites were first used by the military in ancient China over 3,000 years ago.
Smithsonian Education: Art to Zoo- Kiting Up the Sky
This article provides a brief outline on the history of kites as well as information on the forces of kite flight. There are a couple lesson plans included. One lesson directs students in writing kite poems. The other includes instructions for building a working kite.
http://smithsonianeducation.org/educators/lesson_plans/kiting/ATZ_KitingUp theSky_September1991.pdf
PBS Teachers: Kites
Compare and contrast different kites while watching kids use the scientific method to learn how a kite's shape affects its performance. [8 min, 55 secs] http://pbskids.org/dragonflytv/show/kites.html
Science Buddies: The Wright Stuff: Using Kites to Study Aerodynamics
If you are interested in aerodynamics, wait for a windy day and go fly a kite. This Science Buddies project gives you many ideas to investigate as experiment with shape, size, and ways to fly the kite. The Science Buddies project ideas are set up consistently beginning with an abstract, objective, and introduction, followed by a section on terms, concepts, and questions, bibliography, list of materials and equipment, experimental procedure, suggestions on how to vary the experiment, plus a focus on the sort of careers this experiment might relate to.
http://www.sciencebuddies.org/science-fairprojects/project_ideas/Aero_p008.shtml
_____________________________________________
Hardware/Software
How to See Battery Time Remaining on MacOS Sierra 10.12.2
Apple has removed the battery time indicator from MacOS Sierra 10.12.2, meaning if you install the update on a MacBook Pro, MacBook, or MacBook Air, you will no longer get a battery life remaining estimate from the battery menu. Given that Mac laptops are inherently mobile and battery dependent, many users like to have a general idea of how much battery time is remaining, even if it's not 100% accurate, and thus are understandably not too enthusiastic about removing such a feature.
We'll show you a few ways to check how much battery life may be remaining on any Mac laptop running the latest MacOS Sierra release, including a more advanced way to restore the old battery menu again.
Use CoconutBattery to See Battery Time Remaining as a Menubar Item
CoconutBattery is an excellent if not ancient tool (seriously, we first covered it a decade ago!) that allows you to track the health and performance of your Mac laptop battery. The more modern versions of CoconutBattery also offer an optional battery menu which you can use to see the battery time remaining on any MacBook, MacBook Pro, or MacBook Air.
Installing and using CoconutBattery for checking battery life remaining is probably the easiest and least hassle method of seeing a battery life estimate on a Mac laptop that has had the feature removed with 10.12.2 update.
Get Coconut Battery here (free, third party utility)
Once you launch CoconutBattery, go to the apps preferences to enable it to load on login and to enable the menu bar item, where you will be able to see battery time remaining.
Aside from the battery remaining estimator, CoconutBattery also lets you track battery cycle count and other battery health statistics, it's a genuinely useful Mac utility for laptop users.
Use Activity Monitor to See Battery Time Remaining
Activity Monitor Energy section lets you see what apps are using a lot of battery on a Mac, and it also provides an estimate for how much battery life is remaining.
1. Open Activity Monitor from /Applications/Utilities/
2. Go to the "Energy" tab and wait a few moments, the bottom section will update and offer a "Time Remaining" number
Note this feature may be removed in a future software update since Apple removed the battery life estimator from the menu bar, so enjoy it while it lasts if that is the case.
Restore Battery.menu from a Prior MacOS Release
This one is a bit more advanced and involves mucking around in the system folder. It's also trickier because you must have the Battery.menu file from MacOS 10.12.1 or earlier after you have updated to 10.12.2. If you plan ahead of time, you can simply copy the file yourself from the following location:
/System/Library/CoreServices/Menu Extras/
Locate the "Battery.menu" file from 10.12.1 or earlier and make a copy of it to your desktop or elsewhere easy to find.
After updating to MacOS 10.12.2, you will then restore your just backed up version of "Battery.menu" back into the /Menu Extras/ directory.
You might need to disable SIP to accomplish this process successfully (be sure you enable it again afterwards), or boot into Recovery mode and move/copy the earlier version of Battery.menu after updating. I went with the latter approach, and it works fine.
There are other ways to check battery life remaining on a Mac as well, feel free to leave your own ideas and utilities in the comments. As usual, how accurate the battery life estimates are depends on many factors. Perhaps Apple will recalculate power use to more accurately reflect battery estimates for MacBook Pro and MacBook users, but until then, use one of the methods detailed here if you're curious. Or just follow the battery percent indicator gauge and watch the clock, that would work too.
_____________________________________________
Hints/Tips
10 FAVORITE WEBSITES FOR MACOS SIERRA USERS
To learn about all things Macintosh and the macOS Sierra operating system, hop onto the web, check out these sites, and stuff your brain with Mac information:
* Alltop aggregates information from dozens of great Mac-oriented websites and makes it easy to skim headlines and story summaries. You can even build your own custom version that contains only sites you want to see. Feel free to use the Apple-oriented Alltop page.
* The Apple support site and Apple support communities are treasure troves of tech notes, software update information, troubleshooting tips, and documentation for most Apple products.
* Download.com, the site formerly known as VersionTracker, is the place to go to find freeware, shareware, and software updates for macOS. If this site doesn't have it, it probably doesn't exist.
* Macworld describes itself as, "Your best source for all things Apple," and it's not far from the truth. Macworld is especially strong for comparative reviews of Mac and iPhone/iPad products. If you want to find out which inkjet printer or digital camera is the best in its price class, Macworld.com probably has feature comparison charts and real-world test results.
* The Mac Observer offers insightful opinion pieces in addition to the usual Apple news and product reviews. The quality and depth of the writing at The Mac Observer is superior to most other sites covering the Apple beat.
* TidBITS bills itself as "Apple news for the rest of us," but there's much more to TidBITS than just the news. You can also find thoughtful commentary, in-depth analysis, and detailed product reviews, written and edited by pros who really know the Apple ecosystem.
* Six Colors is Jason Snell's latest venture. The former lead editor for Macworld (for over a decade), he and his team provide daily coverage of Apple, other technology companies, and the intersection of technology and culture. It's only been around for a year, but the writing is strong, opinionated, and fun to read.
* Other World Computing is a favorite maker of accessories and peripherals for Macs. They have a wide array of storage upgrade kits and memory upgrades that are guaranteed for life.
* Working Smarter for Mac Users is here, frankly, because one more site was needed to make ten. So visit the home of this productivity-oriented blog and discover the author's vision of how to use your Mac to work smarter, which means better, faster, or more elegantly.
* DealMac is the place to shop for deals on Mac stuff. With a motto like "How to go broke saving money," this site is often the first to find out about sale prices, rebates, and other bargain opportunities on upgrades, software, peripherals, and more.
_____________________________________________
Riddles You Can Tell in Class
What letter is nine inches long?
Answer: The letter Y (or A, R, or D), it is one-fourth of a yard (9 inches).
Why is the letter E like London?
Answer: Because it is the capital of England.
What 3 letters make a man of a boy?
Answer: a, g, e (age).
_____________________________________________
This Day in History
Birthdates which occurred on February 9:
1404 Constantine XI Dragases last Byzantine Emperor
1773 William Henry Harrison Virginia, (Whigs) 9th President (March 4-April 4, 1841)
1891 Ronald Colman England, 1947 Academy Award actor (Tale of 2 Cities)
1909 Carmen Miranda [Maria do Carmo Miranda Da Cunha] Marco de
Canavezes Portugal, vocalist/actress (Copacabana, Date With Judy)
1914 Ernest Tubb Texas, guitarist/singer (I'm Walking the Floor over You)
1928 Roger Mudd Washington DC, news anchor (CBS Weekend News, NBC Evening News)
1940 Ronnie Claire Edwards Oklahoma City OK, actress (Corabeth-Waltons, 8 Seconds, Sweet Bird of Youth)
1940 Smokey Robinson rocker (& Miracles-Tears of Clown)
1942 Carole King [Klein], Brooklyn NY, pianist/singer (Tapestry)
1943 Joe Pesci Newark NJ, actor (Half Nelson, Goodfellas)
1944 Alice Walker US, novelist (Color Purple, Meridian)
1945 Mia (Maria) Farrow Los Angeles CA, actress (Rosemary's Baby, Purple Rose of Cairo)
1952 Danny White quarterback (Dallas Cowboys)
____________________________________________
Doug Yonce
Apple Distinguished Educator Apple Teachet - 2016 STAR Discovery Educator Doug.Yonce@ svusd.org email@example.com
_____________________________________________
To subscribe/unsubscribe or manage your preference, visit:
http://www.svusd.org/technology.html
Archives of selected newsletters may be found at:
http://www.mryonce.com/tektokarchives.html _____________________________________________
T EK T OK uses netTrekker to explore the internet
netTrekker delivers the industry-leading digital learning resource library with only the best content from the web — 360,000+ curated digital resources tagged, organized, and aligned to standards so that teachers, students, and parents can find just what they need, all in one place, in a fraction of the time. Learn more about this tremendous resource at:
http://www.nettrekker.com/us/ | <urn:uuid:f8872369-0a33-4a8e-a85e-82a1a7fa1fba> | CC-MAIN-2017-30 | http://www.mryonce.com/TEKTOK/170208.pdf | 2017-07-26T18:33:49Z | crawl-data/CC-MAIN-2017-30/segments/1500549426372.41/warc/CC-MAIN-20170726182141-20170726202141-00414.warc.gz | 481,287,924 | 2,444 | eng_Latn | eng_Latn | 0.962801 | eng_Latn | 0.998433 | [
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | docling | [
1730,
4135,
6312,
8582,
10525,
10694,
11421
] | [
2.09375
] | 1 | 0 |
after you cough, sneeze or blow your nose
BE A
before you touch your face
(or use a hand sanitizer)
Always wash your hands…
Reprinted from "Be A Flu Fighter" with permission of the Eastern Ontario Health Unit | <urn:uuid:9cac6d8b-f792-40c5-9b79-40433598a114> | CC-MAIN-2017-30 | http://www.healthunit.org/H1N1/resources/Be%20A%20Flu%20Fighter_LGL_ElementarySchool.pdf | 2017-07-26T18:42:33Z | crawl-data/CC-MAIN-2017-30/segments/1500549426372.41/warc/CC-MAIN-20170726182141-20170726202141-00414.warc.gz | 429,608,808 | 50 | eng_Latn | eng_Latn | 0.926013 | eng_Latn | 0.926013 | [
"eng_Latn"
] | false | docling | [
213
] | [
2.046875
] | 1 | 2 |
Why no sweet drinks for children
Often babies and children prefer sweet tasting fluids, however sugary drinks such as fruit juice, soft drink or cordial are not necessary and may cause health problems if drunk in large amounts.
What are sweet drinks?
Sweet drinks include all fruit juices, soft drinks, cordials, flavoured mineral waters and sports drinks either bought or home made. Fruit juices contain sugars that are found naturally in fresh fruits, but become very concentrated when made into juice. Soft drinks, flavoured mineral water and cordials also contain lots of sugar.
While breast milk, formula and cow's milk contain a sugar called lactose, these are not considered to be sweet drinks.
Milk is important for children as it contains calcium needed for healthy bones and other key nutrients for growth and development.
How much is too much?
Children do not require any fruit juices or other sweet drinks to have a well-balanced and healthy diet. If you do include sweet drinks in your child's diet, limit this to one small glass per day.
Why no fruit juice?
As juice comes from fresh fruit, it is easy to believe it is a natural, healthy food, full of vitamins. Children only need half an orange to get their daily requirement of vitamin C - but it takes 3 or 4 oranges to make one glass of juice.
Encourage your children to eat fresh fruit instead of juice. This will:
* supply fibre to the diet and help prevent constipation
* help with skills such as peeling and chewing
* teach about different textures, colour and tastes
* provide a convenient, healthy and nourishing option for snacks.
What should I give my child to drink?
For children less than 12 months old, breast milk or infant formula should be the main drink. After 12 months of age when your child has reduced the intake of breastmilk or formula, cows milk can be offered as a drink.
While milk is important for calcium, too much can lead to poor appetite so a limit of about three glasses per day is recommended.
For toddlers and older children, water is the preferred drink, so encourage this regularly throughout the day.
Artificially sweetened drinks are not recommended.
Which milk should I give my child?
For children under two years only full fat dairy products are recommended. From two to five years reduced fat milk and dairy products may be suitable; however skim milk and dairy products are not appropriate.
Once children are over five years it may be suitable to use either skim or reduced fat milk and dairy products.
Flavoured milks are not recommended, as they are higher in added sugar than plain milks.
What happens when children drink too many sweet drinks?
Tooth decay
Children who have sweet drinks such as cordial, soft drink and juice regularly are at a higher risk of tooth decay.
For babies and toddlers, problems start when a bottle is used for comfort when going to sleep, to suck during the night or to snack on during the day. If the bottle contains any drink other than water, even milk, the sugar in the fluid sits on the teeth and gums for some time and this is when decay can start, even before the teeth have broken through.
Avoid using a baby's bottle for comfort and encourage your child to drink from a cup from around six months of age.
It is also important to develop a regular tooth cleaning routine as soon as your child's first tooth appears.
For more information about your child's dental health talk to your dentist or visit the following websites:
Dental Health Service of Victoria www.dhsv.org.au
Australian Dental Association www.ada.org.au
Small appetite and picky eating
Sweet drinks are full of energy and can fill children up making them less hungry for other foods.
Most sweet drinks don't contain protein, fat, iron or calcium needed for a child's growth, and when taken too often may cause a low intake of nutrients.
Problems such as iron deficiency anaemia, and failure to thrive may occur in infants and toddlers who replace foods such as breast milk, formula or solids with sweet drinks.
For picky eaters, stopping or limiting sweet drinks is a helpful way to encourage your child's hunger so that they eat more.
Change in bowel habits
Young children may have problems digesting some of the sugars in sweet drinks, and the results can be loose bowel actions and even diarrhoea. This may affect growth if energy and nutrients are lost from the body. When sweet drinks are removed from a child's diet, loose bowel actions may improve.
How do I reduce sweet drinks?
Changing your child's diet can be a challenge, but remember young children can only eat or drink what is given to them. Avoid keeping sweet drinks in the house and try not to drink them yourself.
If your child already has sweet drinks regularly, start to reduce the number of drinks per day. Offer the remaining drinks watered down, until you can stop them. Your child may be upset at first but will get used to it if you continue. Be patient. This may take time, particularly if your child is in the habit of wanting juice or cordial whenever they are thirsty or hungry.
Prepared for the Department of Human Services by the Nutrition Department of the Royal Children's Hospital, Melbourne.
Authorised by the Victorian State Government, 120 Spencer Street, Melbourne
Important tips about sweet drinks
* Children do not need sweet drinks for good health.
* Fruit juice, soft drinks, flavoured milk, mineral water, cordials and sports drinks are not healthy sweet drink choices.
* Encourage children to drink and enjoy water.
* Encourage children to eat fresh fruit instead of drinking fruit juice.
* Drinking large amounts of sweet drinks may result in:
- tooth decay
- picky eating
- growth problems
- loose bowel actions.
* Avoid using a baby's bottle to settle your child to sleep.
* Encourage your child to drink from a cup from around six months.
* Start a tooth brushing routine as soon as your child's first tooth appears.
* For dental health information talk to your dentist or visit the following websites:
Dental Health Service of Victoria www.dhsv.org.au
Australian Dental Association www.ada.org.au
* Visit your local doctor or health centre if you have concerns about your child's health and growth.
For more information about child nutrition visit: www.goforyourlife.vic.gov.au | <urn:uuid:4d11d429-ba39-465e-acad-c5359d7ee88d> | CC-MAIN-2018-05 | http://co-bw.com/Health%20PDF/why_no_sweet_drinks.pdf | 2018-01-21T12:25:42Z | crawl-data/CC-MAIN-2018-05/segments/1516084890582.77/warc/CC-MAIN-20180121120038-20180121140038-00264.warc.gz | 69,436,297 | 1,295 | eng_Latn | eng_Latn | 0.998886 | eng_Latn | 0.998897 | [
"eng_Latn",
"eng_Latn"
] | false | docling | [
2170,
6339
] | [
3.8125
] | 1 | 5 |
Mathematics:
In mathematics we will be continuing to develop and consolidate our knowledge and understanding of addition and subtraction. We will also be developing our understanding of money, recognising coins and notes and applying this to add amounts of money and find the change. We will also be completing a unit on measuring including measuring units of weight, capacity, length and temperature.
Science:
We will be continuing our work on animals including humans. We will also be starting our new topic this term, which is 'Plants'. In our plants topic we will be finding out what plants need to grow and will be carrying out various investigations.
Cool to Live in Kirkby
Year 2 Bee Class
Miss Hawksworth
Summer Term 1 2016
Topic
Literacy:
Our topic for this term is 'Cool to Live in Kirkby'. In our topic we will be learning about our local environment. We will be researching different facts about the local environment. During our topic we will taking part in various visits around our local area, including a visit to the library, a shop survey and a trip to the local park. We will also be locating Kirkby in Ashfield on a map and will be discussing how we could make improvements to our local area.
P.E.:
In P.E. this term we will be participating in athletics, where we will be looking at different athletic skills. We will be learning how to develop our skills in running, jumping and throwing.
This term in literacy we will be learning how to write diary entries. We will be using the story 'The Diary of a Killer Cat' as a starting point for our writing. We will also be completing work on senses poetry, thinking about our senses in different ways.
Computing:
We are learning about internet safety and will be gaining an understanding of why it is important to be safe online.
PSHE and R.E.
Our R.E. this half term will be based on Judaism and Jewish stories. | <urn:uuid:5cbfc9f0-402f-4736-8da8-8e1ea2d04325> | CC-MAIN-2018-05 | http://www.kingswayprimary.com/sites/default/files/Curriculum%20Map%20Year%202%20Bees%20Summer%20Term%201%202016.pdf | 2018-01-21T12:38:19Z | crawl-data/CC-MAIN-2018-05/segments/1516084890582.77/warc/CC-MAIN-20180121120038-20180121140038-00264.warc.gz | 478,535,550 | 396 | eng_Latn | eng_Latn | 0.998844 | eng_Latn | 0.998844 | [
"eng_Latn"
] | false | docling | [
1896
] | [
3.609375
] | 1 | 5 |
Recipe Crediting Worksheet
Recipe Name Broccoli Cheddar Soup
Portion Size 3/4 cup
__X_Meat/Alt Vegetable/Fruit
_3-5_ Age Group
Grain/Bread
Resource used for Crediting
Food Buying Guide
Yield 24
| (1) Ingredient | (2) Amount (weight or measure) | (3) Meat/Meat Alternate (ounces) | | (3) Vegetable/ Fruit (total cups) | (3) Grains/ Breads (equivalent for 3-5 yr old) |
|---|---|---|---|---|---|
| Broccoli, fresh, chopped | 8 cups | | | 8 cups | |
| Onion, diced | 1 cup | | | 1 cup | |
| Canellini Beans, canned, drained and rinsed | 5 No. 300 cans | | 21.85 (1/4 c. = | | |
| | | | 1 oz equiv) | | |
| Cheddar Cheese, shredded | 15 oz | | 15 oz | | |
| (4) (5) (6) | Recipe Total | 36.85 | | | |
| | Calculations | divide by the number of servings the recipe yields | | Multiply by 4 = 36 ¼ c | divide by the number of servings the recipe yields |
| | | | | divide by the number of servings the recipe yields | |
| (7) | Each portion contributes | 1.53ounces | | 1.5¼ cup(s) | = 1/4c equiv |
| Ingredient | Form (whole, chopped) |
|---|---|
Prepare the recipe by following these steps:
1. In large stockpot, heat canola oil on medium-high. Add onion and garlic; sauté until onion is soft and translucent.
3. Stir in beans, salt, and pepper; continue cooking until beans are heated through.
2. Add cups water, vegetable stock or chicken stock/broth and bring to boil. Add broccoli; cook until tender, about 8-10 minutes, depending on size of broccoli pieces.
4. Remove pot from heat and stir in cheese. Using either immersion blender or food processor, purée soup until smooth. (If using food processor, you may need to work in two or more batches.)
If needed, reheat gently and serve. | <urn:uuid:19098d33-05fa-4b60-a972-50405065f056> | CC-MAIN-2018-05 | http://umchs.com/wp-content/uploads/Broccoli-Cheddar-Soup-SR-24.pdf | 2018-01-21T12:35:35Z | crawl-data/CC-MAIN-2018-05/segments/1516084890582.77/warc/CC-MAIN-20180121120038-20180121140038-00266.warc.gz | 358,028,430 | 557 | eng_Latn | eng_Latn | 0.991666 | eng_Latn | 0.991666 | [
"eng_Latn"
] | false | docling | [
1730
] | [
2.484375
] | 1 | 0 |
DATE August 22, 2005
CONTACT General Inquiries: Kerry Parker, Exec.Director, 877-WDS-ROSE
Media Inquiries: Nancy FitzGerald, 760-333-9296
WOMEN'S DERMATOLOGIC SOCIETY MEMBERS SPREAD SUN SAFETY EDUCATION IN TWIN CITIES TO THOUSANDS OF FAMILIES AND STUDENTS
Community service campaign makes successful second stop of 15-city, 3-year national tour in Minnesota; Minneapolis Mayor proclaims "Families Play Safe in the Sun" Day
Minneapolis—(August 15, 2005)—Fueled by one million dollars from the 3M Foundation, and a shared vision to reduce skin cancer in America by promoting sun safety, a dedicated volunteer team from the Women's Dermatologic Society (WDS) brought the national educational campaign, "Families Play Safe in the Sun" to thousands of Minnesota families during two days of community service and media appearances in the Twin Cities. With the mission to "educate, encourage and empower" young families and children about sun protection and good skin health, several WDS members and campaign volunteers provided free resource materials, sunscreen, Dermascan assessments, UV reflectance photographs and an array of children's sun safety activities at the
Walker Art Center's Free First Saturday and in conjunction with the 3M-sponsored skin cancer screenings held at the Senior PGA 3M Championship in Blaine, MN. Between these two community outreach events, the following results were achieved:
* Approximately 300 Dermascan assessments were conducted by Board-certified WDS member dermatologists;
* 43 Minnesota schools or youth groups representatives signed up for the Environmental Protection Agency's award winning educational program, SunWise;
* 5,000 sunscreen samples were distributed;
* 1,200 Sun safety awareness and protection products were provided;
* More than 100 hours of community service were donated by the volunteers;
* 85 school children entered the national "Families Play Safe in the Sun" coloring contest;
* Community, civic and local/national dermatologic leaders gathered to develop ideas and plans for future sun safety educational efforts in Twin Cities;
* Statewide and local TV/radio interviews in Minnesota with WDS members provided thousands of media impressions.
In recognition of the local community service efforts to boost sun safety awareness and education, Minneapolis Mayor R. T. Rybak declared a citywide "Families Play Safe in the Sun" Day on Saturday, August 6, 2005.
The Families Play Safe in the Sun volunteer team for the Minnesota outreach included: Suzanne Connolly, MD, Associate Professor of Dermatology at the Mayo Clinic in Scottsdale, who leads the WDS national community service campaign; event co-hosts Maria Hordinsky, MD, Professor and Chair, Department of Dermatology, University of Minnesota and Kathleen Hectorne, MD Clinical Instructor in Dermatology at Mayo Clinic Rochester and Mayo Health System's Austin Medical Center, other Minnesota WDS members who volunteered included Allison Cashman, MD, Julie Seim Cronk, MD, Lynn Glesne, MD, Catherine Hoffman, MD, Cynthia Olson, MD, Judy Shank, MD, Rochelle Torgerson, MD, and Erin Warshaw, MD. On-site support also provided by: Bertha Lin, MD, Cindy Smith, MD, Sheetal Mehta, MD, Allison Hoffman, MD, Peter Cham, MD, Cathy Boeck, RN, President of the Dermatology Nurses Association, Cynthia Hanson, RN and Donna Balitz, Cindy Kleven and Jim Reith from the 3M Corporation.
In addition to the generous funding from the 3M Foundation for the 3-year Families Play Safe in the Sun campaign, product donations for the Greater Minneapolis events were provided by: Del-Ray Dermatologicals; LaRoche-Posay; Ortho Neutrogena; Phoenix Brands; Procter & Gamble; Schering-Plough; Skyrad; and Starberry, Ltd.
Dermascans were furnished by Schering-Plough and the UV reflectance camera was provided by 3M Corporation.
For more information about the Families Play Safe in the Sun campaign, visit www.playsafeinthesun.org, or contact Kerry Parker, Executive Director, Women's Dermatologic Society, 877-WDS-ROSE.
Enjoying a sun safety book at the Walker Art Center outreach event are: Dr Suzanne Connolly, who leads the national Women's Dermatologic Society service campaign, and a young event participant, Sarah Schultz.
The Women's Dermatologic Society (WDS) supports the careers and professional development of women dermatologists. WDS' mission is to help women in dermatology achieve their greatest personal and professional potential by striving to foster, promote and support women's issues in dermatology; identify, train and recognize women leaders in dermatology; and provide a forum for developing relationships. | <urn:uuid:85879cca-558b-4246-baf9-3704aac93739> | CC-MAIN-2018-05 | http://playsafeinthesun.org/news_support/wds_mn_final_news_release.pdf | 2018-01-21T12:45:20Z | crawl-data/CC-MAIN-2018-05/segments/1516084890582.77/warc/CC-MAIN-20180121120038-20180121140038-00264.warc.gz | 270,944,773 | 1,011 | eng_Latn | eng_Latn | 0.978941 | eng_Latn | 0.98566 | [
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | docling | [
1168,
2209,
3717,
4631
] | [
2.046875
] | 1 | 8 |
December 23, 2017
Ecology News
Forest Destruction In Southeast Michigan – A few Saturdays ago I had some wetland work in western Macomb County and after, I went to look at a restoration site I worked on a few years ago. Development is suddenly increasing this year and acreage is for sale all over. The most depressing sight on my drive through Macomb County was along the west side of Campground Road, north of 29 Mile Road, in Washington Township, where it appears that about 30 acres of forest has been clear-cut, and another roughly 80 acres of mature oak forest is staked-out and roads are being cleared for a huge residential development. Well, that pretty much cancels-out any gains the TLC made in preservation.
Forest clearing in Washington Township, Macomb County, west side of Campground Road and north
of 29 Mile Road. 2017 December 09.
Just 200 years ago, a very short time in ecological history, about 95% of the Thumb was forested; a small part of a primeval forest that extended across eastern North America and beyond. Most of what remains our forest in southern Michigan is now relegated to highly fragmented woodlots, much of it perpetually degraded and immature due to clearing, overcutting, lack of forest species recruitment, expansion of invasive species, and tree diseases. These forest remnants are critical havens and living museums for plant populations that colonized the post-glacial landscape thousands of years ago and have held-out since. Most have nowhere else to go but survive in their particular woodlot, or eventually die-off. In the face of global climate change, these isolated populations are doomed without the ability to move north or south across fields, roads, and development. Fragmentation, or narrowing and reduction of forest, increases common edge species while eliminating uncommon interior woodland species by degrading the quality of the habitat. Interior forest exists well inside the edge of forest fragments or woodlots where competition from edge species is minimal, and where normal shade and moisture are maintained. Interior vegetation in southern Michigan includes American Beech, Sugar Maple, Yellow Birch, Eastern Hemlock, Witch-hazel, and a myriad of woodland wildflowers such as trillium. Forest birds such as Wood Thrush are particularly vulnerable to fragmentation, resulting in nest invasion and territorial displacement by Cowbirds and other birds of open habitats.
The largest forests remaining in the Thumb are along the Cass River, the glacial interlobate region of hills and lakes extending from Tuscola County down into Oakland County, and the Port Huron State Game Area. Look at an aerial photograph of the Thumb and you can see there isn't much left. Most of it was cleared decades ago, but just as forest started to make gains in recovery, large-scale clearing for agriculture increased from the early 1990's due to federal ethanol production mandates. Corn prices have since dropped and even with recent technological advances, the wisdom of using corn to produce ethanol is still questionable. So goes the often senseless history of destruction that humans impose on our planet.
The many benefits of forest include wildlife habitat, maintenance of atmospheric and water quality, moderation of climate through carbon assimilation, timber, fuel, food, medicine, hunting, recreation, and scenic and aesthetic values. The value of wilderness, or something close to it, may be immeasurable. Some have even argued that the United States of America owes in large part, its independence to the fact that North America had so much forest, while Europe had little as a result of being cleared for agriculture, habitation, and war for many more centuries than this side of the Atlantic Ocean. With no more than 15% of our landscape remaining forested, most of it highly fragmented, and only about half consisting of mature woodland, it's high time for meaningful forest protection in southeastern Michigan, and across the globe. For one thing, all the climate initiatives in the world won't do much good if we cut down all of our forest. This is a time when we should be increasing forest. If you thought the ash tree die-off caused by the Emerald Ash Borer was bad, just wait. There are several other major diseases moving our way that will kill most of the oaks, American Beech, Eastern Hemlock, and other native trees, leaving us with what; poplars, willows, Boxelder, catalpa, Chinese Elm, Tree-of-Heaven, and buckthorn? Uh yeah. Wonderful, But that's the direction we're headed. It would at least behoove us to maintain local sources of hardwood trees for firewood in case of an extended emergency that interrupts our fragile and vulnerable infrastructure.
What to do about forests? Support your local land conservancy for one thing. If you own forest, or any natural area, let's talk about putting a conservation easement on it. There are ways for neighborhood groups to organize and purchase natural areas near them for recreation, while also increasing the value of each individual residence. Are you interested in working with the TLC on a forest protection strategy? Please contact us. Of course, this is a big issue that will require a lot of work on many fronts.
Merry Christmas one and all.
William Collins Executive Director Thumb Land Conservancy 4975 Maple Valley Road Marlette , Michigan USA 48453 810-346-2584 email@example.com ThumbLand.org | <urn:uuid:ae616baa-7b5e-457c-9dee-5fcc5d503c1d> | CC-MAIN-2018-05 | http://thumbland.org/News122317-ForestDestructionInSoutheastMichigan.pdf | 2018-01-21T12:16:55Z | crawl-data/CC-MAIN-2018-05/segments/1516084890582.77/warc/CC-MAIN-20180121120038-20180121140038-00265.warc.gz | 343,110,497 | 1,100 | eng_Latn | eng_Latn | 0.997943 | eng_Latn | 0.99814 | [
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | docling | [
816,
3162,
4735,
5440
] | [
2.03125
] | 1 | 3 |
The Gingerbread House Weekly Curriculum
Date: 1/8-1/12
Theme: Winter Activities
Classroom: Twizzlers
Objective: Children will explore and participate in different types of winter activities through literature, art and dramatic play.
| Monday | Tuesday | Wednesday | Thursday |
|---|---|---|---|
| What games can we | Who do you play | What is a sled? Sing: Snowflakes, Snowflakes Falling Down | Where do you go to |
| play in the snow? | outside in the snow | | play when you are |
| | with? | | outside? |
| Read: The Snowy | | | |
| | Read: Holly’s Red | | Read: Itsy Bitsy |
| Day | | | |
| | Boots | | Snowman |
| Make mittens with | Make snowmen with | Make hats with yarn | Paint snowflakes |
| cotton balls and | little shape paper | | using pipe cleaners |
| stickers | and wiggly eyes | | |
| Make “icy cold” snow | What happens if we | Cookie counting mats with snowflakes | What shapes are |
| paint | put ice cubes in | | on the mittens? |
| | warm water? | | |
| Hide the animals! | Make homemade | Snowflake sensory bags | Snowman sensory |
| Sensory game | snow | | bottles |
| Shovel snow | Winter yoga | Polar bear dance | Jump on the ice |
| | | | cubes | | <urn:uuid:c6fd3a21-7f3d-40d3-bdbf-f84bad538c1c> | CC-MAIN-2018-05 | http://thegingerbreadhouseofsyracuse.com/wp-content/uploads/2018/01/twizzlersWinter-Activities.pdf | 2018-01-21T12:11:47Z | crawl-data/CC-MAIN-2018-05/segments/1516084890582.77/warc/CC-MAIN-20180121120038-20180121140038-00264.warc.gz | 337,564,946 | 349 | eng_Latn | eng_Latn | 0.956646 | eng_Latn | 0.956646 | [
"eng_Latn"
] | false | docling | [
1202
] | [
3.421875
] | 1 | 0 |
Let's Talk: Day 309
Today's Reading: Hebrews 8 / Family Focus: verses 1-5
Jesus is our high priest who we can talk to at all times. Watch the video "Name above all Names" at www.youtube.com/watch? v=JEBAHFFJdW8 and think about how God is our all-powerful Creator. Isn't it amazing that this all-powerful God cares about the little details of our day?
Questions:
1. What is the main point the author is trying to say in this letter?
2. Where is Jesus, the High Priest, seated? Where is this true tabernacle?
3. Who was instructed to make the earthly tabernacle? What was this tabernacle on earth a copy of? Draw a picture of what you imagine the heavenly tabernacle to look like.
4. When we get to heaven one day, what do you think we will see the people and angels doing in the heavenly tabernacle?
Let's Talk: Day 310
Today's Reading: Hebrews 9 / Family Focus: verses 11-17
There are two parts of the Bible: the Old Testament and the New Testament. A testament is a covenant or agreement between God and man. The Old Testament was based on law and was to show us our sin. Jesus came to begin a New Testament of grace by fulfilling the law through His death and resurrection. He was the only one who could offer himself as a perfect offering.
Questions:
1. Where did Jesus, the High Priest, go to make this offering? Can you picture it?
2. Jesus entered the most Holy Place because of whose blood? What does His blood do for us?
3. Of what is Jesus the mediator?
4. After reading this passage, when do you believe the new covenant began? Why?
Let's Talk: Day 311
Today's Reading: Hebrews 10 / Family Focus: verses 19-25
Have your kids learn the importance of "stirring it up." Gather items needed to make two separate boxes of pudding. As a family, pour the ingredients into one bowl but don't stir it. Then pour the ingredients into the second bowl and stir this one together. What's the difference? To get the right results we need more than ingredients; we have to stir them up. We will read about how we need to stir together our love and good works to encourage one another.
Questions:
1. What should be our attitude when we draw near to Jesus and His throne? Why?
2. What does the book of Hebrews say we should not forsake? Why is this important?
3. What can you do this week to encourage other believers? How can you stir up love and good works in each other?
4. Can you name any other passage in the Bible that talks about love?
Let's Talk: Day 312
Today's Reading: Hebrews 11 / Family Focus: verses 1-3
Give a balloon to each member of the family. Then have a contest to see who can blow it up first. We can't see the air in the balloon, although we see the effects on the balloon as the air fills it. In the same way, we can't see God, but we see His effect on creation and in our hearts.
Questions:
1. What is the evidence of things not seen?
2. By what were the worlds framed? How do you see God in the world around you?
3. Do you know anyone who has a large amount of faith? How can you tell?
4. Have you ever believed God would do something even though you couldn't see it? What was it?
Let's Talk: Day 313
Today's Reading: Hebrews 12 / Family Focus: verses 5-11
God, our Father, corrects us (adults and kids alike) because He loves us. Have each family member discuss a time when their parents corrected or disciplined them. How did it feel in the moment? What about the next day? Why did they do it?
Questions:
1. What do we give those earthly fathers who chasten us? Why?
2. Have you ever had correction that was joyful? What feelings do you usually have when you are corrected by your parents? What about when you are corrected by God?
3. Do you think it hurts God to chasten and correct us? Why or why not?
4. What does "peaceable fruit of righteousness" look like in a person?
Let's Talk: Day 314
Today's Reading: Proverbs 3 / Family Focus: verses 11-12
Today's passage was referenced in yesterday's reading in Hebrews 12. It deals with our correction by God. Write or draw an apology to God for something you have done wrong, and for which you would like His forgiveness.
Questions:
1. When God chastens us, what should we not do? What might that look like?
2. Who does God correct? Does that seem backwards? Why or why not?
3. What area in your life do you think needs correction from God? What is stopping you from changing those aspects of your life right now?
4. Can you think of anyone in the Bible who was corrected by God? Explain.
Let's Talk: Day 315
Today's Reading: Today is the weekly OFF day
Mystery Question for the upcoming week: According to James 3, what part of our body is very hard to control?
Earlier in the week we talked about faith (Hebrews 11). See if your kids can remember the definition of it. Then take some time to read through or act out the examples of faith in that chapter. Brainstorm together a person you know that lives a life of faith. Write that person a note of encouragement saying how your family thought of them as a Hebrews 11 "pillar of faith." | <urn:uuid:943a4f78-89ea-4c7b-84d7-0121a33e7476> | CC-MAIN-2018-05 | http://ownit365.com/wp-content/uploads/2014/11/LetsTalk-NT-309-3151.pdf | 2018-01-21T12:53:50Z | crawl-data/CC-MAIN-2018-05/segments/1516084890582.77/warc/CC-MAIN-20180121120038-20180121140038-00267.warc.gz | 249,121,264 | 1,212 | eng_Latn | eng_Latn | 0.997453 | eng_Latn | 0.998188 | [
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | docling | [
1437,
3121,
4490,
5044
] | [
3.140625
] | 1 | 3 |
Title:
Vehicle Emergencies And The Role of a LED Emergency Light
Word Count:
592
Summary:
This article describes why it is important to keep a tactical LED flashlight in your car and h
Keywords:
LED flashlight, emergency light, high performance flashlight
Article Body:
When you are navigating the roadways, it´s important to remember that anything can happen to y
There are, of course, many uses for a flashlight or emergency light sources in your vehicle, e
For a vehicle breakdown, a flashlight or emergency light source can help you:
¯ Keep your vehicle visible if you have no working lights. You can use the flashlight to
¯ Flag down traffic for assistance
¯ Act as a flashing signal light ˘ many of the emergency light sources have a flashing l
¯ Help you fix a flat tire ˘ while the flashlight won´t be able to loosen those lug nuts
¯ See what´s wrong with your vehicle. If you have no power, you may be able to fix it yo
In the event that you are in an accident, a flashlight can come in handy for many reasons. It
Flashlights and emergency light sources are very helpful for many reasons ˘ and having one in
~Ben Anton, 2008
This is a demo version of txt2pdf v.10.1
Available at http://www.sanface.com/txt2pdf.html
Developed by SANFACE Software http://www.sanface.com/ | <urn:uuid:1d385c46-b130-4769-9df6-f77177f26833> | CC-MAIN-2018-05 | http://storage.jak-stik.ac.id/papers/Vehicles/Vehicle_Emergencies_And_The_Role_of_a_LED_Emergency_Light.pdf | 2018-01-21T12:47:48Z | crawl-data/CC-MAIN-2018-05/segments/1516084890582.77/warc/CC-MAIN-20180121120038-20180121140038-00268.warc.gz | 337,402,994 | 298 | eng_Latn | eng_Latn | 0.995809 | eng_Latn | 0.995809 | [
"eng_Latn"
] | false | docling | [
1302
] | [
2.03125
] | 1 | 1 |
g
you have arrived...
And the decision is….
Making choices is something we adults do hundreds, maybe thousands, of times a day. They range from the inconsequential (color of my socks) to the monumental (should I quit this job?). Some are daily considerations (cream or milk?), while others come once in a lifetime (who should be my health proxy?) Most of us are unaware of how much internal work goes into even minor decisions.
In order to come up with a final choice, we invariably go through what psychologists call cognitive prob lem-solving. A three step process is involved. The first step is Preparation – which consists of fact find ing and separating relevant from irrelevant information to get to your goal. The second step is Production, which is when we come up with hypothetical solutions and work through them. The final step is Evalua tion, during which we determine which of our potential solutions best leads us to our goal.
Children are, of course, less experienced in this process. Nonetheless, early childhood is a good time to begin honing kid's decision-making skills. It's better to learn what kinds of problems frustrate your child or discover where she excels at an early age, so we can help them maneuver through situations while we're still involved. It's also a fascinating process to observe how a child's temperament influences her problem solving process. The impulsive child, for example, may spend less time on the preparation stage and skip right to production. Her decision-making will be impacted negatively by a lack of attention to which facts matter and which don't. As her parent, you can address this by having her work backward to see what data she's missing.
Let's look at a simple example. Your seven year old wants to have a sleepover birthday. First on the agenda is figuring out whom she can invite. Perhaps she wants everyone in her class to attend, but you know that's not an option. Tempting as it is to jump in with your pre-conceived solution, it would be bet ter to treat this as a problem-solving session. You both can agree on a common goal -- a good time for all. Then you can discuss what that means: perhaps a chance for every child to feel special, perhaps a shared activity (like mini-golf). You can demonstrate how this goal is more easily achieved in a group of say, five friends, than a larger crowd.
It's also important to understand your daughter's motivation, since emotion plays a key role in problemsolving. If she's afraid children will feel left out, or that other kids won't like her, you can point out there are other ways (cupcakes in the classroom) to address that particular concern. In other words, there are alternate solutions to the problem that the two of you can evaluate together. By involving her in the deci sion-making process, she feels both more invested in the solution and more satisfied with the outcome than if the choice is handed to her.
In the early childhood years, taking the opportunity to hold discussions on how decisions are reached has the additional benefit of making your child feel confident that she can handle new situations on her own. As peers become an increasingly vital part of her life and her self-image, she will be faced more and more with social problem solving decisions that are essentially an extension of the birthday party example. Who should she sit next to on the bus? What should she do when a friend of hers is teased? What hap pens if her friend bests her in a competitive game or sport? As parents, our knee-jerk reaction is often to give advice (whether asked for or not). And truth be told, our advice is often tainted by our own emotional investment in our children's success or happiness.
Whether it's our child's choice in friends or which after-school activities they engage in, we sometimes put more emphasis on what it means than our kids do. It's helpful for us to put these decisions in perspec tive as well. Will this decision actually impact her future in 6 months or 6 years? It's useful to sort the fleeting choices from the long-term ones.
No parent wants to raise a child who is so dependent on our input that they are paralyzed when faced with important choices. Yet, very often, I see parents who are so invested in their child's every decision that they co-opt the problem solving process. I wish they could see that even though some short-term falls may be avoided, in the long run they may be sabotaging their child's sense of confidence. It's easy to fall into the trap of "choosing for" but it's a much better long-term strategy to start by "choosing with" your child. Give it a try & watch your child shine!
*************************************************************************************
Maureen O’Brien, PhD is a developmental psychologist and mother of twins who lives in Canton. She lectures and consults on child development and parenting issues and is the author of the parenting series, Watch Me Grow: I’m One-Two-Three (available at Amazon.com).
Copyright © 2006 DestinationParenting.com | <urn:uuid:eb009458-9127-4f64-89c2-7bc62e813ca1> | CC-MAIN-2018-05 | http://destinationparenting.com/mo/pdfs/article_12.pdf | 2018-01-21T12:05:19Z | crawl-data/CC-MAIN-2018-05/segments/1516084890582.77/warc/CC-MAIN-20180121120038-20180121140038-00272.warc.gz | 83,213,242 | 1,074 | eng_Latn | eng_Latn | 0.999054 | eng_Latn | 0.999143 | [
"eng_Latn",
"eng_Latn"
] | false | docling | [
3759,
5106
] | [
3.421875
] | 1 | 0 |
Blending Curriculum with Career Skills
Jacob J. Adler and Luis A. Palacio
Indiana University-Purdue University Indianapolis
Session Description
Project based courses challenge students through activity questions that help them work on research skills and development. Unfortunately, these projects often blend into the curriculum and students fail to recognize the main goals behind the projects. The goals of the activities turn from career exploration and training into merely test preparation. During this session we will describe case scenarios where graduate student scientists were able to bring activities designed to mimic real life situations into high school Project Lead the Way courses. Project Lead the Way is a not-for-profit organization that provides resources to support rigorous and innovative science, technology, engineering and math education in schools across the country. These courses are project centered and focus on learning by application and research. As part of the Urban Educators GK-12 Program at IUPUI sponsored by the National Science Foundation (NSF), graduate students were able to bring scientific excitement and exploration back into these courses. They brought in real life situations designed to simulate science work environments including aspects of grant writing, peer competition and patent development. The students were able to recognize the main goals behind projects and showed improvements in their research, reading and writing skills. These benefits can be attributed to the unique perspectives and skills that research scientists have obtain through their experiences. They are able to bring new ideas from their experiences in industry, academia and government into these courses. This session features an interactive presentation and resources, including examples of ways participants can incorporate grant writing, peer competition and patent research to promote real world skills that students will use in their future scientific careers. Students and teacher partners will share the impact that these specific projects have had on their project based science courses. Participants will gain new ideas to include in their courses and how an effective partnership works, especially in project based courses.
Acknowledgements
The authors would like to thank Warren Central High School and Southport High School for their support of Project-based learning. Funding for the project was provided by the GK-12 Urban Educators Grant (NSF–DUE no. 0742475) to J.J.A., L.A.P., and K.A.M.
Other Resources and Link
I ndiana U . - P urdue U . I ndianapolis
http://www.iupui.edu/
IUPUI GK-12 Program Overview
http://www.gk12-iupui.org/
Project Lead the Way Overview
http://www.pltw.org/
National GK-12 Program
http://www.gk12.org/
National Science Foundation
http://www.nsf.gov/news/classroom/
AAAS Science Update
http://www.scienceupdate.com/
AAAS Science NetLinks
http://sciencenetlinks.com/
TED-Ed
http://ed.ted.com/
Mission Geographic
http://missiongeography.org/
GRANT PROPOSAL AND PEER REVIEW EXAMPLES
General Steps for the Peer Competition Model:
1. Select two groups (Group A and Group B) of similar age students to work with.
2. Develop a project for each group of students to work on.
3. Write an instruction sheet describing the project's objectives and report format.
4. Create a "Peer Review Survey" (PRS) for the students to use to evaluate their peer's report (see attached example).
5. Assign the project to each student by handing them the instructions sheet.
6. Coach the students by answering any questions they may have about the project.
7. Collect the individual reports from each group.
8. Distribute the reports from Group A to students of Group B and the reports from Group B to students of Group A
9. Hand out a copy of the PRS to each student and ask them to evaluate the report assigned to them based on the PRS.
10. Collect all the reports along with the completed PRS.
11. Make a copy of all the reports and PRS or keep a record of the PRS results in a spreadsheet for future reference.
12. Return the reports to their authors along with the corresponding PRS.
13. Ask each student to review their work and improve their report based on the reviewer's comments and resubmit their report for teacher's evaluation.
14. Collect all the improved reports and evaluate them based on the objectives of the project, report format instructions and PRS comments.
15. Add the PRS evaluation to the teacher's evaluation to produce a final score for each report. Sort the reports by score and award the winner with an incentive
Possible Grant Proposal Instructions:
1. Research a scientific topic or idea and develop a hypothesis that you would be interested in researching.
Instructions to the Applicant:
2. Submit a 2-5 page research/design proposal on why your research/design is the best and should receive the grant.
4. Include the following sections in the grant proposal:
3. A good submission will cite the literature and have a good hypothesis with carefully planned independent and dependent variables.
a. Title
c. Aim / Hypothesis
b. Summary / Abstract
d. Independent and Dependent Variables
f. Research Plan including controls and possible Experimental Pitfalls (Design and Possible Design Pitfalls)
e. Relevant Research Background
g. Predicted Conclusions and Benefits to the Field (User)
Possible Outline of Peer Review Survey (PRS)
Please look at each section independently to determine the quality of each section:
1 = Unsatisfactory------------------------4 = Satisfactory---------------------7 = Extreme Satisfactory
Font, margins, length
Summary
Title
Aim
Research Background
Independent and Dependent Variables
Research Plan
Benefits to the Field
Experimental Pitfalls
Does the applicant follow the guidelines for submission?
Can the work be accomplished in class time?
Does the applicant have an exciting idea?
Will the work be of benefit to the field?
(Are the drawings, figures and variables properly labeled and defined?)
Overall impression of the work as a whole.
(Will the work be of benefit to the user?)
Does the applicant have an exciting idea or design?
Reviewer Comments and Recommendations (most important section)
Please list ways that the applicant could improve (positive and negative critiques)
Notes | <urn:uuid:60111c95-d2c5-4040-be63-82c1b9ed7f0b> | CC-MAIN-2018-05 | http://biochemistry2.ucsf.edu/programs/sep/ITSP2013/ProjectBasedLearningHandout_Adler.pdf | 2018-01-21T12:40:56Z | crawl-data/CC-MAIN-2018-05/segments/1516084890582.77/warc/CC-MAIN-20180121120038-20180121140038-00271.warc.gz | 36,809,265 | 1,256 | eng_Latn | eng_Latn | 0.993587 | eng_Latn | 0.996021 | [
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | docling | [
3038,
5395,
6353
] | [
3.671875
] | 1 | 3 |
Teacher Quick Start Guide
Creating Student Messages
From the For Teachers menu, select Message Builder > Create a Message
1 Teacher Code/Class Code - select the appropriate pre-populated choices for teacher and class.
2 Unit Name - enter in the class' current Unit Name (i.e. Westward Expansion, Two digit division, etc.)
3 Message Title/Description - Give your message a title and/or description (i.e. Civil War Battle Maps, Parts of a Flower activity)
4 Message Type - Choose which type of message you would like to send:
-Text & File (Video, Image, Document, etc.)add a file and a description of the file
-Simple Text- best for announcements and reminders
-List of Files- send multiple and/or mixture of files
-A Single File- only send a file, no description
5 Message Text/Instructions - Add any additional notes for the students, including directions, reminder of due date, reminder to upload their file (if applicable), etc.
6 Select File - Here you will choose between Choose File (files on your local machine/local storage) or Choose Google Drive (if your school utilizes the G Suite for Education). See further description on page 2.
7 Delivery Schedule - Set when to release message, when it expires, and when it is deleted.
8 Expect Student Replies- Check this box if you would like students to send the file back to you.
Copyright © URcast Network 2017
Page 1
Teacher Quick Start Guide
Add Files to Messages
When you want to find files to add to your Message, you can either choose a file on your local storage (Desktop, flash drive, etc), download off the Internet, or connect to your Google Drive (if applicable).
Choose File (Local Storage-Windows)
Choose Google Drive
* Click the Choose File.
* Your Windows/Mac file explorer window will appear.
* Navigate to the folder(s) containing the file(s) you wish to add to the Message.
* Double click the file to add it to the Message.
* You will see the file name beside Choose File.
* Decide on Delivery Schedule, Expect Student Replies, and click Submit.
*On your initial visit you may need to allow a pop up in your browser. Check with your technical staff for more information
* Click Choose Google Drive.
* If you did not sign-in, you will need to login to your Google account.
* Allow permission to View the files in your Google Drive (if applicable).
* Navigate your Google Drive to find the file(s) you wish to add.
* Click the file and click Select.
* You will see the file name beside Choose Google Drive.
* Decide onDelivery Schedule,Expect Student
Replies, and clickSubmit.
Note:
When choosing a Google Drive file, you must have external internet access on the device.
Copyright © URcast Network 2017
Page 2
Teacher Quick Start Guide
Scheduling Messages
Unless you change the dates, the Message will begin to send to student devices immediately. To change dates:
* Release Date is the date when messages start sending to student devices
* Expires After is when the broadcast message stops. Devices not on the network will not receive this message.
* Cleaned Up After is when the message will erase from the student's device
Expect Student Replies
If you want to receive responses/assignments back from students, check this box.
Expect Student Replies
Choose your Reply Template file, or the file you wish students to complete and resubmit. You can store it on either your local storage (Choose File) or your Google Drive (Choose Google Drive).
Change the Due Date based on your class preferences.
Copyright © URcast Network 2017
Page 3
Teacher Quick Start Guide
Listing Messages
To see messages sent, click For Teachers, Message Builder >, List Messages
This view shows all your messages sent, along with the release date and expiration date. This is a great view to use for accountability purposes, to ensure messages have been sent out.
Copyright © URcast Network 2017
Page 4 | <urn:uuid:44699ea8-1651-424b-be91-778e6cf9b90d> | CC-MAIN-2018-05 | http://urcastnetwork.com/wp-content/uploads/2017/12/Using-Message-Builder-via-the-Web.pdf | 2018-01-21T12:15:31Z | crawl-data/CC-MAIN-2018-05/segments/1516084890582.77/warc/CC-MAIN-20180121120038-20180121140038-00269.warc.gz | 342,612,047 | 837 | eng_Latn | eng_Latn | 0.983181 | eng_Latn | 0.987364 | [
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | docling | [
1376,
2698,
3539,
3888
] | [
2.125
] | 1 | 1 |
EnviroDevelopment Case Study
Beyond Today
Size
Lots
Location
Website
90 hectares
220 residential lots
Victor Harbour, SA
www.beyondtoday.com.au
Project Overview: Beyond Today is an exemplary EnviroDevelopment which was developed by Environmentally Sustainable Developments (ESD), a family owned business based in South Australia.
ESD sought to create a residential community which left a minimal environmental footprint whilst enhancing the quality of the surrounding land.
The $160 million residential development contains over 220 allotments, with over 75 percent of the landholding dedicated to wetlands, parks and conservation reserves.
Beyond Today has achieved certification across all six EnviroDevelopment elements – ecosystems, waste, energy, materials, water and community.
Elements
Ecosystems: Beyond Today has demonstrated an outstanding commitment to the preservation and enhancement of the development site's natural ecosystems. Central to the development is the construction of an extensive wetland basin designed to collect, treat and store stormwater prior to it entering the Southern Ocean. More than 150,000 plants already form part of the project's large scale planting program of endemic native species and approximately 55 species of native fauna have been attracted to the area.
The transformation has been such that a local environmental group has been placing rescued tortoises in the new and establishing habitat and endangered native fish have also been introduced to the site.
Waste: ESD implemented a number of initiatives to reduce the amount of waste generated and transported to landfill as a result of the development. All excess materials from civil works were retained on site for future uses, construction waste is sorted and reused on site where possible, a recycling contractor was appointed to oversee the waste processes and all households are required to detail the location of bins on building plans to ensure ease of collection.
Energy: ESD has delivered initiatives which are expected to produce an 88% reduction in greenhouse gas emissions at Beyond Today. Energy saving measures include masterplanning so that all blocks are orientated to within 10 degrees of solar north, all homes must have at least 1kw renewable energy system on site, where air-conditioners are installed additional renewable energy is required and each home must have a solar hot water system.
Materials: ESD has achieved excellent results in the area of materials. Through the Building Design Guidelines, the development encourages homebuyers to use recycled building materials, products made from recycled materials, and materials from sustainable sources. Beyond Today also constructed all of its footpaths using products containing recycled materials.
Water: Water management at Beyond Today has been designed to significantly reduce potable water demand. In addition to the wetland which captures and naturally treats stormwater runoff, the development also incorporates a number of requirements into the development design guidelines to minimize water wastage. All homes are required to harvest water from at least 80% of their roof area, install rainwater tanks, use sub-surface irrigation for gardens, and install efficient taps and appliances.
Community: The design of the development has been specifically tailored to ensure maximum community interaction and involvement. Extensive community consultation was undertaken over a two year period and included 6 regional public forums, the local indigenous community and other stakeholders. Initiatives implemented as a direct result of this consultation include a mural depicting pre settlement culture of the area and 95% of all homes having direct access to a public open space.
2 | <urn:uuid:01136639-95cc-4705-a3c4-4bb6730a717a> | CC-MAIN-2018-05 | http://envirodevelopment.com/_dbase_upl/Beyond_Today_Case_Study.pdf | 2018-01-21T12:49:50Z | crawl-data/CC-MAIN-2018-05/segments/1516084890582.77/warc/CC-MAIN-20180121120038-20180121140038-00272.warc.gz | 109,317,209 | 682 | eng_Latn | eng_Latn | 0.997251 | eng_Latn | 0.997335 | [
"eng_Latn",
"eng_Latn"
] | false | docling | [
1991,
3783
] | [
2.046875
] | 1 | 3 |
Art i facts
fall 2011
Saving Pennsylvania's Past
When you care about things, you naturally want to protect them.
In the Lab
For instance, when you visit the National Archives in Washington, D.C. and see the Declaration of Independence, the Constitution, and the Bill of Rights, you immediately know that these documents are valued. The investment in preservation attests to their importance. You gaze at the nation's founding documents in their encasements of pure titanium, high-strength tempered float glass, and specially treated aluminum, looking across a space filled with argon, an inert gas conducive for long-term preservation. The documents have received full conservation treatment, temperature and humidity are tightly controlled, and security is state-of-the-art. Everything about their presentation proclaims: We care about these documents.
been privileged to lead or participate in complex preservation planning projects in Pennsylvania, New Jersey, West Virginia, and Delaware through this program.
But what about all the other great American treasures, stored at historic sites, museums, archives, and libraries all across the country? These items tell the stories of the settling of states and communities; the rise of great businesses and industries; the compelling lives of scientists, artists, lawmakers, entertainers, and sports figures; and the upheavals of war and violence. How safe are these treasures?
This question was posed by Heritage Preservation, a national nonprofit organization dedicated to preserving the cultural heritage of the United States. In partnership with the Institute of Museum and Library Services (IMLS), Heritage Preservation surveyed the nation's collecting institutions to determine the condition, ongoing care, and security of their collection items. The answers they received raised serious concerns. Heritage Preservation's survey analysis and report, published in 2005 as A Public Trust at Risk: The Heritage Health Index Report on the State of America's Collections, concluded that millions of historic objects in collections were in urgent need of conservation treatment; many objects at collecting institutions had experienced damage due to improper storage; many collecting institutions did not have an emergency plan that addressed the safety of collections; and many collecting institutions did not regularly allocate funds in their annual budget for preservation or conservation.
The objects of the past are fragile. Paper is vulnerable to destruction by fire and water. Exposure to light and humidity can alter an object's appearance beyond recognition. Glass shatters and pottery breaks. Mold spores are invisible to us but they are in the air, waiting to settle on an object and grow if the conditions are right. Mice and other vermin will scout out collections with enthusiasm.
While few objects will ever receive the level of preservation employed at the National Archives, much can be done to help ensure long-term preservation simply through thoughtful planning and judicious investments in time and money.
Building upon the findings of The Heritage Health Index Report, IMLS launched the Connecting to Collections initiative in 2007. During the past four years, CCAHA has
This year, the preservation strategy developed in Pennsylvania has received follow-up funding from IMLS so that a wide range of preservation activities can be implemented. CCAHA is serving as the lead agency, responsible for organizing and delivering a multi-faceted program of education, training, and cultural promotion. To accomplish this work over the next few years, CCAHA will be working with three partners: the Pennsylvania Historical & Museum Commission, the Pennsylvania Federation of Museums and Historical Organizations, and LYRASIS, as well as a task force comprised of leaders from some of Pennsylvania's most notable collecting institutions.
Save Pennsylvania's Past (the official name of the Pennsylvania program) will focus on basic collections care training needs, environmental management, disaster planning, preservation resource building, and fundraising and marketing support. The marketing firm Leapfrog Advancement Services has been engaged to develop ways to promote awareness of the collection care needs of Pennsylvania's museums, libraries, archives, and historic sites. P'unk Ave, a web design and development team, will assist with the development of a new Pennsylvania Preservation Resource clearinghouse section to be located on the CCAHA website. This website section will include information on: assistance for preservation planning, disaster planning, and fundraising; resources for disaster planning, storage equipment, storage facilities, collections care, and educational programs in preservation; listings of collections care professionals and public and private funding sources; and links to other respected websites and resources.
And then there are the educational programs: From 2011 through 2013, leading preservation professionals from CCAHA, LYRASIS, and other institutions will fan out through the state to bring a total of 56 full-day educational programs to the state's eight distinct regions. Plus, CCAHA will develop two state-wide conferences, with the first addressing disaster planning issues (planned for the Harrisburg area in spring 2012) and the second focused on environmental management.
Many important preservation resources have been severely cut back over the past few years. Institutions are struggling, and collections remain at risk. The nationwide Connecting to Collections initiative of IMLS represents a needed counterbalancing force, firmly attesting to the importance of preserving our country's past. CCAHA's ambitious Save Pennsylvania's Past program is at the forefront of this initiative, driven by a commitment to preserve historic collections that are truly vast in scope, richness, and diversity.
—LEE PRICE
Richard Diebenkorn (1922—1993), one of the most important American painters in the postwar era, surprised critics in 1981 with a group of works on paper called Clubs and Spades. Now highly valued, these works were a brief and unexpected change in direction for the artist when first shown.
Two Clubs and Spades works— aquatint, spit bite, and soft ground etchings titled Blue Club and Tri-Color II—recently arrived at CCAHA from a private collection. Conservator Samantha Sheesley removed mold from the prints' surfaces and reduced dirt on the back and non-printed areas of the front of each. She humidified the prints and immersed them in baths to reduce discoloration, then locally reduced stains left by the mold using dilute bleach.
2
1 / Conservator Samantha Sheesley locally reducing stains on Richard Diebenkorn's Blue Club with a dilute chemical bleach solution 2 / Blue Club, after treatment | <urn:uuid:5a03f24a-38d7-4997-aa46-a0c0b4caf407> | CC-MAIN-2018-05 | http://ccaha.org/uploads/media_items/saving-pennsylvania-s-past.original.pdf | 2018-01-21T12:35:48Z | crawl-data/CC-MAIN-2018-05/segments/1516084890582.77/warc/CC-MAIN-20180121120038-20180121140038-00272.warc.gz | 56,082,735 | 1,277 | eng_Latn | eng_Latn | 0.997432 | eng_Latn | 0.997432 | [
"eng_Latn"
] | false | docling | [
6848
] | [
2.5
] | 1 | 0 |
Alpine National Park Brumbies.
Victoria's Alpine National Park at 646,000 hectares is the State's largest and protects our highest mountains and varied alpine environments. The Alpine National Park has the greatest range of flora and fauna of any national park in Victoria. With adjoining national parks in NSW and the ACT, The Alpine National Park forms a protected area that covers almost all of Australia's high country. It's one of eight Australian Alps national parks that are managed co-operatively.
European pastoralists from NSW started moving south into the Alps in the 1830s, with grazing beginning around Omeo and up into the foothills in 1836. Summer grazing soon extended to the higher country, and huts were built there for shelter and storage during stock mustering. From the 1850s to around 1900, gold lured many people to the Alps. The only form of transport and of working the land throughout this time was with horses, so with these settlers and explorers came their horses: Clydesdales, Thoroughbreds, Stockhorses and Timor Ponies. Working horses and family horses both, they occasionally ran loose on the massive land holdings and were not always caught again. World War I also played its role in contributing to what we now know as Brumbies. When the men who worked many of the horses went to war, they ran wild until they returned and not all were caught. When the Depression hit Australia, along with increased industrialisation, many of the locals simply opened their gates and let their horses 'join the wild bush horses...' as Banjo Patterson described it.
The Brumbies, having been begun by man, were bred by nature. Those with poor feet or other unsoundnesses simply didn't survive long enough in the harsh Alpine terrain to contribute to the gene pool. The 'hot' or fiery tempered horses wasted energy and were also out of the race for survival, leaving the sound, the sane and the sturdy.
Alpine Brumbies are generally medium to stocky in build and mature between 13.3 and 15hh. Colours can range vastly from bays and browns to roans, the sought after 'creamies' made famous by Eleyne Mitchells Silver Brumbies series and the pintos.
There are an estimated 3000 Brumbies in the Alpine National Park from Bogong in the East to the Limestone Region of the West. Parks Victoria uses Brumby Running to manage the population, even though it has proven to be an inefficient and inhumane method. You can read more about Brumby Running in our How are Brumbies Caught information sheet.
The Victorian Brumby Association supports management of these Brumbies for their own wellbeing, however we are totally against Brumby Running. For the same reasons is has been banned elsewhere in Australia, including in the Kosciuszko National Park, we feel it must be stopped in Victoria. There are great examples of passive trapping, a humane method, being used in identical environments with far greater efficiency. Fertility control is another management tool which is currently not being utilised at all and has great potential for future management of Brumbies in our Alps.
Pictured at right: a Mob of mostly Alpine Brumbies grazes at Brumbys Run Sanctuary | <urn:uuid:f0ca7bdd-d617-4dac-ac42-1ab1467194fe> | CC-MAIN-2018-05 | http://australianbrumbyalliance.org.au/wp-content/uploads/2013/04/Alpine-National-Park-Brumbies.pdf | 2018-01-21T12:29:59Z | crawl-data/CC-MAIN-2018-05/segments/1516084890582.77/warc/CC-MAIN-20180121120038-20180121140038-00272.warc.gz | 29,042,149 | 682 | eng_Latn | eng_Latn | 0.999076 | eng_Latn | 0.999076 | [
"eng_Latn"
] | false | docling | [
3178
] | [
2.359375
] | 1 | 5 |
Teaching and Learning at St Chad's
At St Chad's Catholic and Church of England High school we believe that learning should be a lifelong process and a rewarding and enjoyable experience for everyone. Through our teaching we focus on inspiring children to learn and enable them to become confident, resourceful, enquiring and independent learners. In order to achieve this we need a coherent approach to teaching and learning. The TEEP model of effective teaching for effective learning is a framework with a strong pedagogical foundation, to support a consistent approach to teaching and learning. The TEEP (Teacher Effectiveness Enhancement Programme) model draws on significant research that has identified what is required of teachers and of learners in order for them to gain the best learning outcomes possible. It is expected that all teaching staff use the TEEP model when planning and delivering lessons and that Middle Leaders use the TEEP model when delivering CPD. Recently trained staff are expected to start embedding TEEP structures into their lessons following the initial 2 days training. In between days one and two and day three they should be using the TEEP cycle in at least one lesson per day.
The aims of TEEP are to:
* Give staff a common language for planning, teaching and evaluating learning
* To develop a community of learners where learning is valued, enjoyed, supported and lifelong
* Encompass and build upon everything we do that we know makes teaching and learning better
* Promote challenging lessons which ensure excellent progression both within a lesson and across a series of lessons in order to raise achievement for all
* To improve teaching and learning so that all lessons are at least good
* Provide staff with excellent development opportunities
The focus for Teaching and Learning in 2017-18will be:
* To continue ensure marking is formative, supports students' progress and includes challenge questions which require more detail in pupils' response
* To ensure all newly appointed staff undertake TEEP training and embed TEEP structures into their lessons with the support of the TEEP champions
* To ensure pupils are sufficiently challenged in lessons challenge
* To ensure that teaching enables disadvantaged pupils to develop their knowledge and understanding
The TEEP Model
The TEEP model of Effective Teaching for Effective Learning was developed in response to the needs of education systems, schools, teachers and students. It is a framework with a strong pedagogical foundation, to support a consistent approach to Teaching and Learning.
The TEEP model draws on significant research that has identified what is required of teachers and of learners in order for them to gain the best learning outcomes possible. The TEEP model, represented in the graphic above, is made up of three significant components each with important elements that are inextricably connected yet need to be recognised individually for their contribution to the teaching and learning process. ! See appendix 1
CPD at St Chad's
All teaching staff at St Chad's participate in the 3 day level 1 TEEP training. This involves learning about the structure of the TEEP model of teaching for effective learning, taking part in an expert's challenge to understand the 5 underpinning elements on which the TEEP model is based, how to use the TEEP learning cycle as a planning tool so that they can apply the TEEP model in their classrooms and focusing on effective teacher and learner behaviours.
Selected staff across a wide range of subject areas have taken part in the level 2 training and are now our TEEP champions and members of the Teaching and Learning team. This will enable them to embed TEEP across the school, undertake Action Research and share their findings with colleagues, deliver CPD as well as coaching and mentoring to improve the quality of teaching and learning across the school.
We deliver CPD after school on Thursdays. The focus of whole school CPD will be decided by the T&L team based on outcomes of SEF observations, work scrutinies, learning walks and other Self Evalution activities. CPD is delivered using the TEEP model so that staff are constantly revisiting the TEEP framework and leaders are modelling the model.
TEEP Champions / T&L team
In June 2015 11 staff undertook the 2 day level 2 TEEP training with the aim of having an identified group of staff to take Teaching and Learning at St Chad's forwards through TEEP, embed it and to contribute to the improvement of teaching and learning through coaching and mentoring. A further 5 members of staff completed the training in June 2016. The TLR holders for Teaching and Learning will complete the SSAT Lead Practioners accreditation in 2016-17. The TEEP champions are members of a Teaching and Learning team which meets half termly. The TEEP champions are:
Mrs H Brown (Assistant Head teacher for Teaching and Learning / MFL)
Mrs V Jones (TLR holder MFL))
Miss H Aspinall (Lead Practioner for Computer Science / Technology)
Mrs J Johnston (Lead Practioner for RE)
Mrs A Holebrook (Geography)
Mrs M Melanphy (CTL PE)
Mr L Rayson (CTL History)
Mrs K Furniss (TLR Holder Science)
Mr M Lawless (Head of Social Sciences)
Appendix 1
1. Effective Teacher behaviours and Effective Learner behaviours (the outer circle)
Effective Teacher Behaviours
One of the most significant influences on the quality of student learning at school is the class teacher. The TEEP model nominates 4 areas where teachers will benefit from being explicitly aware of how the decisions they make can impact their students' learning. TEEP explores:
Classroom climate: developing positive relationships in the classroom, setting high yet realistic expectations of the students, creating an inviting classroom environment which encourages student risktaking.
Classroom management: using routines, motivation techniques and consistent behaviour management practices.
Interactive teaching: Using techniques such as stimulating and facilitating classroom discussions, the effective use of questioning by students and teachers, using a variety of reflection practices.
Learning Styles: exploring the use of a range of teaching techniques that will meet the needs of the different learning styles of students in the class, ways to differentiate the learning, small group work, whole class instruction, and fostering independent learning practices.
Effective Learner Behaviours
Equal value must be given to the significance of understanding more about what effective learners do. If we want students to be responsible and independent learners then it is important that they understand more about how to learn so that they can be empowered in the learning process. Teachers need to know how to support the development of specific active learning behaviours.
TEEP explores active and effective learning behaviours in the areas of collaborating, thinking and metacognition, decision making, and communicating. We look at ways to help students construct meaning in their learning, monitor their own progress and reflect on the whole learning process.
2. The 5 Underlying elements of effective practice ( the middle circle)
Collaborative Learning
Collaborative Learning is an approach to teaching and learning that involves pairs or groups of students working and learning together to explore a topic, complete a task, solve a problem or create a product.
Effective use of ICT
Effective use of ICT can help students learn more deeply or quickly, usually when it does something they couldn't easily do without it.
Assessment for Learning
Assessment for Learning implies that any assessment should lead to improved learning outcomes for students. The TEEP model explores strategies and techniques that support teachers and students to give and receive quality feedback, and use assessment in both formative and Summative ways. It involves sharing learning goals with students to help students to know and to recognise the standards they are aiming for.
Accelerated Learning
This is the term used to describe the techniques and strategies that teachers use to actively engage learners in learning. It includes making connections with prior knowledge and experiences, allowing opportunity for exploratory talk, experiencing the content of the curriculum through the senses and supporting students to take risks in their learning.
Thinking for Learning
Thinking is a process that invites the learner to make sense of the information at hand. It is the way to understanding. It involves the teacher encouraging students to think deeply rather than on a superficial level so that the learning that takes place is rich and long-lasting means being asked searching (higher level) and big questions.
3. The TEEP learning cycle ( the inner circle)
The TEEP Learning cycle is used by teachers as a guide to plan relevant, purposeful and stimulating lessons. The model includes a six part lesson planning cycle (in the centre) which is built on what we know about effective learning. The stages of learning are shared with students so they can reflect on how to improve their own learning. Teachers can be confident that if each of these elements is considered during planning, then the lesson or series of lessons will be more likely to actively engage students in their learning. By definition the cycle does not mean that each element is discrete or linear, rather it is intended to provide the basis for a strategic and cohesive sequence of activity that will enhance the students' learning. It is expected that teachers will move back and forth using the cycle flexibly as they determine what is best to meet the needs of their students
a) Prepare for learning
To create a purposeful, working environment in which the pupils feel valued and confident from the outset. It is an opportunity to link learning. Are the students ready to learn?
b) Agree Learning Outcomes
To inform the pupils what they are expected to have learned by the end of the lesson and what the success criteria is. Useful phrases include: Pupils will be able to …, Pupils will know about … , Pupils will understand … . Why are students learning this?
c) Present New Information
This stage of the lesson is for students to be introduced to new ideas, concepts or themes through all the senses and mediums (VAK). The input may be directly from the teacher or from images, texts, video, internet demonstration, stories etc. What are students learning about?
d) Construct Meaning
This is the time for students to develop their understanding of the new information. Students are asked to make sense of it and explore it for themselves. The activities in this section should be designed to allow students to make progress towards achieving the learning outcomes. To do this they may have to consider different points of view, process information or work something out for themselves. You may need to make mistakes! What are students discovering?
e) Apply to demonstrate
This is the time for students to participate in a task or tasks that will allow them to demonstrate their developing understanding of the content that was presented and apply the new learning in a different situation. How can they use what they know?
f) Review
This is an essential stage in the process of teaching and learning. It is a chance for the students to reflect on the process and content of learning. The teacher will have a Big Review and mini review points during the lesson where they can check students are making good progress in their learning. Have they really understood it? | <urn:uuid:d08c256a-9440-47a3-a8ef-7029c44237a5> | CC-MAIN-2018-05 | http://docstore.st-chads.co.uk/index.php?task=callelement&format=raw&item_id=363&element=f85c494b-2b32-4109-b8c1-083cca2b7db6&method=download | 2018-01-21T12:18:47Z | crawl-data/CC-MAIN-2018-05/segments/1516084890582.77/warc/CC-MAIN-20180121120038-20180121140038-00273.warc.gz | 95,362,284 | 2,231 | eng_Latn | eng_Latn | 0.997825 | eng_Latn | 0.998243 | [
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | docling | [
2315,
5245,
8055,
11023,
11645
] | [
2.328125
] | 1 | 4 |
Conjunctivitis
Single Point Lesson
Conjunctivitis is a common condition that causes redness and inflammation of the thin layer of tissue that covers the front of the eye (the conjunctiva).
What causes conjunctivitis? Infective conjunctivitis is cause by a bacterial or viral infection
Allergic conjunctivitis is caused by an allergic reaction to a substance such as pollen or dust mites. Allergic conjunctivitis can affect daily life and can make children very miserable particularly if your eyes are severely irritated.
Irritant conjunctivitis occurs when the eye comes into contact with things that can irritate the conjunctiva, such as shampoo or chlorinated water, or a loose eyelash rubbing against the eye
The two main symptoms are usually:
*eye redness – as a result of the inflammation and widening of the tiny
blood vessels in the conjunctiva.
*a discharge –the conjunctiva contains thousands of cells that produce mucus
and tiny glands that produce tears and inflammation will cause the produce more
water and mucus
Often affected one eye first and then spreads to the second eye.
Treating conjunctivitis
The treatment will depend on the cause. Infective conjunctivitis may need antibiotic eye drops to clear up the infection.
Irritant conjunctivitis will clear up as soon as whatever is causing it is removed.
Allergic conjunctivitis can usually be treated with anti-allergy medications such as antihistamines. If possible, care should be taken to avoid the substance that triggered the allergy.
Infective Conjunctivitis may be accompanied by
*a burning sensation in your eyes
*a feeling of grit in your eyes
*a sticky coating on the eyelashes – especially visible first thing in the morning. •an enlarged lymph node (gland) in front of the ear
Infection Control advice
Children do not need to stay away from nursery/ school if they have conjunctivitis, unless they are feeling particularly unwell.
If there are a number of conjunctivitis cases at school/ nursery, please contact the infection control team on01744 457314/312
Wash your hands regularly – this is particularly important and will stop the infection spreading to others.
Encourage children with hand washing particularly if they have been touching their eyes.
If you need to clean sticky discharge from eyelids and lashes, wearing gloves use cotton wool soaked in cooled boiled water. Avoid sharing pillows or towels always.
to discuss. | <urn:uuid:cccdc414-e762-4e12-a5a6-75e757518e50> | CC-MAIN-2018-05 | http://sthelensccg.nhs.uk/media/1856/conjunctivitis-july-2017.pdf | 2018-01-21T12:43:17Z | crawl-data/CC-MAIN-2018-05/segments/1516084890582.77/warc/CC-MAIN-20180121120038-20180121140038-00272.warc.gz | 330,395,193 | 515 | eng_Latn | eng_Latn | 0.998334 | eng_Latn | 0.998334 | [
"eng_Latn"
] | false | docling | [
2435
] | [
3.125
] | 2 | 2 |
Understanding Your FICO Score Transcript
Welcome to Money Talks, a series of podcasts developed by Oklahoma Money Matters, the financial literacy initiative of the Oklahoma College Assistance Program and the Oklahoma State Regents for Higher Education.
Chances are, if you've had to apply for a car or home loan recently, you've come face-to-face with your FICO score. This little three digit number plays a big role in whether you can obtain financing and what type of interest rate you're eligible for. Yet, most people have no clue how it works, or how it affects them. Why don't we take a few minutes and sort through how the FICO system works?
Your FICO score, calculated by the Fair Isaac Corporation, is a tool lenders use to judge your creditworthiness. Simply put, FICO grades your ability to pay back the money lent to you. It uses mathematical formulas to evaluate your past borrowing behavior and predict your future repayment habits.
FICO scores range between 300 and 850. A higher score means lower interest rates and access to more credit. A lower score means you'll pay more to borrow and have access to less credit. Lenders are wary of borrowers with a lower score. If they do approve a loan, it usually comes with a high price in the form of a high interest rate. Your FICO score consists of five main parts: your payment history, how much you currently owe, the length of your credit history, the amount of new credit available to you and the types of credit you have.
Your payment history makes up the largest part of your FICO score at 35%. This piece of the score takes into consideration how often you make late payments, if you've had defaulted loans, or if you've ever declared bankruptcy. This is why it's critically important to pay your bills on time, every time.
30% of your score is weighted on the amount of debt you owe. In this section, FICO takes into consideration your credit utilization ratio, which is the amount of credit you've used in proportion to the amount of credit available to you. For example, if you have a credit line of $10,000 and you currently have $6,000 charged to that account, your credit utilization ratio is 60% - you've used 60% of the credit extended to you. It's never a good idea to max out your credit cards. In fact, experts recommend keeping your credit utilization ratio below 25%, if possible.
Another 15% of your score is based on the length of your credit history. The longer you have had credit, the better this portion of your score will be. Lenders want to see that you've been paying your bills on time, over a long period of time. This shows you're a consistent payer and a good risk.
The amount of new credit you have or that you've applied for takes up 10% of your score. Opening or even just applying for numerous credit accounts in a short period of time can hurt your score.
The last category used to determine your FICO score takes into consideration the types of credit you have. It's best to have a mixture of revolving debt, like credit card accounts, and installment loans, such as mortgages, car loans or student loans. This section makes up 10% of your score.
Now that you know what your FICO score is all about, do your best to raise your score before you seek another loan. A lower score could cost you thousands more in interest over the life of a loan! For more information on FICO scores, check out my fico dot com.
Thank you for joining us on Money Talks! If you'd like more money saving tips, check out our website, Oklahoma money matters dot org. Until next time, make your money matter! | <urn:uuid:20027ffb-defe-4d35-a11b-060b019879c6> | CC-MAIN-2018-05 | http://oklahomamoneymatters.org/Resources/podcasts/Understanding_Your_FICO_Score_transcript.pdf | 2018-01-21T12:41:02Z | crawl-data/CC-MAIN-2018-05/segments/1516084890582.77/warc/CC-MAIN-20180121120038-20180121140038-00274.warc.gz | 242,599,858 | 791 | eng_Latn | eng_Latn | 0.99896 | eng_Latn | 0.999084 | [
"eng_Latn",
"eng_Latn"
] | false | docling | [
2382,
3616
] | [
2.015625
] | 2 | 4 |
Writing
Manipulate sentences to create particular effects.
Use devices to build cohesion between paragraphs in persuasive, discursive and explanatory texts e.g. adverbials such as: on the other hand, the opposing view, similarly, in contrast, although, additionally, another possibility, alternatively, as a consequence.
Use devices to build cohesion between paragraphs in narrative e.g. adverbials such as: in the meantime, meanwhile, in due course, until then.
Identify audience and purpose.
Choose appropriate text-form and type for all writing and select the appropriate structure, vocabulary and grammar.
Phone : +123 456 7890 Blend action, dialogue and description within sentences and paragraphs to convey character and advance the action e.g. Tom stomped into the room, flung down his grubby, school bag and announced, through gritted teeth, "It's not fair!"
Website : www.reallygreatsite.com 123 Anywhere St., Any City, St 12345 Evaluate, select and use a range of organisation and presentational devices to structure text for different purposes and audiences e.g. headings, subheadings, columns, bullet points, tables.
Develop self-checking and proof-checking strategies, including the use of a dictionary and thesaurus
Other important aspects of writing in Year 6
Write, using a joined style, with increasing speed.
Use ellipsis to link ideas between paragraphs.
Identify and use semi-colons to mark the boundary between independent clauses e.g. It is raining; I am fed up.
Investigate and collect a range of synonyms and antonyms e.g. mischievous, wicked, evil, impish, spiteful, well-behaved.
Identify the subject and object of a sentence.
Punctuate bullet points consistently.
Identify and use colons to introduce a list
Identify and use semi-colons within lists.
Explore how hyphens can be used to avoid ambiguity e.g. man eating shark versus man-eating shark.
WOODSEAVES CE PRIMARY ACADEMY
End of Year Expectations for Year Six
This booklet provides information for parents and carers on the end of year key learning indicators of performance for pupils in our school. The statements in this booklet have been identified as Key Learning Indicators of Performance as these have the greatest impact on the further development of skills and subsequent learning. They are not the full curriculum we teach in school. All the objectives will be worked on throughout the year and will be the focus of direct teaching. Any extra support you can provide in helping your children to achieve these is greatly valued. If you have any queries regarding the content of this booklet or want support in knowing how best to help your child please talk to your child's teacher.
Mathematics
Identify, represent and estimate numbers using the number line.
Read, write, order and compare numbers up to 10 000 000 & determine the value of each digit.
Order and compare numbers including integers, decimals and negative numbers.
Round decimals with three decimal places to the nearest whole number or one or two decimal places.
Find 0.001, 0.01, 0.1, 1, 10 and powers of 10 more/less than a given number.
Multiply and divide numbers by 10, 100 and 1000 giving answers up to three decimal places.
Describe and extend number sequences including those with multiplication and division steps, inconsistent steps, alternating steps and those where the step size is a decimal.
Use negative numbers in context, and calculate intervals across zero.
Choose an appropriate strategy to solve a calculation based upon the numbers involved (recall a known fact, calculate mentally, use a jotting, written method).
Perform mental calculations including with mixed operations and large numbers and decimals.
Recall and use addition and subtraction facts for 1 (with decimals two decimal places)
Add and subtract whole numbers and decimals using formal written methods (columnar addition and subtraction).
Perform mental calculations, including with mixed operations and large numbers.
Solve addition and subtraction multi-step problems in contexts, deciding which operations and methods to use and why
Multiply multi-digit numbers up to 4 digits by a two-digit whole number using the formal written method of long multiplication.
Divide numbers up to 4 digits by a two-digit whole number using the formal written methods of short or long division, and interpret remainders as whole number remainders, fractions, or by rounding, as appropriate for the context.
Multiply one-digit numbers with up to two decimal places by whole numbers.
Use written division methods in cases where the answer has up to two decimal places.
Use common factors to simplify fractions; use common multiples to express fractions in the same denomination.
Solve problems involving all four operations, including those with missing numbers.
Recall and use equivalences between simple fractions, decimals and percentages, including in different contexts.
Multiply simple pairs of proper fractions, writing the answer in its simplest form e.g. 1 4 x 1 2 = 1 8
Add and subtract fractions with different denominators and mixed numbers, using the concept of equivalent fractions.
Solve problems involving the calculation of percentages (e.g. of measures and such as 15% of 260) and the use of percentages for comparison
Draw 2-D shapes using given dimensions and angles.
Recognise angles where they meet at a point, are on a straight line, or are vertically opposite, and find missing angles.
Find unknown angles in any triangles, quadrilaterals, regular polygons.
Describe positions on the full coordinate grid (all four quadrants).
Express missing number problems algebraically.
Find pairs of numbers that satisfy an equation with two unknowns
Use, read and write standard units of length, mass, volume and time using decimal notation to three decimal places.
Solve problems involving the calculation and conversion of units of measure, using decimal notation up to three decimal places where appropriate.
Interpret and construct pie charts and line graphs and use these to solve problem
Reading
Explain the meaning of new vocabulary within the context of the text.
Demonstrate active reading strategies e.g. justifying opinions.
Provide reasoned justifications for their views.
Through close reading, re-read and read ahead to locate clues to support understanding and justify with evidence from the text
Skim for gist.
Scan for key information e.g. identify words and phrases which tell you the character is frustrated, or find words/phrases which suggest that a theme park is exciting.
Use a combination of skimming, scanning and close reading across a text to locate specific detail.
Retrieve, record, make notes and present information from non-fiction, including texts used in other subjects.
Explain the effect on the reader of the author's choice of language and reasons why the author may have selected these words, phrases and techniques.
Other important aspects of reading in Year 6
Work out unfamiliar words by focusing on all letters in the word.
Independently read longer texts with sustained stamina and interest.
Recommend books with detailed reasons for their opinions.
Express preferences about a wider range of books including modern fiction.
Learn a wider range of poems by heart.
Justify opinions and elaborate by referring to the text.
Infer characters' feelings, thoughts and motives from their actions, justifying inferences with evidence e.g. Point+Evidence+Explanation.
Recognise themes within and across texts e.g. hope, peace, fortune, survival. | <urn:uuid:a4fea575-981a-4090-9218-88edd13fe970> | CC-MAIN-2024-46 | https://www.woodseaves.staffs.sch.uk/_files/ugd/4f8160_cf6fcb025c6141c8abf9057931eae114.pdf | 2024-11-04T01:09:23+00:00 | crawl-data/CC-MAIN-2024-46/segments/1730477027809.13/warc/CC-MAIN-20241104003052-20241104033052-00378.warc.gz | 998,314,523 | 1,577 | eng_Latn | eng_Latn | 0.997322 | eng_Latn | 0.997318 | [
"eng_Latn",
"eng_Latn"
] | false | docling | [
2681,
7559
] | [
4.09375
] | 1 | 0 |
Let's Talk: Day 239
Today's Reading: Acts 14 / Family Focus: verses 8-20
Discuss with your family some of the gifts and/or talents God has given you. God has blessed us with our gifts and talents for His glory, not our personal pleasure. It is important to stay humble and realize that all we are and all we have comes only from God.
Questions:
1. Who did the people of Lystra call Paul? Why did they give Barnabas the name they did?
2. What did Paul and Barnabas do that caused the people of Lystra to want to worship them?
3. Why were Paul and Barnabas so upset about the praise from the people?
4. Have you ever been praised for a gift God has given you and you felt that it was inappropriate?
Let's Talk: Day 240
Today's Reading: Acts 15 / Family Focus: verses 6-18
As an individual or as a family define the word grace. Webster's Dictionary defines it as: "unmerited divine assistance given humans for their regeneration or sanctification." Compare your thoughts with Webster's definition, and with how the Bible defines grace. Think of this acronym: God's Riches At Christ's Expense.
Questions:
1. By what are the Gentile's hearts purified?
2. What will God rebuild?
3. Why is grace through faith unique to Christianity?
4. What works do we need to attain salvation? Why?
Let's Talk: Day 241
Today's Reading: Acts 16 / Family Focus: verses 22-34
Watch with your family Brian Littrell singing In Christ Alone here:
http://www.youtube.com/watch?
v=8Sgk8qStNRY&feature=related. The jailer from the Bible passage found Jesus and was saved along with his whole family. It was the unfair circumstances of Paul and Silas that allowed a jailer to meet Jesus. Have you ever thought that you might be in a hard trial so that someone in your world might meet Jesus?
Questions:
1. Who was in jail singing and praying?
2. What happened after the earthquake?
3. Do you think it is common for one member of a family to believe in Jesus and then the whole family believes in Him? Why or why not?
4. Do you know who in your family was the first to accept Christ as their Savior? Dad? Mom? Grandfather? Grandmother?
Let's Talk: Day 242
Today's Reading: Acts 17 / Family Focus: verses 22-29
Name some monuments that you may have heard of or seen in your state or in Washington DC. What are some common characteristics of monuments? The altar in today's passage is similar to a monument; both represent an important person or event in history.
Questions:
1. What was the title listed on one of the altars?
2. Paul found that altar on a walk and used it to bring Jesus to the people. What can you use in your daily life to make a connection between your peers and Jesus?
3. Does God dwell in temples or anything else man-made?
4. What can we do to remember God?
Let's Talk: Day 243
Today's Reading: Acts 18 / Family Focus: verses 5-11
Discuss with your family your history with your church (how long have you attended, were you baptized there, any other memories of your church). Church is much more than a building. It is the people in it who come together with a common goal and belief in God.
Questions:
1. Who did Paul go see after the Jews opposed him?
2. How did God speak to Paul?
3. Why did you decide to come to your church?
4. What makes your church "home" for you and your family?
Let's Talk: Day 244
Today's Reading: Amos 9 / Family Focus: verses 11-12
Today's reading is referenced from Day 241 in Acts 15 and talks about rebuilding. Kids in our current generation learn better when we involve more than one of their senses. To bring our passage to life, use a couple decks of cards to build a tower. Divide your family in half and see which team can build the tallest tower.
Questions:
1. What will God do to the tabernacle of David?
2. What people group is the "tabernacle of David" and what is God's plan for them?
3. Is there anything in your life that you feel is in ruins? If so, pray for God to rebuild it.
4. Is there any area in your life that feels like enemies have control? Again, pray that God would help you take back that ground.
Let's Talk: Day 245
Today's Reading: Today is the weekly OFF day
Mystery Question for the upcoming week: Which Jewish group does not believe in resurrection?
As we study through Acts, we are constantly reading about life change. As a family, make a short video testimony of how Jesus has changed your life. We would love to hear it! Send a copy to email@example.com. | <urn:uuid:84ea23c2-fbf1-4d25-844b-ce50b55e1248> | CC-MAIN-2018-05 | http://ownit365.com/wp-content/uploads/2014/11/LetsTalk-NT-239-2451.pdf | 2018-01-21T12:51:37Z | crawl-data/CC-MAIN-2018-05/segments/1516084890582.77/warc/CC-MAIN-20180121120038-20180121140038-00275.warc.gz | 271,622,635 | 1,056 | eng_Latn | eng_Latn | 0.998634 | eng_Latn | 0.998954 | [
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | docling | [
1286,
2767,
4234,
4444
] | [
2.46875
] | 1 | 3 |
Angles
Fill in the blanks
1) The measure of one complete angle is equal to two ___________ angles.
2) An angle of 180° measure is called ___________.
3) The common initial point of two rays is called as ___________.
4) An angle whose measure is greater than that of the right angle but less than 180° is ___________.
5) The two intersecting rays at a point form an angle, the two rays are called as two ___________ of the angle.
6) The measure of 2 right angles is ___________.
7) The sum of two angles is 90°, then each of them is ___________ angle.
8) At 7 o'clock, the angle formed between minute hand and hour hand is a ___________ angle.
9) At 12 o'clock, the angle formed between minute hand and hour hand is ___________.
10) of straight angle is equal to ___________. 1 2
Page
1 | <urn:uuid:1dd17a55-bf00-4838-8e56-864eb6f947bc> | CC-MAIN-2024-46 | https://mathsquery.com/download-worksheet?u=geometry&su=fundamentals&c=angle-and-types&n=1 | 2024-11-04T02:42:37+00:00 | crawl-data/CC-MAIN-2024-46/segments/1730477027809.13/warc/CC-MAIN-20241104003052-20241104033052-00381.warc.gz | 355,872,353 | 209 | eng_Latn | eng_Latn | 0.998538 | eng_Latn | 0.998538 | [
"eng_Latn"
] | false | docling | [
798
] | [
3.09375
] | 1 | 1 |
Chapter 1
What is Vision?
Vision is the deriving of meaning and direction of action as triggered by light. Vision is much more than sight or how clearly one sees, which is commonly measured and termed acuity and is better called sight. Vision is one's comprehensive ability to organize that which can be seen in such a way that one understands what is seen and can use that understanding to guide and direct one's actions to achieve the things wanted and needed to survive and to enjoy life.
What is vision? Arthur Zajonc catches the essence of the totality of vision in the opening paragraphs of his book, Catching the Light - The Entwined History of Light and Mind. He recounts the life of an 8-year old boy, blind since birth because of cataracts, on whom surgery was performed to restore sight.
"Following the operation, they were anxious to discover how well the child could see. When the boy's eyes were healed, they removed the bandages. Waving a hand in front of the child's physically perfect eyes, they asked him what he saw. He replied weakly, 'I don't know.' 'Don't you see it moving?' they asked. 'I don't know' was his only reply. The boy's eyes were clearly not following the slowly moving hand. What he saw was only a varying brightness in front of him. He was then allowed to touch the hand as it began to move; he cried out in a voice of triumph; 'It's moving!' He could feel it move, and even, as he said, 'hear it move,' but he still needed laboriously to learn to see it move. Light and eyes were not enough to grant him sight. The light of day beckoned, but no light of mind replied within the boy's anxious, open eyes. The lights of nature and of mind entwine within the eye and call forth vision."
Vision is much more than the ability to see small detail at great distances. It is the total ability to organize light input and recognize spatial relationships between things and to build an internal representation of reality. From that internal representation of reality, which is by its very nature incomplete, vision provides the organism with the information necessary to make decisions about which actions to take and in what precise way to execute the chosen action.
To do this the person needs to extract huge quantities of information and data from nearly all parts of the body and use all the sensory input available from the external world. This information is then integrated into a whole which does not have discrete separate sensory parts, but which is assembled into a unified whole.
The Four Circles of Skeffington
Vision is a very complex, highly parallel processing activity involving nearly every part of the human being. In the written or spoken form, material must be presented in a sequential manner. Many different ways can be used to organize most complex systems both conceptually and for presentation. I have used the four-circle concept first put forth by the father of behavioral optometry, A.M. Skeffington, as a vehicle through which to explain my understanding of vision.
The four circles of Skeffington are not presented as the model of vision. The four circle description is just one among many ways through which one may explain vision.
Sometime in the mid-1950's, Skeffington and a number of other optometrists were at an annual summer conference at Ohio State University. At these meetings, many of the concepts and ideas and theories of how the visual process works (which we now take for granted) were first being understood. Psychologist Sam Renshaw, the host of the meetings, was presenting to the group information on Boolean algebra and set theory. Two overlapping circles were drawn to represent two sets and their intersection. The areas of "Only - A", "Only - B" and "Both A-andB" were being explained (Fig. 1.1).
At the time, the popular Ballentine beer logo was three rings arranged in an overlapped triangular pattern. Each ring stood for a different characteristic of the beer; purity, body, and flavor (Fig. 1.2). After a bit of doodling on napkins, the four circles were born, and Skeffington adopted them as a presentation tool (Fig. 1.3).
Ballentine Company Logo
Figure 1.2
2
Antigravity
Skeffington named the first circle the Antigravity Circle. The name itself does very little to explain exactly what this signifies. What, then, constitutes that which is referenced by this circle? Included in the Antigravity Circle is everything a person uses to answer the fundamental question: "Where am I?" Sub-questions include: "Where am I in space?" and "Where are my body parts in reference to the other parts of me?"
Gravity is one of the most stable relative constants we have in our lives. Gravity defines for us "down," from which we establish for ourselves our own three-dimensional space coordinate system. Several key building blocks go into helping us build this internal space coordinate system and representation of reality.
Semicircular Canals
The first element is the bilateral semicircular canal system connected to the otoliths of the inner ear. From this we derive both positional information relative to the gravitational force as well as acceleration and deceleration information relative to gravity. We get an idea of where we are in reference to gravity, which is pulling down on us. We also get information about whether
3
we are changing speeds relative to the constant. Interestingly, we do not get direct information about movement from the semicircular canals when we remain in a motion along a straight path at a steady velocity. We need other clues to shifting frames of reference whenever we are not changing positions relative to gravity. This information is coming from within our head. How then do we know where our torso is in reference to our head and where our legs are in reference to our torso and to our head?
Proprioception
Proprioception is the second piece of information used to help establish for each person where he or she is in space and where their body parts are, one in reference to another. The stretch receptors in our muscles and connective tissue throughout the body provide the information from which we derive the relationships of one part of our body to another part.
A minimum of two muscles operate any given joint in the body and, in many cases, many muscles operate around complex joints. Simplistically, during any joint movement there are both an agonist and an antagonist muscle. In simple joints this is accomplished with just two muscles. In joints with more degrees of freedom of movement, combinations of muscles may act as single agonist-antagonist pairs. The agonist muscle contracts and the antagonist muscle relaxes tension. By knowing precisely the degree of contractedness and the amount of stretch around a joint, one can know the exact angle of the joint. Taken together, one can know where all the parts of the body are in reference to each other. Obviously, then, the afferent or sensory fibers from the body are critical in building a complete representation of the self and in organizing all the parts into a whole.
Elliott Forrest described the body as being three inverted triangles, each with its apex pointed downward (Fig. 1.4). The first triangle consists of the pelvis, legs and feet. The second triangle consists of the torso from the shoulders to where the spine inserts into the pelvis. The third triangle is the head itself perched on top of the spine. It obviously takes a commitment of a certain amount of energy to keep the body from falling over. We must constantly monitor aspects of these complex relationships to keep the body from falling and to direct it knowingly through the complex series of movements we do to perform even the simplest act.
The Body as Three Triangles
4
Darell Boyd Harmon first described the functions of connections between each of the triangles as transducers of relative positions in space. The most important transducer was noted to be the intersection between the head and the torso, located at the top of the spine. The muscles of the neck can supply the necessary information of relative position, but much more precise information is needed from this critical junction.
To help understand the need for precise information, imagine the following. Look at an object far to your left for a moment, turning your head as far to the left as you can. Make sure you look directly at the object. The chief ray of light from the object falls on your fovea. Now, turn your head far to your right and pick an object to look at. Be sure to look directly at it. The light from the chief rays from that object are now falling on your fovea. Are the two objects in the same place in space? Of course not. However, they were both, at one point in time, being looked at directly. The difference was that, over time, you moved your head from side to side. Position of the object on the retina gives no absolute information about where an object is in space. The information derived from where images of objects fall on a retina yields only a relative spatial mapping.
To translate this relative information into absolute information, one needs information about the relative position of the eyes in the orbit, the position of the head relative to the torso, and the position of the torso relative to the legs, and so on. In addition, the quality of this information must be consistent. Any loss of granularity, fineness, or precision in the data will degrade the entire system.
How do we know where the eyes are in the sockets and how do we control the movements of the eyes so precisely? The answer lies in the richness of the connections of the cranial nerves that connect to the twelve extraocular muscles and the relative sizes of the muscles in relation to the mass of the eye. Each eye is surrounded by six muscles that are used to point the eyes toward the area of space selected by the person.
Individual contractile fibers in muscle tissue contract in an "all-or-none" response. When activated, each individual sarcomere contracts fully. One way to have fine control would be to have a plethora of additional nerve fiber endings, or motor plates, per unit area of muscle. Another would be to have a large muscle mass in relation to the amount of mass to be moved. By having much more muscle than is necessary and maintaining the same number of motor end plates per muscle mass, one would have the additional fineness for incredibly accurate control as well as fine feedback from the stretch receptors to know where the eye is in the socket.
Without this fineness of control there would be no need to have such a dense packing of the receptor cells in the retina. The fineness of detail in the flow of data streaming down the optic nerve to the brain would be lost without precise aiming abilities and without the precise knowledge of where the eye is in the head. It is critical to have sensitivities in all three areas (aiming of the eyes, proprioception of the eyes' position in the orbit, and density of detail within the flow of visual data from the retina to the brain) that are all at nearly the same level of fineness. If any one system is below the levels of the others, the validity and reliability of the data obtained by the organism from its environment will be degraded or compromised.
5
Eye muscle mass is five times bigger in relation to the mass of the eye that has to be moved than any other muscle-to-mass ratio in the entire body. This provides the necessary fineness of control, and provides enough muscle mass from which the afferent fibers can give back the fineness of data from which to know exactly where the eye is in the orbit.
C1, C2, C3 Afferents
We need very precise information about where our head is in reference to our torso. It might be possible to get this information from the cumulative proprioceptive data from the muscles that form and bridge the neck. These muscles move the head and keep it balanced atop the spine. Additional information is gotten which is extremely significant in keeping the fineness or the granularity of the inputs small to help know precisely where the head is in space. The afferent fibers from the C1, C2, and C3 dorsal cervical nerves serve this purpose.
In a series of studies reported by Leonard A. Cohen, it was shown that these inputs affect orientation abilities of a monkey in ladder-climbing tasks more than did complete bilateral removal of the semicircular canals. In fact, the monkeys recovered more function at a quicker pace when the semicircular canals were removed than when inputs from these three dorsal cervical ganglions were severed. Cohen believes that too much emphasis has been put on these vestibular components because it is easy to see and understand what their role is. Understanding the role of the information from the dorsal cervical ganglion is more difficult and, until Cohen's pioneer work, might never have been achieved at all.
Case Examples
Before discussing the key inputs from the flow of visual data from the optic nerve to the antigravity process, a few cases might help to clarify the roles of the inputs described above.
Mr. McGregor: In his book, The Man Who Mistook His Wife For a Hat, neurologist Oliver Sacks describes the case of Mr. McGregor, a 93-year-old former carpenter with advanced Parkinson's disease. Mr. McGregor walked with a list, or tilt, to his left of nearly 20 degrees, but had no awareness of his tilt whatsoever. The concern, of course, was that he might fall.
Sacks videotaped him walking and together they watched the tape. Seeing the tape, Mr. McGregor became aware for the first time that something was wrong. He thought for a moment and said to Sacks, "It's like the spirit level in my head is broken." To which Sacks replied, "YES!" However, realizing what was broken and fixing it were two different things. Eventually, Mr. McGregor ended up devising an addition to his glasses that suspended the bubble assembly from a carpenter's level at about 9-10 inches directly in front of his eyes.
Mr. McGregor soon learned to walk with the level as his guide. At first, he had to look constantly at the level and got very tired. Gradually he was able to pay less and less conscious attention to the level device and learned to use the information from the level
6
subconsciously. Finally he learned to walk straight, using the visual information about gravity as a replacement for the information he should have been getting from the semicircular canals in his inner ear. This case demonstrates very well the importance of the information used by the visual process in constructing our internal representation of space. This is but one part of the antigravity process, the foundation upon which vision is built.
The Case of the Disembodied Lady
Another of Sacks' patients was a woman who entered the hospital to have some gallstones removed. It became evident that she had acute polyneuritis that purely affected solely the sensory roots of the spinal and cranial nerves throughout the entire neural structure. All inputs to the brain from proprioception were blocked.
(Remember that proprioception tells us where our body parts are in reference to each other. Information from muscles and ligaments throughout the body communicates the degree to which they are in tension. Using all the information from all these muscles and ligaments together, we construct an image of our body and place our body parts all in reference to each other. Thus, if I decide to grab something, in order to give the correct set of orders to my arm, I must first know where my arm is. How to direct a hand movement if I do not know where my hand is? How to pick up food if I do not know where my mouth is? It is proprioception's job to constantly monitor all of this.)
In this instance, the poor woman lost it all! Proprioception was completely knocked out and never returned. She had sensation to deep pressure (meaning that she could distinguish between her arm and her leg if either was squeezed tightly) and retained awareness to heat and cold. She could tell when her hand was touching something hot or if it was in cold water. But she had no idea where her hand was in reference to any other part of her. Thus, without knowing where her arm was at the time, she had no idea what direction to move it to get away from the heat or toward safety. She had become unable to direct actions because she did not know where her body parts were by feel.
It was decided to use vision to help her le arn to move again. The patient was surrounded by mirrors and learned how to move again exclusively by using visual input and visual information. She noted, "What I must do then, is use vision, use my eyes, in every situation where I used -- what do you call it? -- proprioception before. I've already noticed, that I may 'lose' my arms. I think they're one place, and I find they're another. This 'proprioception' is like the eyes of the body, the way the body sees itself. And if it goes, as it's gone with me, it's like the body's blind" (italics in original). Sacks noted that her new movements were all very highly stylized, such as a dancer or actress might do. They were very unnatural but she could function sufficiently and eventually lived independently again.
Some Neurology
7
At this point, some insight into the neurology underlying the Antigravity Circle would be helpful. The optic nerve, which connects the eye with the brain, at first appeared to be a fairly simply nerve. It was believed that the eye and retinal complex converted light energy to chemical energy then to electrical energy and that the electrical energy somehow transmitted a "picture" to the brain. Phenomenologically this is what must happen because it matches our experience. We know that cameras take pictures of the world. We also know that what we see and the image we are aware of are just like the picture a camera takes or that a television shows us. So the eye must be like a camera, and somewhere in our head we view the picture when we are conscious.
But it turns out that this simple picture is not true. In reality, aside from the main branch of the optic nerve (which proceeds to the visual cortex), nine additional branches of the optic nerve feed visual data to other areas of the brain.
Another startling fact, discovered by Karl Pribram in the early 1980's, is that the optic nerve is not a one-way conduit of information towards the brain. Pribram demonstrated that in monkeys, 8% of the optic nerve was actually carrying information from the brain to the retina. The exact purpose of these fibers is yet to be determined. However, some speculation about the role these fibers fill might relate to how we recognize things we are already thinking about much sooner than things that we did not think about beforehand. As an example, many have experienced driving in a new place and looking for a specific street. As we approach a street with a name other than the one we're looking for, we have to get very close before we can actually read the street sign. When the street we are actually looking for is indeed the one in front of us, we recognize the sign much further away. We may not be able to decipher the individual characters that make up the sign, but we "know" that we've found the right street. We relax and know we are there. Only as we get closer can we actually read the street sign. Does the brain transmit the pattern of what we are looking for forward to the retina to allow a match to occur with incredible speed? The answer is unknown at this time.
One branch of the optic nerve that accounts for about 20% of the fibers in the optic nerve connects directly to the superior colliculus. I first learned about this branch not in optometry school, but at a seminar of behavioral optometrists the summer after I completed my optometric education. When I first learned of it I considered it insignificant. I was totally convinced that, because I did not learn about it from my neurology teachers, the behavioral optometrist presenting the information certainly must have been misinformed. I didn't think I could possibly have missed that, given the expensive education I had just completed.
Current neurology research, and, most recently, research by Lawrence Weiskrantz, a British neuroscience researcher, states that until recently the role of these fibers was not understood. In his article on blind sight Weiskrantz notes that this 'little' branch coming off the optic nerve was actually 10 times the size of the auditory nerve, through which everything we hear comes to us! I had to stop thinking of this branch as being "insignificant"!
This branch to the superior colliculus seems to be the most heavily implicated in going to the areas where the information from the semicircular canals, proprioception information from the entire body, and the afferent inputs from the C1, C2, and C3 dorsal cervical roots all go. This,
8
therefore, is where the information from the balance centers and the proprioceptive information from the muscles and tendons and ligaments of the body are combined with input from our lighted environment. From this and more we construct a representation of space, with us placed at the origin. Our final goal is to create a representation of reality.
Thus, the Antigravity Circle is that which includes everything we use to know where we are in space and where all our body parts are in reference to each other and everything else. This is the first step toward vision. Within each of us we build a representation of reality. That reality has to be built around something, and we build it around a sense of where we are in space.
Skeffington said, "He who is insecure in his space world is insecure in his ego!" Without a stable representation of space and self within that space, difficulties of the self may emerge. These may manifest, as the severity changes, as various psychoses, including schizophrenia, agoraphobia, autism, and dissociative personalities.
Antigravity; Everything the person uses to answer the fundamental question, Where am I?
Centering
The second part of the formal definition of vision is that vision directs action. Once we know where we are and where our parts in space (Antigravity) and we lock on target or on a stored representation of the target (Centering), we can then direct our actions to that specific place in space.
Centering is the second of the Four Circles of Skeffington. It is one thing to know where one is in reference to gravity and to know where one's parts are in relation to the rest of the self. It is something else to know where one is in relation to another object in space. To manipulate something in our environment, to perform work, to do anything, we must relate to something in our environment, in the past, the present, or the future. Centering is everything the person uses to know where something is in reference to themselves. We must orient ourselves to the task. Everything involved in orienting ourselves to the task and coming to balance with the task is part of centering.
If I am thirsty and remember that I have a cup of water on my desk and I want to take a drink, I must do several things to quench my thirst. Centering helps me to locate and then to know exactly where the cup is in relation to where I am so I can begin the process of directing my actions to that specific place in space.
The entire body is used in centering. If the target we have selected to look at or need to look at is nearly straight ahead of us, the bulk of the three body triangles takes on a supportive role, allowing us to lock onto the target by simply moving our eyes so that each eye is now directed toward the target. However, if the object we wish to look at or manipulate is off to one side, we may turn our head and eyes to locate the object. Because this might put us out of balance to pick up or to manipulate the object, we might take a step or realign the lowest triangle (legs and pelvis) toward the object. As we do this, the second triangle (torso) also rotates so that
9
the object is also centered. As soon as a particular triangle is finished moving to bring it in balance with the task, that triangle then takes on a supportive role. The head is brought around by the neck muscles, supported by the two triangles below. The muscles of the lower and upper back are critical in getting us on target and helping us know where the object of regard is relative to us.
In a very complex part of the centering process, the eyes are also brought into alignment with the object. Each eye has six muscles that surround it. Normally, the eyes lock on target or lead the direction of movement toward the target. To reduce the expenditure of effort and energy, to bring about a homeostasis, the person rotates and realigns the lower triangles to come to balance with the task. Each person derives the location in space of themselves and objects; once both are known, the person can direct actions accurately and efficiently. Vision directs the action. Any inaccuracy in knowing either where the person is, or where their body parts are relative to each other, or where the object is will result in motor inefficiencies.
The 12 eye muscles must be used in a coordinated manner. The level of coordination between them, or lack thereof, is critically important in determining how accurately and efficiently the person carries out myriad daily tasks. Here is the difference between the average athlete and the superstar. Here is the difference between most children with learning problems and the child who does extremely well in school. Here is the difference between the person who works at a computer terminal all day and goes home invigorated by the experience and the person who can't wait to go home after just 45 minutes at the screen.
A part of centering, then, is the use, control, and coordination of these 12 muscles to align the two eyes with the object in space. If the object is closer to the person, the eyes must converge. If the object is further away than the last object the person looked at, the eyes must diverge to coincide with the new object. These movements occur in three-dimensional space over time. Often both the person and the object are actually moving through space while these calculations and these redirecting movements are taking place.
The person selects the area of space on which to focus attention to facilitate the person's ability to derive meaning from that location in space. The location in space is selected based upon the person's perceived need for more information about what is in (or happening in) that area of space. If the area has been preprocessed in such a way that no new information is needed, the person may choose not to look directly at an area and choose to direct action based on the previously stored information about a particular object.
Interestingly, our perception is that we are continuously in visual touch with the lighted world around us. In actuality, we sample information from our lighted world about five times per second. About five times per second we turn on our sampling devices and take a sample of the energy around us emanating from a particular place in space. The recording devices are turned on for a brief burst, a brief update, and then shut down.
It takes about 1/10 th of a second for light energy to be transformed into chemical energy and then to be transformed to electrical energy then to travel through the optic nerve to the lateral geniculate body and then to the primary visual cortex. Attention centers in the midbrain
also get their share of information both directly and from areas where this parallel information has been more highly processed. Somehow this disperse parallel processing is reassembled into a single whole of which we are conscious. We know that there is no homunculus (little man in the head with a view screen) and we know that the information does not converge neurologically to a central place where the mind sits and is conscious. Through a complex process, which is just beginning to be understood, each person combines all this information, makes judgments, and prepares to sample the world again to update their internal representation of the world. This aspect of vision is covered in more detail in chapter 2; The Space World.
Centering is the total process whereby a person orients toward a particular object in space to prepare to derive meaning and to direct action in that area of space. Centering involves the entire body and includes directions given to the three triangles and, in particular, to the muscles of the back and neck, and the 12 extraocular muscles. Input is needed from all these muscles about their relationships to each other and from the spatial mapping of the light patterns over time flowing onto the retina.
Centering; Everything the person uses to answer the fundamental question, Where is it?
Identification
The third circle is the Identification Circle. Included in this is everything the person uses to answer the fundamental question, "What is it?" It is how we identify the objects we have located in space and to which we have oriented ourselves in space. To identify something we must have had previous experience with that object or a similar object. Developmental psychologist Jean Piaget spoke of the object concept. We are not born with object concepts. We must build them.
An object concept is everything we know about a particular thing. For example, I might look at a cup. As a result of the cumulative experiences that I have had in life, I have developed an object concept of "cup." This includes everything I know about cups such as: there are some for hot drinks, some for cold drinks, some that can go in a dishwasher and some that can't, some that are for ceremonial use and some that can be thrown away, some for special occasions, and some for everyday use. Some cups we use when we just want a quick drink, some we use when we are really thirsty.
My object concept represents the cumulative meaningful and totally personal experiences that I have had throughout my life. My object concept, although very similar to most peoples' object concept of cups is, however, uniquely my own. I may have had some experience with some cups that someone else has not had. A cup in the middle of a Passover table -Elijiah's cup -- may have more significance to me than to someone who is not familiar with what Passover is. Someone might know that it is called Elijiah's cup but have no idea what it represents. Conversely, I may look at some cups that are used by others for special purposes or times and have no concept of the significance of that cup to a specific person.
Our object concepts are unique. However, the core concepts are most often shared between members of the same group of people. I don't call a car a cup. If one did this
consistently one would find oneself being viewed very differently and perhaps institutionalized. Although each of us builds our own unique object concepts about the things we know, we do so following social guidelines. Our customs and our language are very involved in the development of our object concepts. The recent work of Nobel prize winner Gerald Edelman ( Bright Air Brilliant Fire) points out that our neurology has specifically evolved to support the types of reentrant processes that would support the development of object concepts and the consciousness necessary to hold the concepts active long enough to think about and to be useful. Reentrance is when the output of a computational area is fed directly back into the same section that it was just input for. The data are subtly changed each time through the system. The concept is that loops can be set up that seem to resonate within the system or persist through this reentrance.
At times we come in contact with a new or novel object or a situation. If the object is not too foreign to us, if it is not too different from anything we have already experienced, we may become puzzled by it. We activate or turn on the object concepts we feel are related in some way. We attempt to resolve the conflict between that what we know and what we are experiencing. We can resolve this conflict in one of three ways: flight, fight, or fright.
Flight Response
The first response may be no response at all or we may simply ignore the situation. We may be too challenged by the new information, concept, experience and turn away from it. We may not even be aware of the new object or situation and it just passes us by. This response leads to no new development and doesn't help us reclassify things or build more complete, more accurate object concepts. This is not the goal of education or early childhood developmental programs. Too frequent flight response from too much conflict results in a lack of overall development, and may be a major factor in the development of juvenile delinquency and other social problems (reference future chapter).
Learning
A person may already know a lot about the experience they are involved in. Their stored object concepts may be sufficient to understand this new situation. It takes on a slight accommodation (used in a Piagetian sense) of their stored object concepts to incorporate the new information from the experience. The stored object concepts already held are not radically altered or rearranged, but are slightly elaborated or modified. As a result of the new experience, the person develops a more richly constructed object concept.
Development
A person may know enough about the new experience to avoid fleeing a situation, but, they may have things organized or classified in such a way that the new experience causes some
stress and cannot easily be incorporated into their old pattern of thinking. Each time they try to incorporate the new concepts into the old organization, they see or feel something is wrong. Stress levels may build to a point that, suddenly, a spontaneous reorganization of the underlying object concepts allows for the emergence of a new underlying organization and classification system. This is called development and it occurs continuously in the young child. These major changes tend to occur less often as we age and as our ensemble of object concepts grows to meet most of our new encounters with ease. As we mature we experience fewer and fewer new things (unless, of course, we lead a highly unusual life).
When we look at an object in our environment, most often we do not see purely that which is available in the flow of data in the sensory streams. We don't often pay conscious attention to the precise curvature, color, contrast, or light patterns from the object we are looking at whose "picture" is viewed somewhere in our mind. Rather, the distribution of light that hits our retinas triggers off our stored object concepts. When I see a cup in space, I don't just see the image of that one cup. Rather I see a cup generated from my internal stored object concept of "cup" that has been triggered from the sensory flow. It is from this stored object concept being triggered that the information I know about cups is brought alive for my conscious and/or subconscious use of the information. A glance at the cup may bring about a complex process that has me checking out whether or not I am thirsty and may start a complex process whereby I take a drink of water or decide to forestall that drink and continue doing what I am doing. I may not even be consciously aware that all this is going on, even though its actually occurring at some level in my mind and brain.
Selective Attention and Signal-to-Noise Ratio
Selective attention and signal-to-noise ratio involve the use of the accommodative mechanism of the eye. It should make sense to the reader that in trying to attend to a specific object in space we are dealing with signal-to-noise ratios. To distinguish a figure from complex background noise we must select that object and find a way to give it more relative importance than the objects surrounding it. Only then can we focus on deriving meaning and possible direction of action relative to that object in space.
Some fairly simple physics are at work here. The Webner Fechner law describes the relationship between signal (figure) and noise (ground). If a person has difficulty selecting an area of space for deriving meaning and directing action (a definition of selective attention), they may have problems with signal-to-noise discrimination.
Larry McDonald, in a series of papers recently republished by the Optometric Extension Program Foundation (OEPF), demonstrated how the retina evolved into a selective attender. The macula or fovea area of the retina and its neurological connections down the line are well suited for dealing with figures and for extracting a high degree of detail. The further breakdown into magnocellular (transient) parvocellular (sustained) channels within this figure channel allow for tremendously fine classifications and categorizations. As one moves away from the fovea or macula we see a rapid drop-off in resolution and architecture better suited to processing ground, from which will emerge new figures. Channels that react to changes in the sensory continuum act as an early warning system and are planted throughout the
peripheral/ambient processes. The focal aspects of the system deal with figural aspects, which are sustained and require an enormous amount of processing, whereas the ambient aspects deal with ground aspects, which are more transient and more quickly processed.
The process of identification can be highly compromised by any problem that does not result in adequate signal-to-noise ratios. An example is a refractive or accommodative problem. If the objects were blurred because of myopia, high hyperopia, astigmatism, or an inappropriately adjusted accommodative mechanism of the eye, then the signal-to-noise ratios would be reduced. Less signal and a lot more noise would result. The person has to put forth extreme amounts of effort to stay on task. If they don't have the motivation or the ability to expend this extreme effort, they may be seen to flit from one thing to another. They may appear to have a brain disorder that affects the limbic system or other attentional centers of the brain, although these neurologic conditions are very rare. The point is that many things masquerade as physiologic brain damage, but are actually manifestations of functional problems in either development or selection of areas of space from which to derive meaning and direct action.
From the above discussion of the specialization of the fovea and macula area versus the rest of the eye, we know that any inaccuracy in pointing the eye or eyes precisely at the object will result in non-optimal signal-to-noise ratios. These non-optimal ratios will again impair the person's ability to accurately and efficiently identify the object seen. In fact, if we weigh the relative importance of fixation versus accommodation in bringing about optimal signal-to-noise ratios, one would have to conclude that accurate fixation is most critical. One can use the analogy to a microscope. Microscopes can have two different focus controls: a coarse wheel, to bring the focus "in the ballpark," and a fine wheel, to optimize the focus. It would be extremely inefficient to use the fine wheel only. Fixation is like the coarse wheel and the control of the posture of the mechanism of accommodation is like the fine wheel. Thus, the accuracy of the centering process directly impacts on the person's ability to identify an object accurately.
Identification: Everything the person uses to answer the fundamental question, What is it?
Speech/Auditory (Communication)
The fourth circle was originally labeled the Speech/Auditory Circle. I prefer the less limiting Communication Circle because much of communication is not exclusively spoken or heard but rather felt, sensed, stored, and recalled in other ways. Body language, where someone looks with their eyes, inflections, cadence, rhythm, and, most importantly, consciousness, which may take on qualities of knowingness that have nothing to do with language, are all involved.
For me this circle includes all the ways we become aware of what we feel, see, hear, taste, smell and know. It is both the internal communication system (that we have within ourselves) and the system that each of us has to communicate with the other.
We develop our communication system based on the experiences we have, which are tied into our development of object concepts. We give names to the object concepts we have
experienced and these names allow us to refer to those object concepts both within ourselves and in communication with others. These names or lexemes (sound sequence we assign to an object), which are assembled from phonemes (individual sounds), then become objects themselves. These are then manipulated, strung together, and related to other names of things in very loosely, when learning new material, and later by a socially acceptable syntax.
Communication development occurs both within the individual, and between the individual and others in their social domain. How much of our time with the infant and the toddler is spent in pointing to an object and uttering its name over and over? How much time is spent echoing children's speech sounds and positively reinforcing certain sounds to raise the probability that they will be said again and again? How much time teaching the names of the child's body parts? In this way, the people in a developing child's life interact with the child and influence so heavily the development of the child's object concepts and the names the child gives those object concepts.
When a person experiences a new situation or object, they may be at a loss to classify or label the object or the event. It may register only at some subconscious level, if even then. In this instance, where there is no registration of the event, no classification of the event, nor awareness that the event occurred, the event has passed the person by.
Can we pay attention to everything?
Bruce Wolff stated that "Most visual problems are problems of omission, not commission." This profound statement has strong implications in understanding the visual process. This is obvious in the way we deal with the light energy that impacts the eye. The eye selectively reacts to a very narrow band of the electromagnetic spectrum. Therefore, much potential information is lost because we can react only to this very narrow band.
Our attentional mechanisms are involved in selecting those aspects of the visual, tactual, proprioceptive, auditory, and other sense fields we determine are important at any given time. As discussed in the section on identification, the setup of the retina itself and the neurologic linkages between the retina and the rest of the brain are highly developed to facilitate global alerting, orienting, and localization and focal discrimination, so as to be intimately tied into giving certain objects of regard more importance and others less. This is a visual way for the organism to extract what is needed from the environment at any moment to direct the organism's further actions.
By its very nature this process cannot possibly take in every bit of information about everything all at once. We are just not built to process every detail about everything simultaneously. We are built to parallel-process phenomenal amounts of data. Calculating where we are in space, calculating where the object or objects of regard are relative to us and to each other, simultaneously activating object concepts from which we understand about the objects currently being viewed and their relation to each other and to us, and finally, knowing about all this consciously and subconsciously and to communicating this to others.
Our diagnostic evaluations tap into this directly. When we perform we set the stage and include some props, such as a lens, a target, specific light conditions, etc. We then give some instructions and let the patient know when to begin relating their observations. If the patient fails to respond to some aspect of the test we may wonder whether their underlying mechanisms are sufficiently developed to respond to the testing environment. For example, we may present the patient with a target to look at through Risley prisms (variable prisms in front of both eyes). We slowly increase base-out prism in front of both eyes and ask the patient to describe the changes they notice as they occur.
What can we make of the person who sits there silent? Many changes might be occurring that the patient is not communicating to us: changes in size, distance, clarity, contrast, figure-ground relationships, or the images may double or remain together. The patient may feel different and feel changes in parts of the body that they may not relate directly to what they're experiencing.
Why don't patients tell us about these changes? The implication is that the patient will respond with the underlying mechanisms they have developed. Some patients will tell us about size differences they notice, but if distance changes are not significant to them, they won't report these types of changes. The opposite is also true; some talk only about the blur and don't report seeing double until their attention is directed to that specific condition. These varying responses occur in what appear to be normal, healthy people who, on outward appearance, seem to be using both eyes together normally.
Back to the quote from Dr. Bruce Wolff for a moment. The end of the quote, " not commission," means that an accident is not a result of having too much information from the visual scene. The basis of most accidents is the fact that something that was present, that could have been seen, that could have been paid attention to was not. In most cases, accidents occur because of too little information, not too much. How many times do we hear from a person just in a car accident, "The other car came out of nowhere!" or "I didn't see him until it was too late."? The other car did not come out of nowhere. It could have been seen but wasn't. It was in the person's visual field. It could have seen it in a way that allowed them to take that information into account and to have taken a different course of action. They just didn't!
In a way, the goal of good vision care is to allow the patients to simultaneously take in and more fully process more information from more of their world at once. More information allows us to make better and more accurate decisions.
Communication: Everything the person uses to answer the fundamental questions, "What do I know about what is going on?" and "What can I communicate to others concerning what I know about what is going on?"
Vision the Emergent
Vision, the deriving of meaning and the direction of action as triggered by light, is an emergent from the balanced interplay of each of the sub-processes that compose the four circles
of Skeffington. Any limitation in any of the sub-processes will result in a compromise in the efficiency and processing ability of the total process of vision. Athletic performance, reading ability, workplace productivity, enjoyment of hobbies will all suffer as a direct result.
The only way to accurately diagnose a dysfunction in the visual process is to put the patient into action settings and watch them perform. This is exactly what the behavioral optometrist does. We set a series of stages. We use certain props such as lenses and red/green glasses and Polaroid glasses and various targets with different lighting conditions. We set the stage and begin the play with an instruction. We change something and observe the patient deal with the changes and see how they perform. What actions do they take? What changes were important to them? What changes were ignored?
At the same time, the optometrist does much introspection. We constantly ask, "How does this person have their visual process organized to have just done what they did or to have just said what they said?" There are no rights or wrongs in the patient's response. The challenge is to understand the visual process of the patient. Once this is understood, then a treatment program utilizing lenses, prisms, and visual training procedures can be established for that patient. The goal of the treatment is to facilitate more rapid and more efficient processing of potentially meaningful information from all senses to allow for better and faster judgments, which allows the person to attain more of their goals with less effort and energy.
References Chapter 1
Cohen, Leonard, "Perceptual-Motor Foundations: A Multidisciplinary Concern, Mechanisms of Perception: Their Development and Function" Reprinted by OEPF from the American Association for Health, Physical Education, and Recreation.
Edelman, Gerald, "Bright Air, Brilliant Fire", BasicBooks, HarperCollins, 1992, ISBN 0465-00764-3
Harmon, Darrell Boyd, "A Dynamic Theory of Vision", OEPF
McDonald, Lawrence W., "The Collected Works of Lawrence W. MacDonald, O.D." Volumes 1 & 2
Sacks, Oliver, "The Man Who Mistook His Wife for a Hat", HarperPerennial, 1970, ISBN 0-06-097079-0
Sacks, Oliver, "A Leg to Stand On", HarperPerennial, 1984, ISBN 0-06-097082-0
Zajonc, Arthur, "Catching the Light - The Entwined History of Light and Mind", Bantam Books, 1993, ISBN 0-553-08985-4 | <urn:uuid:29754c51-8a3d-42e8-94c8-6c89acb2d9c9> | CC-MAIN-2018-05 | http://oepf.org/sites/default/files/Chapter%201%20What%20is%20Vision.pdf | 2018-01-21T12:28:11Z | crawl-data/CC-MAIN-2018-05/segments/1516084890582.77/warc/CC-MAIN-20180121120038-20180121140038-00275.warc.gz | 264,480,596 | 10,328 | eng_Latn | eng_Latn | 0.976943 | eng_Latn | 0.999278 | [
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | docling | [
3048,
4187,
5366,
7817,
11392,
14411,
17441,
21133,
24297,
27858,
31177,
34032,
37650,
41003,
44281,
47470,
49122,
49893
] | [
2.015625,
2.125
] | 5 | 3 |
Highly Pathogenic H5N1 Avian Influenza - April 2022
Avian Influenza
Avian Influenza (AI) is a disease caused by a virus that primarily infects domestic poultry and wild birds such as geese, ducks, and shore birds. Each year, there is a "bird flu" season, and some forms of the "bird flu" are worse than others. Wild birds, especially waterfowl, are a natural reservoir for mild strains of AI. Highly pathogenic avian influenza (HPAI) H5N1 is a strain known to kill both wild birds and commercial poultry.
In March 2022, HPAI H5N1 virus has been detected in Ontario in wild and commercial poultry. This same strain of the virus has also been found in many other jurisdictions across the world, including in other Canadian provinces and American states. Its spread has been primarily attributed to the migration of infected waterfowl.
The Province of Ontario is working with local, other provincial, federal, and international authorities to monitor and respond to cases of AI.
KEY FACTS ABOUT AVIAN INFLUENZA
* HPAI H5N1 is a strain of avian influenza virus currently affecting domestic poultry and wild waterfowl in several parts of the world. It causes high levels of mortality (death) in some birds, while other birds, such as some waterfowl and shorebirds, can be infected and not show any clinical signs.
* The HPAI H5N1 virus does not easily cross from birds to humans and the current strain has been listed as lower than normal concern for spread to people.
* AI is caused by different virus strains than those that cause seasonal influenza in humans.
* An AI outbreak does not imply that there will be a human outbreak or a pandemic.
* Most people that have been infected in other parts of the world had been in close contact with live or dead infected domestic poultry.
* The risk to the public of catching the HPAI H5N1 virus from domestic poultry or products is very low and there is no need to change food consumption habits or travel plans. More information on consuming poultry and eggs can be found here.
* Very specific measures are in place to protect domestic poultry and a cross-jurisdictional working group has been established to further refine the plans already in place to treat AI outbreaks in our domestic poultry operations.
Common Questions about Avian Influenza
Q1. How is Avian Influenza transmitted from birds to humans?
The exact mode of transmission from birds to people is not known, but most human cases of avian flu have been traced to direct contact with infected poultry or their droppings. High risk activities include caring for diseased birds, dressing birds that died from the disease, consuming duck's blood or possibly undercooked poultry, and handling birds involved in cockfighting. The handling of dead birds is considered a lower risk activity and has not been implicated in transmission of HPAI H5N1 to date.
Q2. What is the difference between Avian Influenza and an influenza pandemic? HPAI H5N1, or the "bird flu", is not the same as an influenza pandemic. An influenza pandemic is a large and severe world-wide epidemic of a human influenza virus.
Although there has been laboratory confirmed human cases of the HPAI H5N1 virus in the world, the virus does not have the attributes necessary for a pandemic. Specifically, the HPAI H5N1 virus does not transmit easily from birds to humans and there has been no sustained human-to-human transmission.
It is possible that the current HPAI H5N1 virus could mutate resulting in sustained human-tohuman transmission, so it is important to take steps to prevent human infection from occurring.
Q3. How can I protect myself and what precautions should I take?
While the risk of human infection with avian influenza viruses remains low, individuals should be cautious when handling wild birds. As a general guideline, members of the public should avoid handling live or dead wild birds. If contact with wild birds is unavoidable, wear gloves or use a doubled plastic bag and avoid contact with blood, body fluids and feces. You should then wash your hands with soap and warm water.
While the annual human influenza vaccine does not protect against Avian Influenza, it will help prevent you from getting seasonal influenza, which could weaken your immune system or resistance to other infections.
Here are some general guidelines for avoiding seasonal human influenza:
* Get your flu shot every year
* Wash your hands with soap and warm running water thoroughly and often
* An alcohol-based sanitizer (60-90% alcohol) should only be used if no visible dirt is present on the hands
* Practice proper cough and sneeze etiquette
* Stay at home when you are sick
Q4. Is it safe to eat poultry or game meat?
* Follow safe food handling practices. The transmission of avian influenza viruses to people from eating uncooked or undercooked eggs or poultry is unlikely. However, proper safe food handling practices such as hand washing and keeping poultry and egg products separate from other food products to avoid cross contamination should be followed as a general practice.
* Thoroughly clean contaminated surfaces on tools and work surfaces with hot, soapy water and then disinfect the area using a household disinfectant.
* Always wash your hands for at least 20 seconds before handling food, and after handling raw meat, poultry, or eggs.
Follow these guidelines if you handle poultry or game bird meat:
* Cook pieces and cuts of game meat to an internal temperature of 71ºC (160ºF).
* Do not feed uncooked or undercooked poultry or game bird meat to cats or dogs.
* Whole birds should be cooked to an internal temperature of 82°C (180°F)
Q5. I work with birds. How can I protect myself?
For people with occupational exposure to live birds that are showing signs of respiratory or neurological disease, where splash or aerosols will be generated (e.g., using high pressure hoses or in ponds), or if you are working in an area where H5N1 has been diagnosed in wild birds or poultry, the following additional personal protective equipment (PPE) is recommended:
* Fit-tested and seal-checked respirators (e.g., N95 or equipment with equivalent protection)
* Eye protection (e.g., tight-fitting non-vented safety goggles)
* Wear heavy duty rubber gloves when handling birds that can pierce skin with beak or claws, otherwise it is essential to wear rubber gloves or disposable gloves (e.g., latex or nitrile) for cleaning and sanitation procedures
* Impervious disposable gown or coveralls
* Disposable protective shoe/boot covers or rubber or polyurethane boots
You should be properly trained in the proper fit-testing, wearing and use of respirators, safe removal of respirators, proper disposal of disposable respirators or cleaning and disinfection of reusable respirators, and medical contraindications to respirator use. In addition, it is imperative that you be trained in and follow procedures for the donning and doffing of PPE,
and its cleaning and sanitization or disposal. Hand hygiene must be performed before donning PPE, just prior to removing facial protection and after PPE has been completely doffed. Whenever possible, always work outdoors or in a well-ventilated area.
If you become ill after handling birds, see your health care practitioner. Be sure to mention that you have been in contact with wild birds.
Q6. Should I be concerned about traveling outside of Canada or in areas where there is Avian Influenza?
As an important measure before you travel outside of Ontario or Canada, visit Public Health Agency of Canada's web site here to determine if there are any active advisories for the region to which you are travelling.
While traveling there are some important precautions you should take to help safeguard your health, including:
* Avoid visits to poultry farms or bird markets,
* Practice proper hand hygiene. Bring along an alcohol-based hand sanitizer.
* Do not eat undercooked eggs or poultry; and
If you have a fever and respiratory illness within 10 days after returning from a region affected by avian influenza, contact your healthcare provider immediately.
Q7. What are the human symptoms for Avian Influenza?
Based on the studies of patients with the HPAI H5N1 virus, signs can range from very mild to severe. The most common signs include,
* Fever
* Sore throat
* Cough
* Runny or stuffy nose
* Headaches
* Muscle and/or body aches
* Fatigue or tiredness
* Shortness of breath or difficulty breathing
* Conjunctivitis (red eyes)
Less commonly, diarrhea, nausea, vomiting or seizures can occur. Diarrhea is more common with avian influenza than with influenza due to human viruses.
It is important to tell your doctor if you have any of these signs and if you have been around birds in the past 10 days, and especially important if you have been around sick or dead birds and did not wear any personal protective equipment. Specific tests to detect avian influenza in
people are available. If you do not have access to a doctor, please call Telehealth Ontario at 1866-797-0000
Q8. Who can be tested for Avian influenza?
In Ontario, people who are symptomatic and have had exposure to an infected bird or premise can be tested. More information on testing can be found on Public Health Ontario's website.
Q9. Is there a vaccine for humans against Avian Influenza?
Vaccination for seasonal influenza is recommended. There is no vaccine for H5N1 indicated for use in Canada at this time.
Q10. How can I protect my backyard poultry?
The Ontario Ministry of Agriculture, Food and Rural Affairs has information on biosecurity principles for small flock owners. These recommendations can be found here.
Q11. Who do I call to report if my backyard poultry are sick or dying?
If you suspect that your birds could have avian influenza, please call your veterinarian or the Canadian Food Inspection Agency at 226-217-8022, 8 am to 6 pm (EST), or email email@example.com.
Q12. Is it safe to feed or observe backyard birds or wild waterfowl?
Generally people should observe wildlife, including birds, at a safe distance. As always, people should practice proper hand hygiene, especially when handling bird feeders or equipment. Bird feeders should be washed with soap and water frequently to reduce the chance of bacterial or viral contamination. Owners of small flocks and pet birds may want to consider removing wild bird feeders and bird baths to protect their birds from possible exposure to wild birds that may be infected with AI.
Q13. What should I do if I find a dead wild bird(s) in my backyard or in a park?
Please call Canadian Cooperative Wildlife Health Centre at 1- 800-567-2033 to report the finding of sick or dead wild birds. If they determine that the sample is appropriate for testing, they will advise you as to how to safely collect and store the bird(s) and will provide you with a pre-paid shipping container for submission.
If the dead bird(s) is not being collected by authorities, then avoid handling the bird altogether, or dispose of the bird in the following manner:
* Use an implement such as a small shovel or large tongs, or by hand only if disposable plastic or rubber gloves are worn. Alternatively, the dead bird(s) may be placed in a puncture-resistant leak-proof plastic bag of appropriate size by inverting the bag over the hand, then grasping the carcass through the bag, and wrapping the bag around the bird without touching it.
* Bury the dead bird(s) several feet deep where they will not be disturbed.
* Alternatively, the dead bird(s) may be double-bagged and placed in garbage.
o Note that some regions do not allow dead birds to be placed in the garbage. If you are unsure, contact your local municipality!
* Always dispose of dead bird(s) in a manner such that no one could handle it again.
* People handling birds (live or dead) should wash hands thoroughly with soap and water immediately afterward.
Q14. Is it considered safe to hunt, handle, and eat healthy game birds?
Yes, especially if the following precautions are observed:
* Do not handle or eat sick birds or birds that have died from unknown causes.
* Do not eat, drink, or smoke while cleaning game.
* Avoid direct contact with blood, feces, and respiratory secretions of all wild birds.
* Work outside whenever possible
* Wear dish gloves or latex gloves when handling or cleaning game. Wash gloves, hands, and clothing with soap and warm water immediately after you have finished. Thoroughly clean contaminated surfaces on tools and work surfaces with hot, soapy water and then disinfect the area using a household disinfectant. Immediately remove and wash clothing that may be contaminated with blood, feces or respiratory secretions.
* Wear a medical mask, preferably an N-95 or KN-95, when cleaning game.
* Cook pieces and cuts of game meat to an internal temperature of 71ºC (160ºF).
* If you become ill while handling birds or shortly thereafter, see your doctor. Inform your doctor that you have been in contact with wild birds.
* Whole birds should be cooked to an internal temperature of 82°C (180°F).
Avian Influenza Resource Links
- World Health Organization (WHO) – Human health information
- World Organization for Animal Health (OIE) – Animal health information
- Public Health Agency of Canada (PHAC)
o Information for the public, including travel advisories
o Information for health care practitioners
o Information for hunters and those handling wild birds
- Canadian Food Inspection Agency (CFIA) – Domestic birds
- Ontario Ministry of Food, Agriculture and Rural Affairs (OMAFRA) – Domestic birds
- Environment and Climate Change Canada (ECCC) – Wild birds
- Canadian Wildlife Health Cooperative (CWHC) – Wild birds
- US Centers for Disease Control and Prevention (CDC) | <urn:uuid:db74163a-3b7c-4a37-86f1-28033d8904b8> | CC-MAIN-2024-46 | http://www.peterboroughpublichealth.ca/wp-content/uploads/2022/04/Q-and-A-for-avian-influenza_draft_-04-01-2022.pdf | 2024-11-04T01:09:57+00:00 | crawl-data/CC-MAIN-2024-46/segments/1730477027809.13/warc/CC-MAIN-20241104003052-20241104033052-00380.warc.gz | 54,970,343 | 2,987 | eng_Latn | eng_Latn | 0.994982 | eng_Latn | 0.996544 | [
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | docling | [
2030,
4679,
6964,
8955,
12008,
13865
] | [
2.375
] | 4 | 3 |
PE
Theale Primary School
Topics: Racket and Ball Skills, Athletics (Jumping and Throwing), Team Skills.
Year: FS2/Y1
Summer Term
| | Extended learning opportunity |
|---|---|
| This unit will develop the following skills: Social: work safely, support others, share and take turns, co-operation. Emotional: honesty, determination, self- regulation Thinking: decision making, comprehension, select and apply skills | |
| | Key Vocabulary | |
|---|---|---|
| Balancing | | Children will learn to hold their arms out to help them to balance. Looking ahead will help you to balance. Landing on your feet helps you to balance. |
| Jumping | | Children will learn that bending their knees will help them to land safely. Swinging your arms forwards will help you to jump further. Landing on the balls of your feet helps you to land with control. |
| Skipping | | Children will learn that if they hop then step that will help them to use skipping as a travelling action. Use the opposite arm to leg when you skip. Jumping on the balls of your feet helps you to keep a rhythm. |
| Hopping | | Children will learn that to hop they will use one foot. Hop with soft, bent knees. |
| Throwing | | Stepping forwards with your opposite foot to throwing hand will help you to throw further. Throw in a straight line by pointing your throwing hand at your target as you let go of the object. |
| Striking | | the harder you strike, the further the ball will travel. |
| Fielding | | throwing the ball back is quicker than running with it. |
| Throwing | | use an overarm throw to throw over Longer distances. |
| Catching | | watch the ball as it comes towards you. | | <urn:uuid:40710cc2-5a23-40d0-9aba-af96661e0dfc> | CC-MAIN-2024-46 | https://www.thealeprimary.co.uk/ckfinder/userfiles/files/Y1_FS2%20Summer%20Knowledge%20Organiser.pdf | 2024-11-04T01:09:58+00:00 | crawl-data/CC-MAIN-2024-46/segments/1730477027809.13/warc/CC-MAIN-20241104003052-20241104033052-00379.warc.gz | 946,318,316 | 408 | eng_Latn | eng_Latn | 0.877915 | eng_Latn | 0.877915 | [
"eng_Latn"
] | false | docling | [
1668
] | [
4.40625
] | 1 | 0 |
Theale CE Primary School
Subject: Music Year Group: Yr4/5 Term: Spring
| | What will I know and be able to do? |
|---|---|
| Duration | Rests and tied notes |
| Tempo | Fastest and Slowest markings: Presto, Prestissimo, Grave, Lento, extremes- “issimo” |
| Dynamics | More Dynamics for effect : eg dolce -sweetly, giocoso -playful like a joke |
| Pitch | Bass Clef |
| Timbre | Instruments for bass clef– Double Bass, bass Trombone, cello, euphonium, bassoon, timpani, tuba |
| Texture | Compare treble clef and bass clef sounds eg in film music and/or voices |
| Structure | The Symphony, The Concerto |
| Conducting | Conduct from the score—more practice |
| Singing | Explore vocal ranges of the children to enhance two part singing and developing an improving tone |
| Composing | Composing for effect—link with tempo and dynamic knowledge |
| Performing | Class performance for Easter Services—portraying emotion. Performances in small groups for younger children. |
| Music Listening | | |
|---|---|---|
| Requiem Masses- Verdi: Dies Irae Brahms: Ein Deutsches Requiem Mozart– Requiem Faure– Requiem | | Lloyd Weber—Requiem Rutter– Requiem Project on Mozart– child progedy, Austrian, virtu- oso pianist and violinist, wrote prolifically, died young, died in poverty Project on Early Music |
| Key Vocab | - see above for Italian Terms | In Depth Individual Studies—Orchestral Instruments Make up of a symphony orchestra |
| Requiem Symphony | Music for a funeral 4 movt piece for large orchestra | |
| Mass | A service in some faiths where sacre- ments are given | |
| Dies Irae | Day of Wrath | |
| Ensemble | A group of players/singers | |
| Time related | Baroque, Classical, Romantic | | | <urn:uuid:5d92eb7e-32e9-4fcd-a325-f7dd5b44722f> | CC-MAIN-2024-46 | https://www.thealeprimary.co.uk/ckfinder/userfiles/files/Music%20Knowledge%20Organiser%20Year%204%20and%205%20Term%202.pdf | 2024-11-04T01:23:22+00:00 | crawl-data/CC-MAIN-2024-46/segments/1730477027809.13/warc/CC-MAIN-20241104003052-20241104033052-00383.warc.gz | 956,474,198 | 474 | eng_Latn | eng_Latn | 0.605745 | eng_Latn | 0.605745 | [
"eng_Latn"
] | false | docling | [
1709
] | [
3.515625
] | 1 | 0 |
Religious Education Y4/5 Autumn Term 2
What is the most significant part of the Nativity story for Christians today?
Knowledge
- Christmas is a Christian festival celebrating the birth of Jesus.
- Christians believe that Jesus was God incarnate, born on Earth in the flesh.
- The Nativity story contains symbols to suggest the importance of Jesus' birth.
- Jesus is seen as a gift from God to all of humankind.
- Christians believe that God came to Earth incarnate to show people how to lead good lives, forgive them for the things they do wrong and prove to them (through resurrection) that there is life after death.
- Many people celebrate Christmas with a mixture of religious and secular traditions.
-
Religious Christmas celebrations are linked to the
Nativity. Secular Christmas celebrations have developed from many different traditions.
- Many churches hold Christingle services; each part of the Christingle represents an aspect of Christian belief.
Vocabulary
Christingle = 'Christ Light', a symbolic object used to celebrate Christmas God = the Christian supreme being, creator and ruler of the universe gospels = the record of Jesus' life in the first four books of the New Testament Jesus = God in the flesh (in human form), known as the son of God, the Saviour or Messiah (chosen one)
incarnate = in human form, derived from the Latin 'in flesh' the incarnation = the concept that Jesus was God on Earth in human form Nativity = the story of Jesus' birth, told in the gospels of Matthew and Luke Saviour = Jesus, who saved people from sin so that they can be close to God. secular = not linked to religion | <urn:uuid:4f44caf6-f883-4c25-8f8f-d9e252275427> | CC-MAIN-2024-46 | https://www.thealeprimary.co.uk/ckfinder/userfiles/files/Cycle%20A%204_5%20Autumn%202%20knowledge%20organiser.pdf | 2024-11-04T02:04:28+00:00 | crawl-data/CC-MAIN-2024-46/segments/1730477027809.13/warc/CC-MAIN-20241104003052-20241104033052-00382.warc.gz | 959,718,138 | 339 | eng_Latn | eng_Latn | 0.992907 | eng_Latn | 0.992907 | [
"eng_Latn"
] | false | docling | [
1630
] | [
3.421875
] | 1 | 0 |
ENVIRONMENTAL TALK
National Water week 20 to 26 March 2024 and World Water Day 22 March
The National Water Week campaign is aimed at educating the public about their responsibility in water conservation initiatives, raising awareness around the need to protect and conserve the country's water resources.
The Department of Water and Sanitation celebrates Water Week by urging everyone to use water sparingly to ensure Water For All.
The 2024 National Water Week theme is Accelerating Action
Based on current usage trends, "South Africa is expected to face a water deficit of 17% by 2023", and this shortage will only be worsened by climate change.
What led to a water crisis in South Africa?
As experts in the field have agreed, the water crisis in South Africa can likely be attributed to economic (a lack of investment) (infrastructure maintenance and extensions as South Africa expands), as well as physical, (a lack of rain) water scarcity.
World Water Day is observed annually on 22 March and focuses attention on the importance of freshwater and advocating for the sustainable management of freshwater resources.
The initiative is spearheaded by the United Nations (UN), using the day as a basis for longer-term action involving governments across the globe. The UN aims to ensure that everyone in the world has access to safe water by 2030, while not impacting negatively on the environment. | <urn:uuid:bbcf44d1-22b1-4d15-a799-5e791479c351> | CC-MAIN-2024-46 | https://aspasa.co.za/wp-content/uploads/2024/09/ENVIRON-TALK-MAR24.pdf | 2024-11-04T01:49:51+00:00 | crawl-data/CC-MAIN-2024-46/segments/1730477027809.13/warc/CC-MAIN-20241104003052-20241104033052-00386.warc.gz | 92,406,809 | 280 | eng_Latn | eng_Latn | 0.998147 | eng_Latn | 0.998147 | [
"eng_Latn"
] | false | docling | [
1407
] | [
2.5625
] | 1 | 0 |
MISSING EXPERIENCES IN EDUCATION: HOW CODEVA CAN IMPROVE THE EDUCATIONAL MODEL
REPAIRING THE SPECIALIZATION OF TECHNOLOGY
An Undergraduate Thesis Portfolio Presented to the Faculty of the School of Engineering and Applied Science In Partial Fulfillment of the Requirements for the Degree Bachelor of Science in Computer Science
By
Henry Alcaine
May 9, 2022
SOCIOTECHNICAL SYNTHESIS
Lectures and compartmentalization, the hallmarks of the modern American educational system, do not properly prepare students for solving problems in the real world. The technical research report examines the teaching practices of CodeVA, a non-profit organization based in Richmond, and compares it the more standard practices of Human Computer Interactions (HCI) at the University of Virginia (UVA). The emphasis of project-based learning and studentcentered education provides valuable insight on how to remedy the deficiencies that come with compartmentalizing related topics into distinct units and classes. The STS research topic examines how engineers and legislators suffer from the compartmentalization present in most educational systems. Promoting technological literacy to relate technical topics to social situations as CodeVA does will help bridge the gap and give new engineers and legislators better tools to solve real world issues.
CodeVA is an organization whose sole purpose is to educate young students about various forms of technology and how it is used. It tries to connect to students so that they may find an intrinsic drive to create and innovate, all while learning about the subject material and understanding how it works. To explore how this can be implemented in the current educational system, the research looks at HCI's teaching practices and how it could be improved by CodeVA's emphasis on project-based learning over lectures. HCI attempts to center projectbased learning, but it still relies on lectures as the main form of teaching information to students.
If CodeVA's teaching model is implemented into the traditional classroom, students will absorb the information through experience and will have the creative skills to apply what was learned in class to new problems. This is crucial for new engineers as they need to apply technical information to chaotic and variable social situations.
Specialization and compartmentalization of subjects is widely used in most educational systems. Technical topics and social topics tend to be separated from each other as a student moves from middle school to high school and higher levels of education, and leads to a poor understanding of the interconnectedness of these topics in the real world. Using the Diffusion of Innovations (Rogers, 1962) model to map how engineers and legislators alike react to technological issues, the STS research paper will point to technological literacy as a way to improve their responses and mitigate technological issues quickly.
Technological literacy provides a sound basis for educational systems, because in order to be technologically literate, you need to understand the relationship between society and technology. This helps engineers and legislators alike resolve socio-technical issues before they affect a significant amount of people. Organizations like CodeVA provide the proper educational space to learn technological literacy, and it is simply a matter of integrating it into school systems at all levels to see its results on a wide scale.
The educational system that most students go through today is based on the idea of specialization, and separating topics into distinct categories. This is outdated and not representative of the real world. Implementing project-based learning and prioritizing technological literacy in the classroom will help unify technology and society and empower new engineers and legislators to resolve social and technical issues quickly.
TABLE OF CONTENTS
EXECUTIVE SUMMARY: A SOCIOTECHNICAL SYNTHESIS
MISSING EXPERIENCES IN EDUCATION: HOW CODEVA CAN IMPROVE THE EDUCATIONAL MODEL
Technical advisor: Daniel Graham, Department of Computer Science
REPAIRING THE SPECIALIZATION OF TECHNOLOGY
STS advisor: Catherine D. Baritaud, Department of Engineering and Society
PROSPECTUS
Technical advisor: Daniel Graham, Department of Computer Science
STS advisor: Catherine D. Baritaud, Department of Engineering and Society | <urn:uuid:dbb64295-4e5b-477a-91db-8afb52a763c2> | CC-MAIN-2024-46 | https://libraetd.lib.virginia.edu/downloads/3j333336f?filename=Alcaine_Henry_Sociotechnical_Synthesis.pdf | 2024-11-04T01:11:50+00:00 | crawl-data/CC-MAIN-2024-46/segments/1730477027809.13/warc/CC-MAIN-20241104003052-20241104033052-00383.warc.gz | 336,802,114 | 814 | eng_Latn | eng_Latn | 0.801325 | eng_Latn | 0.995302 | [
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | docling | [
361,
2323,
3898,
4382
] | [
2.203125
] | 1 | 0 |
Angles
Solve the questions
Write the name of the angle for each of the following f gures.
i
Page
1 | <urn:uuid:39d88b5d-9c3d-4a23-8fbc-e74e7cbe43aa> | CC-MAIN-2024-46 | https://mathsquery.com/download-worksheet?u=geometry&su=fundamentals&c=angle-and-types&n=3 | 2024-11-04T01:16:28+00:00 | crawl-data/CC-MAIN-2024-46/segments/1730477027809.13/warc/CC-MAIN-20241104003052-20241104033052-00383.warc.gz | 360,100,677 | 27 | eng_Latn | eng_Latn | 0.950767 | eng_Latn | 0.950767 | [
"eng_Latn"
] | false | docling | [
103
] | [
2.359375
] | 1 | 1 |
www.AptitudeAcademy.co.in
Bank Probationary Officer
Q uantitative Aptitude
P ER C EN T AG E
A fraction with its denominator as `100' is called a percentage. Percentage means per hundred.
if a student secures y marks and fails by z marks, then the maximum mark
So it is a fraction of the form
6 3 7
1 5 1
1 0 0 1 0 0
1 0 0,
and and these fractions
can be expressed as 6%, 37% and 151%
respectively.
In such a fraction, the numerator is called rate percent.
To express x % as a fraction or a decimal, divide x by 100.
If the price of an item increases by r%, then the reduction in consumption, so that the expenditure remains the same is
If the price of the commodity decreases by r%, the increase in consumption, so that the expenditure remains the same is
If the value is first increased by x % and then by y%, the final increase is
If there is a decrease instead of increase, a negative sign is attached to the corresponding rate percent.
If the value of a number is first increased by x % and later it is decreased by x % then net change is always a decrease which is equal to
If pass marks in an examination is x % and
A candidate scores x% in an examination fails by `a' marks while another candidate who scores y% gets `b' marks more than the minimum required for a pass, then the
If the length of a rectangle is increased by x% and the breadth is decreased by y%, then the area is increased or decreased by
(-) ve sign obtained.
If the present population is P which increases R% annually, then
(i) the population after n years
(ii) the population n years ago
n
If the present value of a machine is P which depreciates at R% per annum, then
(i) the value of the machine after n years
(ii) the value of the machine n years ago
If x % students failed in a particular subject, y% students failed in another subject, and z% students failed in both subjects, then the pass present = 100+z-(x +y)
Fractional Equivalents of important percents
SOLVED EXAMPLES:
2. What percent of 144 is 36?
Ans: Let x % of 144 = 36
3. 2.5 is 5% of what?
Ans : Let the number be x
5% 2 5 of x .
4 In an examination 36% are pass marks. If an examinee gets 17 marks and fails by 10 marks, what are the maximum marks?
Ans : Pass mark=(17+10)= 27
Let maximum marks be x
Hence, maximum marks = 75
The answer can be arrived quickly by
Maximum marks =
5. Subtracting 40% of a number from the number, we get the result as 30. Find the number.
Ans: Let the number be x.
6. If the price of sugar be increased by 25%, find by how much percent must its consumption be decreased to keep the expenditure fixed on sugar?
Ans:
Decrease in consumption
7. The salary of a worker was first increased by 10% and thereafter decreased by 5%. What was the effect in his salary?
His salary is increased by 4.5% (because the sign is +ve.)
8. The value of a machine depriciates at the rate of 10% per annum. If its present value is Rs. 81,000 what will be its worth after 2 years?
Ans: The value of the machine after
9. Due to fall of 10% in the rate of sugar, 500 gm more sugar can be purchased for Rs. 140. Find the original rate and reduced rate.
Ans : Money spent originally=Rs. 140
Less Money to be spent now
= 10% of 140
= Rs. 14
Rs. 14 now yield 500gm sugar
Present rate of sugar = Rs. 28 per kg.
If the present value is Rs. 90, the original value = Rs. 100
If the present value is Rs. 28 the original value
= Rs. 31.11
10. In an examination, 42% students failed in History and 52% failed in Geography. If 17% students failed in both subjects, find the percentage of those students who passed in both the subjects.
Ans:- Pass percent=100+17-(42+52)
= 117 - 94
= 23
PRACTICE TEST
65% of 7+35% of 3 = ?% of 56
1.
1) 1 2) 1 0 3) 5 0 4) 100
2. What is 20% of a number whose 200% is 360?
3. What percent of 4 7 2 35 is ?
1) 2.5%
2) 1000%
3) 2 5 %
4) 1 0 %
4. The total income of A and B is Rs. 6000. A spends 60% of his income and B spends 80% of his income. If their savings are equal, then the income of A is,
1) Rs. 3500
2) Rs. 2000
3) Rs. 4000
4) Rs. 3000
5. With an increase of Rs. 2,000, Vishnu's monthly salary became Rs. 12,000. What is the percent increase in his salary?
1) 2 0 2) 2 5 3) 4 0 4) 8 0
6. if 75% of the students in a school are boys and the number of girls is 420, the number of boys is
1) 1176
2) 1350
3) 1260
4) 1125
7. The salary of a worker is first increased by 10% and therafter it was reduced by 10%. What was the change in his salary?
1) 1% increase
2) 5% increase
3) no change
4) 1% decrease
8. A water tank contains 5% salt by weight. x litres of fresh water is added to 40 litres of tank water, so that the solution contains 2% salt. The value of x is
9. The population of a town increases 5% annually. If it is 15,435 now, what was it 2 years ago?
1) 14,000
2) 13,473
3) 12,345
4) 10,145
10. Navin spends 15% of his salary on cloths, 30% on food and 10% on transport. After this if he is left with Rs. 900/- what is his salary?
1) Rs. 1,500
2) Rs. 2000
3) Rs. 1,635
4) Rs. 2500
11. When the price of an article was reduced by 15% the sale of the article is increased by
20%. What was the effect on the sales?
1) 2% increase
2) 1% increase
3) 2% decrease
4) 1% decrease
12. In an election between two candidates, the one gets 35% of the votes polled is defeated by 15000 votes. The number of votes casted by the winning candidate is
1) 15,000
2) 1,75,000
3) 32,500
4) 52,500
13. In an examination, 70% students passed in English and 75% in Hindi while 20% failed in both the subjects. If 260 students passed in both the subjects, the total number of students is
1) 400
2) 500
3) 340
4) 460
14. If the radius of a circle is diminished by 10%, the area is diminished by
1) 3 6 %
2) 2 0 %
3) 1 9 %
4) 1 0 %
15. The price of an article is cut by 10%. In order to restore it to its former value, the new price must be increased by
16. The breadth of a rectangular field is 60% of its length. If the perimeter of the field is 800m, What is the area of the field?
1) 37,500 sq.m.
2) 4,800 sq.m
3) 18,750 sq.m
4) 40,000 sq.m
17. In a factory, 60% of the employees are males. Among them 20% are matriculates and the remaining are graduates. Among the females 40% are matriculates and the remaining are graduates. If the total number of female employees in the factory is 640, how many graduates are there in the factory?
1) 1024
2) 896
3) 1,152
4) 1000
18. In an employment exchange, 40% of the job seekers are graduates, 20% are postgraduates and remaining 6000 are non-graduates. How many post-graduate job seekers are there?
1) 3,000
2) 6,000
3) 9,000
4) 12,000
19. A company hired a salesman on a monthly salary of Rs. 3,000. In addition to it, the salesman was entitled for 20% commission on the monthly sale. How much sale the salesman should do if he wants his monthly income as Rs. 10,000?
1) Rs. 50,000
2) Rs. 15,000
3) Rs. 35,000
4) Rs. 21,000
20. In a public sector company, 30% employees opted for pension and 50% employees opted for provident fund. The remaining employees were uncertain. If the difference between those who opted for provident fund and those who were uncertain was 1440, how many employees were there in the company?
1) 7,200
2) 2,400
3) 2,880
4) 4,800
21. Prasanna spends 25% of her monthly in- come on petrol for her car, 2 3 rd of the remain-
ing income on house hold items, rent, etc. If she is left with Rs. 1,800 with her at the end of the month how much does she spend on petrol?
1) Rs. 1,800
2) Rs. 720
3) Rs. 2,500
4) Rs. 1,440
22. Rajesh earns Rs. 2,300 per month. He spends Rs. 1,200 on food, Rs. 630 on conveyance, 10% of his monthly income on other incidentals and saves the remaining amount. How much money will he save in one year?
1) Rs. 2300
2) Rs. 2880
3) Rs. 2600
4) Rs. 2400
23. In an examination, Hari got 8 marks less than 80% of the full marks and Ravi got 5 marks more than 70% of the full marks. Hari beats Ravi by 2 marks. The marks scored by Ravi is
1) 9 0
2) 110
3) 130 4) 140
24. A candidate secured 20% marks in a test and failed by 10 marks. Another candidate secured 42% and got one mark more than the bare minimum to pass. The maximum mark is
1) 5 0 2) 6 0 3) 6 5 4) 7 0 25. A's salary is 20% less than B's salary and B's salary is 20% more than C's salary. If the sum of the salaries of A and B is Rs. 5,400 then C's salary is
1) Rs. 3,000
2) Rs, 2,880
3) Rs. 2,500
4) Rs. 2,700
26. The price of some commodity was reduced by 20%. To bring the price of that commodity to the original level, by how much percentage of the increase in the price of that commodity will have to be made?
1) 12.5%
2) 2 0 %
3) 2 5 %
4) 37.5%
27. In a college election between two candidates, the candidate who got 62% of the votes, won by 144 votes. The total number of votes is
1) 600
2) 800
3) 925
4) 1200
How many boys are there in the class?
1) 5 0
2) 100
3) 4 8
4) 9 6
29. In an examination 40% of the students failed in English, 60% passed in Mathematics. If 10% of the students failed in both the subjects, what is the pass percent?
1) 33 1 3
2) 3 0
3) 36 2
30. In a library, 30% of books are on computers, 5% on English, 35% on Science and remaining 900 are on various other fields. How many books on English are there in the library?
1) 3000
2) 300
3) 150
4) 200
31. Ramu spends 40% of his income on food, 1/3 rd of the remaining on transport and 10% of the remaining on books. If he spends Rs. 250 for rent of his house, what is his salary?
1) Rs. 6,000
2) Rs. 625
3) Rs. 62,500
4) Cannot be determined
32. In an examination, A got 10% marks less than B, B got 25% more than C, and C got 20% less than D. If A got 360 out of 500, the percentage marks obtained by D was
28. In a class, 30% of the boys play football, 40% of the remaining play cricket and the remaining 21 boys play different other games.
1) 7 0
2) 7 5
3) 8 0
ANSWERS TO PRACTICE
1. (2)
9. (1)
17. (3)
25. (3)
2. (2)
10. (2)
18. (1)
26. (3)
3. (4)
11. (1)
19. (3)
27. (1)
4. (2)
5. (1)
12. (3)
20. (4)
28.(1)
13. (1)
21.(1)
29.(2)
4) 8 5
7. (4)
15. (3)
23. (2)
31. (4)
6. (3)
14. (3)
22. (2)
30. (3)
8.(4)
16.(1)
24. (1)
32.(3) | <urn:uuid:d820d428-507b-45f7-9412-f949bdaa1d36> | CC-MAIN-2024-46 | http://aptitudeacademy.co.in/wp-content/uploads/percentage%20solv%20(1).pdf | 2024-11-04T02:15:30+00:00 | crawl-data/CC-MAIN-2024-46/segments/1730477027809.13/warc/CC-MAIN-20241104003052-20241104033052-00382.warc.gz | 1,792,046 | 3,326 | eng_Latn | eng_Latn | 0.989521 | eng_Latn | 0.992649 | [
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | docling | [
1761,
2990,
5148,
8001,
10162
] | [
3.421875
] | 1 | 0 |
God's Nature: Omnipotent and All Powerful
1. Observe what God created. Is there anything comparable that a human being has made?
In the beginning God created the heavens and the earth. Now the earth was formless and empty, darkness was over the surface of the deep, and the Spirit of God was hovering over the waters. And God said, "Let there be light," and there was light. (Gen 1:1-3, NIV)
2. Observe God's interaction at the level of human beings. Can any human being do this?
So God created mankind in his own image, in the image of God he created them; male and female he created them.
God blessed them and said to them, "Be fruitful and increase in number; fill the earth and subdue it. Rule over the fish in the sea and the birds in the sky and over every living creature that moves on the ground." (Gen 1:27-28, NIV)
With my great power and outstretched arm I made the earth and its people and the animals that are on it, and I give it to anyone I please. Now I will give all your countries into the hands of my servant Nebuchadnezzar king of Babylon; I will make even the wild animals subject to him. All nations will serve him and his son and his grandson until the time for his land comes; then many nations and great kings will subjugate him. (Jer 27:5-7, NIV)
3. Observe God's judicial view of transgressions against His laws. Are there any human beings who can adjudicate transgressors of God's law?
And he passed in front of Moses, proclaiming, "The Lord, the Lord, the compassionate and gracious God, slow to anger, abounding in love and faithfulness, maintaining love to thousands, and forgiving wickedness, rebellion and sin. Yet he does not leave the guilty unpunished; he punishes the children and their children for the sin of the parents to the third and fourth generation." (Ex 34:6-7, NIV)
No one can redeem the life of another or give to God a ransom for them the ransom for a life is costly, no payment is ever enough (Ps 49:7-8, NIV)
And this is the testimony: God has given us eternal life, and this life is in his Son. Whoever has the Son has life; whoever does not have the Son of God does not have life. (1 John 5:11-12, NIV)
God's Nature: Omnipotent and All Powerful Teacher Notes
1. Observe what God created. Is there anything comparable that a human being has made?
In the beginning God created the heavens and the earth. Now the earth was formless and empty, darkness was over the surface of the deep, and the Spirit of God was hovering over the waters. And God said, "Let there be light," and there was light. (Gen 1:1-3, NIV)
Help the student gain a sense into the immensity of Creation. For example, look at some pictures of the Hubble Space Telescope that show the birth of stars (search images for "Hubble Space Telescope birth of stars) or how the sun generates light. How is time determined? Allow the student to muse about all of this.
God knows all of His people intimately. He knows all of our thoughts, how we will make decisions and live our lives, and share His knowledge so that we may live rightly.
Omnipotence describes the all encompassing power of God who, from the beginning, displayed incomprehensible power with the creation of space and time.
2. Observe God's interaction at the level of human beings. Can any human being do this?
So God created mankind in his own image, in the image of God he created them;
male and female he created them.
God blessed them and said to them, "Be fruitful and increase in number; fill the earth and subdue it. Rule over the fish in the sea and the birds in the sky and over every living creature that moves on the ground." (Gen 1:27-28, NIV)
With my great power and outstretched arm I made the earth and its people and the animals that are on it, and I give it to anyone I please. Now I will give all your countries into the hands of my servant Nebuchadnezzar king of Babylon; I will make even the wild animals subject to him. All nations will serve him and his son and his grandson until the time for his land comes; then many nations and great kings will subjugate him. (Jer 27:5-7, NIV)
What does the student observe in the above passages? Did the student notice that the creation of human beings included a sense for moral knowledge – knowing what is right or wrong?
At the level of human beings, God created moral human beings and His all encompassing power included authority over everything and the ability to assign dominion to whomever He pleases.
3. Observe God's judicial view of transgressions against His laws. Are there any human beings who can adjudicate transgressors of God's law?
And he passed in front of Moses, proclaiming, "The Lord, the Lord, the compassionate and gracious God, slow to anger, abounding in love and faithfulness, maintaining love to thousands, and forgiving wickedness, rebellion and sin. Yet he does not leave the guilty unpunished; he punishes the children and their children for the sin of the parents to the third and fourth generation." (Ex 34:6-7, NIV)
No one can redeem the life of another or give to God a ransom for them
the ransom for a life is costly, no payment is ever enough (Ps 49:7-8, NIV)
And this is the testimony: God has given us eternal life, and this life is in his Son. Whoever has the Son has life; whoever does not have the Son of God does not have life. (1 John 5:11-12, NIV)
Ask the student: without God, how do you define sin? By what standard do you use? Is your standard better than someone else's?
Ask the student: can people atone and pay for their sins? Is there a way for a sinner to make restitution for complete forgiveness? Does prison time provide complete justice?
Provide ample time and discussion so that the student will gain a sense of God's omnipotent and all encompassing power.
Only God has the all encompassing power to provide the means to meet the judicial price for sin and completely forgive the transgression.
Only God has the all encompassing power to render judicial judgment of sin and dispense the consequences to those who are guilty of it.
Only God has the omnipotence to provide life after death. God's omnipotence is absolute, infinite and perfect. | <urn:uuid:509465c2-a1ef-4499-a75f-a561cb8e91cb> | CC-MAIN-2024-46 | http://helpmewithbiblestudy.org/25Curriculum/Class6-8/print/God.Nature.Omnipotent.6-8.pdf | 2024-11-04T00:56:56+00:00 | crawl-data/CC-MAIN-2024-46/segments/1730477027809.13/warc/CC-MAIN-20241104003052-20241104033052-00384.warc.gz | 11,977,514 | 1,481 | eng_Latn | eng_Latn | 0.998491 | eng_Latn | 0.998524 | [
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | docling | [
2180,
5392,
6210
] | [
2.125
] | 1 | 0 |
Religious Education Y4/5 Autumn Term 1
How important is the role of symbols in Christianity?
Knowledge
- Christianity is a monotheistic religion: believing in one god.
- Christians believe God is Trinity: Father, Son and Holy Spirit.
- Christians worship God as Trinity.
- Christians believe The Father creates; he sends the Son who saves his people; the Son sends the Holy Spirit to his followers.
- Christians find that understanding God is challenging: they want to understand Him better so they use symbols, similes and metaphors.
- There are many symbols that can be linked to Christianity, including the cross, the dove and the ichthys.
- Christians believe that the Holy Spirit is God's power at work in the world and in their lives today, enabling them to follow Jesus.
- Water is used in baptism because it has many different symbolic meanings.
Vocabulary
Baptism = a ceremony involving being sprinkled with or immersed in water to symbolise purification and entry into the Christian Church
Christianity = a monotheistic religion, based on the teachings of Jesus Christ God = the Christian supreme being, creator and ruler of the universe gospels = four books of the Bible which are biographies of the life and teachings of Jesus Holy Spirit = God's power at work in the world today, Christians believe that the Holy Spirit dwells in the heart of true believers, God's way of working through Christians ichthys = the Greek word for fish, a modern icon of Christianity symbolising the statement, "Jesus Christ, Son of God, Saviour"
monotheistic = used to describe religions based on the belief that there is only one god symbol = a mark or image that represents or stands for something else (particularly an abstract concept)
Trinity = the three persons of the Christian Godhead: Father, Son and Holy Spirit | <urn:uuid:fbcc1a0d-7917-49b7-b289-832eed6556be> | CC-MAIN-2024-46 | https://www.thealeprimary.co.uk/ckfinder/userfiles/files/Cycle%20A%204_5%20Autumn%201%20knowledge%20organiser.pdf | 2024-11-04T02:42:35+00:00 | crawl-data/CC-MAIN-2024-46/segments/1730477027809.13/warc/CC-MAIN-20241104003052-20241104033052-00385.warc.gz | 949,143,858 | 376 | eng_Latn | eng_Latn | 0.9905 | eng_Latn | 0.9905 | [
"eng_Latn"
] | false | docling | [
1823
] | [
3.46875
] | 1 | 0 |
ENGLISH PAPER 2 (LITERATURE IN ENGLISH)
(Prescribed Textbooks)
----------------------------------------------------------------------------------------------------
Maximum Marks: 80
Time Allowed: Three Hours
(Candidates are allowed additional 15 minutes for only reading the paper.
They must NOT start writing during this time.)
---------------------------------------------------------------------------------------------------------------------
Answer all
questions inSection A and Section B.
The intended marks for questions or parts of questions are given in brackets [ ].
---------------------------------------------------------------------------------------------------------------------
SECTION A – 20 MARKS
Question 1
Choose the correct options for the following questions.
(i) Miranda
: Oh, wonder!
How many goodly creatures are there here!
How beauteous mankind is! O brave new world,
That has such people in't!
What leads Miranda to exclaim "O brave new world" in Act V Scene i of the play, The Tempest?
(a) The realisation that her father is the powerful Duke of Milan.
(b) The sight of Ariel and other spirits.
(c) The sight of Alonso and his courtiers.
(d) The realisation that she would be the Queen of Naples.
(ii) Why do Juno and Iris describe Ceres as "bounteous" during the masque in The Tempest?
(a) She is the queen of the gods.
(b) She is the goddess of harmony.
---------------------------------------------------------------------------------------------------------------------
[10]
(c) She is the nymph of the woods.
(d) She is the goddess of agriculture.
(iii) Prospero: Though with their high wrongs I am struck to th' quick?
Yet with my nobler reason 'gainst my fury
Do I take part:
Which quality of Prospero is reflected in the decision that he takes eventually in Act V Scene i of the play, The Tempest?
(a) Honesty
(b) Understanding
(c) Rationality
(d) Forgiveness
(iv) How does Ariel's music influence Stephano and Trinculo in Act III Scene ii of the play, The Tempest?
(a) It calms them.
(b) It amazes and frightens them.
(c) It helps them express their emotions.
(d) It helps them resolve conflicts with each other.
(v) Which one of the following qualities describes the narrator's character in the short story Fritz?
(a) He is arrogant.
(b) He is rational.
(c) He is indifferent.
(d) He is ambitious.
(vi) What is the central idea emphasised in the short story B. Wordsworth?
(a) Beauty of the nature
(b) Alienation of the artist
(c) Importance of money
(d) Importance of success
---------------------------------------------------------------------------------------------------------------------
(vii) In the short story The Singing Lesson, what made Miss Meadows change from conducting a mournful song to a happy one?
(a) Basil's confession that he is fond of her.
(b) Basil's telegram telling her to ignore the letter sent by him.
(c) The students' rendition of the song.
(d) The Headmistress' confirmation of Miss Meadows doing a good job.
(viii) "With the same pains you use to fill a cup Up to the brim, and even above the brim."
The above lines taken from the poem Birches describe how the boy climbs the tree. Which quality of the boy is being highlighted here?
(a) Curiosity
(b) Courage
(c) Optimism
(d) Mindfulness
(ix) "The sea is calm tonight."
Which one of the following explains why the poem Dover Beach starts with the above line?
(I) To help readers visualise the setting of the poem.
(II) To convey that religious faith is diminishing in the world.
(III) To urge readers to show more compassion and peace in the world.
(IV) To express that the apparent calm is deceptive.
(a) Only (I)
(b) Only (I) and (IV)
(c) Only (III) and (IV)
(d) Only (I), (III) and (IV)
---------------------------------------------------------------------------------------------------------------------
(x) In the poem The Darkling Thrush, which poetic device has the poet used while describing the wind as the 'death-lament'?
---------------------------------------------------------------------------------------------------------------------
(a) Simile
(b) Onomatopoeia
(c) Visual imagery
(d) Metaphor
Question 2
Complete the following sentences by providing a reason for each in brief. Do not write the question. [10]
(i) In Act III Scene i of The Tempest, Miranda says that she does not remember the face of any woman because ____________________________.
(ii) In Act III Scene iii of The Tempest, Alonso becomes very upset after Ariel visits them as a harpy because ____________________________.
(iii) In Act IV Scene i of The Tempest, Prospero feels that the efforts he has taken to civilise Caliban are in vain because____________________________.
(iv) In Act V Scene i of The Tempest, Prospero decides to present himself as the Duke of Milan to Alonso, Sebastian and Antonio because__________________.
(v) In the short story Fritz, the narrator suggested digging the ground where Fritz was buried because ____________________________________.
(vi) In the short story The Singing Lesson, Miss Meadows assumed that Basil had committed suicide because_______________________________.
(vii) In the short story Quality , Gessler’s competitor was more successful than he was because _________________________________.
(viii) In the poem Birches , the poet compares life to a ‘pathless wood’ because ________________________________.
(ix) In the poem The Dolphins , the poet says that the dolphins are in their ‘element’ and yet not free because ______________________________.
(x) In the poem John Brown , John Brown’s mother boasted about her son going to war because _________________________________.
4
SECTION B – 60 MARKS
The Tempest: William Shakespeare
Question 3
(i) Provide two details from the play to show the growing love between Miranda and Ferdinand when the former visits the latter. What are Prospero's feelings as he secretly observes the two? Write your answer in a short paragraph of about 100-150 words.
[5]
(ii) What are Prospero's reasons for presenting the masque? Why does it end abruptly? Write your answer in a short paragraph of about 100- 150 words.
[5]
(iii) (a) With reference to Act III Scene ii of the play, describe Caliban's plot to murder Prospero with the help of Trinculo and Stephano. What do his interactions with Trinculo and Stephano reveal about his personality and desires? Write your answer in about 200-250 words. [10]
OR
(b) With any two supporting details from Act V, explain what Prospero's reconciliation with his enemies and renunciation of his magic indicate about his character. Write your answer in about 200-250 words. [10]
ECHOES: PROSE
Question 4
(i) Describe any three ways in which B. Wordsworth influenced the narrator's thinking in the short story, B. Wordsworth. Write your answer in a short paragraph of about 100-150 words.
[5]
(ii) What, according to you, is the reason for Mrs. Mallard's death in The Story of an Hour? In a short paragraph of about 100-150 words, explain why her death might be considered ironic.
[5]
(iii) (a) The story Quality is a commentary on the tension between the dedication of a true craftsman and commercial enterprise. Substantiate this statement in about 200–250 words with reference to the lives of the Gessler brothers, as portrayed in the story. [10]
OR
---------------------------------------------------------------------------------------------------------------------
(b) With the help of supporting evidence from the short story, The Singing Lesson, explain how Basil's letter of rejection made Miss Meadows feel? How did it reflect in her interaction with the Science Mistress and the students? Write your answer in about 200 -250 words. [10]
REVERIE: POETRY
Question 5
(i) “We were blessed and now we are not blessed.”
[5]
With reference to the above lines from the poem The Dolphins , explain why the dolphin thinks that they were ‘blessed’? What is their life like now? Write your answer in a short paragraph of about 100-150 words.
(ii) Describe how the poet in the poem John Brown establishes the hollowness behind the glorification of war. Write your answer in a short paragraph of about 100-150 words, supporting your analysis with any two details from the poem.
[5]
(iii) (a) How does the poet use visual imagery to convey despair and despondency in the poem, The Darkling Thrush? What effect does the song of the thrush have on the mood of the poet? Write your answer in about 200-250 words.
[10]
OR
(b) What is the central idea of the poem Dover Beach? How does the poet resolve the conflict in his mind, towards the end of the poem? Justify your answer in about 200-250 words with supporting details from the poem [10]
--------------------------------------------------------------------------------------------------------------------- | <urn:uuid:f7151881-f504-4df6-aded-eb4f7f4948bc> | CC-MAIN-2024-46 | https://www.adda247.com/jobs/wp-content/uploads/sites/2/2023/12/23130019/Download-ISC-Class-12-Literature-in-English-Specimen-Paper-2024-PDF.pdf | 2024-11-04T02:35:29+00:00 | crawl-data/CC-MAIN-2024-46/segments/1730477027809.13/warc/CC-MAIN-20241104003052-20241104033052-00382.warc.gz | 602,398,354 | 1,870 | eng_Latn | eng_Latn | 0.994685 | eng_Latn | 0.997341 | [
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | docling | [
1531,
2663,
3867,
5692,
7474,
8869
] | [
3.125
] | 1 | 1 |
Why Libraries Are Needed in the Internet Age
Talking Points
Introduction
The following talking points can be used by library staff when faced with the question: Why do I need the library when I have the internet? They can easily be adapted to fit any situation that might arise in an academic, public, school, or specialized library.
The talking points can be used separately, or in conjunction with the Elders of the Internet video starring actor Nick Offerman. For example, after each talking point, you can ask if the person you are speaking with has seen the video and invite them to view it on your website, the My Library Is… home page, or on YouTube.
Talking Points
A single Google search can return billions of results with contradictory information. The first items that appear in search results are often advertisements, or sites that pay for that first position. Librarians are trained professionals who can help you find the most trustworthy, accurate information. And librarians will not track your search history to try to sell you things; they value and protect your privacy.
It's difficult to sort through all of the information available via the internet today. Librarians can help you navigate through this information overload. They can also teach you how to evaluate what you find on the internet and lead you to the best source of information to meet your individual needs.
With misinformation and "fake news" so prevalent today, it's hard to recognize valid sources of information. Librarians can help you identify the difference between "real" and "fake" news. And they can teach critical thinking and problem-solving skills that will help you find credible, unbiased sources on your own.
Google isn't always the best source of information and it's certainly not the only source. Libraries offer books, e-books, journals, DVDs, online databases, and other materials not available on the internet. They can help users navigate all these resources, whether in print or online, traditional or electronic.
Much of the specialized information library users are looking for is not available for free on the internet – if it is available at all. Through paid subscriptions, libraries provide access to countless sources of credible data, information, and knowledge—far beyond what is discoverable by any internet search engine.
For many, the library is the primary or only source of computer and internet access. Over 1 million people In Illinois do not have internet access or only have access to a cellular data plan. Many libraries offer public Wi-Fi and help bridge the digital divide.
Because government forms, health information, and often, employment opportunities have moved online, the library's internet access has become a lifeline for those without access at home.
In a world of technological change, librarians help people learn and adapt to the latest technology tools and advances. They provide training and support for first-time internet and computer users, as well as those looking to improve their skills.
Libraries play a strong role in promoting internet safety for both children and adults. Librarians teach and promote safe and responsible use of the internet and social media. | <urn:uuid:54a4776d-e27d-4e25-8220-3aa0fca48246> | CC-MAIN-2024-46 | https://mylibraryis.org/sites/default/files/inline-images/Elders%20of%20the%20Internet%20Talking%20Points%20BRANDED.pdf | 2024-11-04T01:05:03+00:00 | crawl-data/CC-MAIN-2024-46/segments/1730477027809.13/warc/CC-MAIN-20241104003052-20241104033052-00385.warc.gz | 377,256,351 | 613 | eng_Latn | eng_Latn | 0.998397 | eng_Latn | 0.998847 | [
"eng_Latn",
"eng_Latn"
] | false | docling | [
2353,
3230
] | [
2.890625
] | 1 | 1 |
Identified Hazard –
- Falling off wheeled toy
- Colliding with other children
- Tripping on sticks, debris etc. while riding
- Inclement weather/ sun safety
- child's ability to ride their own wheeled toy
- Community members using the courts
Risk Rating Key
!! Very High
! High Risk
# Medium Risk
Low Risk
*
- Children absconding
Wheeled Toy's : Risk Assessment
Lapstone Activity Centre
* Unable to communicate with Coordinator/Educators
! Strangers/ community members interacting with children/ using inappropriate language
!! Children leaving the designating area/ attempting to leave school grounds
The benefits to children by allowing them to ride a variety of wheeled toys at the service include:
o Children will be instructed and reminded about safe storage of wheeled toys, safety rules for riding and consequences of not following the directions of educators, including being unable to ride.
o Children displaying poor balance on their wheeled Toy will be unable to ride.
o Children are not sharing wheeled toys and only riding their own.
o The riding track remains free of hazards throughout the day.
o Children are provided with water breaks for hydration.
- As the school is open to public – Educators will need to assess and use courts when they are not occupied by members of the community. If needed, the RP or coordinator will ask for members of the community to come back later in the day so that the children are able to use the courts for riding
- Head counts will be conducted regularly whilst away from service building
- High risk areas will be supervised by educators at all times
- Walkie talkies will be used by staff members for easy communication. Service mobile phone will also be taken for ease of making phone calls in emergency
Risk Benefit Analysis
Improves:
- Physical fitness
- Mental health
- Learning Development
- Muscle regulation and growth
- Reflexes, flexibility, range of motion and reaction time
- Balance and coordination
Supports:
- Social Development
- Team bonding
- Stress and anxiety relief
Increases
- Happiness
- Gross Motor Development
Completed by: Jessie McCulloch
Signature:
Date: 15/06/2023
My Time Our Place Outcomes:
- Children to develop a sense of belonging to groups and communities and understand the reciprocal rights and responsibilities necessary for active community participation (2.1)
- children to become strong in their social and emotional wellbeing (3.1)
- children taking increasing responsibility for their own health and physical wellbeing (3.2)
- children interact verbally and non-verbally with others for a range of purposes (5.1)
Approved By: Kim Salmon
Signature: Date: 15/06/2023 | <urn:uuid:5c80d7bb-7a1e-47bf-9443-ec319a04e80e> | CC-MAIN-2024-46 | https://www.activitycentres.com.au/wpsite/wp-content/uploads/wheeled-toys-RA-LAC.pdf | 2024-11-04T02:33:24+00:00 | crawl-data/CC-MAIN-2024-46/segments/1730477027809.13/warc/CC-MAIN-20241104003052-20241104033052-00383.warc.gz | 598,424,942 | 565 | eng_Latn | eng_Latn | 0.992406 | eng_Latn | 0.994451 | [
"eng_Latn",
"eng_Latn"
] | false | docling | [
396,
2780
] | [
2.765625
] | 1 | 0 |
Name: ________________________________________ Class: ________________ Date: _____________
EXTRA!! EXTRA!! PRACTICE READ...READ...THINK...THINK…WRITE
ARTICLE: Glass: a hot and cool combo of art and science
Article ID:
8206
8991
Introduction
Silicon (Si) is the second most abundant element after oxygen (O2). According to the Los Alamos National Lab, silicon is present in the sun and stars and can also be found in meteorites. Silicon is not found in its free state in nature but rather, as an oxide or silicate. Silicon oxides are found in sand, quartz, rock crystal, amethyst, and opal. Granite and asbestos are two examples of materials that are silicates.
Silicon makes up 25.7 percent of the earth's crust, by weight. The process of making glass involves heating sand to very high temperatures to transform sand to its liquid state of matter and then cooling the resulting glass product to room temperature where it is a solid.
Activity
Watch the video of the entire process of making glass by Leonard Marty, a master glassblowing instructor. Note temperatures at each stage. On the line below, note important temperatures Leonard mentions in the video and explain what happens to glass at those temperatures. Note temperatures in both C and F.
1) Label the scale for both degrees Celsius and Fahrenheit.
– Furnace Temperature
2) Draw a line from the description and give the temperature for room temperature, when water freezes, and boils.
3) Label the key glass temperatures from the videom
Go to page 2
– Water Boils
– Room Temperature
– Water Freezes
© 2018 Student News Net, Redwood Educational Technologies, LLC
Name: ________________________________________ Class: ________________ Date: _____________
Elements that Color Glass*
Many elements (mainly in the form of oxides) are used to impart glass with special properties and color. For example, the following elements (metals) can be used to color glass:
| Metals Used to Impart Color | Glass Color(s) |
|---|---|
| Antimony Oxides | White |
| Cadmium Sulfide | Yellow |
| Carbon Oxides | Amber-Brown |
| Chromium Oxide | Emerald Green |
| Cobalt Oxide | Dark Blue-Violet |
| Copper Compounds | Light Blue, Green |
| Gold (Au) | Deep red, like rubies. |
| Lead Compounds | Yellow |
|---|---|
| Manganese Dioxide | Purple |
| Nickel Oxide | Violet |
| Selenium Oxide | Reds |
| Sulfur | Yellow-Amber |
| Tin Compounds | White |
| Uranium Oxide** | Fluorescent Yellow, Green |
* Reference: The Corning Museum of Glass, Dr. Robert Brill, Research Scientist Emeritus
Activities (Cont'd)
4. Examine the colors of Chihuly’s tribute to his mother’s love of gardening as discussed and shown in the article. The glass sculpture has several elements with brightly colored glass. What elements were most likely used for the following components of the sculpture?
Tall spikes of red plants
Yellow spreading forms
The green spikes of low spreading plants
Blue Balls
Lighter blue medium tall plants
Darker brownish balls at right end
Purple spikes at right end
© 2018 Student News Net, Redwood Educational Technologies, LLC | <urn:uuid:8b653546-2cec-4d18-966b-09371e3e720b> | CC-MAIN-2024-46 | https://studentnewsnet.com/s3media/assets/IP%208206%20-Glass%20a%20hot%20and%20cool%20combo%20of%20art%20and%20science.pdf | 2024-11-04T01:53:47+00:00 | crawl-data/CC-MAIN-2024-46/segments/1730477027809.13/warc/CC-MAIN-20241104003052-20241104033052-00382.warc.gz | 526,146,780 | 723 | eng_Latn | eng_Latn | 0.997259 | eng_Latn | 0.99724 | [
"eng_Latn",
"eng_Latn"
] | false | docling | [
1637,
3104
] | [
3.859375
] | 1 | 1 |
Theale Primary School
Topic: Animals including humans
| | Key Knowledge | |
|---|---|---|
| What are the main stages of the human life cycle? | | • Foetus - an unborn animal or human being in the very early stages of development • Newborn - this is a baby that has just been born. • Infancy - this is a period of rapid change. • Many toddlers learn to walk and talk at this stage. • Childhood - children learn new things as they grow. They become more independent. • Adolescence - this is when the body starts to change and prepare itself for adulthood. Hormonal changes take place over a few years. This is also known as puberty. • Early adulthood - this is when humans are usually at their fittest and strongest and are now able to reproduce. • Middle adulthood - changes such as hair loss may happen. There are also some hormonal changes again and the ability to reproduce decreases. • Elderly, or late adulthood - there is a decline in fitness and strength. |
| What is puberty? | | • Puberty is the change that happens in late childhood and adolescence when the body starts to change because of hormones and becomes ready for adulthood. • Some changes include growth in height, more sweat, hair growth on arms and legs, under the armpits and on genitals, and growth in parts of the body such as male genitals and breasts. • Females begin to menstruate. |
Year: 5
Investigate
Explore the similarities and differences between babies, children, adolescents and adults.
Research the gestation periods of other animals and comparing them with humans.
Consider why humans take so long to learn to walk in comparison to other animals.
| | Key Vocabulary | |
|---|---|---|
| adolescence | | The life stage in which you develop from being a child into being an adult. |
| adulthood | | The state of being an adult. |
| development | | The gradual growth or formation of something. |
| foetus | | An animal or human in its later stages of development before it is born. |
| genitals | | The external reproductive organs. |
| gestation | | The process in which babies grow inside their mother’s body before they are born. |
| hormones | | A chemical, usually occurring naturally in your body, that makes an organ of your body do something. |
| independent | | If someone is independent, they do not need help or money from anyone else. |
| infancy | | The period of your life when you are a very young child. |
| life cycle | | The series of changes that an animal or plant passes through from the beginning of its life until its death. |
| life processes | | The 7 processes that tell us something is alive: movement, respiration, sensitivity, nutrition, excretion, reproduction and growth. |
| mature | | When a child or young animal matures, it becomes an adult. |
| menopause | | The time during which a woman gradually stops menstruating, usually around fifty years old. |
| menstruation | | The approximately monthly discharge of blood by non-pregnant women from puberty to the menopause. |
| offspring | | A person's children or an animal's young. |
| organ | | Body tissue with a particular function. |
| puberty | | The stage in the human lifecycle when the body starts to become physically mature. |
| reproduction | | When an animal or plant produces one or more individuals similar to itself. | | <urn:uuid:c5299af0-5c6e-451b-a99c-136ca9343588> | CC-MAIN-2024-46 | https://www.thealeprimary.co.uk/ckfinder/userfiles/files/Knowledge%20Organiser%202%20-%20Summer%20-%20Y5.pdf | 2024-11-04T02:33:52+00:00 | crawl-data/CC-MAIN-2024-46/segments/1730477027809.13/warc/CC-MAIN-20241104003052-20241104033052-00386.warc.gz | 923,549,175 | 760 | eng_Latn | eng_Latn | 0.984103 | eng_Latn | 0.984103 | [
"eng_Latn"
] | false | docling | [
3332
] | [
4.625
] | 1 | 0 |
WOODTHORNE PRIMARY SCHOOL CURRICULUM NEWSLETTER
Year 1 Spring Term Curriculum Newsletter
'Inspiring a love of learning to last a lifetime'
Our curriculum is ambitious. Subject leaders take pride in preparing a knowledge-rich, coherent and well-sequenced curriculum which is deliberately planned so that children acquire the knowledge and skills required for them to transition to their next stage of learning. As it pushes children beyond their day to day experiences, we develop courage and we support them every step of the way in their drive for excellence. Our curriculum is diverse and teaches them to respect different traditions, peoples, cultures, the environment and all of the members of the school community.
Please
| Subject | Spring 1st half-term | | Spring 2nd half-term | |
|---|---|---|---|---|
| Maths | Counting within 100, Comparison of quantities and part whole relationships | | Recognise, compose, decompose and manipulate 2D and 3D shapes and Additive structures | |
| English | The Magic Porridge Pot, Zog, Gnomeo and Juliet We will be reading a range of texts and writing for different purposes including to describe and to entertain. | | Squirrel’s Busy Year, Look up! Stafford Castle recount We will be reading a range of texts and writing for different purposes including to inform, to describe and to entertain. | |
| Science | Seasons and Weather The four seasons, Tools to record the weather, using a graph to show information about the weather, Clouds, Weather forecasts, Weather around the world | | Taking care of the Earth Taking care of the Earth, Earth’s Natural Resources, Logging, Pollution, Recycling | |
| Geography | The UK The four countries in the United Kingdom, Scotland, Wales, Northern Ireland, England | | | |
| History | | | Kings, Queens and Leaders Kings and Queens, King John I and the Magna Carta, Henry III and Parliament, Charles, Oliver Cromwell and the Commonwealth | |
| Art | Architecture What is architecture? The purpose of different buildings, Architectural features, Features of Southwark Cathedral, Designing a building | | Style in Art/Narrative Art Style - How a piece of art looks, Van Gogh’s changing style, Painting in the style of Van Gogh, Narrative Art - Stories in Art, Characters in Art | |
| PSHE | Health and wellbeing Understanding my emotions, What am I like? Ready for bed, Relaxation, Handwashing and Personal Hygiene, Sun safety, Allergies | | Health and wellbeing - People who keep us healthy Online safety and relationships Asking Permission, communicating with people I know online, Being kind to other people Economic wellbeing - Introduction to money, Looking after money | |
| Music | In the Groove Listening, appraising, singing, improvising. | | Round and Round Listening, appraising, singing, performing. | |
| French | Numbers | | Colours | |
| PE | Fundamental movement skills 1 | Gymnastics | Fundamental movement skills 1 & Gymnastics – Pathways – small & long | TBC |
| RE | Muslim and Christian special stories Scared stories, Bilal, Mohammed at the gates of Makkah and the lost sheep | | Special Days The lunar New Year, Nirvana Day, Holi, and Shrove Tuesday | |
| Computing | Maze Explorers | | Animated Story Books | |
remember to check the school website for dates for the diary regarding celebrations, visits and other special occasions. | <urn:uuid:32d399f0-99e4-416f-b430-e9311a6238de> | CC-MAIN-2024-46 | https://www.woodthorneprimary.org/wp-content/uploads/2023/01/Y1SpringCurriculumNewsletter.pdf | 2024-11-04T02:24:45+00:00 | crawl-data/CC-MAIN-2024-46/segments/1730477027809.13/warc/CC-MAIN-20241104003052-20241104033052-00389.warc.gz | 995,493,508 | 759 | eng_Latn | eng_Latn | 0.995996 | eng_Latn | 0.995996 | [
"eng_Latn"
] | false | docling | [
3371
] | [
3.34375
] | 1 | 1 |
RABIES VACCINE W H A T Y O U N E E D T O K N O W
1. What is Rabies ?
Rabies is a serious disease. It is caused by a virus.
Rabies is mainly a disease of animals. Humans get Rabies when they are bitten by infected animals.
At first there might not be any symptoms. But weeks, or even years after a bite, Rabies can cause pain, fatigue, headaches, fever, and irritability. These are followed by seizures, hallucinations, and paralysis. Rabies is almost always fatal.
Wild animals are the most common source of human Rabies.
Dogs and cats can also transmit the disease.
Rabies cause about 40,000 - 70,000 Rabies-related deaths each year.
Bites from unvaccinated dogs cause most of these cases.
2. Rabies vaccine:
Rabies vaccine can prevent Rabies.
Rabies vaccine is made from killed Rabies virus. It cannot cause Rabies.
Rabies vaccine is given to people at high risk of Rabies to protect them if they are exposed. It can also prevent the disease if it is given to a person after they have been exposed.
3. Who should get Rabies vaccine and when ?
- Preventive vaccination (no exposure):
International travelers who are likely to come in contact with animals in parts of the world where Rabies is common.
People whose activities bring them into frequent contact with Rabies virus or with possibly rabid animals.
People at high risk of exposure to Rabies, such as veterinarians and animal handlers.
The pre-exposure schedule for Rabies vaccination are 4 doses.
- Vaccination after an exposure:
Anyone who has been bitten by an animal, or who otherwise may have been exposed to Rabies, should see a doctor immediately.
A person who is exposed and has never been vaccinated against Rabies should get 5 doses of Rabies vaccine - one dose right away, and additional doses on the 3rd, 7th, 14th, and 28th days. They should also get a shot of Rabies Immune Globulin* at the same time as the first dose. This gives immediate protection.
A person who has been previously vaccinated should get 2 doses of Rabies vaccine - one right away and another on the 3rd day. Rabies Immune Globulin is not needed.
4. Some people should not get Rabies vaccine or should wait:
Anyone who has ever had a serious (life-threatening) allergic reaction to a previous dose of Rabies vaccine, or to any component of the vaccine.
Anyone who has a weakened immune system because of HIV/AIDS or another disease that affects
the immune system.
Anyone who having treatment with drugs that affect the immune system, such as steroids.
Anyone who has cancer, or is undergoing cancer treatment with radiation or drugs.
COPYRIGHT © - DK-GERMAN MEDICAL CENTER / RABIES VACCINE / MAY 2020
If you have a minor illness, such as a cold, you can be vaccinated. If you are moderately or severely ill, you should probably wait until you recover before getting a routine (non-exposure) dose of Rabies vaccine.
If you have been exposed to Rabies virus, you should get the vaccine regardless of any other illnesses you may have.
5. What are the risks from Rabies vaccine ?
A vaccine, like any medicine, is capable of causing serious problems, such as severe allergic reactions. The risk of a vaccine causing serious harm, or death, is extremely small. Serious problems from Rabies vaccine are very rare.
Mild problems:
Soreness, redness, swelling, or itching where the shot was given (30% - 74%).
Headache, nausea, abdominal pain, muscle aches, dizziness (5% - 40%).
Moderate problems:
Hives, pain in the joints, fever (about 6% of booster doses).
Illness resembling Guillain-Barré Syndrome (GBS), with complete recovery (very rare).
Other nervous system disorders have been reported after Rabies vaccine, but this happens so rarely that it is not known whether they are related to the vaccine.
6. What if there is a moderate or severe reaction ?
What should I look for ?
Any unusual condition, such as a serious allergic reaction, high fever or unusual behavior. Serious allergic reactions are extremely rare with any vaccine. If one were to occur, it would be within a few minutes to a few hours after the shot. Signs can include difficulty breathing, hoarseness or wheezing, hives, paleness, weakness, a fast heart beat or dizziness.
What should I do ?
Call a doctor, or get the person to a doctor right away.
Tell your doctor what happened, the date and time it happened, and when the vaccination was given.
7. How can I learn more ?
Ask your doctor or nurse. They can give you the vaccine package insert or suggest other sources of information.
Contact the American Centers for Disease Control and Prevention (CDC): Visit CDC websites at: www.cdc.gov/nip
COPYRIGHT © - DK-GERMAN MEDICAL CENTER / RABIES VACCINE / MAY 2020 | <urn:uuid:f8cfc91d-3099-432e-949e-89563f4881ef> | CC-MAIN-2024-46 | https://www.medical-kabul.com/_files/ugd/b04d06_8a16d0afbe1d44b989a21164023e6002.pdf | 2024-11-04T01:41:53+00:00 | crawl-data/CC-MAIN-2024-46/segments/1730477027809.13/warc/CC-MAIN-20241104003052-20241104033052-00387.warc.gz | 825,402,698 | 1,153 | eng_Latn | eng_Latn | 0.998458 | eng_Latn | 0.998511 | [
"eng_Latn",
"eng_Latn"
] | false | docling | [
2688,
4745
] | [
2.421875
] | 2 | 0 |
Red-cockaded Woodpecker
Scientific Name: Picoides borealis
Federal Status: Endangered, 10/13/70 • State Status: Endangered
Description
The Red-cockaded Woodpecker is an eight-inch long woodpecker with a solid black cap and nape, and prominent white cheek patches. The male has a tiny red streak behind the eye and near the ear (the cockade). The cockade is seldom visible in the field, making it difficult to distinguish males from females. The Red-cockaded Woodpecker is similar to the Downy and Hairy Woodpeckers in general appearance, except that it has a barred back, spotted breast, and the male has red on either side of the head rather than on the nape.
Preferred cluster sites are mature, park-like pine stands with 50 to 80 square feet of basal area per acre (about 90-145 trees averaging 10 inches in diameter). Ideally, clusters should have a grassy or herbaceous understory with few or no midstory hardwood or pine trees above 6 feet in height. Controlling midstory growth is especially critical within 50 feet of all cavity trees. Once the midstory grows to the level of the cavities (20-50 feet above the ground), a high rate of cavity abandonment occurs. A few widely scattered hardwood trees and shrubs do not harm the woodpeckers and are beneficial to other wildlife. However, control of dense thicket-like midstory vegetation is essential to maintain the cluster site.
Male (left) and female Red-cockaded Woodpeckers © TPWD Frank Aquilar
Habitat
The Red-cockaded Woodpecker is found in mature pine forests of east Texas and the southeastern United States. It is the only species of woodpecker that excavates its cavities exclusively in living pines. In Texas, cavities have been found in longleaf, loblolly, shortleaf, and slash pines. Most cavities are found in trees 60 to 70 years of age or older. The tree must have enough heartwood (older, non-living, inner portion of wood) to contain the roosting chamber, since a chamber in sapwood (younger, living portion of wood) would fill with resin. Since heartwood is very hard, a large percentage of cavities are found in pines infected with a heart rot fungus called red heart. This fungus weakens the heartwood and makes cavity excavation easier.
A cluster is a stand of trees containing and surrounding the cavity trees in which a group of Red-cockaded Woodpeckers nest and roost.
The quality of the foraging habitat determines the amount needed to support a group of woodpeckers. While 125 acres of wellstocked (100-140, 10-inch or larger diameter trees per acre) mature pine is sufficient for some groups; where habitat conditions are less ideal, groups may require several hundred acres to meet their foraging needs.
Historic Range
Present Range
An important function of the cluster site is to provide a source of new cavity trees. Cavity trees are generally used for several years, but an average of 5% of loblolly and shortleaf, and 1% of longleaf pines die each year. Some causes of mortality include infestation by bark beetles, wind snap, and fire. Also, cavity enlargement by Pileated Woodpeckers often makes cavities unusable by the Red-cockaded Woodpecker. Clusters should be at least 10 acres in size, with 10-30 mature pines, to ensure cavity trees for the future.
Life History
The best cluster site will not be used if the foraging or food gathering habitat is not suitable. Red-cockaded Woodpeckers exhibit a distinct preference for large living pines as foraging sites. Good foraging habitat consists of pine stands with trees 10 inches and larger in diameter measured at 4.5 feet above the ground. These birds also forage in pole stands, consisting of pines 4 to 10 inches in diameter. However, little use is made of sapling stands, which contain pines less than 4 inches in diameter. Red-cockaded Woodpeckers are also known to actively seek and forage extensively on pines infested by southern pine beetles (bark beetles).
The Red-cockaded Woodpecker has a complex social system. These birds live in groups, which usually have two to six birds, although as many as nine birds have been observed. The group may consist of only a mated pair; a mated pair with their current year's offspring; or a mated pair, their current year's offspring and helpers. These helpers are one to three year old adult birds, typically sons of one or both of the breeders. Helpers assist in incubating the eggs, feeding young, constructing new cavities, and defending the group's territory. Although Red-cockaded Woodpecker groups may consist of a number of adult birds during the nesting season, there is only one mated pair. A breeding male may live for several years; and when he dies, one of his helper sons generally becomes the breeding male.
Red-cockaded Woodpecker
1
A woodpecker group roosts and nests in a cluster of cavity trees. The cluster may include 1 to 30 cavity trees. Most clusters have some cavities under construction, some completed and in use, and some abandoned, often occupied by competitors.
Generally, each member of a woodpecker group has its own cavity for roosting. Red-cockaded Woodpeckers defend their cavities from members of other groups and from other animals. Major competitors for nest cavities include other woodpeckers (Red-headed, Red-bellied, and Pileated) and flying squirrels. From an ecological perspective, the Redcockaded Woodpecker is largely responsible for the majority of initiation and excavation of cavities within pine dominated forests of the southeast, and their abandoned cavities provide nesting and roosting cavities for a number of other animal species like screech owls.
Red-cockaded Woodpeckers nest from April through July. Group members assist with incubating the eggs during the day, and the breeding male stays with the eggs at night. The eggs hatch in 10 to 12 days. Young birds leave the nest in about 26 days, but remain with the group. Studies have shown higher nestling survival at nests attended by helpers.
The diet of the Red-cockaded Woodpecker consists mainly of insects (85%), but also includes small fruits and seeds (15%). The birds concentrate their search for food on the trunks and limbs of live pine trees. They scale the bark and dig into dead limbs for insects and larvae.
Compared to decayed wood, the sapwood and heartwood of a living pine is very hard and difficult to excavate. The average time required to excavate a cavity is 1 to 3 years for loblolly and shortleaf pine, and 4 to 7 years for longleaf. Once the sapwood is penetrated, the abundant resin flow that occurs creates another barrier. Most of the work on cavities occurs in summer after the young leave the nest. Cavity excavation occurs primarily in the morning, but can occur any time during the day. Once completed, a cavity is used for several years. Cavities in longleaf pine are sometimes used for 20 and even 30 years.
Cavities are constructed by tunneling at an upward slope through the sapwood so that the resin or pitch will drain from the hole. Once the birds have tunneled into the heartwood a sufficient distance, they excavate downward, forming a gourd-shaped chamber about 6 to 10 inches deep and 3 to 5 inches wide. Near the cavity entrance, numerous small holes called resin wells are chipped through the bark. The birds regularly peck at resin wells to keep resin flowing.
Red-cockaded Woodpeckers maintain open cavity holes by removing the growing tissue from around the holes. Eventually, the birds expose the sapwood for several inches around the entrance. This exposed area is called the plate. Pitch from the plate and resin wells coats the trunk of the cavity tree. The continuous flow of resin deters predators, especially snakes. Actively used trees have clear, sticky pitch, and freshly chipped, reddish bark around the resin wells and plate. These cavity trees, with resin flowing down their boles or trunks from the plate and resin wells, have an appearance similar to "melting candles" within the forest.
Threats and Reasons for Decline
The main threat to the survival of the Red-cockaded Woodpecker is the decrease in the quality and quantity of old growth pine forest nesting habitat, primarily due to short rotation (harvest cycle) timber management. Fire suppression has also been detrimental due to the importance of fire events in controlling the midstory vegetation in Red-cockaded habitat. Additional research has shown that the well developed grassyherbaceous plant understory characteristic of fire-influenced ecosystems plays an important role in producing arthropod (spider) and insect populations utilized as food sources. Because of this bird's requirement for older mature pines, habitat loss takes a long time to rectify. It may take 60 to 70 years to begin to provide suitable nesting habitat. Ideally, rotation ages of 100 years for loblolly, and 120 years or more for shortleaf and longleaf pine are needed to produce trees with the required amount of heartwood and frequency of red heart fungus.
Red-cockaded Woodpecker at cavity © TPWD Glen Mills
Midstory encroachment leads to cavity abandonment © Brent Ortego
Some of the potential adverse effects of current forest management practices on Red-cockaded Woodpecker habitat can include: (1) short timber rotations (25-45 years) result in loss of suitable nesting and roosting habitat, (2) leaving only cavity trees and cutting all others within a cluster reduces foraging habitat and does not allow for cavity tree replacement, (3) leaving isolated clusters surrounded by harvested areas reduces foraging habitat and may increase predation by forcing birds to cross large open areas, (4) removing all dead and dying trees results in loss of habitat for other cavity-nesters, thereby increasing competition for Red-cockaded nest cavities, (5) preserving cavity trees and removing other dominant trees in a cluster makes the cavity tree the tallest in the area and subject to lightning strikes and wind damage, (6) careless use of pesticides may poison the birds directly or decrease their food supply below the minimum level needed for reproduction, and (7) noise and activity of logging operations in the vicinity of a cluster during the breeding season can disrupt nesting success.
Southern pine beetle infestations have been found to be a major cause of cavity tree loss in Texas. This is particularly true during southern pine beetle epidemics, such as the one that occurred on the Sam Houston National Forest in 1983 following hurricane Alicia. Active management is needed to reduce the loss of cavity trees and foraging habitat to southern pine beetles.
Another threat to Red-cockaded Woodpecker cavity trees is damage from meteorological events like hurricanes, tornadoes and sheer winds. A large-scale sheer wind event that occurred in February, 1998, on the Sabine National Forest resulted in loss of the majority of cavity trees. Cooperative efforts to install artificial cavity inserts to replace lost cavity trees were initiated immediately to conserve the Red-cockaded Woodpecker groups, and this effort was highly successful. However, this event reinforces the need to conserve and increase the number of groups across the region, and throughout the range of the species.
In 2002, there were 342 known active Red-cockaded Woodpecker clusters in east Texas, including 277
(81%) on National Forests, 19 (5.5%) on state lands, 29 (8.5%) on forest products company lands, and 17 (5%) on non-industrial private landowner properties. These clusters were distributed within 15 counties of the Pineywoods Region of eastern Texas.
Recovery Efforts
Despite the problems facing the Redcockaded Woodpecker, recovery efforts are proceeding on federal, state and private properties in Texas. There are a number of management strategies that have been implemented since the first edition of this publication that are contributing significantly to the recovery of this species within eastern Texas, and across the West Gulf Coastal Plain.
As shown above, the majority of the known Red-cockaded Woodpecker clusters within eastern Texas occur on federal lands within the National Forests of Texas; including the Angelina, Davy Crockett, Sabine and Sam Houston National Forests. Under the recently revised (January, 2003) U.S. Fish and Wildlife Service Redcockaded Woodpecker Recovery Plan, the Red-cockaded Woodpecker population on the Sam Houston National Forest has been designated as a Recovery Population in the Upper West Gulf Coastal Plain. The Angelina and Sabine National Forest populations are functionally one population, and have been designated as such under the plan as a Recovery Population in the West Gulf Coastal Plain. The Davy Crockett National Forest population has been designated in the plan as a Support Population in the West Gulf Coastal Plain. In 1996, the National Forests in Texas designated over 288,000 acres as a Habitat Management Area (HMA) to provide for recovery of this species and its ecosystem in the West Gulf and Upper West Gulf Coastal Plain of Texas. The overall established population goal for these lands is 1,385 active clusters with goals of 541 clusters on the Sam Houston, 514 on the Angelina/Sabine, and 330 on the Davy Crockett National Forests.
There are currently three state properties with active Red-cockaded Woodpecker clusters in east Texas. The Texas Forest Service manages populations on the W. Goodrich Jones
3
State Forest near Conroe, Texas, and on the I.D. Fairchild State Forest near Rusk, Texas. There is an active group as well on the Sam Houston State University Biological Research Facility near Huntsville, Texas. Red-cockaded Woodpecker groups from the W. Goodrich Jones State Forest and The Sam Houston State Biological Research Facility contributes to, or is functionally part of the overall Sam Houston National Forest Recovery Population.
The remaining Red-cockaded Woodpecker groups within the region occur on private property; forest products corporation lands, and nonindustrial private forest landowner properties. State and federal agencies are working cooperatively with these private landowners to conserve existing Red-cockaded Woodpecker groups and their nesting and foraging habitats, and to restore native ecosystems beneficial to the species across the Pineywoods landscape of east Texas.
A cooperative effort was initiated in 1994 to develop a strategy for the management of Red-cockaded Woodpecker populations on private properties within the Pineywoods of eastern Texas. This effort involved federal and state biologists and resource managers, forest product corporation biologists and resource managers, non-corporate private landowners and land managers, conservation organizations, and university academicians. These entities were divided into two working groups, a steering committee and a scientific advisory board. The work of these diverse individuals resulted in the development of a Regional Habitat Conservation Plan for Redcockaded Woodpecker in the East Texas Pineywoods (Regional RCWHCP). A Section 10(a)(1)(B) incidental take permit was issued jointly to the Texas Parks and Wildlife Department and the Texas Forest Service by the U.S. Fish and Wildlife Service on February 20, 1998.
The basic concept of the Texas Regional RCW-HCP, is that cooperating landowners properties are surveyed for existing RCW groups, and then a baseline responsibility is established to maintain the number of existing RCW clusters occurring on the private property at the time of survey. The private landowner then develops a Conservation Agreement
4
Red-cockaded Woodpecker with the State to manage existing, or baseline RCW groups, and their necessary nesting and foraging habitat into the future. The benefit to the RCW groups on these properties is easily understood, and the existing number of RCW groups is conserved for the future. The primary benefit to the private landowner, who is already responsible for management of existing RCW groups on their property under the Endangered Species Act, is that the establishment of a baseline condition provides certainty for future land management. By working cooperatively with the State, and through the use of modern technology used in RCW management, forest management objectives and RCW conservation objectives can be integrated. This integrated management provides a "win-win" situation for the landowner and the RCW groups. In addition, landowners enrolled in the program can produce "RCW-friendly" pine forest habitat without the fear of loss of control of the property.
The first two landowners within the State to enroll in the Regional RCW-HCP were Champion International Corporation (1,038,000 acres), and Temple-Inland Forest Products Corporation (1,247,260 acres). These companies enrolled jointly in the program in March, 1999. Temple-Inland established a baseline of 14 RCW groups and designated 3,000 acres specifically for RCW at its Scrappin' Valley Habitat Management Area in Newton County, Texas. Champion established a baseline of 4 RCW groups and designated 2,000 acres specifically for RCW at its Brushy Creek Experimental Forest. TempleInland has actually performed significant RCW management actions at Scrappin' Valley, and corporately has RCW groups that are presently in excess of their baseline condition. Champion International subsequently sold their properties to International Paper Company, and International Paper assumed their obligations under the Regional RCW-HCP. Subsequently, and presently, International Paper is divesting itself of a number of properties within Texas. The RCW Habitat Management Area at Brushy Creek Experimental Forest has been assumed by the Heartwood Forestland Fund IV Investment Group, and they have assumed baseline responsibilities under the Regional RCW-HCP.
Currently active RCW management tasks are being performed there, and current RCW groups exceed the original baseline initially established by Champion International. Both of the RCW Habitat Management Areas previously discussed provide habitat linkages or corridors across the landscape to existing RCW population centers on National Forest and State Forest lands.
In addition, to these corporate properties, there are presently 17 non-industrial private forest landowners enrolled in the Regional RCW-HCP. These landowners have a combined total of 8,477 acres enrolled in the program, with a combined baseline of 14 groups. One of these properties enrolled, Cook's Branch Conservancy in Montgomery County, Texas, contains approximately 5,600 acres of mature pine forest habitat, and has a baseline of 13 active RCW groups. In addition to providing habitat linkages or corridors to existing RCW population centers, this property contains the largest number of active RCW groups on a non-industrial private forest west of the Mississippi River. This landowner's overall goal is conservation of the RCW and the natural ecology of the property. Their management plan includes active forest management, wildlife management and recreation management. This property was awarded a Texas Lonestar Land Steward Award for its efforts.
Most of these non-industrial forest landowners have RCW baseline conditions of 0 (zero), but have properties in close proximity to existing RCW core populations. Enrollment in the program will encourage these landowners, through active forest management, to produce suitable nesting and foraging habitat for RCW, and could prevent a number of them from taking their properties out of forest production resulting in significant loss of critical RCW foraging habitat near RCW population centers. The cooperative atmosphere between RCW biologists and landowners will enhance adaptive management strategies to utilize any RCW groups that may occur on these lands with baseline conditions of 0 (zero). Ultimately, these landowner's maintain control of these properties in their baseline condition, and any further provisions for RCW on their part are voluntary.
Overall Red-cockaded Woodpecker populations across the region are mostly stable or increasing as a result of active management through habitat improvements (removal of midstory vegetation, and prescribed burning), insertion of artificial cavity inserts (nest boxes placed on the inside of the tree), and relocation strategies known as augmentations or translocations. These relocation strategies involve moving young females or males to single bird clusters or pairs to established recruitment clusters in suitable habitat in an effort to conserve existing clusters and to start new clusters. Recent techniques such as artificial cavities and augmentation are helping to prolong the useful life of some cavities, to create man-made cavities where suitable natural cavities are limited, and to address short-term problems of isolation and fragmentation. Texas participates in an annual interstate effort known as the West Gulf Coastal Plain RCW Augmentation/Translocation Cooperative with the states of Arkansas, Louisiana and Oklahoma. The purpose of this effort is to increase RCW populations, and ultimately recover all RCW populations west of the Mississippi River.
State and federal agencies are working with private landowners interested in developing Red-cockaded woodpecker conservation and habitat management plans for their property. Conservation planning and habitat management, providing infor- mation to landowners and the public, and monitoring woodpecker populations are all important parts of the recovery process. In addition to these tasks, both the Texas Parks and Wildlife Department and the U.S. Fish and Wildlife Service are providing monetary incentives to private landowners that are managing properties for RCW. The Department has a program entitled the Landowner Incentive Program, and the Service has a program entitled Partners for Wildlife that provide challenge costshare grants to landowners in the performance of management for habitats of rare species like the RCW, and native ecosystems that are in decline.
Where To See Red-cockaded Woodpeckers
A number of state and federal properties offer opportunities to see and learn more about Red-cockaded Woodpeckers. These include the Alabama Creek, Bannister, and Moore Plantation Wildlife Management Areas; the W. Goodrich Jones and I.D. Fairchild State Forests; the Angelina, Davy Crockett, Sabine and Sam Houston National Forests.
How You Can Help
There are a number of things that you can do to help with conservation of the Red-cockaded Woodpecker in eastern Texas. First, if you own mature pine, and pine-hardwood forests in eastern Texas, you can consider forest management strategies that promote the mature forest conditions preferred by this rare species. In managing these forests, strategies that promote open, "park-like" forest conditions like thinning and prescribed burning will provide habitat. The importance of fire events in the ecology of the upland pine ecosystem of Texas, particularly in the herbaceous/grassy layer of the understory in these forests, is paramount in restoration and conservation of this ecosystem. In addition, forest landowners within the habitat of the RCW, can take advantage of the Regional RCW-HCP, the Landowner Incentive Program and the Partners for Wildlife Programs, for assistance in management of these upland pine habitats.
5
Conservation organizations in Texas also welcome your participation and support. Finally, you can encourage and support private landowners who are managing their land to protect endangered species and their habitat.
For More Information Contact
Texas Parks and Wildlife Department Wildlife Diversity Program 4200 Smith School Road Austin, Texas 78744 (512) 912-7011 or (800) 792-1112 or
Texas Parks and Wildlife Department Regional Wildlife Diversity Biologist P.O. Box 4655, SFA Station Nacogdoches, Texas 75962 (936) 564-0234
or
U.S. Fish and Wildlife Service
Ecological Services Field Office
10711 Burnet Road, Suite 200
Austin, Texas 78758 (512) 490-0057
or
U.S. Fish and Wildlife Service East Texas Field Office 701 N. First Street Lufkin, Texas 75901 (936) 639-8546
Management guidelines are available from the Texas Parks and Wildlife Department and U.S. Fish and Wildlife Service for landowners and managers wishing to manage timberlands to benefit the Red-cockaded Woodpecker.
6
Red-cockaded Woodpecker
References
Carpenter, J. and T. Hayes. 1991. Managing forests for Red-cockaded woodpeckersguidelines for private landowners in southeast Texas. Texas Nature Conservancy.
Conner, R.N., D.C. Rudolph, D.L. Kulhavy, and A.E. Snow. 1991. Causes of mortality of Red-cockaded woodpecker cavity trees. J. Wildl. Manage. 55(3):531-537.
Conner, R.N., D.C. Rudolph, and J.R. Walters. 2001. The Red-cockaded woodpecker: surviving in a fire-maintained ecosystem. University of Texas Press, Austin, Texas. 363 pp.
Conner, R.N. and D.C. Rudolph. 1991. Effects of midstory reduction and thinning in Red-cockaded woodpecker cavity tree clusters. Wild. Soc. Bull. 19:63-66.
Costa, R. 1992. Draft Red-cockaded woodpecker procedures manual for private lands. U.S. Fish and Wildlife Service. Atlanta, GA. 35 pp.
Hooper, R.G, A.F. Robinson, Jr., and J.A. Jackson. 1980. The Red-cockaded woodpecker: notes on life history and management. USDA Forest Service, General Report SA-GR 9.
Ortego, B., M. Krueger, and E. Barron. 1993. Status and management needs of Red-cockaded woodpeckers on state and private land in Texas.
Rudolph, D.C. and R.N. Conner. 1991. Cavity tree selection by Red-cockaded woodpeckers in relation to tree age. Wilson Bull. 103(3):458-467.
Rudolph, D.C., R.N. Conner, and J. Turner. 1990. Competition for Red-cockaded woodpecker roost and nest cavities: effects of resin age and entrance diameter. Wilson Bull. 102(1):23-36.
Rudolph, D.C., R.N. Conner, R.R. Schaefer, D. Saenz, D.K. Carrie, N.R. Carrie, R.W. Maxey, W.G. Montague, J. Neal, K. Moore, J. Skeen, and J.A. Reid. 2003. In Press. "Red-cockaded woodpecker status and management: West gulf coastal plain and interior highlands" in R. Costa and S. J. Daniels, eds. Redcockaded Woodpecker Symposium IV, Hancock House Publishers, Blain, WA.
Swepston, D. 1980. Results of Red-cockaded woodpecker research in Texas between 1969 and 1973. Species Report. Texas Parks and Wildlife Department, P-R Project W-103-R-9.
Texas Parks and Wildife Department and Texas Forest Service. 2003. Annual report: Regional habitat conservation plan for Red-cockaded woodpecker on private land in the east Texas pineywoods. Endangered Species Permit Number PRT-839172.
Texas Parks and Wildife Department and Texas Forest Service. 1999. Annual report: Regional habitat conservation plan for Red-cockaded woodpecker on private land in the east Texas pineywoods. Endangered Species Permit Number PRT-839172.
U.S. Fish and Wildlife Service (USFWS). 2003. Recovery plan for the Red-cockaded woodpecker (Picoides borealis): Second Revision. U.S. Fish and Wildlife Service, Atlanta, GA. 296 pp.
U.S. Fish and Wildlife Service (USFWS). 1985. Red-cockaded woodpecker recovery plan. USFWS, Endangered Species Office, Atlanta, GA.
U.S. Forest Service (USFS). 1995. Final environmental impact statement for the management of the Red-cockaded woodpecker and its habitat on national forests in the southern region: Recovery through management. Management Bulletin R8-MB 73. U.S. Forest Service Southern Region, Atlanta, GA. 192 pp.
Funds for the production of this leaflet were provided by the U.S. Fish and Wildlife Service, under Section 6 of the Endangered Species Act. | <urn:uuid:ee157578-ca4c-4522-9a48-eacd5e28797e> | CC-MAIN-2024-46 | https://tpwd.texas.gov/publications/pwdpubs/media/pwd_bk_w7000_0013_red_cockaded_woodpecker.pdf | 2024-11-04T02:08:03+00:00 | crawl-data/CC-MAIN-2024-46/segments/1730477027809.13/warc/CC-MAIN-20241104003052-20241104033052-00388.warc.gz | 540,212,696 | 6,093 | eng_Latn | eng_Latn | 0.969964 | eng_Latn | 0.993966 | [
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | docling | [
4782,
9086,
13476,
18771,
23460,
27718
] | [
3.328125,
1.3046875
] | 2 | 6 |
Dr. Marjorie H. Goodwin
Ph.D., Pennsylvania 1978
Professor at the Department of Anthropology, UCLA
Life Events- Childhood
Q: What kind of school did you go to? What was your favorite subject? Least favorite?
A: I went to public school. My favorite subject always was changing as I was presented with new ideas. I did not like gym too much.
Q: As a child, what did you want to be when you grew up?
A: I wanted to be a teacher or a play director. I liked to write plays in grade school.
Life Events- Adult
Q: What job did you do for most of your life? What did you like or not like about it?
A: Teaching at university. I like interacting with students and doing research.
Q: What are some of the goals you are still working toward?
A: I want to have everyone in the class actively involved and discussing ideas related to materials presented in class.
Influences
Q: Looking back, what person, group of persons, or organization/institution has had the greatest positive influence on your life story? Why?
A: My parents and sister always supported my interests and tried to create opportunities for exploring the world. My mother was our Girl Scout leader and I still am best friends with girls from my Girl Scout troop. We would go camping, canoeing (a 100 mile trip down the Allegheny River in Pennsylvania) and had all sorts of adventures in the natural world. I got to meet with people of diverse backgrounds as well.
Identity and Personal Ideology
Q: How do you approach political and social issues? Do you have particular point of view? Are there specific issues that you feel particularly strongly about?
A: I care about issues of social justice for minority groups and human rights issues. IN the 1980's I was active in groups working for human rights of people in Central America (when there was a lot of US military aid sent to kill indigenous people who wanted land rights and civil rights). I decided to study African American children's language for my Ph D dissertation to hopefully show the creativity of a group whose language was under attack in the 1960's, being considered not a valid language variety.)
Q: What is the most important value in human living? Please Explain.
A: Respect for cultural diversity and tolerance of others is the most important value. Lack of respect leads to endless conflict.
Turning Point
Q: Please identify a particular episode in your life story that you now see as a turning point. If you feel that your life story contains no turning points, then please describe a particular episode in your life that comes closer than any other to qualifying as a turning point.
A: It was very meaningful for me to hear linguist Dr. William Labov talk about African American Vernacular English to teachers in Philadelphia. His lectures I could see changed people's ideas about this language variety as a legitimate variety at a time when there was a lot of prejudice against African Americans (the 60's).
Life Lessons, Challenges, and Legacies
Q: Please tell us about a memorable moment in your life; a time you will never forget.
A: Meeting Father Luis Gurriaran a priest working with indigenous Mayan people in Guatemala who were fighting for land and against government forces trying to suppress Mayans (70's and 80's) was the most memorable moment. In South Carolina at a Central American Information Week we had many people who put their lives on the line to fight injustice speak to diverse communities throughout the state. One of the people who spoke with us was this priest. This was during a time when the US was supporting military dictatorships in Central America.
Q: How do you define a "good life" or a "successful life"?
A: A good life is feeling part of a community of people who share common concerns and who have an intensity for what they do, whatever that might be.
Life Theme
Q: Looking back over your entire life story, can you discern a central theme, message, or idea that runs throughout the story? What is the major theme of your life story?
A: I have been interested in cultural diversity and concerned with how social class affects one's life chances.
Dr. Goodwin's homepage
You can access Dr. Goodwin's publications here.
http://www.sscnet.ucla.edu/anthro/faculty/goodwin/ | <urn:uuid:96a37588-310d-4b51-a74f-ba54db715843> | CC-MAIN-2024-46 | https://www.minds.wisconsin.edu/bitstream/handle/1793/52467/Dr.%20M.%20H.%20Goodwin%20%28Yuki%20Arita%29.pdf?sequence=1&isAllowed=y | 2024-11-04T02:49:13+00:00 | crawl-data/CC-MAIN-2024-46/segments/1730477027809.13/warc/CC-MAIN-20241104003052-20241104033052-00388.warc.gz | 807,653,253 | 901 | eng_Latn | eng_Latn | 0.998656 | eng_Latn | 0.998933 | [
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | docling | [
1432,
3634,
4267
] | [
2.15625
] | 1 | 1 |
Theale Church of England Primary School
Geography Policy
"Geography is a subject which holds the key to our future" Michael Palin
"Geography explores the past, illuminates the present and prepares us for the future. What can be more important than that?" David Attenborough
The rationale for teaching Geography
Geography provokes and answers questions about the natural and human worlds, using different scales of enquiry to view them from different perspectives. It develops knowledge of places and environments throughout the world, an understanding of maps, and a range of investigative and problem solving skills, both inside and outside of the classroom. As such, it prepares pupils for adult life and employment. Geography is a focus within the curriculum for understanding and resolving issues about the environment and sustainable development. It is also an important link between the natural and social sciences. As pupils study geography, they encounter different societies and cultures. This helps them realise how nations rely on each other. It can inspire them to think about their own place in the world, their values, and their rights and responsibilities to other people and the environment.
Curriculum Intent
At Theale Church of England Primary School, we will ensure that all children attain the highest standards of achievement. We hope that this will lead to lifelong interest in Geography and enable further study to the highest level should that be the wish of the children. Through the study of geography, children are expected to develop knowledge, skills and understanding in the following areas:
- Geographical enquiry and skills.
- Places, patterns and processes.
- Cultural identities.
- Environmental change and sustainable development.
Curriculum Impact
Our main aims in teaching geography are that children will:
- Enjoy and have positive attitudes towards the subject.
- Develop a sense of identity through learning about places and environments throughout the world.
- Have an interest in interpreting and understanding maps.
- Understand the environment in relation to the wider world.
- Make links with other areas of the curriculum including, where appropriate, ICT.
- Have an appreciation of and respect for cultures, societies, religions and countries including their own and recognise their interdependence.
Curriculum Implementation
At Foundation Stage
Geography will be taught through Knowledge and Understanding of the World and the local area. See FS Policy.
At Key Stage One
Teachers will ensure that geographical enquiry and skills are used when developing knowledge and understanding of places, patterns and processes, environmental change and sustainable development.
In undertaking geographical enquiry children should be taught to:
- Ask geographical questions.
- Observe, record and communicate (in different ways) their own views about people, places and environments.
- Use geographical vocabulary and field work skills, maps, globes, plans and secondary sources of information.
- Make maps and plans.
- Identify and describe where places are and what they are like.
- Recognise how places have become the way they are, how they change and compare them to other places.
- Recognise how places are linked to other places in the world.
- Make observations about where things are located and other features in the environment.
- Recognise changes in physical and human features.
- Recognise changes in the environment and how the environment may be improved and sustained.
Breadth of Study
- Children should study two localities: the locality of the school and a locality (either in the UK or overseas) which contrasts with the school locality. The children should study at a local scale and carry out fieldwork investigations outside of the classroom.
At Key Stage Two
Teachers will ensure that geographical enquiry and skills are used when developing knowledge and understanding of places, patterns and processes, environmental change and sustainable development.
In undertaking geographical enquiry children should be taught to:
- Ask geographical questions.
- Collect, record and communicate evidence (in ways appropriate to a specific audience).
- Present their own and others' views about geographical issues.
- Analyse evidence and draw conclusions.
- Use geographical vocabulary and field work techniques, maps and plans with a range of scales, globes and secondary sources of information, including aerial photographs.
- Draw maps and plans at a range of scales.
- Use decision making skills and ICT in geographical investigations.
- Identify and describe where places are and what they are like.
- Locate places and environments studied and other significant places and environments.
- Recognise how places have become the way they are, why they change, how they may change in the future and compare them to other places.
- Describe and explain how and why places are similar to and different from other places in the same country and elsewhere in the world.
- Recognise how places fit within a wider geographical context.
- Make observations about where things are located and other features in the environment.
- Recognise changes in physical and human features and explain how these can cause changes in places and environments.
- Recognise how people can improve or damage the environment and how decisions about places and environments affect the quality of people's lives.
- Recognise how and why people may seek to manage environments sustainably and to identify opportunities for their own involvement.
Breadth of Study
- The children should study two localities: a locality in the United Kingdom and in a country that is less economically developed.
- The children should study three themes: water and its effects on landscapes and people, including the physical features of rivers or coasts and the process or erosion and deposition; how settlements differ and change and an issue arising from changes in land use; and an environmental issue caused by change in an environment and attempts to manage the environment sustainably.
In their studies children should study a range of scales – local, regional and national. In addition, they should study a range of places and environments in different parts of the world, including the UK and the EU. Children should have the opportunity to carry out fieldwork investigations outside of the classroom.
Structure of Provision
Geography is taught every week for 1-1.5 hours, every other term.
Planning
The subject co-ordinator completes a curriculum overview at the beginning of a new school year. All planning is then scheduled around this, ensuring that the children are learning topics on a two yearly rota system, due to the split year group teachings of the school. All topics are planned to include a medium term plan and a knowledge organiser. These knowledge organisers are not only shared with teachers, they are used by the pupils as they are placed in their workbooks at the start of every topic. The children are then encouraged to use these to support their learning of key knowledge etc.
Evaluation and Assessment
Assessment of geography is an integral part of teaching. During every lesson, questioning is used as ongoing, formative assessment. Questions within marking and children's responses demonstrate recall and understanding of learnt skills and knowledge. Teachers use this formative assessment to interpret the extent to which a child has understood a concept, learned a skill or acquired some new knowledge. In addition, teachers are able to reflect on the delivery of the curriculum, thus informing future planning. At the end of a topic, teachers will complete an assessment grid, clearly showing the areas of learning and at which stage each child is. This ensures that at the end of the year, each child's knowledge of the geography taught, is recorded.
Resources
Resources are monitored and organised by the curriculum co-ordinator who will order, when necessary, through the normal school processes. All opportunities are explored to ensure that the school has a wide range of resources and opportunities available.
Extended Curriculum
Building upon experiences outside of the classroom is considered crucial to the development of the geography curriculum. Relevant field trips are therefore invaluable.
The role of the Co-ordinator
A member of staff is designated as a geography co-ordinator whose role is to support class teachers and to help improve the overall quality and continuity of geography teaching in the school.
The co-ordinator is responsible for:
- Monitoring progress.
- Providing advice on geography and teaching schemes.
- Advising on teacher assessment and reporting systems.
- Keeping up to date through reading, attending relevant courses and by developing links with other sources.
Information and Communication Technology
The use of ICT and the teaching of ICT should enhance, develop and support pupils' learning of geography.
Cross-curricular links
Cross-curricular links are embedded in the planning, teaching and learning of all subjects including geography. Subject plans are adapted and linked to topics where appropriate.
Equal Opportunities and Special Needs and Disability
Every pupil will be given equal opportunity to follow the National Curriculum or Foundation Stage Curriculum irrespective of their ethnic or linguistic background, gender, disability or religious beliefs. Children with Special Educational Needs and Disability will have full access to the geography curriculum which will be modified to best meet their needs. Those identified as Able, Gifted and Talented will be given opportunities to develop their skills.
Monitoring
The monitoring of geography will take the form of classroom observations, monitoring of planning, work scrutiny, interviews with children, learning walks and monitoring of displays. The subject leader, working with the headteacher, is responsible for the monitoring of geography. The headteacher will report to governors through a termly report. | <urn:uuid:1c6d5cb0-9d22-4490-8d34-738dce33db08> | CC-MAIN-2024-46 | https://www.thealeprimary.co.uk/ckfinder/userfiles/files/Geography%20Policy%202021.pdf | 2024-11-04T00:41:40+00:00 | crawl-data/CC-MAIN-2024-46/segments/1730477027809.13/warc/CC-MAIN-20241104003052-20241104033052-00390.warc.gz | 949,389,422 | 1,829 | eng_Latn | eng_Latn | 0.997448 | eng_Latn | 0.997788 | [
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | docling | [
2130,
5594,
7928,
10113
] | [
4.53125
] | 1 | 0 |
A Newsletter for Manzi's Water Wise Club Members July 2016
The Food We Eat
Hi Friends,
All life on earth needs water to survive. All the animals and plants we eat need water to survive. Most of the food we eat comes from animals, including beef, lamb, pork, fish and chicken. Other foods come from plants, including rice, wheat, fruit, beans and vegetables.
We also eat food that animals make. For example, chickens produce eggs and cows give milk. Plants produce food too, such as fruits. Plant and animal foods are used to make other foods, such as bread and cheese.
Many processed foods use a combination of foods from animal and plant sources. Biscuits are made from flour (food from a plant) while also containing butter and milk (food sourced from an animal).
How do we get Food from Animals?
Some foods are produced from the flesh or internal organs of animals, such as:
* heart, liver, kidneys and tripe (organ meats).
* beef, lamb, pork and mutton (red meats) * chicken and fish (white meats) and
Other animal foods, such as eggs, milk and honey, are produced by animals over their lifetimes. Foods from animals are high in protein. They usually are also high in fat. Vitamin B12 and Vitamin D are also present in many animal foods. These vitamins are not found in plant foods. Cheese is made from milk, so it is also an animal food. Other foods made from milk are butter, cream and yoghurt. Animals like humans need water to grow strong and healthy.
How do we get Food from Plants?
Fruit is one of the many foods we get from plants. Other parts of plants that are used for food include:
* Roots: potatoes, carrots, beetroot, cassava, radish, parsnip, etc.
* Leaves and Stems: celery, lettuce, spinach, etc.
* Seeds: wheat, mealies (pap), rice, legumes, peanuts, tree nuts (almonds), etc.
Most plant foods eaten are produced on farms and orchards, but some are grown in greenhouses.
Foods from plants are packed with many nutrients such as vitamins, minerals and antioxidants. Dietary fibre is found only in plants.
Cakes are made from flour. Flour is made from wheat, which is a seed made by plants. Other foods made from wheat include: bread, pastry, biscuits, pasta and noodles.
All these foods, be it plants or animals, need water to survive. Without water the plants and animals cannot grow and give us the food we need to survive. Did you know that a cow needs to drink about 3 litres of water to produce 1 litre of milk?
Virtual water content is the amount of 'hidden' water used to produce a certain product (for example: 1 portion of beef) or a service from start to finish. Example: 1 portion of beef needs 1 900 litres of water. This is all the water that is needed, i.e. for the cow to live; for the grass to grow that feeds the cow, for transport, etc.
The water we have in our country does not only belong to human beings but also to the plants and animals, so the next time you have a meal, be it a steak, burger or even orange juice, think about where it came from and how much water was used to make that food. Water does not come from the tap but from the rain, rivers and dams.
Remember all life on Earth needs water to survive, so you must respect water and by doing so you are respecting life. Remember to be Water Wise. Lots of Love
Manzi
ACTIVITY
Do you know where your food comes from? Can you match the food to the food source? Write down whether the food on the left is:
animal food plant food
animal and plant food
FOOD
FOOD SOURCE
(a) _______________________________________
(b) _______________________________________
(c) _______________________________________
(d) _______________________________________
(e) _______________________________________
References
2. authoritynutrition.com
1. all-free-download.com
3. english.cntv.cn/program/culture express
5. phelps-farm.com/products.htm
4. jianiteo.com/plant-based-diet-beginners
6. thestir.cafemom.com
7. youtube.com | <urn:uuid:f6146d08-25ea-40c4-a80a-564fb1915040> | CC-MAIN-2024-46 | https://waterwise.co.za/export/sites/water-wise/education/Intermediate_Phase_Grade_4/Downloads/Manzi_News_-_The_Food_We_Eat_-_July_2016.pdf | 2024-11-04T01:19:04+00:00 | crawl-data/CC-MAIN-2024-46/segments/1730477027809.13/warc/CC-MAIN-20241104003052-20241104033052-00393.warc.gz | 570,049,494 | 899 | eng_Latn | eng_Latn | 0.986371 | eng_Latn | 0.999558 | [
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | docling | [
1490,
3311,
3960
] | [
3.515625
] | 1 | 2 |
Theale Primary School
Geography: Autumn - Cycle A
Year: FS2/Y1
| | Key Vocabulary | | |
|---|---|---|---|
| City | | A large town. London is a city. | |
| Country | | | An area of land that is |
| | | | controlled by its own government. |
| Human features | | Features of land that have been impacted by human activity. | |
| Physical features | | Natural features of land. | |
| Town | | A large group of houses, shops and buildings where people live and work. | |
| Village | | A small group of houses and shops usually in the countryside where people live. | |
| United Kingdom | | Where we live. England, Scotland, Ireland and Wales. | |
Topic: Human and physical features in our school and local area.
Our school-
Theale CofE Primary school.
Our local area-
Theale in Reading UK.
Our school is in a village called Theale. Theale is in a large town called Reading.
Geographical Skills and Fieldwork
*Use maps to locate towns and cities.
*Use aerial view photographs to locate features of areas within the U.K. Explain how these areas can be located using aerial view maps.
*Visit the local area and make observations (complete fieldwork).
*Identify human and physical features of Theale/Reading and other places in the UK.
Explain why some of these features can be found e.g. rivers | <urn:uuid:de17ff87-30b5-42f6-948d-33bcf3492956> | CC-MAIN-2024-46 | https://www.thealeprimary.co.uk/ckfinder/userfiles/files/Knowledge%20Organiser%20-%20FS%20Y1%20-%20Autumn%20-%20Cycle%20A.pdf | 2024-11-04T02:29:49+00:00 | crawl-data/CC-MAIN-2024-46/segments/1730477027809.13/warc/CC-MAIN-20241104003052-20241104033052-00395.warc.gz | 971,821,156 | 339 | eng_Latn | eng_Latn | 0.998155 | eng_Latn | 0.998155 | [
"eng_Latn"
] | false | docling | [
1319
] | [
4.125
] | 1 | 0 |
CASESTUDY
Why Should Your Facility Be Concerned About Mercury?
* Mercury contamination is a serious environmental and public health problem. Elemental mercury can be transformed in the environment to methyl mercury which is a toxic and persistent pollutant and exposure to it may lead to irreversible neurological effects. About 60,000 children born each year in the United States might be at risk for adverse neurological effects from in-utero exposure to methyl mercury, primarily due to their mothers eating fish during pregnancy.
* Across New England, more than 80 percent of the inland waters have fish too polluted with mercury to eat and all the New England states have issued health advisories limiting consumption of certain freshwater fish.
* Mercury possesses the properties of both a liquid and a metal, and is an added component of many products including fluorescent lamps and certain types of thermometers, electrical switches, and measuring devices.
* Mercury can volatilize at room temperature enabling it to constantly circulate in the air, water, and soil. When spilled mercury is poured down the drain or a mercury- containing item is thrown into the trash, it doesn't disappear. The mercury enters the circulation in the environment after it passes through the waste incinerator, landfill or wastewater treatment plant.
Mercury Assessment >> Environmental Laboratory
Introduction
The project team consisting of Federal, state and interstate representatives visited a laboratory associated with a federal agency to (1) test out the effectiveness of a draft mercury inventory and management questionnaire; (2) understand the use of mercury-added products at the facility, and (3) learn about the efforts that the laboratory had undergone to comply with mercury discharge limits and to reduce their reliance on mercury-added products. The project team met with the laboratory's senior management, the supervisors and team leaders of the various sections of the laboratory, the facility manager, and the environmental health and safety official at the facility. The facility representatives explained the history of compliance-related mercury controls at the lab, the lay out of the facility, and their preliminary mercury assessments. This case study presents the results of this mercury site assessment and recommendations for additional mercury controls for the facility.
Facility Overview
The following types of laboratories and rooms were reviewed during the site visit:
* Preparatory lab – prepares soil and water samples
* Screening lab – extracts contaminants from the samples
* Wet lab – conducts biological analysis of water samples
* Ambient air monitoring lab – analyzes air samples
* Dish room – area for cleaning and washing glassware
* Sample receipt and storage room – incoming sample receipt/excess of samples declare as waste
* Mechanical calibration room – field sampling equipment and air sampling equipment
* Microbiology laboratory – processing of field water samples, fecal pathogen analysis
* Technicon laboratory – metals and mercury analysis field samples
* Hazardous waste storage shed – central storage area for hazardous waste materials storage
History of Compliance-Related Mercury Controls at the Laboratory
Starting approximately ten years ago, the laboratory found mercury in the sludge that was accumulating in the facility's acid neutralization tank. To determine the source of the mercury, the facility analyzed the influent wastewater to this tank and found that it contained levels of mercury that on occasion exceeded the facility's wastewater discharge limit. To address this problem the laboratory cleaned the tank, flushed the laboratory wastewater piping system with trisodium phosphate and cleaned sink traps. All material was collected and disposed of as hazardous waste. Neither of these measures produced results that made the management of the laboratory confident that the laboratory would be able to consistently meet their mercury discharge limit. They still had sporadic mercury levels more than one part per billion (ppb).
At that time, the laboratory decided to discontinue the use of their wastewater discharge system, disconnect the traps in the pipes, and install another wastewater system. Around this time the lab also instituted a water conservation program to minimize their use of water and reduce their discharge. The new wastewater system was operated in a batch mode, with all laboratory wastewater being collected and tested prior to discharge.
At the beginning of 1999, the laboratory changed their wastewater operations again, and began to drum all of the laboratory wastewater and ship it out since the facility found that the cost of doing the batch testing exceeded the cost of hazardous waste disposal. The wastewater was classified as a nonhazardous waste and shipped out on a hazardous waste manifest with the Massachusetts Waste Code - MA99 ( NonHazardous waste). Therefore, no laboratory wastewater is currently being discharged.
In addition to working on improving their wastewater discharge, the laboratory initiated a program to reduce the number of mercury thermometers and other mercury devices present in the lab. They collected all thermometers not in use or used infrequently and stored them under lock and key. They have also been
collecting batteries for recycling. The Laboratory has collected all of the old mercury switch thermostats and replaced them with H/P electronic thermostats. Flourescent light bulbs are recycled by the lessor through a local waste recycling firm.
Current Inventory
The management of the facility conducted a quick audit of mercury-related products in the laboratories prior to the site assessment by the project team. They found that the lab still has a large barometer; about a dozen mercury-added thermometers, including a large thermometer that is used to calibrate the accuracy of thermometers used throughout the laboratory; and mercury lamps that are used in the atomic absorption spectrometer, the mercury vapor analyzer (Jerome Meter) and the Tekran field analyzer. The lab has ordered a plexiglass shelter for the barometer to help prevent breakage.
The large thermometer is required by the National Institute for Standards and Testing for calibrating other thermometers. The lab has six incubators, all of which require a mercury thermometer. The mercury thermometers are accurate to a tenth of a degree, whereas the alcohol thermometers are not as sensitive. The incubators have a high degree of temperature sensitivity. The lab has replaced all of the refrigerator thermometers with alcohol units. There is one mercury thermometer that is still used in a drying oven. The lab also keeps a few spare thermometers in case they need to replace one. The lab has purchased teflon coated thermometers to prevent the mercury from dispersing if the unit is broken. The project team did find a mercury thermometer in the facilities hazardous waste storage shed of which the laboratory was not aware.
The lab has a Coulter counter that includes a mercury manometer. This unit has 157 grams of mercury. It is used for counting algal cells. In one to two years, Coulter will be phasing out the mercury manometer in these units. When they make this change the company will no longer service the older models. At that time the lab will probably switch to the non-mercury unit.
The only mercury compound that the lab has a 200 ml container of mercury salts. There is also a small amount, 15-20 ml, of elemental mercury used as a standard for calibrating the Jerome Meter. This mercury is stored in a thermos and is locked up. The facility used to have some mercuric chloride in their inventory, but they have removed these materials from the site.
The facility collects all batteries and recycles them through a contractor. The building owner collects the fluorescent lamps and they are sent to a recycler. They fill up a box that can hold 85 bulbs approximately every 4 months. The laboratory rents the building and they have limited control over the selection of light bulbs and thermostat switches. The facility uses a contractor for cleaning, and they use their own cleaning products.
The outdoor lighting includes 6,400-watt mercury vapor flood lights on top of the building. Above the doorways, there are 100 watt mercury vapor lights. Above the loading dock doors, they have 150 watt high pressure sodium lamps. Above the boat room doors they have 500 watt quartz bulbs. In front of the building, there are 175 watt mercury vapor down lights. Above the doorway on top of the chemical shed is a 150 watt high pressure sodium bulb. All outside lights are controlled by a light sensor to turn lights on and off.
There are thermocouples in use in a biology walk-in chamber associated with the wet laboratory and in the air calibration laboratory in the ambient air monitoring laboratory.
Procurement Procedures
After a laboratory supervisor has signed off on a chemical purchase, the laboratory's health and safety officer reviews all of the new proposals for chemical purchases. He evaluates them for safety and examines potentially safer and less toxic alternatives. The officer reviews the toxicity of all new chemicals and, if they are toxic, he reviews P2 alternatives or safer substitutes. If he does not sign-off on the purchase of a chemical, the materials cannot be ordered. After the health and safety sign-off the lab manager may also need to review and approve the purchase. The lab has removed many hazardous chemicals, such as mercuric chloride and Nesler's reagant through this approval system. The lab has established a bar coding system for keeping track of its chemical inventory and for keeping track of the chemical as it is used. They have made an effort to reduce excessive packaging and overstocking in the liquid and dry chemical storage areas. The lab is audited once every two years for environmental compliance.
For purchasing equipment, the health and safety officer reviews all Material Safety Data Sheets. He works hard to minimize the lab's inventory of equipment and materials. If the MSDS indicates that there is mercury in a product, the facility staff automatically evaluate whether to purchase it. These efforts have helped the lab to eliminate its problems with overstocks of products and chemicals.
This laboratory has made an extensive effort in the past to eliminate their wastewater discharges to help them meet their permit limit.
The laboratory has instituted microscale chemistry techniques where they are feasible and allowed under standard laboratory procedures. They are also minimizing the volume of the samples they collect and analyze in the lab. The facility staff also use portable analytical devices to test soil/water/biota/air in the field.
The laboratory has conducted training for its staff to review pertinent information on chemical health and safety.
The laboratory uses a certified hazardous waste hauler to pick up and dispose of the hazardous waste generated and managed by the facility. From June 1, 1998 through June 30, 1999, the laboratory produced 147.59 pounds (66.936 kg) of soil with mercury levels greater than 0.2 parts per million (ppm) of mercury. If all the soils contained mercury at twice the 0.2 ppm action level, the total amount of mercury would by 5.894 x 10 -5 pounds. The laboratory also disposes of mercuric chloride solutions from the standards preparation and use. These standards have a maximum amount of 200 parts per billion (ppb). During this same period, June 1, 1998 to June 30, 1999, 41 pounds (18.597 kg) of solution was disposed accounting for a maximum amount of 8.199 x 10 -4 pounds of mercuric chloride. This does not include any one-time disposal of mercury containing products, including thermostats and thermometers.
Recommendations
This laboratory has made an extensive effort in the past to eliminate their wastewater discharges to help them meet their permit limit. In addition, they have minimized their used of mercury-added products and their purchasing of mercury and mercury compounds. Nevertheless, the site assessment team did have a few suggestions:
* Develop an information bank on safer substitutes for common uses of mercury in the lab
* Develop a mercury specific baseline for tracking reductions
* Improve mercury awareness among employees by conducting targeted training for employees on the facility's standard operating procedures for mercury
* Ensure that all mercury thermometers have a teflon coating to help prevent their breakage and contain the mercury if they do break
* Work with the landlord on P2 for fluorescent light bulbs and thermostats
* Develop and disseminate standard operating procedures for mercury management
* Replace mercury thermometer in the hazardous waste storage shed with a non-mercury unit
Project Team
Anne Fenn and Jeri Weiss, EPA Region I, Terri Goldberg, Northeast Waste Management Officials' Association (NEWMOA), Judy Shope, Massachusetts Department of Environmental Protection (MA DEP)
Contacts for More Information
Mercury
Connecticut: Tom Metzner
(860) 424-3242 or email@example.com
Maine: Ann Pistell
(207) 287-7853 or firstname.lastname@example.org
Massachusetts: Judy Shope
New Hampshire: Stephanie D'Agostino (603) 271-6398 or email@example.com
Rhode Island: Ron Gagnon
(401) 222-6822 or firstname.lastname@example.org
Vermont: Environmental Assistance Division (802) 241-3589 or (800) 932-7100
EPA Region I: Jeri Weiss (617) 918-1568 or email@example.com
NEWMOA: Terri Goldberg (617) 367-8558, ext.303 or firstname.lastname@example.org
Federal Facilities Assistance
EPA Region I: Anne Fenn Federal Facilities Program Manager (617) 918-1805 or email@example.com
Recyclers/Collectors of Mercury-Containing Products
www.epa.gov/region01/steward/neeat/mercury/disposal.html
Attachment A
Facility Response to EPA Visit and Recommendations
As a result of the Mercury Assessment, the Laboratory has undertaken efforts to implement most of the recommendations made in the case study. The following measures have been completed or are planned:
* All new mercury thermometers purchased will be Teflon coated
* Flourescent light bulbs and thermostats are now recycled by the building owner
* Mercury thermometer in the hazardous waste storage shed was removed and disposed of properly
* A standard operating procedure for mercury management will be developed and disseminated that will include a number of the recommendations from the assessment outlined above, including training staff and encouraging safer substitutes.
NEWMOA would like to thank EPA Region I for its financial support of this project. The Northeast states provided in-kind support. NEWMOA, EPA Region I, and MA DEP would like to thank the participating federal facilities and staff for assisting in this important project. | <urn:uuid:5e0952d4-7c7e-4834-a7fd-e9afcbbc4a23> | CC-MAIN-2024-46 | https://www.newmoa.org/wp-content/uploads/2022/07/Mercury-Assessment-Environmental-Laboratory-2001.pdf | 2024-11-04T01:36:14+00:00 | crawl-data/CC-MAIN-2024-46/segments/1730477027809.13/warc/CC-MAIN-20241104003052-20241104033052-00392.warc.gz | 839,829,344 | 3,014 | eng_Latn | eng_Latn | 0.986191 | eng_Latn | 0.995407 | [
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | docling | [
3200,
7823,
11932,
14987
] | [
2.453125
] | 1 | 8 |
How to Draw a Map
Create an account
Click the "Create" tab
Choose a template for the type of map you wish to draw
Select the district you wish to draw a boundary for
Choose a selection tool
Select geographies by picking them Select geographies by rectangle Select geographies by polygon Select geographies by polyline
Scan the QR code for videos on how to use the Esri software.
Choose the
geography level
Begin drawing maps!
Go to redistricting.utah.gov, click "Maps," then click "Draw Maps"
How to Submit a Map
Under the "File" tab, click "Save As" and save your map with a new name that identifies the map type (Examples: Congressional_JohnSmith, Senate_JaneDoe)
Under the "Review" tab, check the integrity of your map
If your map did not pass the integrity check, fix any problems identified
Under the "Submit" tab, submit your plan
Before submitting your maps, enter information in all required fields then click "Submit Plan"
Scan the QR code for videos on how to use the Esri software.
Criteria
When drawing districts, the official population numbers from the 2020 census must be used.
Plans must be drawn to create four Congressional Districts, 29 State Senate Districts, 75 State House Districts, or 15 State School Board Districts.
Districts must be contiguous and reasonably compact.
Congressional districts must be as nearly equal as practicable, with a deviation no greater than ±0.1 percent.
State legislative districts and state school board districts must have substantial equality of population among the various districts, with a deviation less than ±5.0 percent.
Plans must be complete. A complete plan includes every district statewide and meets the redistricting principles adopted by the Legislative Redistricting Committee.
Definitions
District: A defined area from which a public official is elected by the residents of that region. District boundaries are set by the legislature during the redistricting process using census data.
Census Block: The smallest level of geography the census uses to count people in an area. Since they are the smallest level of geography used, redistricting maps cannot split census blocks.
Voting District (VTD): In Utah, this refers to a precinct, or an area designated by election administrators to help in the technical elections process. VTDs are comprised of census blocks.
City (Place): Referred to as "place" in the Esri redistricting software. May be used as an overlay layer when drawing maps.
County: The largest subunit of a state that can be used to draw a district.
Definitions
Target Deviation: If all districts of the same type had exactly equal populations, this would be the "ideal size." The target deviation is the difference in population between a district and its ideal size.
Dual Assignment: Assigning one census block to more than one district. The map drawing software will not let you submit your map if you have done this.
Null Assignment: Not assigning a census block to a district. The map drawing software will not let you submit your map if you have done this.
Connectivity/Contiguity: All blocks assigned to a district must be connected or contiguous. The map drawing software will not let you submit your map if it has disconnected blocks. | <urn:uuid:fa722fe6-2406-4221-9571-36b6c28fe9c7> | CC-MAIN-2024-46 | https://redistricting.utah.gov/wp-content/uploads/2021/09/How-To-Graphics-4-1.pdf | 2024-11-04T01:54:44+00:00 | crawl-data/CC-MAIN-2024-46/segments/1730477027809.13/warc/CC-MAIN-20241104003052-20241104033052-00396.warc.gz | 456,840,364 | 679 | eng_Latn | eng_Latn | 0.961644 | eng_Latn | 0.99515 | [
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | docling | [
493,
996,
1757,
2551,
3250
] | [
3.375
] | 1 | 0 |
Elementary Grades by Andrea Gutierrez ELEMENTARY GRADES by Andrea Gutierrez
❍ Buy extra supplies to keep at home for homework assignments. Keep them in a central location.
Get Started
❍ Make sure your child is enrolled and all registration paperwork is complete.
❍ Find out when the semester starts and what time to arrive.
❍ Obtain school policies and review them with your child before school begins (school closures, disciplinary action, procedures, etc.)
❍ Determine which preparations for the school day are best accomplished in the evenings and which should be part of the morning routine.
Medical Requirements
❍ Ask your family physician if your child is up-to-date on immunizations. (You can obtain a list of required immunizations from the school district.)
❍ Inform the school of your child's medical needs, allergies or medications (if any) that will require special attention.
❍ Schedule a physical exam if it's required for PE or extracurricular sports participation.
To and From School
❍ If your child will ride the bus, become familiar with the pick-up and drop-off times and locations.
❍ If you will be driving your child to school, find out the school's policy on pick-up and drop-off times and locations.
❍ Inquire about carpooling groups if you're interested in making arrangements with other families.
❍ If your child will walk to and from school, determine the safest route, and find out if there are crossing guards at busy intersections. Walk the route with your child. Practice crossing the street at designated crosswalks and review pedestrian safety.
Meals and Snacks
❍ Inventory your pantry to determine which items you'll need to purchase for sack lunches and snacks. Make a shopping list.
❍ Have quick breakfast options available for your child. Determine if the school has a breakfast program, if you're interested.
❍ Find out if your family qualifies for free lunches or reduced pricing based on household income.
❍ Find out the cost of breakfast and lunch menu items and the method of payment.
❍ Make note of whether your child will be required to bring his own healthy snack each day or if the teacher wants students to contribute to a shared snack cabinet.
❍ Inform the teacher of your child's food allergies (if any).
School Clothes
❍ If your child's school has a dress code or guidelines for gym class attire, shop for needed apparel.
❍ Involve your kids in purging closets of outgrown clothes, shoes and coats. Donate items to charity.
❍ Organize wardrobe and determine items that need to be purchased. Write out a shopping list of needed items.
School Supplies
❍ Search the school's website or call the office for a supply list.
❍ Go through your school supplies from last year to see what can be reused.
❍ Follow back-to-school sales to get the best price on each school supply.
❍ Label your child's supplies, as well as his coat and lunchbox, with his first and last name.
Teacher and Classroom
❍ Find out who your child's teacher is and where the classroom is located. Tour common areas such as the nearest restrooms, the library, the cafeteria and the gymnasium.
❍ Ask your child's teacher how he or she prefers to communicate with parents. Obtain the teacher's and principal's phone number and email address.
❍ Ask the teacher for the scope and sequence of what your child will be learning in this grade level.
❍ Update your calendar with scheduled parent-teacher conferences, fundraising events, volunteer opportunities, etc.
After-School Schedule
❍ Establish a consistent routine for homework, snack time, playtime and bedtime.
❍ Set limits on screen time for the TV, computer and video games.
❍ Limit the number of organized activities that they will be involved in during the semester.
❍ Decide which school activities your family will participate in.
Kindergarten
by Katrina Cassel KINDERGARTEN by Katrina Cassel
Use the following guidelines to assess your child's readiness for kindergarten:
Motor Skills
Academics
Can your child . . .
❍ throw a ball?
❍ walk in a straight line?
❍ color, draw, use a pencil and scissors?
Social Skills
Can your child . . .
❍ share with others?
❍ play alone?
❍ focus on schoolwork around other kids?
Can your child . . .
❍ tell a short story in sequence?
❍ count to 10?
❍ recognize basic shapes and colors?
❍ spell her name?
Personal Skills
Can your child . . .
❍ use the restroom?
❍ fasten her pants?
❍wash her hands?
❍ stick to a single task for several minutes?
❍ put on her coat?
To enroll your child in school, you'll likely need to provide the following:
❍documentation of a physical exam by your pediatrician
❍ record of up-to-date immunizations
❍ your child's Social Security number (preferred but often not required)
❍ birth certificate
❍ proof of residency in the school district
This article first appeared in the Discovery Years edition of the August 2008 issue of the Focus on Your Child newsletters. Copyright © 2008 Katrina Cassel. Used by permission. ThrivingFamily.com. | <urn:uuid:cf2ba74e-5508-430a-ba52-1a8904eb7a9a> | CC-MAIN-2024-46 | https://www.focusonthefamily.com/wp-content/uploads/2020/05/back-to-school-checklist.pdf | 2024-11-04T00:49:14+00:00 | crawl-data/CC-MAIN-2024-46/segments/1730477027809.13/warc/CC-MAIN-20241104003052-20241104033052-00396.warc.gz | 732,681,634 | 1,182 | eng_Latn | eng_Latn | 0.998935 | eng_Latn | 0.998935 | [
"eng_Latn"
] | false | docling | [
5018
] | [
3.203125
] | 1 | 0 |
Program Specific Outcomes
Master's degree in Environmental Science provides graduates with the knowledge, skills, and experience needed to address complex environmental challenges and contribute to the sustainable management of natural resources.
The outcomes of a Master's degree in Environmental Science are:
1. Students will have a deep understanding of environmental science principles, including ecology, environmental chemistry, environmental policy, sustainability, and more.
2. They will develop advanced research skills, including the ability to design and conduct experiments, analyze data, and critically evaluate scientific literature.
3. Graduates will be equipped with the skills to identify environmental problems, assess their causes and impacts, and develop effective solutions.
4. They will gain an interdisciplinary perspective, integrating knowledge from various fields such as biology, chemistry, physics, geology, economics, sociology, and political science to address complex environmental issues.
5. Graduates will understand environmental policies, regulations, and governance structures at local, national, and international levels.
6. They will be proficient in communicating scientific findings and recommendations to diverse audiences, including policymakers, stakeholders, and the general public, through oral presentations, technical reports, and publications.
7. Many courses include fieldwork, providing hands-on experience in environmental monitoring, assessment and management.
8. Graduates will be familiar with various technologies and tools used in environmental science, such as GIS (Geographic Information Systems), remote sensing, environmental modelling software, and laboratory equipment.
9. They will understand the ethical considerations and principles of sustainability in environmental decision-making and management.
10. Graduates may pursue careers in a wide range of fields, including environmental consulting, government agencies, non-profit organizations, academia, research institutions and private industry, working as environmental scientists, consultants, policymakers, educators, researchers, and administrators.
First Semester Course Outcome
ESHC-1.1: Multidisciplinary Nature of Environmental Science
1. Students will gain a comprehensive understanding of the physical, chemical, biological, and social dimensions of the environment, highlighting the multidisciplinary nature of environmental science.
2. Graduates will be able to identify and comprehend various environmental issues, including pollution, conservation challenges, and resource management dilemmas, through a holistic lens encompassing diverse scientific disciplines.
3. Students will develop the ability to recognize and analyze complex environmental problems by considering their interrelated physical, chemical, biological, and social components.
4. Graduates will acquire skills in developing sustainable solutions to environmental challenges, integrating knowledge from different disciplines to address issues such as pollution control, habitat restoration, and resource conservation.
5. The much-sought intention of this paper is to expose students to Physical, Chemical, Biological, and social environments so that the outcome of the course will ensure awareness of the multidisciplinary nature of the subject, which will help the students to understand various issues and problems associated with environmental pollution, conservation, and management of environmental resources.
ESHC-1.2: Environment and Ecosystem
The paper offers insight into the intricate interactions between living organisms and non-living components within our surroundings.
1. Exploration of dynamic relationships among organisms and their interactions with soil, water, air, and climate.
2. Study of various ecosystems and their components, including biotic and abiotic factors.
3. Investigation into energy flow through food chains and food webs within ecosystems.
4. Understanding roles of producers, consumers, and decomposers in energy transfer and nutrient cycling.
5. Examination of population and community dynamics, including factors influencing growth, distribution, and species interactions.
This course provides students with a comprehensive understanding of ecosystem dynamics, including the interactions between living and non-living components, energy flow, population and community ecology, and the influence of environmental factors. Through this knowledge, students gain insights into the complexities of environmental issues and the importance of sustainable ecosystem management.
ESHC-1.3: Environment for development
1. The course aims to deepen students' understanding of crucial environmental issues that are integral to achieving sustainable development for modern human society.
2. Students will study various conservation challenges faced by ecosystems, species, and natural resources worldwide.
3. They will understand the importance of biodiversity conservation, habitat preservation, and ecosystem restoration efforts in maintaining ecological balance and resilience.
4. Students will understand the interconnectedness between environmental health, human well-being, and economic prosperity, emphasizing the importance of sustainable resource management and environmental stewardship.
5. Students will learn to identify and address the key environmental drivers of change that influence global sustainability.
This course will equip students with the knowledge and skills necessary to develop and implement sustainable solutions to environmental challenges.
ESSC-1.4: Aquatic Ecology
1. Aquatic ecosystems serve as major providers of ecosystem services crucial for human wellbeing. They play vital roles in regulating water quality, supporting biodiversity, and providing resources such as food and water.
2. Students will study the classification and structural characteristics of aquatic ecosystems. They explore the diversity of freshwater, wetland, and marine ecosystems, understanding their unique features and functions.
3. The course addresses various issues affecting the functionality of aquatic ecosystems. Students analyze current threats such as pollution, habitat destruction, overfishing, and climate change, which endanger water resources and biodiversity.
4. Students learn about the rich biodiversity associated with aquatic ecosystems. Emphasis is placed on the importance of conserving wetlands and protecting the diverse flora and fauna inhabiting these ecosystems.
5. This paper serves as a foundational knowledge base for students to address aquatic ecosystem issues.
It provides students with essential insights and tools to tackle conservation challenges and promote sustainable management of water resources.
ESSC-1.5: Radiation and Environment
1. Through this course, students will gain insights into radiation chemistry, protection measures, waste management, and practical examples, equipping them with essential knowledge for addressing environmental challenges.
2. Radiation is omnipresent in our environment, stemming from sources like the Sun's nuclear reactions and naturally occurring radioactive materials, shaping life on Earth.
3. Light and heat from the Sun's nuclear reactions are fundamental to our survival, underscoring the importance of understanding radiation's role in our environment.
4. Life on Earth has evolved alongside radiation, making it an integral part of our ecological systems and biological makeup.
5. Environmental Science students will grasp the concepts of radiation and its effects on the environment and human health, as well as strategies for its control.
Second Semester Course Outcome
ESHC-2.1: Environmental Chemistry and Environmental Statistics
1. Environmental Chemistry explores into the effects chemicals exert on air, water, and soil, elucidating their significance in shaping both the environment and human health.
2. Students gain insights into atmospheric, soil, and water chemistry, equipping them to comprehend diverse environmental issues and devise effective solutions.
3. The course empowers students to become environmental advisors by applying their knowledge to address real-world challenges and provide viable solutions.
4. Environmental problems are complex and multifaceted, necessitating a comprehensive understanding that can be achieved through suitable application models and statistical analysis.
5. The primary objective of the course is to enrich students with a deep understanding of environmental chemistry coupled with statistical proficiency, enabling them to tackle environmental challenges with a holistic approach.
ESHC-2.2: Environmental Pollution
1. The course emphasizes that pollutants, originating from both natural and human activities, pose significant public health risks when their concentrations surpass critical levels, underscoring the importance of pollution control measures.
2. Students gain a thorough understanding of water pollution, air pollution, soil pollution, noise pollution, and thermal pollution, including their sources, impacts, and control strategies.
3. Through exposure to various dimensions of pollution, students develop practical skills to address environmental challenges effectively, focusing on implementing control measures to mitigate pollution's adverse effects.
4. The course provides insights into the status of environmental pollution in India, enabling students to grasp the specific environmental issues facing the country and empowering them to contribute meaningfully to addressing these challenges.
5. Upon completing the course, students emerge with the competence to tackle a range of environmental issues related to pollution, equipped with the knowledge and skills necessary to implement effective control measures and promote sustainable environmental management practices.
ESSC-2.3: Energy and Energy Resources
1. Energy serves as the fundamental backbone of all life and ecosystem production activities, encompassing both traditional and modern industrial processes. In this course, students will be provided with an in-depth knowledge of various renewable and non-renewable sources of energy, their production, application, and issues related to consumption.
2. The course offers comprehensive insights into a wide range of energy resources, including both renewable and non-renewable sources, covering their production methods, applications, and associated consumption issues.
3. Students gain a deep understanding of the complexities surrounding energy usage and its environmental implications, enabling them to become proficient environmental managers.
4. By studying this course, students develop the ability to identify the underlying causes of current environmental issues, rooted in energy production and consumption patterns.
5. Equipped with knowledge of energy sources and their environmental impacts, students are empowered to devise sustainable solutions and contribute to effective environmental management practices.
ESSC-2.4: Solid waste management and Resource Recovery
1. The course highlights the severe environmental consequences of inadequately managed solid waste, including soil, air, and water contamination, which can disrupt ecosystems and harm biodiversity.
2. The students will study the effective solid waste management, which is crucial for minimizing waste accumulation, emphasizing the importance of implementing strategies to reduce waste generation.
3. Students gain extensive knowledge about various types of solid waste, disposal methods, and mitigation strategies, enabling them to understand the full scope of solid waste management.
4. Through hands-on learning experiences, students actively engage in the collection, treatment, and disposal procedures for solid waste, enhancing their practical skills in waste management.
5. By equipping students with the necessary expertise in solid waste management, the course aims to mitigate the impact of solid waste on ecosystems, promoting sustainable environmental stewardship and conservation efforts.
ESSC-2.5: Natural Resources and Conservation
1. The course emphasizes the importance of maintaining properly functioning ecosystems to provide essential services vital for life, including clean air, water, fertile soil, and a stable climate.
2. Human activities have led to the depletion of natural components of ecosystems, highlighting the urgent need for natural resource conservation to mitigate further environmental degradation.
3. Students gain essential knowledge about various natural resources of the Earth, including forests, water, land, and food resources, along with strategies for conservation.
4. Natural resource conservation is critical for managing and preserving important resources for the benefit of future generations, ensuring sustainability and continuity of essential ecosystem services.
5. By understanding natural resources and conservation principles, students develop the skills necessary to become effective environmental managers, capable of implementing conservation strategies and promoting sustainable resource management practices.
ES IDE-1: Environmental Education
1. As an open elective, the course covers fundamental topics such as drivers of environmental degradation, sustainable development, environmental awareness, and formal and nonformal education approaches.
2. The students will be exposed to environmental education facilitates and active exploration of environmental issues, encouraging individuals to engage in problem-solving and take meaningful action to enhance the environment.
3. Helps to recognise the universal importance of environmental awareness and action, The course promotes compulsory education to cultivate respect for ecosystems among all students.
4. Students gain insights into various international initiatives aimed at addressing environmental challenges, fostering a global understanding of the need for sustainability and conservation efforts.
5. By equipping students with knowledge and awareness of environmental issues, the course empowers them to become advocates for sustainability and conservation, promoting the development of a culture centered around responsible environmental stewardship.
Third Semester Course Outcome
ESHC-3.1: Environmental Engineering and Science
1. The course emphasizes the application of engineering principles to address issues related to air, water, and soil pollution, as well as the management of hazardous waste, providing students with practical solutions to environmental challenges.
2. Environmental officers, managers, and policymakers require an understanding of engineering and mechanical processes to effectively control pollution. This course equips students with the necessary knowledge to fulfil these roles.
3. Upon completion of the course, students are proficient in implementing various techniques such as wastewater treatment, industrial effluent management, solid waste management, and hazardous waste management, enhancing their ability to tackle diverse environmental problems.
4. Students gain practical experience in implementing engineering solutions for pollution control and waste management, preparing them for real-world challenges in environmental management roles.
5. The course empowers students with the skills and knowledge needed to analyze environmental problems and devise effective engineering-based solutions, contributing to sustainable environmental management practices.
ESHC-3.2: Environmental Impact Assessment, GIS, and
Environmental Microbiology
1. The course ensures students acquire comprehensive knowledge of EIA, a vital tool for safeguarding the environment and promoting sustainable development by identifying potential impacts and proposing mitigation measures for developmental projects.
2. Students gain proficiency in GIS, enabling them to effectively manage, manipulate, analyze, and represent georeferenced data for resource planning and management, facilitating solutions to complex environmental problems.
3. The curriculum covers various aspects of EIA techniques, environmental auditing, and environmental management plans, providing students with the necessary skills to ensure environmentally responsible project design and implementation.
4. Environmental microbiology studies microbial interactions with the environment, equipping students with knowledge of microbial communities' composition and physiology in soil, water, air, and sediments. Students learn to utilize microorganisms to address environmental challenges effectively.
5. By integrating knowledge from EIA, GIS, and environmental microbiology, students develop a holistic understanding of environmental issues and acquire the tools and techniques necessary to propose and implement sustainable solutions in environmental management.
ESSC-3.3: Global Environmental Changes and Natural Hazards
1. The course addresses the interconnected anthropogenic problems of Earth's ecosystem, including global warming, acid rain, ozone depletion, and deforestation, which have wideranging negative impacts on human activities and economies globally.
2. Students gain in-depth knowledge of Earth's atmosphere, climate dynamics, greenhouse gases, and the prediction of climate change, providing a solid foundation for understanding global environmental issues and natural hazards.
3. The course empowers students to actively engage in finding solutions to climate-related issues, fostering a sense of responsibility and agency in tackling environmental challenges.
4. Students become knowledgeable about the various factors influencing climate change, enabling them to recognize the complexities of environmental degradation and its impacts.
5. Through the course, students learn about potential solutions to mitigate the effects of climate change, equipping them with the tools to contribute positively to environmental conservation efforts.
ESSC-3.4: Water Quality Science
1. The course acknowledges the pressing issue of inadequate access to safe and clean water, a major risk factor for the spread of infectious diseases, highlighting the importance of understanding water quality and standards for public awareness.
2. Students explore a range of topics encompassing water management, including sources of water, water use and demand, quality issues, standards, consequences of pollution on water quality, and treatment methods, providing a holistic understanding of water-related challenges.
3. By studying water quality issues, students gain awareness of the consequences of pollution on water quality, empowering them to recognize and address environmental impacts that affect public health.
4. The knowledge acquired in this course has direct applications in day-to-day life, equipping students with the understanding and skills necessary to address water quality concerns in their communities and personal lives.
5. Students who opt for this course emerge with a strong foundation in water quality issues, enabling them to advocate for improved water management practices and policies that safeguard public health and environmental sustainability.
ESSC-3.5: Air Pollution Monitoring
1. The course underscores the importance of protecting public health from pollutants, particularly addressing the significant threats posed by air pollution to human well-being.
2. Given the severity of air pollution's health impacts, there is a pressing need for effective remedies to control and mitigate air pollution, highlighting the critical nature of the current situation.
3. Students are equipped with expertise in tackling air pollution through a curriculum covering essential topics such as basic issues of air pollution, air quality standards, air sampling and analysis techniques, instrumentation, pollution control measures, and legal frameworks.
4. The course provides practical training to students, enabling them to apply their knowledge in real-world scenarios as environmental officers, thereby enhancing their competitiveness in the field.
5. By mastering the intricacies of air pollution management, students emerge from the course with the skills and expertise needed to address environmental challenges effectively, positioning them as competent environmental officers capable of safeguarding public health.
ESSC-3.6: Environmental Nanoscience
1. The course introduces students to the unique properties of nanoscale materials, which can offer novel and unexpected solutions to various environmental challenges.
2. Students gain appreciation for diverse topics such as environmental chemistry, colloidal chemistry, and nanotechnology, providing a multidisciplinary foundation for addressing environmental issues.
3. Through the course, students learn about the preparation of nanomaterials, equipping them with practical skills for manipulating materials at the nanoscale level.
4. Students explore the application of nanotechnology in addressing environmental issues, gaining insight into how nanomaterials can be utilized for tasks such as pollution remediation and environmental monitoring.
5. By mastering the fundamentals of nanotechnology and its application to environmental problems, students are prepared for future endeavours in environmental science and technology.
ES IDE-2: Drinking water resources, quality, and management
1. The course adopts an interdisciplinary approach, catering to students who did not major in environmental science by focusing on the vital topic of drinking water resources, quality, and management.
2. Students explore various aspects of drinking water, including its sources, water stress, quality assessment, treatment methods, water supply systems, and the current status of drinking water in India, ensuring a thorough understanding of the subject.
3. Even for non-environmental science students, the course raises awareness about the critical importance of drinking water quality and effective management practices, highlighting its significance for public health and well-being.
4. Through the course, students acquire practical knowledge about the challenges associated with drinking water management and the strategies employed to ensure access to safe and clean drinking water for communities.
5. By studying drinking water resources and management, students develop crossdisciplinary competence, enabling them to address complex environmental issues beyond their primary field of study.
Fourth Semester Course Outcome
ESHC-4.1: Ecotoxicology
1. The course addresses the pervasive issue of chemical contaminants in everyday commodities, highlighting their potential health risks at both individual and ecosystem levels.
2. As an applied paper, the course delves into ecotoxicology, providing students with insights into the effects of environmental contaminants on ecosystems and organisms.
3. Students explore fundamental aspects of ecotoxicology, including the identification of environmental contaminants, their pathways in ecosystems, and processes such as uptake, biotransformation, detoxification, elimination, and accumulation of toxic substances.
4. Through the course, students develop proficiency in assessing the risks associated with chemical contaminants, enabling them to evaluate and mitigate potential environmental and health hazards.
5. By studying ecotoxicology, students remain up-to-date with recent advancements and advancements in the field, ensuring they are equipped with current information to address contemporary challenges related to contamination and environmental health.
ESHC-4.2: Occupational Health and Safety & Environmental Law
1. The course is designed to prepare students for their future careers in industry and various occupations by providing fundamental knowledge of occupational health, hygiene, and safety measures essential for a safe work environment.
2. Students learn about important safety protocols and measures to prevent workplace accidents and injuries, ensuring their well-being while working in any occupation.
3. The curriculum includes education on environmental laws and protection legislation, enabling students to understand their rights and responsibilities concerning environmental protection in the workplace.
4. Through the course, students gain awareness of potential occupational hazards and learn how to identify, assess, and mitigate risks to ensure their safety and the safety of others in the workplace.
6. By familiarizing themselves with environmental laws, students become knowledgeable about legal requirements and regulations, ensuring compliance with environmental legislation in their future occupations.
***** | <urn:uuid:55badc12-b9fc-44db-958a-0bc9dd5c111b> | CC-MAIN-2024-46 | http://www.kuvempu.ac.in/eng/NAAC4THCYCLE/PGDCO/Environmental%20Science.pdf | 2024-11-04T01:10:07+00:00 | crawl-data/CC-MAIN-2024-46/segments/1730477027809.13/warc/CC-MAIN-20241104003052-20241104033052-00397.warc.gz | 40,281,721 | 4,074 | eng_Latn | eng_Latn | 0.990996 | eng_Latn | 0.992153 | [
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | docling | [
2172,
3804,
5607,
7512,
9365,
11506,
13421,
15322,
17429,
19627,
21611,
23628,
24716
] | [
1.90625,
2.453125
] | 1 | 0 |
MRSA and New Mothers
What is MRSA?
MRSA, commonly pronounced "mer-suh," stands for methicillin-resistant Staphylococcus aureus. It is one type of the Staphylococcus aureus germ (commonly called "Staph"). About 1 in 3 people have Staph germs on their skin or in their nose, and normally the germs don't cause problems. Sometimes, though, these germs cause serious infections (called "Staph infections") on the skin, in the blood, or in other areas of your body.
Staph infections are usually treated with antibiotics. Some Staph infections, however, are resistant to the antibiotics usually used. This means the antibiotics don't kill the germs. MRSA is a type of Staph that is resistant to the antibiotics most often used to treat Staph infections.
MRSA germs can affect you in 2 ways:
*• Active infection means the germ is multiplying and causing an illness or a skin sore. A skin sore may look like a red bump or a cluster of bumps.
*• Colonization means the germs are on your skin or in your nose, but not causing any symptoms or active infection.
Either way, the germ can be transferred from you to another person. It could then cause an infection in another person. That's why, if you're a new mother, healthcare workers will take extra precautions with both you and your baby.
How is MRSA treated?
There are specific antibiotics that can kill MRSA germs. Some patients with MRSA infections may need surgery to drain the sores. Your healthcare providers will decide which treatments are best for you.
You will be treated for MRSA only if you have an active infection, such as a wound, a rash, or a blood infection.
How does MRSA spread?
In the hospital, MRSA can spread from one person to another on the hands of healthcare providers, patients, or visitors. (This is why hand washing is so important!) It can also spread on contaminated objects, such as bed linens, bed rails, bathroom fixtures, or medical equipment.
If you have MRSA, you'll be given special care to help keep the germs from spreading from you to other patients and babies.
1
How will MRSA affect my hospital care?
If our records show that you have been colonized or infected with MRSA any time within the last 5 years, your healthcare providers will use "contact precautions" with you. This means:
*• Anyone who enters your room must wash their hands when they enter and again before they leave. This includes both healthcare providers and visitors.
*• Healthcare providers will wear gloves and a clean gown when they enter your room.
*• Friends and family can choose if they want to wear gloves and a gown to protect themselves.
*• If you have an active infection, you may be asked to stay in your hospital room and not visit another area of the hospital.
Will MRSA affect my new baby?
If you are colonized or infected with MRSA, healthcare providers will also use "contact precautions" with your baby. This means:
*• All healthcare providers will wear clean gowns and gloves when working with your baby.
*• Your baby will stay with you in your room. If you are critically ill and have to stay in another section of the hospital, your baby will be kept in a private area and will visit you when it is safe to do so.
*• If your baby is in the nursery, he or she will be kept away from the other babies.
*• Your baby will be treated for MRSA only if your baby has an active infection, such as a rash, a wound, or other infection.
What about my baby's visitors?
People who come to visit your baby must wash their hands when they enter the room and again when they leave. Visitors may choose if they want to wear gloves and a gown.
What if the baby is being adopted?
The birth mother will stay in her room in the hospital. The baby will stay in an area of the nursery away from other babies. The adoptive parents will be asked to wash their hands before and after visiting the baby. They may choose whether to wear protective gloves and gowns.
Can I breastfeed my baby?
Mother's milk is the best food for babies. MRSA does not spread through mother's milk, it spreads on the skin. If you do not have an active infection on your breast, you can breastfeed your baby. If you have a sore or rash on just one breast, you can breastfeed from the other breast. You can pump milk to relieve pressure on an infected breast and to help maintain your milk supply.
Does my baby's umbilical cord need special care?
Your baby's umbilical cord does not require special care, except for keeping it clean and dry. If there is any drainage around the cord, wipe it clean with a warm, wet washcloth and let it dry.
What should I watch out for?
Call your baby's doctor if you notice:
*• Areas of redness, swelling, or tenderness on the skin or around the umbilical cord.
*• Development of pus-filled blisters on the skin or around the umbilical cord.
2 | <urn:uuid:d0848c2c-2183-41b7-96e0-eb1e600c7f28> | CC-MAIN-2016-44 | https://intermountainhealthcare.org/ext/Dcmnt?ncid=520952842 | 2016-10-26T21:19:44Z | crawl-data/CC-MAIN-2016-44/segments/1476988720973.64/warc/CC-MAIN-20161020183840-00211-ip-10-171-6-4.ec2.internal.warc.gz | 832,622,145 | 1,076 | eng_Latn | eng_Latn | 0.999229 | eng_Latn | 0.999385 | [
"eng_Latn",
"eng_Latn"
] | false | docling | [
2060,
4834
] | [
2.578125
] | 2 | 26 |
Utah State University DigitalCommons@USU
All Archived Publications
2002
Putting Your Lawn to Bed
Dennis Hinkamp Utah State University
Follow this and additional works at: http://digitalcommons.usu.edu/extension_histall
Part of the
Horticulture Commons
Warning: The information in this series may be obsolete. It is presented here for historical purposes only. For the most up to date information please visit The Utah State University Cooperative Extension Office
Recommended Citation
Hinkamp, Dennis, "Putting Your Lawn to Bed" (2002). All Archived Publications. Paper 961. http://digitalcommons.usu.edu/extension_histall/961
This Report is brought to you for free and open access by the Archived USU Extension Publications at DigitalCommons@USU. It has been accepted for inclusion in All Archived Publications by an authorized administrator of DigitalCommons@USU. For more information, please contact firstname.lastname@example.org.
Archived USU Extension Publications
GARDEN NOTES
PUTTING YOUR LAWN TO BED
By Dennis Hinkamp
September 2002
Fall - 48
Lawns have a wicked sense of humor. They fight you all summer and then, just when it is about to start snowing, they get all green and glowing.
The main problem in Utah is that we grow cool-season grasses which do not appreciate our hot, dry summers, says Jerry Goodspeed, Utah State University Extension horticulturist. This year has been particularly bad for many lawns. Extreme heat stresses cool-season lawns making them vulnerable to insects and other damage. Ironically, many landscape pests enjoy the heat, which makes them develop even more voracious appetites.
Summer's worries are over and most lawns will survive to live another year, he says. However, a few lawns may need a little extra effort this fall to help them recover and look their best next year. In the fall most insects decide it's too cool to eat, so instead of dining on lawns they retreat into the soil or find another cozy place to wait out the winter. Lawn insects lack of appetite in the fall makes them hard to control. The best thing homeowners can do is repair the damage, and get the lawn as healthy as possible.
Fall is the best time to give the lawn a good fertilization to build up its strength, Goodspeed says. Apply one-half to one pound of nitrogen per 1,000 square feet of lawn. Go to your favorite nursery or garden center and ask for their best lawn fertilizer. It should be high in nitrogen which is the first number on the a bag.
"If your lawn has been ravished by a few aggressive insects, a good fertilization program is even more important to get it back to healthy before next year's onslaught," Goodspeed says. "If large patches of lawn are dead or missing, consider moving or start over. Square-up the bad looking parts of the lawn and remove all the weeds and dead areas. Then work those areas over with a tiller, and mix in a little organic matter to improve the soil. Once the area is cleaned up and tilled, plant new grass seed or throw down sod to replace the grass that sacrificed itself to greedy grubs."
Next, water the areas like you would any new grass seed. Then, about the end of October, give it another good application of fertilizer. By spring the area should be green and growing once again, and ready for next years invasion of root munching pests.
If your yard has just a few, small dead areas, there may be an easier way than digging and tilling, Goodspeed says. One effective method of reclaiming damaged areas is aerating and re- seeding. Go over the problem spots three or more times with a core aerator until they resemble a peg board, then broadcast some good grass seed on top. The grass seed should fall into the small holes left by the aerator, which gives them a great location for germinating and growing. This also protects them from some of the daily traffic, plus the holes help maintain the moisture level. After the seeds are broadcasted, water like you would a newly-seeded lawn, he explains. The grass should start growing and fill in this fall so it will look good again by spring.
Another option is to hire someone who has a grass drill, he says. These machines drill the small grass seed into the existing lawn. Clean up the area as much as possible using a rake (or a teenager) before drilling the seed. Once the area is seeded, water regularly to ensure good germination and establishment.
The good news is, most lawns can be reinvigorated and will look great again next spring," Goodspeed says. "The bad news is, insects are creatures of habit, they tend to return to the scene of the crime time after time."
Utah State University is committed to providing an environment free from harassment and other forms of illegal discrimination based on race, color, religion, sex, national origin, age (40 and older), disability, and veteran's status. USU's policy also prohibits discrimination on the basis of sexual orientation in employment and academic related practices and decisions.
Utah State University employees and students cannot, because of race, color, religion, sex, national origin, age, disability, or veteran's status, refuse to hire; discharge; promote; demote; terminate; discriminate in compensation; or discriminate regarding terms, privileges, or conditions of employment, against any person other wise qualified. Employees and students also cannot discriminate in the classroom, residence halls, or in on/off campus, USU-sponsored events and activities.
This publication is issued in furtherance of Cooperative Extension work. Acts of May 8 and June 30, 1914, in cooperation with the U.S. Department of Agriculture, Jack M. Payne, Vice President and Director, Cooperative Extension Service, Utah State University. (EP/09/2002/DF) | <urn:uuid:d39aed68-4041-4267-9496-af4a9dff56d1> | CC-MAIN-2016-44 | http://digitalcommons.usu.edu/cgi/viewcontent.cgi?article=1960&context=extension_histall | 2016-10-26T21:14:10Z | crawl-data/CC-MAIN-2016-44/segments/1476988720973.64/warc/CC-MAIN-20161020183840-00211-ip-10-171-6-4.ec2.internal.warc.gz | 70,716,417 | 1,224 | eng_Latn | eng_Latn | 0.985179 | eng_Latn | 0.997777 | [
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | docling | [
971,
4084,
5757
] | [
2.34375
] | 5 | 7 |
Green Practicesfor Green Thumbs
Milwaukee farmers market employs permeable pavers for storm water storage By Chuck Taylor
Organized and operated by volunteers, the Garden District Farmers' Market is located on Milwaukee's south side at the northern entrance of the Milwaukee Green Corridor project. The district has designated the Green Corridor area as a space to showcase a variety of sustainable projects that ultimately seek to improve environmental performance, attract business development, raise public awareness and support regional growth. When it came time to construct a new parking lot in the fall of 2014, the farmers market seemed like an ideal place to incorporate green technology. However, lack of funding for the volunteer-run nonprofit proved to be a sizable barrier.
The Technology
Bryan Simon, owner of Simon Landscape Co. and chair of the Milwaukee Green Corridor project, had a vision to utilize a Belgard Permeable Interlocking Concrete Pavement (PICP) system in the construction of a 15,000-sq-ft parking lot adjacent to the farmers market.
"Our mission is to educate and engage the public on how to be better stewards of the environment," Simon said. "Using the Belgard PICP would allow us to not only build a quality parking lot, but also capture rainwater, which would filter downward into a storage reservoir to be used to irrigate portions of the farmers market."
Water harvesting with this system utilizes a free resource to reduce municipal water supply costs while complying with regional storm water management guidelines. The water can
The parking lot's permeable pavement system includes a water harvesting system that overflows into a storage reservoir for irrigation of the orchard and hoop houses.
be held in a long-term storage reservoir or flow into a rain garden, and ultimately be used for irrigation, washing or other non-potable applications.
The Challenge
In the past, Simon explained, landscape designers developed plans for shedding water from sites so it would not soak into the soil. The property owners then bought water for their lawns, trees and gardens. However, rain is optimal if it stays where it falls, seeping into the ground and watering the grass, plants and trees in that area. Impervious surfaces like buildings, parking lots and roads prevent rain from infiltrating back into the ground.
In contrast, the PICP system is
32
| STORM WATER SOLUTIONS | MARCH/APRIL 2016
fundamentally a large-scale infiltration gallery with a drivable surface course over top. The open graded base and subbase aggregates have approximately 32% and 40% open space, respectively, providing for temporary water storage. Because these are the same aggregates used for railway tracks, they are more than capable of supporting vehicular loads.
While Simon was confident that his idea of utilizing PICP was ideal for the parking lot and would ultimately save the organization money, the up front cost of the project was more than the organization could afford. In addition, multiple municipal groups were involved, and the permeable pavers were a new concept to Milwaukee.
The parking lot land is owned by Milwaukee County and leased to the nonprofit Energy Exchange. The project was awarded a Milwaukee Metropolitan Sewer District (MMSD) Green Infrastructure Grant. Because the grant funds are not received until the project is completed, the city of Milwaukee's department of public works provided gap funding to pay for the materials and labor that were not donated. This funding was crucial in allowing the project to move forward on schedule.
"There were a number of moving parts and pieces and quite a few entities involved," Simon said. "However, all of the groups came together and worked fluidly. In addition, a number of organizations also made material and in-kind donations. Local nurseries supplied plants, Simon Landscape provided labor and Belgard donated a portion of the pavers, which was crucial. The project would have never happened otherwise."
Simon singled out a number of individuals who helped make the project a reality. Local Alderman Terry Witkowski was integral in designating the Green Corridor and opening the door to this project. Mayor Tom Barrett and his office embraced the PICP technology, not only in the Green Corridor, but also throughout the city and the district. Commissioner of Public Works Ghassan Korban approved the temporary funding, and the MMSD provided the major grant. Matt Howard, director of sustainability for the Office of Environmental Sustainability, and Jason Haas, county supervisor, also played key roles in the project.
The Project
After funding was secured, the project team chose graphite-colored Aqualine Series L-shaped multi-cobble permeable pavers. Economically sound and surpassing all U.S. Environmental Protection Agency storm water requirements, the pavers offer both costeffectiveness and long-term durability in harsh climates, particularly those with extreme freeze/thaw cycles. Under the pavers, a 2-ft-deep storm water storage unit was installed to capture the water and pipe it to a 10,000-gal aqua block system. The water overflows into a storage reservoir to be used to irrigate the orchard and hoop houses adjacent to the farmers market. The harvested rainwater also feeds the most popular feature of the grounds—a babbling stream.
grant money," said Nate Gish, Belgard Commercial Hardscapes sales specialist.
"Overall, Belgard was proud to play an integral part in making this project happen—helping to educate the municipal players on the benefits of our product and ultimately donating some of the materials to facilitate the infusion of
"The project has had a positive effect, as more developments in the region are using PICP materials." SWS
Chuck Taylor is national contractor specialist for Belgard Commercial Hardscapes. Taylor can be reached at firstname.lastname@example.org.
www.estormwater.com |
33 | <urn:uuid:e1f04d92-c668-47f2-bd34-5aab42b18171> | CC-MAIN-2024-46 | https://img.estormwater.com/files/base/ebm/estormwater/document/2022/06/1654812250241-03.pdf | 2024-11-04T02:37:01+00:00 | crawl-data/CC-MAIN-2024-46/segments/1730477027809.13/warc/CC-MAIN-20241104003052-20241104033052-00396.warc.gz | 280,402,515 | 1,174 | eng_Latn | eng_Latn | 0.998666 | eng_Latn | 0.998751 | [
"eng_Latn",
"eng_Latn"
] | false | docling | [
3600,
5949
] | [
2.09375
] | 1 | 0 |
FLU LIKE ILLNESS
How Flu Spreads The main way that influenza viruses are thought to spread is from person to person in respiratory droplets of coughs and sneezes. This can happen when droplets from a cough or sneeze of an infected person are propelled through the air and deposited on the mouth or nose of people nearby. Influenza viruses may also be spread when a person touches respiratory droplets on another person or an object and then touches their own mouth or nose (or someone else's mouth or nose) before washing their hands.
If you or any of your family member are suffering from flu like symptoms kindly note the following:
1. PRACTICING GOOD HAND HYGIENE.
- Washing your hands with soap and water for at least 20 seconds is the best way to keep your hands from spreading the virus.
- Alcohol-based hand cleaners containing at least 60% alcohol are also effective.
2. PRACTICING RESPIRATORY ETIQUETTE.
- Cover your mouth and nose with a tissue when you cough or sneeze.
- If you don't have a tissue, cough or sneeze into your upper sleeve, not your hands.
- Put on a surgical mask to protect others.
- Put your used tissue in the waste basket.
3. HOME ISOLATION.
- Stay home till all your symptoms subside (mainly fever and cough). Usually with antiviral treatment it takes 3 days and without treatment may be less than 7 days. Avoid traveling for at least 24 hours after fever is gone except to get medical care or for other necessities.
- Get plenty of rest.
- Wear facemask if available and tolerable when sharing common places with other household members, or when in need to leave the home for necessities. Also caregivers and high risk group need to wear it.
- Drink clear water to prevent dehydration.
- Avoid close contact with others (not to go to work or school – report to your manager), no visitors.
- Throw away tissues and other disposable items used by the sick person in the trash. Wash your hands after touching used tissues and similar waste.
- Keep surfaces (especially bedside tables, surfaces in the bathroom, and toys for children) clean by wiping them down with a household disinfectant according to directions on the product label.
- Linens, eating utensils, and dishes belonging to those who are sick do not need to be cleaned separately, but importantly these items should not be shared without washing thoroughly first.
- Wash linens (such as bed sheets and towels) by using household laundry soap and tumble dry on a hot setting. Avoid "hugging" laundry prior to washing it to prevent contaminating yourself. Clean your hands with soap and water or alcohol-based hand rub right after handling dirty laundry.
- Eating utensils should be washed either in a dishwasher or by hand with water and soap.
4. WATCH FOR EMERGENCY SIGNS which indicate patient need to seek medical attention at the earliest. These are:
ADULTS:
- Danger signs: Alarming signs
- Shortness of breath, either during physical activity or while resting.
- Difficulty in breathing
- Bloody or colored sputum
- Turing blue
- Chest pain
- High fever that persist beyond 3 days
- Altered mental status
- Low blood pressure
PAEDS: Children danger signs include:
- Fast or difficult breathing
- Difficulty in waking up
- Lack of alertness
- Little or no desire to play
- Vomiting every thing
- Unable to drink or breast-feed
- Convulsions
- Chest in drawing or strider in a calm child
5. Avoid having pregnant women care for the sick person. (Pregnant women are at increased risk of influenza-related complications and immunity can be suppressed during pregnancy).
To Know:
- Rapid test has low sensitivity and specificity.
- Tamiflu is not specific for treatment of H1N1 influenza.
- Influenza vaccines currently available do not protect against the present pandemic strains. | <urn:uuid:42f324df-d409-4cdb-8552-7e9157a21b2c> | CC-MAIN-2016-44 | http://zulekhahospitals.com/download.php?file=uploads/leaflets_pdf/16Flu-like-illness.pdf | 2016-10-26T21:12:54Z | crawl-data/CC-MAIN-2016-44/segments/1476988720973.64/warc/CC-MAIN-20161020183840-00214-ip-10-171-6-4.ec2.internal.warc.gz | 790,651,263 | 831 | eng_Latn | eng_Latn | 0.995186 | eng_Latn | 0.997423 | [
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | docling | [
1832,
3401,
3796
] | [
2.78125
] | 1 | 40 |
Outstanding Books On Dharma
Category : January 1996
Published by Anonymous on Jan. 02, 1996
A Reader's Resource
Outstanding Books On Dharma
Like us, you may have found how hard it is to find truly great books on dharma, especially for children. Whether due to violence, imprecise philosophy, or other shortcomings most titles that cross our desks somehow miss the mark. Listed here are a few dozen notable exceptions drawn from an array of Hindu traditions and other religions. We endorse them all, but recommend those marked with a star (*) most highly. We believe all to be in print.
CHILDREN'S BOOKS
Carr, Rachel, Be a Frog, a Bird, or a Tree.Harper Colophon Books, 10 East 53rd Street, New York, New York 10022, USA. 1977. A children's course in hatha yoga,with 30 poses.
Corkery, Forrest and Marti Mueller, A Child and a Tree.Sri Aurobindo International Institute of Educational Research Aspiration, Auroville, Tamil Nadu 605 104, India. 1989. The cause, consequences and solution to deforestation, as seen through the eyes of a boy in an Indian village.
Dasa, Yogesvara and Jyotirmayi-devi dasi, A Gift of Love: The Story of Sudama the Brahmin.Bala Books, 125520 Kirkham Court, Suite 7, Poway, California 92064, USA. 1982. The story of Krishna's boyhood friend Sudama. For young children.
Greene, Joshua, Sakshi Gopal, A Witness for the Wedding.Bala Books, 125520 Kirkham Court, Suite 7, Poway, California page 1 / 9
92064, USA. The classic tale of an old brahminwho gets the Deity Sakshi Gopal to come as a witness for him. For young children.
Harkonen, Reijo, The Children of Nepal.Carolrhoda Books, Inc., 241 First Avenue North, Minneapolis, Minnesota 55401, USA. A colorful picture book of children from all parts of Nepal. Not especially informative on Hinduism, but a nice glimpse into a child's life in Nepal.
Hermes, Jules, The Children of India.Carolrhoda Books, Inc., 241 First Avenue North, Minneapolis, Minnesota 55401, USA. A colorful picture book of children from all parts of India. Not especially informative on Hinduism, but a nice glimpse into a child's life in India.
Kalman, Bobbie, India, the Culture; India, the Landand India, the People.Crabtree Publishing Company, Department 2TT, 350 Fifth Avenue #3308, New York 10118, USA. Nicely written; beautiful photographs. This is a children's tour of India's land, people and culture. It has a reasonably accurate description of Hindu beliefs and customs.
*Khandpur, Swarn, Let Us Know India(12 volumes).India Book House, 249, Dr. D.N. Road, Bombay 400 001, India. 1976. A comprehensive series dealing with all aspects of India: people, geography, history, customs, culture, arts, economy, agriculture, dress and music.
Krishnaswami, Uma, Stories of the Flood.Roberts Rinehart Publishers, 5455 Spine Road, Mezzanine West, Boulder, Colorado 80301, USA. Similar stories of a great flood in ancient times found in many world religions, including Hinduism.
Nath, Pratibha, A Bowl of Water.Children's Book Trust, Nehru House, 4, Bahadur Shah Zafar Marg, New Delhi, India. A book for young children on kindness to animals.
Patel, Mickey, Rupa the Elephant.National Book Trust, A-5 Green Park, New Delhi 110 016, India. 1974. A book for very young children about a friendly elephant.
Pfeffer, Pierre, Elephants, Big, Strong and Wise.Young Discovery Library, 217 Main Street, Ossinging, New York 10562, USA. Adults will also love this remarkably comprehensive book on these marvelous creatures.
*Rushton, Lucy, et al., Comparing Religions.Thomson Learning, One Penn Plaza, 41st Floor, New York, New York 10119, USA. This is a six-book series originally done in the United Kingdom: Pilgrimages and Journeys, Death Customs, Birth Customs, Food and Fasting, Marriage Customsand Initiation Customs.Excellent and unbiased presentations for each of the world's major religions, including Hinduism, Buddhism, Sikhism, Christianity, Judaism and Islam. The series has the impact of strengthening each religion's beliefs, culture and customs.
Sasso, Sandy Eisenberg, In God's Name.Jewish Lights Publishing, P.O. Box 237, Sunset Farm Offices, Route 4, Woodstock, Vermont 05091, USA. 1994. A story for young children on how people learned the nature of God.
Sawnt, S.D. and Badalkar, S.D., The Gandhi Story.Director, Publications Division, Ministry of Information and Broadcasting, Government of India, Patiala House, New Delhi 100 001, India. 1966. A picture book on the life of Mahatma Gandhi.
Shepard, Aaron, Savitri.Albert Whitman and Co., 6340 Oakton Street, Morton Grove, Illinois 60053, USA. Well-illustrated retelling of the classic tale of Savitri's winning of her husband from Yama, God of Death.
*Singh, Anne, Living in India.Young Discovery Library, 217 Main Street, Ossinging, New York 10562, USA. Colorful and entertaining book about India's people and way of life.
*Subramuniyaswami, Sivaya, Saivite Hindu Religion, The Master Course, Book 1.Himalayan Academy Publications, 107 Kaholalele Road, Kapaa, Hawaii 96746, USA. A complete, modern children's course for teaching Sanatana Dharma in its purity.
Tilak-devi dasi, ABC Coloring Book.Bala Books, 125520 Kirkham Court, Suite 7, Poway, California 92064, USA. 1982. An A-to-Z coloring book for young children.
Vijaykar, Mona, The Vee Family(series). Tri Color Books, 38774 Altura Street, Fremont, California 94536, USA. 1991. Color books for children on an Indian immigrant family's adjustments to America.
*Vishwashrayananda, Swami, Ramakrishna for Children.Sri Ramakrishna Math, Udbodhan Office, 1 Udbodhan Lane, Calcutta 700 003, India. 1975. The life of Sri Ramakrishna, with color illustrations.
*Vishwashrayananda, Swami, Vivekananda for Children.Sri Ramakrishna Math, Udbodhan Office, 1 Udbodhan Lane, Calcutta 700 003, India. 1975. Companion book to Ramakrishna for Children.
Warner, Rachell, Indian Migrations.Thomson Learning, One Penn Plaza, 41st Floor, New York, New York 10119, USA. Well illustrated book detailing the migration of Indians to many countries, including England, Fiji, Trinidad, South Africa, USA, etc. Many first-person accounts bring to life the hardship and adventures of the early Indian immigrants. The book is surprisingly up-to-date also, with accounts of present-day situations.
White, Rosalyn et al., illustrators, Jataka Tales.Dharma Publishing, 2425 Hillside Avenue, Berkeley, California 94704, USA. This is a set of beautifully illustrated and printed books page 4 / 9
for young children drawn from traditional Buddhist tales. Parents might be selective in which ones to acquire as some are overly violent, or without a strong moral point. Recommended are: The Magic of Patience, Great Gift and the Wish-Fulfilling Gem, Courageous Captainand A Precious Life.
Wood, Douglas, Old Turtle.Pfeifer-Hamilton Publishers, 210 West Michigan, Duluth, Minnesota 55801, USA. 1992. Similar to In God's Nameabout how people come to understand God, for young children.
STORY COLLECTIONS
*Nivedita, Sister, Cradle Tales of Hinduism.Advaita Ashrama, available from Auromere, 1291 Weber Street, Pomona, California 91768, USA. 1907. Wonderful retelling of India's classic stories in a thoughtful and gentle way suitable for children.
Prakashananda, Swami, Don't Think of a Monkey and Other Stories My Guru Told Me.Saraswati Productions, 43463 Columbia Avenue, Fremont, California 94538, USA. A collection of traditional and contemporary stories as told by Swami Muktananda.
Ramakrishna, Sri, Tales and Parables.Sri Ramakrishna Math, 16, Ramakrishna Math Road, Madras 600 004, India. A collection of the stories told by Sri Ramakrishna to his disciples.
Ramdas, Swami, Stories as Told by Swami Ramdas.Bharatiya Vidya Bhavan, South Asia Books, P.O. Box 502, Columbia, Missouri 65205, USA. 1969. A collection of traditional and contemporary stories.
*Ryder, Arthur W. (trans.), The Panchatantra.The University of Chicago Press, 11030 South Langley Avenue, Chicago, Illinois page 5 / 9
60628, USA. 1925. A highly readable translation of the classic animal tales.
LIFE STORIES
Anandamayee Sangha, Mother as Seen by her Devotees.Shree Shree Anandamayee Sangha, Bhadaini, Varanasi, India. The story of Ma Anandamayee, one of India's greatest modern-day woman saints.
Brunton, Paul, A Search in Secret India.Samuel Weiser, Inc., Box 6612, York Beach, Maine 03910, USA. 1985. Classic account of Brunton's meeting with the saints and sages of India in the early 20th century, especially Ramana Maharshi.
*Evans-Wentz, W.Y. (editor), Tibet's Great Yogi Milarepa.Oxford University Press, 2001 Evans Road, Cary, North Carolina 27513, USA. 1928. This classic story details the austere training of Milarepa under his guruMarpa. Good for appreciating the guru.
Gandhi, Mahatma, The Story of My Experiments with Truth. Beacon Press, 25 Beacon Street, Boston 02108, USA. The influential story of Gandhi's life as recounted by himself. Useful both for its insights into Hinduism and for India's history.
Gowda, H.H. Anniah, Divine Power from Adi Chunchanagiri: The Spiritual Biography of Sri Sri Sri Balagangadharanatha Swamiji. Sri Adi Chunchanagiri Mahasamsthana Mutt, Vijayanagar, Bangalore 560 040, India. The inspiring life-story and modern achievements of one of Karnataka state's most beloved swamis.
Hall, Manly P., The Guru.The Philosophical Research Society, Inc., 3910 Los Feliz Boulevard, Los Angeles, California 90072, USA. 1972. Entertaining and somewhat embellished narrative of a Hindu saint.
*Johnsen, Linda, Daughters of the Goddess, the Women Saints of India.Yes International Publishers, 1317 Summit Avenue, St. Paul, Minnesota 55105, USA. 1994. Short biographies of modern women saints: Sri Ma, Anandamayi Ma, Anandi Ma, Gurumayi Chidvilasananda, Ma Yoga Shakti and Ammachi.
Nikhilananda, Swami (trans.), The Gospel of Sri Ramakrishna. Ramakrishna-Vivekananda Center, 17 East 94th Street, New York, New York, USA. The classic biography of one of the greatest modern Hindu saints.
Ramdas, Swami, In Quest of God, The Saga of an Extraordinary Pilgrimage.Blue Dove Press, P.O. Box 261661, San Diego, California 92196, USA. 1994. An inspiring narrative of the life of Swami Ramdas (1884-1963).
Rao, S.K. Ramachandra, Life and Light of Sri Thiruchi Swami.Sri Kailasa Asrama Maha-Samsthana, Sri Rajeswari-Nagar, Bangalore 560 039, India. 1994. Rare life story of one of the most respected swamisin South India.
Sharga, P. Brijnath, Life of Swami Rama Tirtha.The Rama Tirtha Pratishthan, 14 Marwari-Gali, Lucknow, India. 1968. The story of Rama Tirtha, who journeyed to the USA, Japan and other countries in the early 20th century.
*Shastri, Hari Prasad, The Heart of the Eastern Mystical Teaching.Shanti Sadan, 29 Chepstow Villas, London, W. II, United Kingdom. 1954. Life story of Shri Dada, a saint born in North India in 1854.
*Sivananda, Swami, Saints and Sages.Divine Life Society, 570 New Germany Road, Clare Estate, Durban, South Africa. Short accounts of the lives of many saints from several religious traditions.
Sri Aurobindo Ashram, Sri Aurobindo, The Story of His Life. Auromere Books, 1291 Weber Street, Pomona, California page 7 / 9
91768, USA. The story of one of India's great modern sages, whose impact is far-reaching.
*Sugrue, Thomas, There is a River, the Story of Edgar Cayce. Dell Publishing Co., Inc. 750 Third Avenue, New York, New York 10017, USA. 1961. Remarkable account of an American healer who lived in the first half of this century and taught of karma and reincarnation.
*Yogananda, Paramahansa, Autobiography of a Yogi. Self-Realization Fellowship, 3880 San Rafael Avenue, Los Angeles, California 90065, USA. Classic story of Yogananda's training in India and later mission in the West.
SPECIAL SUBJECTS
*Borgia, Anthony, Life in the World Unseen.The Citadel Press, Carol Publishing Group, 120 Enterprise Avenue, Secaucus, New Jersey, 07094, USA. 1962. A very unusual book describing life in the Devaloka, where souls live after death.
Johari, Harish, Chakras, Energy Centers of Transformation. Destiny Books, One Park Street, Rochester, Vermont 05767, USA. 1987. A well-done and technical book on the chakras,the inner force centers of the body discovered through yoga.
*Subramuniyaswami, Sivaya, Dancing with Siva, Hinduism's Contemporary Catechism.Himalayan Academy Publications, 107 Kaholalele Road, Kapaa, Hawaii 96746, USA. An unequalled Hindu reference book.Its 1,008 pages contain 155 daily lessons, 300 illustrations, 600 Vedic verses, a 40-page timeline, world religions' summary, children's primer and a 190-page lexicon.
*Vivekananda, Swami, Jnana Yoga, Raja Yoga, Karma Yoga & Bhakti Yogaand Inspired Talks.Ramakrishna-Vivekananda Center, 17 East 94th Street, New York, New York, 10018, USA.
1955. A set of four small books containing the essence of Swami Vivekananda's teachings.
VEGETARIANISM
Ballentine, Rudolph, Transition to Vegetarianism.The Himalayan Publishers, RR1, Box 405, Honesdale, Pennsylvania 18431, USA. How to overcome meat eating.
Krizmanic, Judy, A Teen's Guide to Going Vegetarian.Puffin Books, 375 Hudson Street, New York, New York 10014, USA. Designed to help Western youngsters make the transition to vegetarianism by giving advice for a balanced diet and addressing a variety of possible concerns.
Null, Gary, The Vegetarian Handbook.St. Martin's Press, 175 Fifth Avenue, New York, New York 10010, USA. 1987. A comprehensive sourcebook on vegetarianism.
*Satchidananda, Swami, The Healthy Vegetarian.Integral Yoga Publications, Route 1, Box 172, Buckingham, Virginia 23921, USA. 1986. Practical reasons and good advice for becoming and staying a vegetarian.
Desiring success, they sacrifice to the Gods with ritual actions, for from such actions success comes quickly in the world of men. Liberation achieved, attachments gone, with a mind fixed on knowledge, man's whole action becomes a sacrifice, his deeds melt entirely away. --Bhagavad Gita 4.12.12, 23 | <urn:uuid:df4c557f-6ea7-4ac6-ae04-a3f7e111bdf6> | CC-MAIN-2016-44 | http://hinduismtoday.com/modules/smartsection/makepdf.php?itemid=3563 | 2016-10-26T21:04:23Z | crawl-data/CC-MAIN-2016-44/segments/1476988720973.64/warc/CC-MAIN-20161020183840-00215-ip-10-171-6-4.ec2.internal.warc.gz | 118,364,946 | 3,704 | eng_Latn | eng_Latn | 0.889437 | eng_Latn | 0.921031 | [
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | docling | [
1432,
3106,
4856,
6457,
7959,
9475,
11137,
12736,
13933
] | [
2.34375
] | 2 | 19 |
Josephine F. Pacheco. The Pearl: A Failed Slave Escape on the Potomac. Chapel Hill: University of North Carolina Press, 2005. x + 307 pp. $29.95 (cloth), ISBN 978-0-8078-2918-9.
Reviewed by Mary Beth Corrigan (Independent Scholar) Published on H-DC (April, 2006)
The Legacy and Significance of a Failed Mass Slave Escape
Late one Saturday night in April 1848, seventy-six enslaved men, women and children, anxious to escape and secure their freedom, boarded a schooner, The Pearl, anchored in Washington. Its captains Daniel Drayton and Edmund Sayres intended to sail down the Potomac River and up the Chesapeake Bay to Philadelphia, where the fugitives could hide from their owners and live in freedom. Instead, the tides prevented the boat from reaching the bay. Early Monday morning, a posse boat organized by the slave owners found the boat anchored at a sheltered spot near the mouth of the Potomac. The story of the Pearl –including its planning and aftermath–has long fascinated devotees of Washington history.[1] Now, Josephine Pacheco has added the first book-length account: The Pearl: A Failed Escape on the Potomac. She presents the Pearl as a major effort of the antislavery movement that ultimately shaped the sectional conflict of the 1850s.
who recommended Daniel Drayton to organize the escape of the Bells. Drayton was willing and experienced; a year earlier, he had transported an enslaved family of six from Washington to Philadelphia by boat. Drayton paid 100 dollars to Edward Sayres, the captain of the Pearl, to sail to Washington, and hired waterman Chester English to pick up the fugitives and take them to Philadelphia. When Drayton and his crew docked at the Washington wharf, they had no idea how many slaves would come aboard. The mission of the Pearl created such excitement within the African-American community that seventysix enslaved men, women and children, a far larger number than Drayton imagined, took advantage of this wellfinanced effort to gain freedom.
Pacheco effectively explains the planning of the Pearl by antislavery activists and the enthusiastic response of enslaved men, women, and children. Daniel and Mary Bell, a free black couple who longed to secure the freedom of their own children, initiated the planning for the Pearl. To purchase their own freedom, both Daniel and Mary overcame huge obstacles posed by their owners. They wanted the freedom of their children as well and hoped to avoid their experience of long and bitter negotiations with reluctant and capricious owners. The Bells approached William Chaplin, a radical abolitionist, who had helped several Washington slaves run away. Chaplin, in turn, contacted a fellow activist in Philadelphia
Pacheco describes well the three days that followed the capture of the Pearl, when mobs converged on the streets to quash antislavery agitation in the nation's capital. As word of the Pearl spread throughout the city, several men gathered at the Washington City Jail to seize and then lynch Drayton, Sayres, and English. They also wanted to destroy the press offices of the National Era, an antislavery newspaper edited by Gamaliel Bailey. Erroneously convinced of Bailey's complicity in planning the mass escape, the mob threw bricks and stones and broke several windows of the Era's offices. These posses also targeted Ohio Congressman Joshua Giddings, perhaps the most strident of the antislavery legislators. From the beginning of the riots, the mob was on the lookout for Giddings. When the Congressman walked to the jail to offer his sympathy and to promise legal assistance to Drayton and his crew, the mobs converged on the prison
again and tried to block his entrance. Undeterred, Giddings completed his visit, and though the jailers warned him that they could not protect him when he left, he faced the mob and walked away unharmed. Despite the enormity of the threat, these antislavery agitators survived largely because the police force restrained the mob. Pacheco notes that the numbers of policemen increased as the mob began to diminish. In the end, Drayton and his crew were not lynched and faced trial; Bailey and his newspaper endured; and Joshua Giddings continued to press for the end of slavery.
The fugitives on board the Pearl did not fare nearly as well, though Pacheco maintains that the antislavery movement supported them as much as possible. Most owners sold their slaves after retrieving them from the Pearl. Thanks to the reports submitted by New York Congressman John I. Slingerland to antislavery organs, Northerners learned of the sale of the erstwhile fugitives. By April 21, 1848, slave traders had put fifty of them onto rail cars bound for Baltimore, where they would receive transport to the Lower South–perhaps to New Orleans, Natchez, or Huntsville. Pacheco tries to trace the whereabouts of Pearl fugitives who remained in the District, but can only positively account for one, a man named Hannibal, owned by Washington resident Arianna Lyles as of 1862. One abolitionist organ claimed that a Washingtonian purchased the freedom of Mary Bell and two children, but Pacheco questions the accuracy of that account. Pacheco describes in depth the efforts of Paul and Amelia Edmonson to secure the freedom of their six children: Richard, Samuel, Ephraim, John, Mary, and Emily. Following their capture on the Pearl, their owners sold them to the Alexandria, Virginia, slave-trading firm of Bruin and Hill, which, in turn, transported them to New Orleans. Meanwhile, Paul and Amelia contacted antislavery sympathizers and managed to enlist the assistance of the prominent Beecher family. Henry Ward Beecher used his pulpit to deliver the message of the Edmonson family and managed to raise the money to purchase the freedom of the six Edmonson children. His sister Harriet Beecher Stowe published the story of the Edmonsons, which informed her highly influential work Uncle Tom's Cabin. Later, the Beechers also raised money to send Mary and Emily to Oberlin College.
Pacheco's account of the Pearl focuses so much upon the antislavery movement that it slights the role of the African-American community in its planning. Pacheco correctly points out that activists such as Chaplin and Cleveland raised the money and organized the expedition, but she dismisses the central role accorded to
African Americans by Harriet Beecher Stowe and John Paynter (p. 70). Although both these authors have biases and misconceptions regarding the Pearl, their conclusions regarding the African-American community are not entirely misplaced. African Americans transformed Drayton's expedition from a modest slave escape of seven slaves to a major one of seventy-six slaves without the knowledge of the organizers or crew. As Pacheco points out, the entire community was aware of the Pearl's mission. Such secrecy indicates a high level of organization and unity within the African-American community. Certainly, the participation of seventy-six slaves demonstrates the fervent desire for freedom throughout this community. Their activism changed Drayton's expedition into one so noteworthy that riots broke out in Washington for three days, northerners read about the fugitives for weeks in abolitionist organs, and Congress vociferously debated its implications.
Pacheco misses this point in part because her portrayal of this community does not include free blacks. "Slavery in the Nation's Capital," the book's weakest chapter, represents her attempt to describe the AfricanAmerican community and relies largely upon travel accounts, antislavery reporting, and a reading of the literature on Washington and urban slavery. She overlooks the presence of a large number of free blacks: in 1848, they outnumbered slaves by more than three to one. Only one other slaveholding city, Baltimore, had more free black than slave residents. A large, viable free black community provided considerable opportunities to enslaved men and women. Enslaved and free black people frequently married, worshipped together, and formed a cohesive community that actively sought the freedom of its members. Moreover, free black activists frequently visited Philadelphia to nurture important ties to the antislavery movement. Pacheco missed an opportunity to provide insight into the role of this dynamic and resilient community in the Underground Railroad.[2]
Pacheco focuses not only on the local impact of the Pearl but also on its national ramifications, as she believes it is a neglected event in the history of the sectional crisis. She notes that the Pearl influenced the debate of the Fugitive Slave Law and the end of the slave trade in the District in 1850. On at least two occasions, southern representatives brought up the specter of the Pearl to advocate for a strong Fugitive Slave Law. Congressman Thomas L. Clingman of North Carolina believed that District slave owners regarded the number of fugitives so corrosive to the city's slave system that they considered its destruction inevitable (p. 196). In the summer
of 1850, the capture of William Chaplin with two runaway slaves–owned by two Southern Congressmen–in Silver Spring, Maryland, brought back memories of the Pearl. Senator Henry Foote of Mississippi recalled it as "one of the most enormous outrages ever perpetrated on rights of property, … one of the most unblushing, highhanded, fiendish, outrageous attacks upon the rights of property existing in the District" (p. 207). In addition to these examples, Pacheco recounts arguments pressing for federal protection of fugitive slave posses that certainly complement Clingman's and Foote's views but do not expressly mention the Pearl. Pacheco also claims that the Pearl heightened distaste for the slave trade in the District, as several Congressmen and Senators cited the cruelty of the slave pens in their support of the bill to ban such trading. For these reasons, Pacheco maintains that the Pearl was instrumental to the adoption of the Compromise of 1850 and should be taught to all students of American history.
Pacheco overstates the role of the Pearl in the Compromise. The southern desire for an effective Fugitive Slave Law was so longstanding and fervent that the Pearl probably did not add urgency to the cause of southern lawmakers, but rather merely validated their argument. Likewise, the push to ban the interstate slave trade dated nearly to the founding of the District and included a petition campaign that overwhelmed Congress and led to the passage of a gag rule preventing the reading of these petitions in 1837. Again, the Pearl provided lawmakers an immediate and emotional reference point, but did not significantly alter the debate leading to the Compromise.[3]
threat posed by African-American communities to the broader urban society; law and order within free and slave societies; and relations between slave owners, nonslaveholders, and antislavery advocates in the Chesapeake region. Although Pacheco frustrates the reader by not fully developing these themes, she provides a solid account of an almost mythic event among local historians that establishes its importance within the antislavery movement. The Pearl: A Failed Slave Escape on the Potomac, therefore, constitutes a significant contribution to the growing literature on antebellum Washington.
Notes
[1]. The story of the Pearl has been widely told. Popular accounts include Mary Kay Ricks, "A Passage to Freedom" Washington Post Magazine (February 17, 2002), p. W20; and a play by Judlyne A. Lilly, "The Pearl," presented by The Source Theatre in Washington, D.C., in February 1992. Both of these accounts, Lilly's in particular, draws on the work of John H. Paynter, a descendent of one of the Pearl fugitives: "The Fugitives of the Pearl," Journal of Negro History 1 (July 1916): pp. 234-264; and The Fugitives of the Pearl (Washington: Associated Publishers, 1930). For scholarly accounts, see Stanley Harrold, Subversives: Antislavery Community in Washington, D.C., 1828-1865 (Baton Rouge: Louisiana State University Press, 2003) and Hilary Russell, "Underground Railroad Activists in Washington, D.C.," Washington History 13. no. 2 (Fall/Winter 2002): pp. 38-39.
Even without establishing the significance of the Pearl in this legislation, Pacheco brings out its importance as an endeavor by the antislavery movement. She ably recounts the northern and southern reaction to the attempted mass escape and brings out the uncomfortable position of the District within the highly charged sectional debate. In the process, Pacheco's study touches upon some significant themes in southern history: the
[2]. For more on the ties between free black and enslaved people, see Mary Beth Corrigan, "A Social Union of Heart and Effort: The African American Family on the Eve of Emancipation," (Ph.D. diss., University of Maryland, 1996).
[3]. On the slave trade within Washington and its role within the sectional debate, see Mary Beth Corrigan, "Imaginary Cruelties? A History of the Slave Trade in Washington, D.C.," Washington History 13, no. 2 (Fall/Winter 2002): pp. 4-27.
If there is additional discussion of this review, you may access it through the network, at:
https://networks.h-net.org/h-dc
Citation: Mary Beth Corrigan. Review of Pacheco, Josephine F., The Pearl: A Failed Slave Escape on the Potomac. H-DC, H-Net Reviews. April, 2006.
URL: http://www.h-net.org/reviews/showrev.php?id=11612
Copyright © 2006 by H-Net, all rights reserved. H-Net permits the redistribution and reprinting of this work for
nonprofit, educational purposes, with full and accurate attribution to the author, web location, date of publication, originating list, and H-Net: Humanities & Social Sciences Online. For any other proposed use, contact the Reviews editorial staff at email@example.com. | <urn:uuid:b5bf4dd6-7aef-45d7-ba44-8c1e94e9179f> | CC-MAIN-2016-44 | http://www.h-net.org/reviews/showpdf.php?id=11612 | 2016-10-26T21:28:39Z | crawl-data/CC-MAIN-2016-44/segments/1476988720973.64/warc/CC-MAIN-20161020183840-00216-ip-10-171-6-4.ec2.internal.warc.gz | 493,389,845 | 2,968 | eng_Latn | eng_Latn | 0.995157 | eng_Latn | 0.997324 | [
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | docling | [
3655,
9049,
13561,
13840
] | [
2.34375
] | 5 | 1 |
Managing weight
& diabetes. Body Mass Index and Waist Circumference
How to calculate Body Mass index (BMI)
BMI is a simple calculation using a person's height and weight. The formula is BMI = kg/m2 where kg is a person's weight in kilograms and m2 is their height in metres squared. A BMI of 25.0 or more is overweight while the healthy range is 18.5 to 24.9. BMI applies to most adults 18-65 years.
BMI is not used for muscle builders, long distance athletes, pregnant women, the elderly or young children. This is because BMI does not take into account whether the weight is carried as muscle or fat, just the number. Those with a higher muscle mass, such as athletes, may have a high BMI but not be at greater health risk. Those with a lower muscle mass, such as children who have not completed their growth or the elderly who may be losing some muscle mass may have a lower BMI. During pregnancy and lactation, a woman's body composition changes, so using BMI is not appropriate.
Link to Health Canada's Canadian Guidelines for Body Weight Classification in Adults at http://www. hc-sc.gc.ca/fn-an/nutrition/weights-poids/guide-ld-adult/index-eng.php where you will also find a BMI calculator.
Waist Circumference (WC)
WC is an indicator of health risk associated with excess fat around the waist. A waist Circumference of 102 cm (40 inches) or more in men, or 88 cm (35 inches) or more in women, is associated with health problems such as type 2 diabetes, heart disease and high blood pressure.
*This document reflects the 2013 Canadian Diabetes Association Clinical Practice Guidelines. ©2013 Copyright
How to measure Waist Circumference
1. Remove clothing from the waist line.
2. Stand with feet shoulder width apart (25-30cm or 10-12 inches) and back straight.
3. Locate the top of the hip bone. This is the part of the hip bone at the side of the waist not at the front of the body. Use the area between the thumb and index finger to feel for the hip bone at the side of the waist.
4. Align the bottom edge of the measuring tape with the top of the hip bone. Wrap the tape measure all the way around the waist. Ensure that the tape measure is parallel to the floor and not twisted.
5. Take 2 normal breaths and on the exhale of the second breath tighten the tape measure so it is snug but not digging into the skin.
6. Take the measure of the waist to the nearest 0.5 cm (1/4 inch)
These instructions are taken from the Heart and Stroke Foundation website. Follow the link below to view the video demonstration. http://www.heartandstroke.com/site/c.ikIQLcMWJtE/b.3876195/
Gender and ethnic specific waist circumferences
The Canadian Diabetes Association 2013 Clinical Practice Guidelines for the Prevention and Management of Diabetes in Canada provides a guideline for waist circumference targets on based gender and ethnicity. Below is a table summarizing waist circumference measurements that lead to increased health risks.
Ethnic-specific values for waist circumference (WC)
Across the country, the Canadian Diabetes Association is leading the fight against diabetes by helping people with diabetes live healthy lives while we work to find a cure. Our communitybased network of supporters help us provide education and services to people living with diabetes, advocate for our cause, break ground towards a cure and translate research into practical applications.
*This document reflects the 2013 Canadian Diabetes Association Clinical Practice Guidelines. ©2013 Copyright | <urn:uuid:499931bf-6b2e-4a86-8346-ca2a44911796> | CC-MAIN-2016-44 | http://guidelines.diabetes.ca/CDACPG/media/documents/patient-resources/body-mass-index-and-waist-circumference.pdf | 2016-10-26T21:04:41Z | crawl-data/CC-MAIN-2016-44/segments/1476988720973.64/warc/CC-MAIN-20161020183840-00219-ip-10-171-6-4.ec2.internal.warc.gz | 109,978,911 | 755 | eng_Latn | eng_Latn | 0.994461 | eng_Latn | 0.995051 | [
"eng_Latn",
"eng_Latn"
] | false | docling | [
1617,
3503
] | [
2.8125
] | 2 | 4 |
King Fahd University of Petroleum and Minerals
Department of Electrical Engineering EE 200 Digital Logic Circuit Design
Dr. H. Ragheb
HW No. 1 (Due Wed. Feb. 28)
1- Convert the following to
i- octal ii- hexadecimal
a. (110110111101)2
b. (317)10
2- Convert the following to decimal
b. (2E7)
a. (35701)8
16
3- Compute the sum of the following pairs of 6-bit unsigned numbers. If the answer is to be stored in a 6-bit location, indicate which of the sums produces overflow. Also show the decimal equivalent of the problem
a. 001101 + 010110 b. 110111 + 000101
c. 101100 + 011001 d. 101100 + 010011
4- Each of the following pairs of signed (two's complement) numbers are stored in computer words (6 bits) (positive number 2's complement is the same as the signed magnitude). Compute the sum as it is stored in a 6-bit computer word. Show the decimal equivalents of each operand and the sum. Indicate if there is overflow.
a. 110011 + 010011 b. 001101 + 110100 c. 010001 + 011011 d. 010010 + 010100 e. 111010 + 110011 f. 101101 + 101001
5-subtract each of the following pairs of unsigned numbers
a. 001101 - 000110 b. 110101 – 000011 c. 000111 - 010011
6- Subtract each of the following pairs of signed (two's complement) numbers
a. 110101 – 000011 b. 110101 – 011000 c. 010000 – 100100 | <urn:uuid:dd5f3e90-c0bb-4079-9c68-a74119c5d5ee> | CC-MAIN-2016-44 | http://faculty.kfupm.edu.sa/EE/hragheb/062/EE200-2/homeworks/HW1.pdf | 2016-10-26T21:31:23Z | crawl-data/CC-MAIN-2016-44/segments/1476988720973.64/warc/CC-MAIN-20161020183840-00220-ip-10-171-6-4.ec2.internal.warc.gz | 87,885,881 | 407 | eng_Latn | eng_Latn | 0.772767 | eng_Latn | 0.772767 | [
"eng_Latn"
] | false | docling | [
1467
] | [
2.359375
] | 2 | 0 |
The Economics of Inequality
The Value of Early Childhood Education
By James J. Heckman
Educational equity is often discussed as a moral issue. Another way to think about equity is as a way to promote productivity and economic efficiency. As an economist, I focus on the economic value of equalizing educational opportunities and achievement in order to identify the most effec tive way to increase the productivity of the American economy. We need a capable and productive workforce that will compete successfully in the global economy. Underdeveloped human potential burdens our economy and leaves us with a workforce that is less than it could be.
James J. Heckman is the Henry Schultz Distinguished Service Professor of Economics at the University of Chicago, a Nobel Memorial Prize winner in economics, and an expert in the economics of human development. His groundbreaking work with a consortium of economists, developmental psychologists, sociologists, statisticians, and neuroscientists has proven that the quality of early childhood development heavily influences health, economic, and social outcomes for individuals and society at large. Heck man has proven that there are substantial economic gains to be had by investing in early childhood development. This article is based on "Schools, Skills, and Synapses," which Heckman wrote for the July 2008 issue of Economic Inquiry, available at http://ftp.iza.org/dp3515.pdf.
Traditionally, equity and efficiency are viewed as competing goals. One can be fair in devising a policy, but it often happens that what is fair is not economically efficient. Conversely, what is efficient may not be fair. Thus a cut in the tax rate on capital gains promotes economic efficiency by stimulating investment; it is not fair because it mainly benefits the rich.
What is remarkable is that there are some policies that both are fair—i.e., promote equity—and promote economic efficiency. Investing in the early years of disadvantaged children's lives is one such policy.
A large body of data from economics, biology, and psychology shows that educational equity is more than a social justice impera tive; it is an economic imperative that has far-reaching implica tions for our nation. My work has focused on the economic value of human capital development, specifically the value of providing resources to disadvantaged children and their families in an attempt to equalize the children's possibilities for social and eco nomic success.
For many years, Flavio Cunha from the University of Pennsyl vania, myself, and colleagues at the University of Chicago, Uni versity College Dublin, and other institutions have been synthesizing what is known from the fields of biology, human development, education, psychology, cognitive science, and
AMERICAN EDUCATOR | SPRING 2011
31
economics to answer the following three questions:
1. When does inequality start?
2. Is it worthwhile to reduce inequality by investing in education?
3. How best to invest limited resources to create more productive human capital?
It is important to look at the data and invest wisely. This is an imperative among economists. Our society has finite resources. Taxpayers can and should expect value for their investments in government programs and in their fellow citizens. Taking a hard look at the economic value of efforts to create human capital helps us see where best to invest our resources in education to achieve its ideal—equalizing opportunity to build greater and enduring value for all.
The evidence is quite clear that inequality in the development of human capabilities produces negative social and economic outcomes that can and should be prevented with investments in early childhood education, particularly targeted toward disad vantaged children and their families.
The Data Show a Need for a New Model of Skill Formation
America is using antiquated models of human skill formation in devising policies to educate children for success in the 21st cen tury. My colleagues and I have analyzed many long-term studies of early human development and the impact of early investment on schooling and adult outcomes. We reached the following conclusions:
1. Inequality in early childhood experiences and learning pro duces inequality in ability, achievement, health, and adult success.
2. While important, cognitive abilities alone are not as powerful as a package of cognitive skills and social skills—defined as attentiveness, perseverance, impulse control, and sociability. In short, cognition and personality drive education and life success, with character (personality) development being an
important and neglected factor.
3. Adverse impacts of genetic, parental, and environmental resources can be overturned through investments in quality early childhood education that provide children and their parents the resources they need to properly develop the cogni tive and personality skills that create productivity.
4. Investment in early education for disadvantaged children from birth to age 5 helps reduce the achievement gap, reduce the need for special education, increase the likelihood of healthier lifestyles, lower the crime rate, and reduce overall social costs. In fact, every dollar invested in high-quality early childhood education produces a 7 to 10 percent per annum return on investment. 1 Policies that provide early childhood educational resources to the most disadvantaged children produce greater social and economic equity. We can create a more level and productive playing field for all by making wise and timely investments in effective education.
Winning or Losing the Lottery of Birth
Each of us is born into circumstances over which we have no control. Our parents, their genes, education, health status, eco nomic resources, and environment are passed onto us through our families and neighborhoods. These endowments shape the trajectories of our lives.
By nature and circumstance, endowments are unequal. At birth, each child inherits different capabilities and different resources to capitalize on them. We can't completely change that picture. But we can change some of it. In particular, we should address the inequity in the resources families have to properly develop their children's potential.
It comes as no surprise that there are significant differences in family environments and the resources invested in children across socioeconomic groups. Gaps in cognitive and emotional stimula tion for children from families of different socioeconomic status open up early. Family status makes a substantial difference.
The graphs below show the frequency of cognitive stimula tion and emotional support against standardized scales arrayed from the worst on the left to the best on the right. A curve shifted
32
AMERICAN EDUCATOR | SPRING 2011
rightward indicates more beneficial stimulation or support. Intact families invest greater amounts in their children than do single-parent families, although the exact reasons why are not known. These investments pay off in higher achievement.
There are large gaps in cognitive stimulation and emotional support at early ages. They persist throughout childhood and strongly influence adult outcomes. The evidence on disparities in child-rearing environments and their consequences for adult outcomes is troubling in light of the shrinking pro portion of children being raised in intact
families. The proportion of American children under the age of 18 with a never-married mother grew from less than 2 percent in 1968 to over 12 percent in 2006. The fraction of American children under age 18 with only a single parent (i.e., never married or divorced) has grown from 12 percent to over 27 percent during this period.
The problem is not just income. Even though income is the standard way to measure poverty, recent research suggests that parental income is an inadequate measure of the resources avail able to a child. Good parenting is more important than cash. High-quality parenting can be available to a child even when the family is in adverse financial circumstances. While higher income facilitates good parenting, it doesn't guarantee it. An economically advantaged child exposed to low-quality parenting is more disad vantaged than an economically disadvantaged child exposed to high-quality parenting.
It is not feasible in a free society to insist that all children be raised by married parents or that individuals pass a parenting test before having children. It is feasible to recognize the trends in our society and make adjustments in social investments to fill gaps and improve social and economic outcomes.
The problem is not just one of single parenting. We currently have a society that makes high-quality parenting difficult. The high cost of living often requires dual careers and incomes. Work hours and commutes are long, wages are stagnant, and relatively few jobs offer generous parental leave benefits. In addi tion, we no longer live in intact, intergen erational families where parents are supported in the daily tasks of childrearing by their parents and siblings.
When asked, a large majority of Ameri cans agree that the interests of children are best served if one parent remains at home with the child. This is a bittersweet affirmation of a family value that is nearly impossible to fulfill for many middle-class families, let alone working-class and working-poor families. Parents need help, and their children will suffer if they don't get it. Society will pay the price in higher social costs and declining economic fortunes.
Poor parenting is an important con tributor to life poverty. But parenting deficits can be addressed. An equalizing factor is early access to education, which changes the equation for the parent and the child. Like quality parenting, quality early learning is defined as developing a package of cognitive and character skills.
Cognition and Character Propel Success
Numerous studies have documented that cognitive ability, usually measured by scholastic achievement tests, predicts schooling, wages, participation in crime, health, and success in many facets of life. Personality traits—often referred to as character—have also proven to be powerful predic tors of the same outcomes. 3 These abilities are attributes of char acter: perseverance, motivation, self-esteem, self-control, conscientiousness, and forward-thinking behavior.
Cognition and character work together. They determine future social and economic status. For example, the higher the cognitive and character capabilities, the more likely it is that the individual will choose and succeed in a white-collar job.
This is borne out in my recent joint work on the economic consequences of getting a GED (a high school equivalency cre dential obtained by scoring high enough on an achievement test). Those who don't graduate from high school but obtain a GED are less successful economically than high school graduates. This has more to do with shortfalls in personality skills—or character— than cognition. The GED test is effective in screening for test tak ers' cognitive abilities. It completely misses their noncognitive traits. 4 Individuals who persist in graduating from high school are more likely to have personality traits that help them succeed in life. They show up, control their impulses, work toward a goal, and work with others. Those with GED certificates are as smart as ordinary high school graduates, but they tend to be characters rather than people with character who have greater value and potential for employment. Simply put, cognition and character
AMERICAN EDUCATOR | SPRING 2011
33
drive the educational success that ultimately results in economic success for individuals and society at large.
The same bundle of psycho logical traits strongly predicts a variety of diverse behaviors, such as smoking, employment, teenage pregnancy, wages, wages given schooling, and many other aspects of economic and social
life—all of which affect local, state, and national economies. 5
Given this fact, it is alarming that our education system primar ily values cognitive achievement. Important character traits that promote personal achievement are largely ignored or maligned as "soft" and nonmeasurable skills. Evidence suggests that efforts that focus mainly on closing disparities in cognitive achievement are not as successful as they could be because they neglect the need to close gaps in character development.
Low-quality parenting fails to provide children with cogni tive and character development. Low-quality education fails in the same way. High-quality early education can be an equal izing factor.
Targeting Disadvantaged Children Promotes Economic Efficiency
We cannot possibly equalize all the factors that contribute to achievement and personal success. But we can invest wisely to correct disparities that create large and persistent problems that threaten the well-being of our nation.
Gaps in the capabilities that play important roles in determin ing diverse adult outcomes open up early across socioeconomic groups. The gaps originate before formal schooling begins and persist through childhood and into adulthood. Remediating the problems created by the gaps is not as cost effective as preventing them at the outset.
For example, schooling after the second grade plays only a minor role in creating or reducing gaps. Conventional measures of educational inputs—class size and teacher salaries—that
34
AMERICAN EDUCATOR | SPRING 2011
receive so much attention in policy debates have small effects on creating or eliminating disparities. This is surprising when one thinks of the great inequality in schooling quality across the United States and especially among disadvantaged communities.
My colleagues and I have looked at this. We controlled for the effects of early family environments using conventional statistical models. The gaps substantially narrowed. This is consistent with evi dence in the Coleman Report (which was published in 1966) that showed family characteristics, not those of schools, explain much of the variability in student test scores across schools.
Such evidence opens the question of which aspects of families are responsible for producing these gaps. Are they due to genes? Family environments? Family investment decisions? Can the gaps be avoided or surmounted? Evidence from intervention studies, such as the High Scope Perry Preschool Program 6 and the Abecedarian Project, 7 suggests an impor tant role for investing resources in improving family environments in order to produce better education and adult outcomes.* Creating a positive early envi
ronment through parental support and/or formal early childhood education shapes abilities, capabilities, and achievement.
Knowing this, it is imperative to change the way we look at education. We should invest in the foundation of school readiness from birth to age 5 by providing early childhood education for disadvantaged children. We should build on that foundation with high-quality elementary and secondary education to sustain the development of successful lives. Providing that kind of equity will build a more productive society for all.
Enriching Early Family Environments Can Compensate for Disadvantage
The Perry Preschool Program is the flagship early childhood inter vention program. Perry enriched the lives of low-income African American children with initial IQs of 85 or below. The intervention was targeted to 3-year-olds and was relatively modest: 2.5 hours per day of classroom instruction, 5 days per week, and 1.5 hours of weekly home visits. Children participated for only two years, and no further intervention was given. But the lives of participants were tracked for decades to see the effect on school and adult outcomes.
Perry did not produce lasting gains in the IQs of its male par ticipants and produced at best modest gains in IQ for females. Yet the program has a rate of return of around 7 to 10 percent per annum for males and females—well above the post–World War II
*To learn more about the Perry Preschool Program, see www.highscope.org. For more information on the Abedecarian Project, see www.fpg.unc.edu/~abc.
stock market returns to equity (estimated to be 5.8 percent before the 2008 meltdown). This evidence defies a strictly genetic interpretation of the origins of inequality.
Even though their IQs after age 10 were not higher on aver age, participants' achievement test scores were higher. This evidence underscores the dif ference between achievement
test scores and IQ. Achievement tests measure acquired knowl edge and are influenced by personality factors. 8 The principal influence in the Perry Program was its positive effect on non cognitive (character) skills. 9
people with different back grounds, skills, abilities, and family resources.
Direct investment in children is only one possible channel for intervening in the lives of disadvantaged children. Many successful programs also work with mothers to improve parent ing skills. The two inputs—direct investment in the child's cog nition and personality, and investment in the mother and the family environment she creates—are distinct, but they comple ment each other. Improvements in either input improve child outcomes. Improvements in both are the wisest investment.
The Nurse-Family Partnership † intervenes solely with at-risk first-time mothers during pregnancy, sends nurses to the home regularly for the first two years of a child's life, and teaches moth ering and infant-care skills. It promotes adult success of the chil dren of disadvantaged mothers. In addition, research documents that perinatal interventions that reduce fetal exposure to alcohol and nicotine have long-term effects on cognition, socioemotional skills, and health. 10
The evidence from a variety of early intervention programs 11 shows that enriching the early environments of disadvantaged children has lasting beneficial effects on adolescent and adult outcomes of program participants.
Moving Toward Better Education and Economic Outcomes
Educational equity is often seen as a social movement to bring equal educational opportunities to disadvantaged populations, as well as to equalize educational achievement across a wide range of
It's a noble cause. But one person's nobility can be seen by another as an entitlement program that provides great value to the receiver and little to the giver. This is why I have not focused my work on the moral aspects of providing equity through early childhood education—even though the case for early intervention could be framed this way. I've focused on its practical value—why it makes sense and how it generates 7 to 10 cents per year on every initial dollar invested.
We can make serious inroads toward reducing inequality, elevating the underclass, and generating more productivity from our investments in people. But to do so requires that we accept the facts and rethink our notions of parenting, education, and the development of human potential.
Achieving educational equity starts by recognizing that noth ing is equal and everything is dynamic. People have diverse abili ties. These abilities account for a large portion of the variation across people in socioeconomic success. Substantial ability gaps across children from various socioeconomic groups emerge before they start school.
Since inequality starts at or before birth, it can and should be corrected at or before birth with the resource of early childhood and parental education. Evidence shows that supplementing the family environments of disadvantaged children with educational resources is an effective and cost-efficient way to provide equal opportunity, achievement, and economic success. Gains made in early childhood should be followed through with quality ele
(Continued on page 47)
AMERICAN EDUCATOR | SPRING 2011
35
Early Childhood
(Continued from page 35)
mentary, secondary, and postsecondary education that promote the development of cognition and character.
The logic is quite clear from an eco nomic standpoint. We can invest early to close disparities and prevent achievement gaps, or we can pay to remediate dispari ties when they are harder and more expen sive to close. Either way we are going to pay. And, we'll have to do both for a while. But, there is an important difference between the two approaches. Investing early allows us to shape the future; invest ing later chains us to fixing the missed opportunities of the past.
Controlling our destiny is more in keep ing with the American spirit. ☐
Endnotes
1. James J. Heckman, Seong Hyeok Moon, Rodrigo Pinto, Peter A. Savelyev, and Adam Yavitz, "The Rate of Return to the HighScope Perry Preschool Program," Journal of Public Economics 94, nos. 1–2 (2010): 114–128.
2. Seong Hyeok Moon, "Multi-Dimensional Human Skill Formation with Multi-Dimensional Parental Investment" (PhD diss., Department of Economics, University of Chicago, 2010).
3. See Mathilde Almlund, Angela L. Duckworth, James J. Heckman, and Tim Kautz, "Personality Psychology and Economics," in Handbook of the Economics of Education, ed. Eric A. Hanushek, Stephen Machin, and Ludger Woessmann (Amsterdam: Elsevier, forthcoming).
4. See James J. Heckman, John Eric Humphries, and Nicholas S. Mader, "The GED," in Handbook of the Economics of Education, ed. Eric A. Hanushek, Stephen Machin, and Ludger Woessmann, vol. 3 (Amsterdam: Elsevier, 2011); James J. Heckman, John Eric Humphries, and Nicholas Mader, Hard Evidence on Soft Skills: The GED and the Problem of Soft Skills in America (Chicago: University of Chicago Press, forthcoming); and James J. Heckman and Yona Rubinstein, "The Importance of Noncognitive Skills: Lessons from the GED Testing Program," American Economic Review 91, no. 2 (2001): 145–149.
5. See Almlund et al., "Personality Psychology and Economics."
6. Lawrence J. Schweinhart, Helen V. Barnes, and David P. Weikart, Significant Benefits: The High/Scope Perry Preschool Study through Age 27 (Ypsilanti, MI: High/Scope Press, 1993).
7. Frances A. Campbell, Barbara H. Wasik, Elizabeth Pungello, Margaret Burchinal, Oscar Barbarin, Kirsten Kainz, Joseph J. Sparling, and Craig T. Ramey, "Young Adult Outcomes of the Abecedarian and CARE Early Childhood Educational Interventions," Early Childhood Research Quarterly 23, no. 4 (2008): 452–466.
8. See Lex Borghans, Bart H. H. Golsteyn, James J. Heckman, and John Eric Humphries, "IQ, Achievement, and Personality" (unpublished manuscript, Department of Economics, University of Chicago, 2010).
9. James J. Heckman, Lena Malofeeva, Rodrigo Pinto, and Peter Savelyev, "Understanding the Mechanisms Through Which an Influential Early Childhood Program Boosted Adult Outcomes" (unpublished manuscript, Department of Economics, University of Chicago, 2010).
10. David L. Olds, "Prenatal and Infancy Home Visiting by Nurses: From Randomized Trials to Community Replication," Prevention Science 3, no. 3 (2002): 153–172.
11. Summarized in Arthur J. Reynolds and Judy A. Temple, "Economic Returns of Investments in Preschool Education," in A Vision for Universal Preschool Education, ed. Edward Zigler, Walter S. Gilliam, and Stephanie M. Jones (New York: Cambridge University Press, 2009), 37–68.
INTENTIONALLY LEFT BLANK
AMERICAN EDUCATOR | SPRING 2011
47 | <urn:uuid:323a83a3-5e60-4581-8753-e4f2f3b3928b> | CC-MAIN-2016-44 | http://www.aft.org/sites/default/files/periodicals/Heckman.pdf | 2016-10-26T21:07:46Z | crawl-data/CC-MAIN-2016-44/segments/1476988720973.64/warc/CC-MAIN-20161020183840-00216-ip-10-171-6-4.ec2.internal.warc.gz | 298,010,805 | 4,695 | eng_Latn | eng_Latn | 0.973889 | eng_Latn | 0.996989 | [
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | docling | [
2836,
6849,
11714,
16315,
20031,
23487
] | [
2.21875,
2.03125
] | 4 | 2 |
Dogwoods
You can help TPWD conserve the resources of this park:
* Protect the integrity of our heritage; please use resources respectfully.
* Tread lightly on the natural resources by staying on the trails and not littering.
* Learn more about the park with literature available at the park headquarters.
* Take advantage of the interpretive activities, including guided nature hikes, evening presentations and special events.
* Become an active supporter by joining the Friends of Huntsville State Park or making a donation to the park.
Huntsville State Park P.O. Box 508 Huntsville, Texas 77342 (936) 295-5644
www.tpwd.state.tx.us/huntsville/
© 2010 TPWD. PWD BR P4505-044L (8/10)
In accordance with Texas State Depository Law, this publication is available at the Texas State Publications Clearinghouse and/or Texas Depository Libraries.
TPWD receives federal assistance from the U.S. Fish and Wildlife Service and other federal agencies and is subject to Title VI of the Civil Rights Act of 1964, Section 504 of the Rehabilitation Act of 1973, Title II of the Americans with Disabilities Act of 1990, the Age Discrimination Act of 1975, Title IX of the Education Amendments of 1972, and state anti-discrimination laws which prohibit discrimination the basis of race, color, national origin, age, sex or disability. If you believe that you have been discriminated against in any TPWD program, activity or facility, or need more information, please contact Civil Rights Coordinator for Public Access, U.S. Fish and Wildlife Service, 4401 N. Fairfax Drive, Mail Stop: MBSP-4020, Arlington, VA 22203.
HUNTSVILLE STATE PARK
LOBLOLLY
INTERPRETIVE
TRAIL
INTERPRETIVE
TRAIL
WELCOME TO THIS GLORIOUS AND TRANQUIL PATH THAT WILL TAKE YOU ON A JOURNEY THROUGH THE INTERTWINED NATURAL AND CULTURAL HISTORIES OF THE PINEYWOODS. LEARN HOW THE PLANT LIFE PROVIDES FOR BOTH WILDLIFE AND HUMANS. THIS TRAIL'S NAME PAYS TRIBUTE TO THE LOBLOLLY PINES THAT DOMINATE THIS PARK. THIS NAME COMES FROM THE BRITISH SAILOR SLANG FOR THICK GRUEL, WHICH WAS LATER APPLIED TO MUDHOLES AND SWAMPY AREAS IN WHICH THE LOBLOLLY PINE TREE GROWS.
Red-shouldered Hawk Buteo lineatus
Ornate Box Turtle Terrapene ornata
Garden Spider
Argiope aurantia
WHO LIVES HERE?
The Pineywoods are home to many plants and wildlife.
Over 218 species of birds call the Pineywoods home.
WHERE ARE THE ANIMALS?
They are here, all around you, but many of them may be hiding or resting. Some wild animals, especially many mammals, come out only at night or at dawn and dusk.
HOW CAN I FIND THEM?
With practice and patience, you can find animals and their signs year-round.
* Speak and walk quietly and slowly so you won't scare them.
* Listen for the songs of birds, frogs and insects.
* Look down for tracks and up for birds.
* Enjoy and respect wildlife; you are a guest in their home.
Southern Leopard Frog Rana sphenocephala
Eastern Fox Squirrel Sciurus niger
1. ROOSEVELT'S TREE ARMY
In the early 1930s, high demand for timber nearly depleted this area's pine forest. The 1930s also brought the Great Depression, which inspired
President Franklin Roosevelt to create the Civilian Conservation Corps (CCC) as a means of boosting the economy and providing jobs for young men.
Ironically, the overcut pine forest provided a perfect site for the CCC. Companies 899 and 1823 came here and renewed the forest by planting seedlings, many of which surround you today. The CCC also built the roads, boathouse, lodge and other structures of Huntsville State Park, which opened in 1956. The park and the wilderness that surround it provide beauty and solitude for thousands of visitors.
2. PROVIDEABLE PINES
This region of Texas is considered the Pineywoods region. The dominating trees are pines, with the loblolly
being the most abundant. This evergreen can grow up to 170 feet and has long, needle-like leaves that usually grow in clusters of three. The pinecone's seeds are a favorite of squirrels and birds. The seeds are usually carried to other locations by wind locomotion, and when they land, they are able to grow into trees.
3. THE VOMIT TREE
Does drinking yaupon holly tea cleanse your system? Native Americans used the leaves and stems to brew tea for purification and unity ceremonies, which included vomiting after the tea was consumed. Europeans incorrectly believed the yaupon holly that caused vomiting, thus lending the plant its Latin name, Ilex vomitoria. The vomiting was self-induced or because of other ingredients added; it doesn't actually cause vomiting! While
we don't brew yaupon holly tea, keep your eyes open for animals devouring other parts of the plant; the bright red berries aren't for human consumption but birds love them.
4. CHEWY TREE
the seeds that can be found in a protective spiky ball. But where does it get its name? Settlers used to scrape the bark off the trunk and collect the resin. The resin was then mixed with fruit, and a gummy concoction was made which we now call chewing gum; hence, the tree's name—sweetgum tree.
This tree is easy to recognize if you look at its starry leaves and spiky, woody fruit. What attracts us to these trees is the beautiful colors the leaves turn in the fall. From yellow all the way to purple, this tree is a rainbow of natural beauty. Wildlife are attracted to it for
5. BEAUTIFUL BERRIES
Many of the plants you find in the Pineywoods grow beautiful berries. However, although the berries look inviting and good enough to eat, many of the berries will make us sick if we eat them. So enjoy the berries'
beautiful colors and shapes but leave the tasting to the wildlife. One particular shrub along this trail is the American beautyberry. It bears fleshy, bright pink and purple berries that are very enticing, which is where this plant gets its name. The berries are a favorite of white-tailed deer and over 216 species of songbirds. The leaves are covered in a fuzz that feels a little like sandpaper and have been reported to ward off mosquitoes, ants and ticks when crushed and rubbed on skin.
6. ALL BARK AND NO BITE
The flowering dogwood is probably our most ornamental native tree in Texas. In spring the dogwood displays showy masses of white flower bracts; summertime brings layers of
bright green foliage; and autumn brings dark red leaves and bright red berries that remain on the branches after the leaves have fallen off. The predominant use of dogwood by Native Americans was for making arrows, due to its shock resistance. Early inhabitants would dry and powder the bark of the root and smaller branches and use it as a tonic, stimulant, antiseptic and astringent. Chewing the bark was said to relieve headaches and was used for malarial fevers and chills. Its wood was also used for toothbrushes and toothpaste. The flowering dogwood is considered the best soil improver among eastern North American trees.
7. FOREST JAM
The muscadine grapevine is very plentiful around the park, using large trees as ladders to climb up and reach the sunlight. The grapes on this vine are edible, and used to make juice, jellies, jams, syrups, wine and dessert toppings. Animals enjoy them in a much simpler form, eating them after they ripen and fall to the ground.
8. BURROW, SWEET BURROW
As you walk through the Pineywoods you may notice downed trees, holes at the bottom of standing trees, and even dead standing trees. These are important to many species of wildlife here.
They provide dens and nesting areas for wildlife such as woodpeckers, raccoons, snakes, lizards, opossums and many more. Not only do these trees provide structure for wildlife, but they are also a great food source for smaller wildlife such as turtles, insects and even other trees! Stumps and other rotting debris are used as nurseries by seedlings to absorb nutrients that the rotten debris leaves behind. Look at this fallen pine tree and see what you think made those little holes, and look around the tree for new seedlings.
9. SASSY SASSAFRAS!
Once considered a cure all in Europe, sassafras was used in a tea, called saloop, to cure all ailments. Native Americans used the bark infusions to treat worms, colds, diarrhea and rheumatism. It was also used to treat skin diseases and to poultice wounds and sores and as a mouthwash or gargle for a sore throat. It has been used to flavor candies, toothpastes, soaps, lotions, perfumes, and also used as postage stamp glue, but perhaps the best known use is flavoring root beer. The usage stopped when researchers found that safrole caused liver cancer in rats and mice and all uses of the plant were banned. However, today safrole-free sassafras extracts are still made for root beer.
This three-leaved plant has clusters of tiny white flowers in spring, producing cream colored or white waxy berries in late summer. All parts of the plant contain urushiol, which causes severe rashes and itching.
Remember the saying: "Leaves of three, let it be!" | <urn:uuid:b8b34489-ae10-4d26-995d-d1c7e82596ec> | CC-MAIN-2016-44 | http://tpwd.texas.gov/publications/pwdpubs/media/pwd_br_p4505_0044l.pdf | 2016-10-26T21:19:18Z | crawl-data/CC-MAIN-2016-44/segments/1476988720973.64/warc/CC-MAIN-20161020183840-00213-ip-10-171-6-4.ec2.internal.warc.gz | 251,365,477 | 2,088 | eng_Latn | eng_Latn | 0.986941 | eng_Latn | 0.997367 | [
"eng_Latn",
"eng_Latn"
] | false | docling | [
2937,
8976
] | [
2.71875
] | 3 | 0 |
A guide to Developmental Disorders
Part 3 Learning and Communication disorders
Contents
1. Introduction
2. Learning Disorders
a. What are they
b.
Causes
c. Symptoms
d. Diagnosis
e. Treatment
3. Common Learning Disabilities
4. Ad/HD
5. Landau – Kleffner Syndrome
6. Expressive Language Disorder
7. Apraxia of Speech
8. Dyslexia
9. Communication Disorders
10. Central Auditory Processing Disorder (CAPD)
11. Tourette Syndrome
1.Introduction
Children acquire many skills as they grow. Some skills, such as controlling urine and stool, depend mainly on the level of maturity of the child's nerves and brain. Others, such as behaving appropriately at home and in school, are the result of a complicated interaction between the child's physical and intellectual (cognitive) development, health, temperament, and relationship with parents, teachers, and caregivers.
2.Learning Disorders
2a.What Are They ?
A learning disability is a neurological disorder. In simple terms, a learning disability results from a difference in the way a person's brain is "wired." Children with learning disabilities are as smart or smarter than their peers. But they may have difficulty reading, writing, spelling, reasoning, recalling and/or organizing information if left to figure things out by themselves or if taught in conventional ways.
A learning disability can't be cured or fixed; it is a lifelong issue. With the right support and intervention, however, children with learning disabilities can succeed in school and go on to successful, often distinguished careers later in life.
Parents can help children with learning disabilities achieve such success by encouraging their strengths, knowing their weaknesses, understanding the educational system, working with professionals and learning about strategies for dealing with specific difficulties
Did you know that Albert Einstein couldn't read until he was nine? Walt Disney, General George Patton, and Vice President Nelson Rockefeller had trouble reading all their lives. Whoopi Goldberg and Charles Schwab and many others have learning disabilities which haven't affected their ultimate success.
Go to TOP
Go to Introduction
2b. Causes
Learning disorders are caused by abnormal brain function. Exactly what causes this abnormality is not always known, but can include factors such as heredity, head injury, inadequate nutrition, exposure to toxins such as lead, chronic illness, infections passed on by the mother during pregnancy, and the mother's abuse of drugs or alcohol during pregnancy.
Children who are born prematurely, experience a difficult birth, or are of low birth weight are also more likely to have learning disorders later in life.
Some causes of speech and language disorders include hearing loss, neurological disorders, brain injury, mental retardation, drug abuse, physical impairments such as cleft lip or palate, and vocal abuse or misuse.
2c. Symptoms
Learning disorders can range from mild to severe. Symptoms are often first detected when a child begins school and has difficulty with typical early learning skills such as counting, letter and color names, and recognizing patterns.
Activities that require the use of fine motor skills, such as cutting and printing, are often challenging. The child may also have difficulties with physical activities that require coordination, such as tying shoes and buttoning clothes.
While people with learning disorders perform poorly in school, they are almost always of average to above-average intelligence. Learning disorders may be accompanied by behavioral and attention-deficit disorders.
Go to TOP
Go to Introduction
2d. Diagnosis
Poor school performance in a child of average or above-average intelligence may indicate a learning disorder.
The signs of learning disorders may be identified by parents or teachers when a child consistently has difficulty with any, or all, of the following:
* reading, spelling, writing, or completing math problems
* understanding or following directions
* distinguishing right from left
* reversing letters or numbers (confusing "b" and "d" or 12 and 21)
If your child is having difficulty in school, either you or the school can request an evaluation for a learning disorder. Your doctor should perform a physical examination and take a complete medical history in order to rule out any physical causes of the child's problems.
If a learning disorder is suspected, your child is evaluated through a series of tests to determine his or her learning needs. These tests can be administered by the school, or by a private evaluator. In performing this evaluation, it is important to have input from the child's parents and teachers.
2e. Treatment
Specific treatment for learning disorders will be determined by the coordinated effort of your child's physician, and mental health and educational professionals based on:
* your child's age, overall health, and medical history
* extent of the disorder
* type of disorder
* your child's tolerance for specific medications or therapies
* expectations for the course of the disorder
* your opinion or preference
Learning disorders are treatable. A coordinated effort between parents, teachers, and mental health professionals provides the basis for individualized treatment strategies that may include individual or group remediation, and/or special classes or resources.
Prognosis
Preventive measures to reduce the incidence of learning disorders are not known at this time. However, early detection and intervention can reduce the severity of academic difficulties and improve the quality of life experienced by children with learning disorders.
Go to TOP
Go to Introduction
3.Common learning disabilities
* Dyslexia – a language-based disability in which a person has trouble understanding written words. It may also be referred to as reading disability or reading disorder.
Two related disabilities are :
Dyscalculia – a mathematical disability in which a person has a difficult time solving arithmetic problems and grasping math concepts.
Dysgraphia – a writing disability in which a person finds it hard to form letters or write within a defined space.
* Auditory and Visual Processing Disorders – sensory disabilities in which a person has difficulty understanding language despite normal hearing and vision.
Go to TOP
Go to Introduction
For more information Please Visit
Medical university of South Carolina http://www.muschealth.com/gs/healthtopic.aspx?action=showpage&pageid=P02561
Penn State Children's Hospital http://www.hmc.psu.edu/childrens/healthinfo/jkl/learningdisorders.htm
Not My kid Organization http://www.notmykid.org/parentArticles/LearningDisorders/default.asp
ahealth.com http://www.athealth.com/Consumer/disorders/Learning.html
LD online http://www.ldonline.org/adhdbasics
Go to TOP
Go to Introduction
4.Attention Deficit, Hyperactivity Disorder (AD/HD)
What is AD/HD?
Attention-deficit/hyperactivity disorder (ADHD) is one of the most common neurobehavioral disorders, characterized by problems with inattentiveness, overactivity, impulsivity, or a combination.
It is a condition that can make it hard for a person to sit still, control behavior, and pay attention. These difficulties usually begin before the person is 7 years old. However, these behaviors may not be noticed until the child is older.
For these problems to be diagnosed as AD/HD, they must be out of the normal range for the child's age and development. It is usually first diagnosed in childhood and often persists into adulthood.
Cause
Doctors do not know just what causes AD/HD. However, researchers who study the brain are coming closer to understanding what may cause AD/HD. They believe that some people with AD/HD do not have enough of certain chemicals (called neurotransmitters) in their brain. These chemicals help the brain control behavior. ADHD can be inherited.
Parents and teachers do not cause AD/HD. Still, there are many things that both parents and teachers can do to help a child with AD/HD.
Symptoms
There are three main signs, or symptoms, of AD/HD. These are:
* Problems with paying attention,
* Being very active (called hyperactivity), and
* Acting before thinking (called impulsivity).
More information about these symptoms is listed in a book called the Diagnostic and Statistical Manual of Mental Disorders (DSM), which is published by the American Psychiatric Association (2000). Based on these symptoms, three types of AD/HD have been found:
* Inattentive type, where the person can't seem to get focused or stay focused on a task or activity;
* Hyperactive-impulsive type, where the person is very active and often acts without thinking; and
* Combined type, where the person is inattentive, impulsive, and too active.
Inattentive type. Many children with AD/HD have problems paying attention. Children with the inattentive type of AD/HD often:
* Do not pay close attention to details;
* Can't stay focused on play or school work;
* Don't follow through on instructions or finish school work or chores;
* Can't seem to organize tasks and activities;
* Get distracted easily; and
* Lose things such as toys, school work, and books.
Hyperactive-impulsive type. Being too active is probably the most visible sign of AD/HD. The hyperactive child is "always on the go." (As he or she gets older, the level of activity may go down.) These children also act before thinking (called impulsivity). For example, they may run across the road without looking or climb to the top of very tall trees. They may be surprised to find themselves in a dangerous situation. They may have no idea of how to get out of the situation.
Hyperactivity and impulsivity tend to go together. Children with the hyperactiveimpulsive type of AD/HD often may:
* Fidget and squirm;
* Get out of their chairs when they're not supposed to;
* Run around or climb constantly;
* Have trouble playing quietly;
* Talk too much;
* Blurt out answers before questions have been completed;
* Have trouble waiting their turn;
* Interrupt others when they're talking; and
* Butt in on the games others are playing.
Combined type. Children with the combined type of AD/HD have symptoms of both of the types described above. They have problems with paying attention, with hyperactivity, and with controlling their impulses.
Of course, from time to time, all children are inattentive, impulsive, and too active. With children who have AD/HD, these behaviors are the rule, not the exception.
These behaviors can cause a child to have real problems at home, at school, and with friends. As a result, many children with AD/HD will feel anxious, unsure of themselves, and depressed. These feelings are not symptoms of AD/HD. They result from having problems again and again at home and in school.
Diagnosis
Can be made reliably using well-tested diagnostic interview methods. Treatment may include medical, educational, behavioral, and/or psychological interventions. ADHD is a lifelong disorder that can negatively impair many aspects of daily life if not treated, including home, school, work, and interpersonal relationships. Diagnosis
The diagnosis is based on the number, frequency, and severity of symptoms. Symptoms must be present in at least two separate environments (typically, home and school)—occurrence of symptoms just at home or just at school and nowhere else does not qualify as ADHD. Often, diagnosis is difficult because it depends on the judgment of the observer. There is no laboratory test for ADHD. Questionnaires about various aspects of behavior can help the doctor make the diagnosis. Because learning disabilities are common, many children receive psychologic testing both to help determine if ADHD exists and to detect the presence of specific learning disabilities.
Treatment
There is no quick treatment for AD/HD. However, the symptoms of AD/HD can be managed.
To minimize the effects of ADHD, structures, routines, a school intervention plan, and modified parenting techniques are often needed. Some children who are not aggressive and who come from a stable and supportive home environment may benefit from drug treatment alone.
Behavior therapy conducted by a child psychologist is sometimes combined with drug treatment.
Psychostimulant drugs are the most effective drug treatment.
Go to TOP
Go to Introduction
For more information, please visit:
CH.A.D.D. (Children and Adults with Attention-Deficit/Hyperactivity Disorder) 8181 Professional Place, Suite 150 Landover, MD 20785 301.306.7070 800.233.4050
Web: www.chadd.org
Attention Deficit Disorder Association P.O. Box 543 Pottstown, PA 19464 484.945.2101
EMail: email@example.com
Web: www.add.org
National Dissemination Center for Children with Disabilities http://www.nichcy.org/pubs/genresc/gr3.htm#categories
Merck Manual online http://www.merck.com/mmhe/sec23/ch269/ch269i.html
5.Landau-Kleffner Syndrome
Go to TOP
Go to Introduction
Landau-Kleffner Syndrome (LKS) is a childhood disorder that is characterized by a progressive loss of the ability to understand and use spoken language, following a period of normal speech development.
Landau Kleffner Syndrome (LKS) is a rare form of epilepsy that only affects children, and causes them to lose their understanding of language. The main epileptic activity happens during sleep and is usually not obvious to others. It can be seen on brain wave recordings (EEG, electroencephalography.). There may, however, also be visible seizures at night and/or during the day. LKS may also be referred to by a variety of related terms that describe its effects.
LKS occurs most frequently in typically developing children who are between 3 and 7 years of age.
As the condition is not well known and has complex effects on language and often also on behaviour, it can take some time before the whole picture is recognised both by parents and professionals and so it can take some time before LKS is diagnosed.
Symptoms
In most cases, the child has normal early development, including normal development of speech and language. Onset of the disease is usually between three and nine years and the child experiences deterioration in speech and language ability. This loss may be abrupt or gradual over a period of weeks or months and is often initially mistaken for deafness.
Many children compensate naturally for the loss of language by using visual cues and gesture, and may initially hide the extent of their difficulty. The deterioration in skills is often called a regression, as the child appears to have returned to an earlier stage in their development.
There are often associated behavioural changes including over-activity, reduced concentration span, irritability, tantrums and difficulties with social interaction. The child may also have problems with fine motor co-ordination and movement (for example, dribbling, messy eating, loss of speech clarity, clumsiness and tremor). These difficulties are thought to be a direct result of the disease process, and not simply an emotional reaction by the child to their loss of language.
Most of the children have clinically obvious seizures, and these often start before the initial regression.
The course of the illness is very variable. It isn't usually life threatening, but can greatly affect a child's functioning. Some children may recover spontaneously, while others may recover with the use of anti-epilepsy drugs (AEDs) including corticosteroids, or even brain surgery. Recovery may be complete but more often, children have some degree of persisting difficulties with language, behaviour or cognitive skills. The active phase of the disease often lasts some years until adolescence. During the active phase there may be repeated episodes of regression and recovery, and a child's understanding and performance may be highly variable even within the same day
Some children have the same EEG abnormality as in LKS, but lose skills in all areas (including general intelligence), not specifically in language. This broad group is usually referred to as Electrical Status Epilepticus during sleep (ESES) or continuous spike-and-wave discharges in sleep (CSWS). LKS (in which language is mainly affected) is effectively a specific type of ESES.
We recognise at least two variants of LKS:
* Those who had a mild degree of early (developmental) language delay but who showed typical LKS regression later
* Those with an abnormality on scan but otherwise a typical history
The diagnosis of LKS does not include children under the age of two years who regress as part of an autistic spectrum disorder, even if they have seizures or discharges on an EEG. This is because experience has shown that these children fit best within the autistic spectrum of disorders, and do not conform to the pattern of disorder seen in LKS.
Cause
All children with LKS can be shown to have seizure activity during the active phase, that usually affects both sides of the brain (although one side may seem more affected), and is often concentrated in areas known to be important for language (centro-temporal region). Some of this activity results in actual seizures but much of it does not, that is, it is 'sub-clinical'. EEG recordings show that there is a particularly high rate of subclinical epileptiform activity in sleep, which often amounts to nearly continuous spike-and-wave (CSWS) discharges (Electrical Status Epilepticus during sleep or ESES) during the active phase of the disease.
It is thought that regression and impairments are related to these epileptiform discharges during sleep, and that these electrical seizures 'short-circuit' the normal wiring so certain functions of the brain are prevented. This seizure activity, which is often-widespread, prevents the child from using his or her brain normally so they regress in abilities. Initially, the brain is not 'damaged' in the conventional sense, but rather caught up in an 'electrical storm' that blocks certain brain functions (especially language, attention, social functioning). Stopping seizure activity may restore these functions.
LKS mainly affects a child's language abilities, and this is probably related to the common location of recorded discharges over the key language areas (centro- temporal region). It was initially thought to be specific to language, but certainly current experience is that other higher functions are also commonly affected, including attention, social interaction, behaviour and motor control. Non-verbal cognitive skills are usually relatively spared, although not always, and it is not unusual to have specific or more general learning difficulties.
Very little is known about the causes of LKS. The condition is twice as common in boys, and very occasionally runs in families. It may be that there is a genetically determined vulnerability, which becomes apparent in response to an environmental trigger, for example, infection, but there is as yet no scientific evidence for this.
Diagnosis
LKS is a clinical diagnosis, which means it is made on the basis of the child's history and assessment. The core features are a history of normal early development followed by loss of language skills, often in association with mild observed seizures and behavioural changes. There is no specific test, although EEG recordings can be very helpful, especially in the active phase of the disease. MRI scans are usually normal.
The condition is rare and may not be thought of initially. It is common for children to be investigated for deafness, autism, selective mutism, verbal dyspraxia or behavioural problems before the diagnosis is made.
Your child will have an initial medical assessment, including examination. The physical examination is usually normal apart from occasional mild co-ordination or other movement problems. The doctor may request tests to check for various alternative diagnoses. The tests are typically normal, apart from the EEG.
There will also be assessments of your child's development across different areas of learning, particularly language. It is important to record your child's current skills as a baseline, which can be used to gauge the effect of the disease and any medical treatment or therapy, in the future. This assessment will also allow the therapist to identify appropriate intervention(s) for your child (for example, speech and language therapy). Your child should then have regular assessments to monitor changes in skill profile. This information will be important for making decisions about medical, educational, behavioural and therapeutic management.
It is important that your child is assessed at an early stage by a multidisciplinary team including medical, speech and language and clinical psychology services. This enables your child's full profile to be assessed and considered in the management programme, and a co-ordinated approach to be adopted by all people working with you and your child.
The process of diagnosis of LKS may include various tests, such as:
* MRI (Magnetic Resonance Imaging)
* CT (Computer Tomography)
* EEG (Electroencephalogram)
* MEG (Magnetoencephalography)
* SPECT (Single Photon Emission Computed Tomography)
Treatment
Treatment can be divided into two categories:
1. Treating the seizures and seizure activity, thereby trying to change the disease process and reduce its effect on your child
2. Providing functional support to optimise recovery
The first category is described in the Medical Treatment section, in terms of:
* Non-surgical treatment
* Surgical treatment
* Clinical care
Strategies from the second category are various therapies for
* Language and communication skills
* Other cognitive abilities
* Behaviour
* Motor difficulties
Non-Surgical Treatment
There are two aspects to the seizures in LKS
* The observable 'clinical' seizures which do NOT appear to correlate with severity of the developmental impairment
* The electrical seizure activity that occurs in sleep and is thought to cause the regression
Anticonvulsants are drugs that are used to stop seizures. They are usually very effective for the visible seizures but their effect on the sub-clinical seizure activity, which is characteristic of LKS and typically occurs in sleep, is often disappointing.
http://www.friendsoflks.com/medical.htm
Surgical Treatment
Brain surgery is occasionally used in LKS to limit the effect of the seizures.
Brain surgery may be used for children who have active disease with poor recovery of skills and EEG evidence of continuous seizures in sleep, or for those who require unacceptably high doses of steroids to maintain their recovery. It does not aim to cure the child, but to limit any further loss of skills and allow some recovery.
http://www.friendsoflks.com/medical.htm
Clinical Care
The NICE (National Institute for Clinical Excellence) Epilepsy guidelines (Oct 2004) recommend:
* Early referral to a paediatrician with special responsibility for epilepsy (within 2 weeks of first seizure)
* Development of a comprehensive care plan
* Regular review
* Referral to tertiary services if there is diagnostic uncertainty or treatment failure
For more information, please visit:
NIDCD Health Information Page - Landau-Kleffner Syndrome http://www.nidcd.nih.gov/health/voice/landklfs.asp
Friends of Landau Kleffner Syndrome!
http://www.friendsoflks.com/
Go to TOP
Go to Introduction
6.Expressive Language Disorder
Expressive language disorder is a developmental disorder where a child will have problems expressing him or herself in speech.
Characteristics may include limited vocabulary, difficulty recalling words and producing complex or lengthy sentences. Children with expressive disorder often start speaking late and experience delays acquiring expressive language.
Standardized expressive language and non-verbal intellectual tests, and in certain cases functional assessments, should be conducted if an expressive language disorder is suspected. Expressive language disorders may interfere with academics and social communication.
Speech therapy and social skills therapies may benefit children affected by this disorder.
For more information, please visit:
Medline Expressive Language
Disorder.http://www.nlm.nih.gov/medlineplus/ency/article/001544.htm kid source online
http://www.kidsource.com/kidsource/content2/language_disorders.html
Go to TOP
Go to Introduction
7. Childhood Apraxia of Speech
Childhood apraxia of speech is a disorder of the nervous system that affects the ability to sequence and say sounds, syllables, and words. It is not due to muscular weakness or paralysis. The problem is in the brain's planning to move the body parts needed for speech (e.g., lips, jaw, tongue). The child knows what he or she wants to say, but the brain is not sending the correct instructions to move the body parts of speech the way they need to be moved.
Symptoms
In Very Young Children the child:
* Does not coo or babble as an infant
* Produces first words after some delay, but these words are missing sounds
* Produces only a few different consonant sounds
* Is unsuccessful at combining sounds
* Simplifies words by replacing difficult sounds with easier ones or by deleting difficult sounds (Although all children do this, the child with developmental apraxia of speech does so more often).
* May have feeding problems.
In Older Children the child:
* Makes inconsistent sound errors that are not the result of immaturity
* Can understand language much better than he or she can produce it
* Has difficulty imitating speech
* May appear to be groping when attempting to produce sounds or to coordinate the lips, tongue, and jaw for purposeful movement
* Has more difficulty saying longer phrases than shorter ones
* Appears to be worse when he or she is anxious
* Is hard for listeners to understand.
Some children may have other problems as well. These problems can include weakness of the lips, jaw, or tongue; delayed language development; other expressive language problems; difficulties with fine motor movement; and problems with oralsensory perception (identifying an object in the mouth through the sense of touch).
Treatment
Intervention for the child diagnosed with apraxia of speech often focuses on improving the planning, sequencing, and coordination of motor movements for speech production. Exercises that strengthen the oral muscles will not help. Childhood apraxia of speech is a disorder of speech coordination, not strength. To improve speech, the child must practice speech.
For more information, please visit:
Apraxia-Kids information site
Site of the Childhood Apraxia of Speech Association
National Center for Voice and Speech
Go to TOP
Go to Introduction
8. Dyslexia
Language-based learning disabilities interfere with age-appropriate reading, spelling, and/or writing. This disorder does not impair intelligence; in fact, most people diagnosed with learning disabilities possess average to superior intelligence. Learning disabilities are caused by a difference in brain structure that is present at birth, is often hereditary, and often related to specific language problems.
The term dyslexia has been used to refer to the specific learning problem of reading. Because of the increased recognition of the relationship between spoken and written language, and the frequent presence of spoken language problems in children with reading problems, the term languagebased learning disabilities, or just learning disabilities, is more accurate
Other Language Problems
The child with dyslexia has trouble almost exclusively with the written (or printed) word. The child who has dyslexia as part of a larger language learning disability has trouble with both the spoken and the written word. These problems may include:
* Expressing ideas coherently, as if the words needed are on the tip of the tongue but won't come out Consequently, utterances can be vague and difficult to understand (e.g., using unspecific vocabulary, such as "thing" or "stuff" to replace words that cannot be remembered). Filler words like "um" may be used to take up time while a word is being retrieved from memory
* Learning new vocabulary that the child hears (e.g., taught in lectures/lessons) and/or sees (e.g., in books)
* Understanding questions and following directions that are heard and/or read
* Recalling numbers in sequence, e.g., telephone numbers and addresses
* Understanding and retaining the details of a story's plot or a classroom lecture
* Slow reading and reduced comprehension of the material
* Learning words to songs and rhymes
* Telling left from right, making it hard to read and write since both skills require this directionality
* Letters and numbers
* Learning the alphabet
* Identifying the sounds that correspond to letters, making learning to read a formidable task
* While writing, mixing up the order of letters in words
* Mixing up the order of numbers that are a part of math calculations
* Poor spelling
* Memorizing the times tables
* Telling time
Treatment
The goals of speech and language treatment for the child with a reading problem target the specific aspects of reading and writing that the student is missing. For example, if the student is able to decode text but is unable to understand the details of what has been read, comprehension is addressed. If a younger student has difficulty distinguishing the different sounds that make up words, treatment will focus on activities that support growth in this skill area (rhyming, tapping out syllables, etc.).
Go to TOP
Go to Introduction
For more information, please visit:
Medical university of South Carolina http://www.muschealth.com/gs/healthtopic.aspx?action=showpage&pageid=P025 61
Penn State Children's Hospital http://www.hmc.psu.edu/childrens/healthinfo/jkl/learningdisorders.htm
Not My kid Organization
http://www.notmykid.org/parentArticles/LearningDisorders/default.asp
ahealth.com
http://www.athealth.com/Consumer/disorders/Learning.html
LD online
http://www.ldonline.org/adhdbasics
Learning Disabilities Association
www.ldanatl.org
British Dyslexia Association
www.bda-dyslexia.org.uk
Dyslexia Research Institute
www.dyslexia-add.org
Dyslexia Awareness and Resource Center
www.dyslexia-center.com
International Dyslexia Organization
www.interdys.org
Maharashtra Dyslexia Association,
003, Amit Park,
423, Lala Jamnadas Gupta Marg,
Deonar Farm Road,
Mumbai 400 088.
Phone: +91-022- 2556 5754
E-mail to: -firstname.lastname@example.org
www.mdamumbai.com
Go to TOP
Go to Introduction
9. Communication disorders
What are Communication Disorders ?
These are disorders that do not permit normal communication pattern.
The term COMMUNICATION DISORDERS encompasses a wide variety of problems in language, speech, and hearing.
There are two main types of communication disorders :
* Expressive language disorder - identifies developmental delays and difficulties in the ability to produce speech.
* Mixed receptive-expressive language disorder - identifies developmental delays and difficulties in the ability to understand spoken language and produce speech.
Causes
Communication disorders may be developmental or acquired. The cause is believed to be based on biological problems such as abnormalities of brain development, or possibly by exposure to toxins during pregnancy, such as abused substances or environmental toxins such as lead. A genetic factor is sometimes considered a contributing cause in some cases.
Speech and language delays may be due to many factors, including environmental factors or hearing loss.
For unknown reasons, boys are diagnosed with communication disorders more often than girls. Children with communication disorders frequently have other psychiatric disorders as well.
Many communication disorders result from other conditions such as learning disabilities, cerebral palsy, mental retardation, or cleft lip or cleft palate.
Symptoms
The following are the most common symptoms of communication disorders. However, each child may experience symptoms differently.
Young children with communication disorders may not speak at all, or may have a limited vocabulary for their age. Some children with communication disorders have difficulty understanding simple directions or are unable to name objects. Most children with communication disorders are able to speak by the time they enter school, however, they continue to have problems with communication.
School-aged children often have problems understanding and formulating words. Teens may have more difficulty with understanding or expressing abstract ideas.
The symptoms of communication disorders may resemble other problems or medical conditions. Always consult your child's physician for a diagnosis.
Speech and language impairments include articulation problems, voice disorders, fluency problems (such as stuttering), aphasia (difficulty in using words, usually as a result of a brain injury), and delays in speech and/or language. Hearing impairments include partial hearing and deafness. Deafness may be defined as a loss sufficient to make auditory communication difficult or impossible without amplification. There are four types of hearing loss. Conductive hearing losses are caused by diseases or obstructions in the outer or middle ear and can usually be helped with a hearing aid. Sensorineural losses result from damage to the sensory hair cells of the inner ear or the nerves that supply it and may not respond to the use of a hearing aid. Mixed hearing losses are those in which the problem occurs both in the outer or middle ear and in the inner ear. A central hearing loss results from damage to the nerves or brain.
Diagnosis
Most children with communication disorders are first referred for speech and language evaluations when their delays in communicating are noted. A child psychiatrist is usually consulted, especially when emotional or behavioral problems are also present. A comprehensive evaluation also involves psychometric testing (testing designed to assess logical reasoning abilities, reactions to different situations, and thinking performance; not tests of general knowledge) and psychological testing of cognitive abilities.
Treatment
Specific treatment for communication disorders will be determined by your child's physician, special education teachers, and speech/language and mental health professionals based on:
* your child's age, overall health, and medical history
* extent of the disorder
* type of disorder
* your child's tolerance for specific medications or therapies
* expectations for the course of the disorder
* your opinion or preference
A coordinated effort between parents, teachers, and speech/language and mental health professionals provides the basis for individualized treatment strategies that may include individual or group remediation, special classes, or special resources. Two approaches are usually considered. Remedial techniques are used to increase communication skills in the areas of the deficit. A second approach helps the child build on his/her strengths to circumvent his/her communication deficit.
Prevention
Specific preventive measures to reduce the incidence of communication disorders are not known at this time. However, early detection and intervention can address the developmental needs and academic difficulties to improve the quality of life experienced by children with communication disorders.
For more information, please visit:
National Center for Learning Disabilities http://www.ncld.org/
Online Resources of Child & Adolescent Mental Health
American Speech/Language and Hearing Association (ASHA) 10801 Rockville Pike, Rockville, MD 20852 301/897-5700, 800/638-8255
http://www.asha.org/public/speech/disorders/childhood-apraxia.htm
Cleft Palate Foundation 104 South Estes Drive, Suite 204 Chapel Hill, NC 27514 (919) 933-9044 1-800-242-5338
E-mail: email@example.com
Web: www.cleft.com
Easter Seals--National Office
230 West Monroe Street, Suite 1800
Chicago, IL 60606
312-726-6200
312-726-4258 (TDD)
800-221-6827 (For information about services for children and youth.)
E-mail: firstname.lastname@example.org
Web: www.easter-seals.org
Learning Disabilities Association of America (LDA) 4156 Library Road Pittsburgh, PA 15234
412-341-1515; 412-341-8077; (888) 300-6710
email@example.com
E-Mail:
Web:
www.ldanatl.org
Go to TOP
Go to Introduction
10.Central Auditory Processing Disorder (CAPD)
Central Auditory Processing Disorder (CAPD) is a complex and often misunderstood neurological disorder that occurs in individuals with normal hearing who have a reduced or impaired ability to discriminate, recognize, or understand sounds. The symptoms are highly individual, ranging from mild to severe with many different causes and expressions. Children with CAPD cannot fully process auditory information passed between the ear and the brain. They may have difficulties hearing amidst distracting background noise, remembering information, discriminating between similar sounds or words, or listening long enough to complete a task. CAPD may affect their ability to develop normal language skills, succeed academically, or communicate effectively.
Trained specialists, such as speech-language pathologists and audiologists, can assess CAPD using auditory tests such as behavioral and electrophysiologic tests. Speechlanguage pathologists and other educational specialists can provide a variety of treatment strategies to help children with CAPD work around many of the receptive, organizational and retention challenges caused by this disorder. Some children's auditory processing skills may well mature developmentally to the point where they become indistinguishable from other children. Others may have more chronic symptoms throughout their lives.
For more information, please visit:
American Speech-Language Hearing Association (ASHA) http://www.asha.org/default.htm
11. Tourette Syndrome
What is it ?
TS is an inherited neurological disorder characterized by involuntary motor and/or verbal tics and sometimes accompanied by other disorders (e.g., ADHD and Obsessive Compulsive Disorder - OCD.).
While the average age of onset of Tourette Syndrome is 6-7 years old, there are many cases where parents later realized that their child's tics had actually started much younger. In almost all cases, Tourette Syndrome emerges before age 18, but there are exceptions.
Diagnosis
The diagnosis is based on patient history, observation, and testing to rule out other conditions. Most cases of TS are thought to be "mild," meaning that the individual does not seek treatment and/or does not experience significant interference in their life from their tics.
Go to TOP
Go to Introduction
If tics become problematic, treatment options are available. There are a variety of medications that may provide some relief from the tics and at least one empirically validated non-medication treatment for tics.
Treatment
The good news for many TS patients is that their tics can often be controlled or minimized by medication. It's important to find a physician that has experience in treating Tourette Syndrome patients when considering any treatment for the disorder, because caution must be taken in determining the proper dosage levels. To date, no one medicine has been invented specifically for TS. The pharmaceuticals that have been found to minimize tics are normally used to treat other serious illnesses (i.e., high blood pressure). Hence, these drugs can often cause side effects or present risks serious enough to cause some TS patients to opt for living with the tics rather than take medication.
For more information, please visit:
http://www.tsa-usa.org/
http://www.tourette-syndrome.com/
http://www.tourettesyndrome.net/
Compiled by Shobha Mathur
firstname.lastname@example.org
Go to TOP
Go to Introduction | <urn:uuid:b4db9f1d-5416-4787-ad2c-bd79ad5ef42c> | CC-MAIN-2016-44 | http://www.karmayog.com/mental/shobhamathur/learning%20and%20communication%20disorders.pdf | 2016-10-26T21:05:37Z | crawl-data/CC-MAIN-2016-44/segments/1476988720973.64/warc/CC-MAIN-20161020183840-00213-ip-10-171-6-4.ec2.internal.warc.gz | 522,266,102 | 7,986 | eng_Latn | eng_Latn | 0.986311 | eng_Latn | 0.997369 | [
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | docling | [
863,
2916,
4703,
6345,
7573,
9695,
11833,
12977,
15914,
18697,
21064,
22463,
24206,
25906,
27859,
29933,
31207,
33779,
35536,
37307,
38855,
39984
] | [
3.953125,
3.125
] | 2 | 2 |
VIGNETTE
What's Under the Cloth?
CRAIG DWYER
International School of Ulm/Neu-Ulm (Germany)
Autumn was everywhere you looked in Tokyo. The subways were crowded with workers in suit jackets. Gone were the short-sleeved shirts and sweaty brows of summer. A pleasant smell of kinmokuse flowers hung in the air. The evenings were crisp, but not cold, and the cicadas had long since gone silent. Trees were shedding their leaves and the wind would pick up the offerings and twist and turn them in the air, leaving not-so neat little piles on the side of road, crowded in the gutters, and drifted against the sides of buildings. Though Tokyo is a city that never sleeps, there were occasional moments of silent clarity, almost as if the city were trying to rid itself of the noise and motion, and just enjoy the cool breeze.
It was the autumn of 2010, and I found myself sitting in a cleared out music classroom at Tokyo International School with about one hundred other teachers. There were drum kits stacked in the corner and we were sitting next to a pile of trumpets. I had made the 600 km trip south from Aomori, where I lived and worked, to join a workshop with an Australian education consultant. The topic was Teaching and Learning Through Inquiry. We spent two days engaged in deep questions about the purpose of school, what a thinking curriculum should look like, and how to evoke a sense of wonder in our students, not wonder in the sense of amazing, but rather a profound sense of curiosity.
We came back from a wonderful lunch on the second day to find a shroud of red and white tartan cloth sitting on our table. Our facilitator asked us not to touch the cloth, but to wonder what was underneath. Some members of our table got very close and smelled the cloth, but it emitted no odor. Others listened carefully, but it made no sound. We tried hard to see if the white spots on the fabric were translucent enough to allow a ray of light to slip in and reveal a color, or a texture. It did not. In our limited perspective, it appeared to be simply a bump under a piece of fabric.
Next, we were permitted to touch the cloth with the palms of our hands. We could discern shape. We could feel texture. We could tell how hard the item was. These few sensorial indicators gave birth to something at our table. Ideas began to fly. Theories. Conjectures. Somebody grabbed a piece of paper and a pencil (which were placed off to the side beforehand but never mentioned) and started scribbling down our thinking. The more people suggested, the more the image became real. We all felt different things, and the variety of experience pushed us down unexplored paths
Suddenly, an announcement was made that we could now use our fingers. We took turns, slowly turning it over in our hands, feeling, poking and prodding every nook and
cranny, careful not to disturb the shroud and spoil the drama. I remember feeling a new sense of amazement for these long appendages that I use daily but never considered deeply. The philosophy of my fingers. They are amazing when you stop and consider, when you empty your head and watch them work.
As we felt the mystery object under the shroud, we thought out loud, and slowly a theory began to form. Several theories began to form, each one connected to the other. Some of these theories were connected to the first theories, others were completely new, and still others appeared out of both.
These theories were not born out of our observations of the thing we were inquiring into, but rather they emerged from our questions. As one person asked a question, it sparked another question, which gave birth to a new thought from which new questions would come forth. Our mindful attention to our questions, and our openness to travel down new paths gave us all a sense of purpose. The task required it. There were no predetermined outcomes; instead, curiosity drove us. This thing, this mysterious object, was bringing our minds together which enabled us to wonder out loud.
As we were finally permitted to remove the shroud, we saw the item and we still had no idea what it was. This thing, in plain sight, was still mysterious. Our group experienced a brief moment of silence as we sat, silently contemplating what this thing was. Our initial assumption had been that we would remove the shroud and be faced with familiarity. We were not, yet this did not stop our inquiries. We came up with several theories, and spurred on by a collective sense of amazement, we continued to guess and add new strands to our network of thoughts.
I wish I could explain to you now what this looked like, or what it felt like, or what our theories about it were, but I can't. The truth is, I don't remember. I can't recall a single thing about the object. Not one. She may have told us what it was, but I do not recall. I remember she told us she had picked it up from a yard sale many years ago and had fallen in love with its mysterious qualities. I remember her mentioning how she always gets nervous taking these weird looking items through customs at airports. I remember everything about the activity, the people, the color of the table, the light in the room, the beautiful handwriting on our brainstorming sheet in multi-colored markers. I remember the sense of collective awareness that I was feeling in the moment. I remember how ideas were changed by others. I remember the excitement of my colearners as our minds converged on an idea, and I remember the confusion when we began to question our own theories. But as for the actual object itself, the thing we were inquiring into, it is a blank space in my mind. The content of the theories that ebbed and flowed through our group is gone.
All that is left is what I felt, and I felt that our group was operating at a level that was above what any one of us could attain. As a collective of individuals, we were stronger, more open-minded, more creative, and more intelligent that any individual could have been on their own. We accepted the drama of the situation, we were enticed by the rules, and we embraced the ambiguity of the unknown. We were able to do this by being as individual as possible, by bringing pieces of ourselves to the table, and wandering around our ideas. We played with ideas like toys, teased them apart, and put them back together. In the end, not knowing what the object was by no means experienced by me as a sense of defeat (I cannot speak for my co-learners, so I am switching back to the nominal self). Rather, I felt a profound sense of accomplishment. The goal was not the successful naming of the object, but rather the journey we took together. It was about the thinking and the wonder.
This activity has had a profound experience on my views of teaching, learning, and knowing. Learning is a complex phenomenon, not done in isolation, but collectively, with the world around you. It is a creative process, hard to explain, but easy to feel and experience. Bringing awareness to these feelings, and learning to capture these moments and reflect on them has been the greatest thing that nobody bothered teaching me to do
until now. Allowing a sense of wonder and awe to take over the self is the most liberating precursor to learning.
In defense of wandering, and in the name of wonder
I could spend some time analyzing this vignette from the perspective of a complex system. I could bring up several frameworks and overviews of conditions for emergence. I could cite studies and authors and similar stories.
But I won't.
The truth is, I don't want to. In part because I have been doing it continually for the last three years, as I have re-lived this moment many times. Partly because it exists as a tiny ocean of perfection in my being, and I don't want to disturb the water. And partly because you, as readers of Complicity: An International Journal of Complexity and Education, were probably analyzing it using the same terms and frames of reference as I would have. In a sense, I would speak that unspoken understanding. Would that make it more exciting for you? Or would the feeling get lost? That is a question we can only answer as individuals.
This much I do want to say; a sense of wonder is not a by-product of learning engagements, but an essential component. We, as educators working with learners, can spend a lifetime studying the conditions of emergence and trying to occasion them, or understanding the principles of complex adaptive systems, or orienting attention to emerging ideas; but a sense of wonder in a learner can allow all of it to spring to life with a dazzlingly simple activity. Wonder is the feeling we get, the emotional reaction to viewing something as new. It expands the space we are in and opens new paths to explore.
It invites us into a space where we are free to wander and to wonder.
About the Author
Craig Dwyer is a grade 5 teacher at the International School of Ulm/Neu-Ulm in Southern Germany. He blogs and shares his thoughts at www.teachingparadox.com and you can reach him at firstname.lastname@example.org.
© Copyright 2013. The author, CRAIG DWYER, assigns to the University of Alberta and other educational and non-profit institutions a non-exclusive license to use this document for personal use and in courses of instruction provided that the article is used in full and this copyright statement is reproduced. The author also grants a non-exclusive license to the University of Alberta to publish this document in full on the World Wide Web, and for the document to be published on mirrors on the World Wide Web. Any other usage is prohibited without the express permission of the author. | <urn:uuid:e4f34aba-32e5-4159-a8ed-ed8d2f05b32d> | CC-MAIN-2016-44 | http://ejournals.library.ualberta.ca/index.php/complicity/article/download/20405/15676 | 2016-10-26T21:14:15Z | crawl-data/CC-MAIN-2016-44/segments/1476988720973.64/warc/CC-MAIN-20161020183840-00216-ip-10-171-6-4.ec2.internal.warc.gz | 79,431,859 | 2,045 | eng_Latn | eng_Latn | 0.999095 | eng_Latn | 0.999173 | [
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | docling | [
2835,
7154,
9678
] | [
2.234375
] | 2 | 7 |
PIRATES, PREACHERS, AND ICE CREAM
What do you know about pirates? What do you think causes people to be so fascinated by pirates? What do you think causes a brain freeze when you eat ice cream too fast?
Let's look at various situations and think about "causality." That is, let's think about whether variables are associated with each other or whether one variable actually causes a change in another variable.
1. Over time, global temperature has changed. Also, the approximate number of pirates (they don't like to show up for the annual census) has changed. Eight data points are plotted below to show the relationship between these two variables over the last few hundred years.
* Describe the correlation type for this data.
* Jack Sparrow concludes that increasing the number of pirates will combat global warming. Is this conclusion justified? Explain any flaws in his reasoning.
* Explain why you think that the global temperature is higher when there are fewer pirates.
2. A very peculiar relationship was found between two interesting variables. Consider the following dataset (actual data− we did not make this up ) that shows the increase of Methodist ministers and the increase in the amount of Cuban rum imported from 1860 to 1940.
* Describe the type of correlation between these variables.
* Complete this sentence to describe the relationship between the variables. "As the _______________________ increases, the _________________________________________."
* Complete this sentence to describe the relationship between the variables.
"As the _______________________ increases, the _________________________________________."
* Is the increase in the number of Methodist ministers responsible for the increase in imported rum? Explain your thinking.
* What other factor(s) might have caused an increase in both variables?
In the previous data set example, there was a lurking variable, increasing population—one that is not shown in the table or graph−that caused both of these variables to change the way they did. This lurking variable, population, was likely the reason that both variables increased. That is, as the population was increasing from 1860 to 1940, the area grew in the number of ministers while more people drank more rum.
Look at the following situations and think about whether the variables are simply related (which we often call association) or if changes in one variable are the cause of changes in the other variable (which we call causation).
3. In one city it was found that over time there has been a positive correlation between the number of drownings and the number of gallons of ice cream sold.
* Does that mean that ice cream causes people to drown? Explain.
* Why do you think that there is a positive correlation between these two variables? (Hint, can you think of any lurking variables that might be the cause of increased drawings and ice cream sales?)
4. In another city it was found that the number of gallons of ice cream sold was negatively correlated to the number of snow shovels sold.
* Does that mean that if more people eat ice cream we won't need snow shovels? Explain.
* Why do you think that there is a negative correlation between these two variables?
5. In most cities there is a positive correlation between the amount of damage a fire causes to a building and the number of fire trucks dispatched to contain the fire.
* Does that mean that if fewer fire trucks are sent out that the damage to a building could be lessened? Explain your thinking.
* Why do you think that there is a positive correlation between these two variables?
Remember, just because two variables are associated (either positive or negative correlation), that doesn't mean that one variable causes change in the other. Just because you see fire trucks when there is a fire doesn't mean that fire trucks cause fires.
Look closely at the following situations and think more about causation.
6. Researchers from Brigham Young University's School of Family Life conducted a study on video games and children between 11 and 16 years old. They found that girls who played video games with a parent enjoyed a number of advantages. Those girls behaved better, felt more connected to their families and had stronger mental health. (ScienceDaily Feb. 2, 2011) They concluded that video games are good for girls if parents play along.
Do you think that playing video games with parents causes these positive results in girls? Explain.
7. Smoking cigarettes is closely associated with lung cancer. Do you think that smoking causes cancer? Explain.
8. Studies have shown that happy people live longer lives. Do you think that being happy will cause your life to be longer? Explain. | <urn:uuid:83fd4d88-fea1-4698-b936-49df1d1d62ae> | CC-MAIN-2016-44 | http://montemath.com/Alg1_U7_Pirates.pdf | 2016-10-26T21:22:46Z | crawl-data/CC-MAIN-2016-44/segments/1476988720973.64/warc/CC-MAIN-20161020183840-00213-ip-10-171-6-4.ec2.internal.warc.gz | 170,310,691 | 945 | eng_Latn | eng_Latn | 0.9994 | eng_Latn | 0.999729 | [
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | docling | [
986,
1653,
1851,
3629,
4753
] | [
3.84375
] | 3 | 2 |
Communication
Things to take into consideration when communicating with someone who has a disability
General tips
* Speak to the person in an age-appropriate manner. For example, if the person is an adult, speak to them using the same tone you would use when normally addressing an adult.
* Speak to the person, not their coach, friend or assistant. Assume that people can speak for themselves.
* If you want to know what help or assistance a person with disability needs, ask them! They are best qualified to tell you. If they can manage by themselves, they will soon let you know.
Non-verbal communication
* Remember, people with disability may not always communicate using speech. Some people write messages and/or use computerized systems, symbols, sign language, gestures and eye movements.
* Approach the individual — they will guide you if they use a non-verbal form of communication. Just be willing to try.
* Watch a person's body language and try to respond to any non-verbal cues.
* Begin and end conversations just as you would with anyone else.
* Use all of your communication skills — visual and verbal — and back these up with positive body language and facial expressions. A smile relaxes both you and the person with whom you are communicating.
People using a wheelchair
* When talking to a person in a wheelchair, try to be at eye level with them by sitting in a chair or squatting or kneeling beside them.
* Remember that a person's wheelchair is considered part of their personal space. Do not touch or lean on their chair unless invited to do so.
* All applicable rules, which apply to a player's body, shall apply to the wheelchair.
People with a vision impairment
* When meeting people who are blind or have a vision impairment, address them by name and always give your name.
* When talking in groups address people by name.
Communication
* Ask them how much they can see. Many people with a visual impairment have a degree of vision — only a small minority are totally blind. Standing in a particular position (for example, directly in front of them or to one side) may suit their visual range and/or acuity.
* If you are giving directions, visual instructions supported by clear verbal information may be useful. Don't talk about 'here' and 'there'.
* If a person with a vision impairment requests manual guidance, wait for them to take your arm or elbow and then walk beside them but slightly in front, so they can sense changes in direction. As you move, give verbal information about the surface you are walking on (for example, steps or slopes, gaps or doors) ensuring that the person you are assisting has time to react to the changes.
* Do not move objects without telling the person
People with a hearing impairment
* Communication with a person with a hearing impairment will be enhanced if you ensure that you are standing where they can clearly see your face. This will help if they use lip-reading to support their communication. Avoid standing with the sun or a bright light behind you; it throws your face into shadow.
* Speak clearly without shouting and with normal inflection and timing.
* Attract the person's attention before speaking to them or else they may not realize you are talking to them. A tap on their shoulder from the front or a wave in their peripheral vision is acceptable.
* Be prepared to move to a quieter location if the person with whom you are communicating has trouble hearing or understanding you.
* Don't be afraid to ask the player who is hearing impaired how they would like to communicate.
* Stand where a player who is hearing impaired can clearly see your face.
* Display information visually wherever possible.
* Confirm that your message is understood.
* Learn Australian Sign Language (Auslan). Contact Deaf Sports Australia or your State Deaf Society to find out where to start.
Communication
People with a learning disability
* When talking to a person who has a learning disability, keep your explanations brief and clear and check that they have understood what you have told them. There are many different kinds of learning disability and each person's degree of comprehension will vary greatly.
* Talk to people using age-appropriate tone of voice and language. Simplifying the language you use does not necessarily mean treating adults like children. Use short and simple sentence structure.
* Communication is a two-way street: be patient and give people the opportunity to explain what information or assistance they require, and keep in mind that some people may need more time to express themselves.
* Ask the person to repeat themselves if you do not understand. Do not guess; it is more embarrassing when you get it wrong.
* Use all of your communication skills — visual and verbal — and back these up with positive body and facial expressions. A smile relaxes both you and the person with whom you are communicating.
Communicating with people with a disability – Australian Sports Commission | <urn:uuid:a730121a-9bcb-452c-a9e7-82b75e3bb8ae> | CC-MAIN-2016-44 | http://www.tennis.com.au/wp-content/uploads/2014/02/best_ways_to_communicate.pdf | 2016-10-26T21:11:50Z | crawl-data/CC-MAIN-2016-44/segments/1476988720973.64/warc/CC-MAIN-20161020183840-00227-ip-10-171-6-4.ec2.internal.warc.gz | 717,759,306 | 987 | eng_Latn | eng_Latn | 0.997575 | eng_Latn | 0.997617 | [
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | docling | [
1857,
3867,
4999
] | [
4.09375
] | 1 | 6 |
"#$%&'(!)$*+,&(-$.!/&+$#( "#$%&'(!)$*+,&(-$.!/&+$#(!!
Lead Poisoning Crisis in Nigeria!
Project Details:
!
Children gather in a newly remediated area
Performance Metrics:
!
o Background and Scope:
In March 2010, excess childhood death and illness occurring primarily amongst children under five in Zamfara State, Nigeria, was reported by Médecins Sans Frontières (MSF/Doctors Without Borders) to the state health authorities. Investigations led by the US Centers for Disease Control and Prevention (CDC), in collaboration with Federal and Zamfara State authorities, MSF, Blacksmith Institute and the World Health Organization (WHO), revealed that the outbreak was caused by acute lead poisoning associated with artisanal gold ore processing. More than 400 children under the age of five died, and hundreds more were confirmed to be at risk of death or serious acute and long-term irreversible health effects due to extremely high levels of lead. Of the children tested in two villages, 100% exceeded 10 !g/dL (the international standard maximum for lead in blood), with some levels measuring as high as 700 !g/dL.
The source was massive environmental contamination from the informal processing of lead-rich ore to extract gold. Men brought rock ore to the villages, where the women ground it into fine particles. This process resulted in the extensive dispersal of lead-containing dust throughout the villages, including within family compounds.
Seven villages were initially identified for immediate remediation. Seven more villages were later identified for clean up, including Bagega, which alone was double the size of the first seven. In all villages, including in family homes and compounds, soil lead concentrations exceeded 100,000 ppm, far above the internationally accepted standard of 400 ppm for residential areas. Primary exposure routes for children and adults were 1). Incidental ingestion of soil and dusts, 2). Consumption of food contaminated by soil and dust sources, 3). Ingestion of contaminated water, and 4). Inhalation of contaminated dust. Consequently, an estimated 2500 children accumulated life-threatening levels of lead in their blood, with thousands more at risk of permanent brain damage.
o Solution Implemented:
In June 2010, Zamfara State and Nigerian Federal health authorities formally requested assistance from WHO, CDC, MSF and the Blacksmith Institute to address this problem. MSF offered chelation therapy, a treatment that removes lead from the body, to children with critical levels of lead. However, in order to prevent recontamination, it was required that treated children not return to a contaminated environment. Environmental assessments indicated that lead exposure could be eliminated by the removal and replacement of topsoil and by thorough cleaning/removal of dust from all interior spaces, homes and compounds.
From June 2010 to March 2011, Blacksmith Institute conducted environmental decontamination in seven villages in collaboration with Terragraphics and local authorities. Local villagers were trained to assist with the clean-up operations,
!
!
including cleaning of homes. Contaminated soil was removed to secure landfills and replaced with clean soil. In total, seven villages were remediated, including 282 residential compounds, 107 exterior areas and 23 processing ponds, allowing for MSF to provide chelation treatment for more than 1000 children. The project also removed highly contaminated material from 7 ponds that were used to make bricks for compound repairs. In addition, UNICEF and project partners mobilized the communities and established male and female advocacy programs to raise awareness, facilitate remediation and support prevention of recontamination.
Furthermore, the project trained more than 200 Ministry, village and private personnel, building local capacity to conduct remediation activities, and provided guidance and assistance to the State in how to address mineral processing activities.
o Project Performance:
All soils greater than 1000mg/kg lead were removed and replaced with soils containing less than 100mg/kg lead. Contaminated solids between 4001000mg/kg were removed or covered with 8cm of clean compacted soil. Post remediation soil lead concentrations are less than 100mg/kg for nearly all exposed soils in remediated villages, both inside and outside compounds. This strategy resulted in a 98% decrease in lead intake and uptake due to incidental ingestion in remediated villages.
!
!
o Outcomes
This project had several significant results:
1. All seven remediated villages now have markedly reduced lead exposures and reduced risk of mortality and significant adverse health effects.
2. As a direct result of remediation, MSF was able to provide clinical services to several hundred families and chelation therapy for more than 1000 children under the age of five. These children were returned to clean homes without risk of recontamination.
3. Villagers are increasingly aware of the dangers of artisanal mining and the measures required to protect their families.
!
!
4. Zamfara and local entities now have the capacity to undertake future cleanup activities. Zamfara State and local staff have been trained to manage and supervise remediation programs and activities. Several hundred villagers and local suppliers were trained and acquired experience in implementing remediation protocols.
5. The Zamfara Ministry of Environment established a new agency to undertake remediation and regulate artisanal mining and processing.
o Follow Up:
During the remediation, a total of 114 villages were identified that were processing the lead ore. Of 73 villages that were visited, 43 villages had children with blood lead levels exceeding the 10!g/dL limit. At least 7 more villages, including Bagega and its industrial area urgently need emergency remediation.
Additional remediation activities will be required to address contamination in the other villages, as well as contaminated water. Source control, best practices for artisanal mining and facilities to support responsible mining need to be developed. In addition, follow up investigations to assess effectiveness of applied measures and remediation should be conducted.
Lead-contaminated dirt is removed from a family compound in Sunke village. ! Photographer Shawn Baldwin/Bloomberg! | <urn:uuid:8e255064-d5ce-4338-b62f-b63ac00a55c0> | CC-MAIN-2016-44 | http://www.blacksmithinstitute.org/files/FileUpload/files/Additional%20Reports/Zamfara_Nigeria_PCR%20April%202011.pdf | 2016-10-26T21:04:22Z | crawl-data/CC-MAIN-2016-44/segments/1476988720973.64/warc/CC-MAIN-20161020183840-00224-ip-10-171-6-4.ec2.internal.warc.gz | 345,423,004 | 1,250 | eng_Latn | eng_Latn | 0.944928 | eng_Latn | 0.996643 | [
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | docling | [
175,
3119,
4511,
5103,
6380
] | [
2.4375
] | 3 | 2 |